商標是一種藉由圖像或是混和圖像與文字存在的標誌，經由特定的符號或是顏色所組成，利用圖像的組成、配置、形狀、顏色、混合、字體、字體顏色等視覺元素將會帶給人們不同的視覺感受。 過去的研究中，對於視覺元素在商標中扮演的角色偏向質化的探討，通常多利用使用者測試的方法找到設計元素與商標的相關度，較少應用電腦視覺對於圖像量化分析的方法，本研究的目的在於利用各種視覺特徵的計算方式，分析各種商標中視覺元素的組成，包含商標中圖像的複雜度、和諧度、組成重複度等相關量化指標。 藉由大量透過網路上收集的商標進行分析後，可發現商標普遍具有低複雜度、高和諧度、低重複度的設計特性，本論文最後試著以商標獨特性指標代替商標辨識度以驗證本論文設計的分析方法可行性。由於在電腦視覺領域中相關於商標美學的研究並不常見，本論文亦希望能對電腦視覺分析應用在設計或美學的領域進行先導性的研究。 / A logo is a mark composed of graph or a combination of text and graph. Typical visual elements in a logo design such as layout, shape, color (foreground and background), composition, and typeface. The graphical mark can exhibit interesting properties by mixing the elements in creative ways. Most previous researches regarding the role of visual elements in logo design are of qualitative nature. In this thesis, we propose to incorporate visual feature extraction and analysis algorithms commonly utilized in computer vision to compute proper index and investigate key visual elements in logo design, including complexity, harmony and repetition. After analyzing large amount of logos collected from the internet, we find out that most logos are of low complexity, high balance and exhibit some degree of repetition. We propose a new measure of “distinctiveness” and investigate its relationship with to the aforementioned properties. We hope that the results obtained in thesis serve as a catalyst to motivate further research in applying computer vision methods to the area of aesthetics and design.

The recent development of virtual reality (VR) technology carries powerful potential that can be utilised to facilitate the learning of 3D geometry. Therefore, a new approach for teaching and learning of 3D geometry that utilises a virtual reality learning environment (VRLE) is proposed in this research study. This research study aimed to: (a) design and evaluate a VRLE to facilitate the learning of 3D geometry concepts and processes by upper primary school students, and (b) generate theoretical and design principles that will have application both within and beyond the immediate research study. The research methodology employed was design experiments or design-based research. Informed by this methodology, the research design consisted of iterative cycles of developing/revising a conceptual framework, designing/prototyping a VRLE, enacting/evaluating the VRLE, and reflecting/redesigning the research. An initial conceptual framework was generated through extensive literature review to inform the design and evaluation of a VRLE. Based on the conceptual framework, a prototype VRLE named VRMath was then designed and implemented. The enactment and evaluation of VRMath consisted of two iterations. Iteration 1 (six hours/sessions with two students of Year 5 and 6) was conducted using the prototype VRMath (Yeh & Nason, 2004). Based on the findings from Iteration 1, nine learning activities were developed and research protocols (e.g., observation and interview) were revised for Iteration 2. Iteration 2 involved six primary school students (Year 4-5) for eight weeks (two hours/sessions per week). Findings from Iteration 2 confirmed and identified some usability issues of VRMath system and many new ways of thinking and doing 3D geometry when students interacted with VRMath. These have implications on the design of VRMath and the teaching and learning of 3D geometry within the VRMath environment. Justifications about the conceptual framework and students' learning within VRMath were made after the two iterations of enactment and evaluation. The learning activities and VRMath were also revised and redesigned for the preparation of future iterations. After a full cycle of the design-experiments, this research study concluded with a proto-theory (semiotic framework) for the design of and learning within VRLEs, and visions for using VRLEs in mathematic and technology education.

No description available.

From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.

Syfte: Att utformning av logotyp har stor vikt för företagets identitet är allmän känt, men detär minst lika viktigt för ett företag att ha en logotyp som kan förmedla deras budskap ut tillkonsument. Syftet med detta arbete blev därmed att analysera hur de atmosfäriska stimulivariabler,färg, typografi och symbol, påverkar konsumentens uppfattning av logotypensavsedda kundbudskap inom tjänsteföretag. Metod: Detta arbete grundades på ”mixed methods”, vilket är en kombination av kvalitativoch kvantitativ forskningsmetod. Den empiriska undersökningen skedde genom fyra styckensemistrukturerade intervjuer och därefter genomfördes en webbaserad enkätundersökning.Informationen som framställdes från intervjuerna användes för att utformaenkätundersökningen, och den population enkätundersökningen omfattades uppgick tillungefär 5 695 respondenter. Sedan analyserades inkomna enkätsvar med hjälp av enkorrelationsanalys och en klusteranalys, som skapades i programmet SPSS, och jämfördesmed tidigare teori samt företagens intervjuer. Resultat & slutsats: Företag kan ha budskap med goda motiveringar bakom dem, men trotsdetta finns svårigheter för respondenter att uppfatta dessa budskap genom endast en logotyp.Det är därför mycket möjligt att mer än en ensam logotyp behövs för att dessa budskap ska nåhela vägen fram, exempelvis en symbol eller slogan. Respondenterna uppfattar en logotypsom lättare att komma ihåg de gånger som färgen sticker ut, typsnittet är “utöver det vanliga”eller när logotypen innehåller en symbol. Examensarbetets bidrag: Undersökningens genomförande har tillfört både praktiska ochteoretiska bidrag, framförallt inom forskning som berör färg och typografi i logotypen. Bland annat har undersökningen visat att företag med god eftertanke och välmotiverade val kanförmedla flera budskap och deras affärsidé ut till konsument. Detta visar på att det inte endastär företags fysiska agerande som är av betydelse, utan lika stor del av konsumentensuppfattning om företaget ligger i företagets grafiska marknadsföring utåt. Förslag till fortsatt forskning: Ytterligare forskning kring de atmosfäriska stimulivariablernafärg, typografi och symboler i den grafiska profilen behövs. Att då undersökavilka färger som klassificeras som varma, kalla och neutrala inom olika områden, såsomSverige, Norden, Skandinavien och Europa, hade varit relevant. Likaså hade undersökning avi vilken utsträckning typsnitt med normal tjocklek och fet tjocklek påverkar läsbarheten varitintressant. / Aim: The design of a logo is of great importance to the company's identity, but it is equallyimportant for a company to have a logo that can convey their message to the consumer aswell. The purpose of this paper was thus to analyze how the atmospheric stimuli-variables,colour, typography and symbol affect the customer's perception of the logo's intendedcustomer messages within service companies. Method: This work was based on “mixed methods”, which is a combination of qualitativeand quantitative research methods. The empirical survey was conducted through foursemistructured interviews and an online survey was conducted. The information obtainedfrom the interviews was used to design the survey, and the population that the survey coveredamounted to approximately 5,695 respondents. Then, surveyed questionnaires were analyzedusing a correlation analysis and a cluster analysis, created in the SPSS-program, compared toprevious theory and corporate interviews. Result & Conclusions: Companies can have messages with good motivations behind them,but despite that it is difficult for respondents to perceive them through just one logo. Therefore, it is possible that more than a single logo is needed for these messages to reach allthe way, for example with a symbol or slogan. Respondents perceive a logo as easier toremember the times the colour stands out, the font is "beyond the usual" or when the logocontains a symbol. Contribution of the thesis: The study's implementation has added both practical andtheoretical contributions, especially in research related to colour and typography in logotypes.Among other things, the survey has shown that companies with good reflection and wellmotivatedchoices can convey several messages and their business idea to consumers. Thisshows that it is not only corporate physical activity that is important, but as much is perceivedin the company's graphic marketing towards consumers. Suggestions for future research: To carry out further studies on the atmospheric stimulivariables colour, typography and symbols in the graphic profile is needed. To investigatewhich colours classified as warm, cold and neutral in different areas, such as Sweden, Nordiccountries, Scandinavia and Europe, would been relevant. Similarly, examination of the extentto which fonts of normal thickness and fat thickness affect readability would be interesting.

Este trabalho apresenta uma proposta didática desenvolvida em uma escola da Rede Adventista de Educação no município de Cachoeirinha, que utilizou a linguagem LOGO em aulas de Matemática. O experimento prático, realizado com estudantes do sétimo ano do Ensino Fundamental e respaldado pelas teorias de Seymour Papert e Gèrard Vergnaud, buscou responder à seguinte questão: Como a utilização do ambiente LOGO auxilia na aprendizagem dos conceitos de Ângulos e Coordenadas Cartesianas, estudados durante o Ensino Fundamental? Outras investigações envolvendo a utilização da linguagem LOGO são mencionadas, bem como suas influências para o trabalho. A partir dos dados analisados qualitativamente, observou-se um crescente interesse pelo estudo dos tópicos de Geometria e um avanço nas elaborações de estratégias de soluções de problemas. Ao final deste trabalho, encontra-se a sequência didática elaborada e aplicada, produto desta dissertação. / This dissertation presents a didactic proposal developed in a school of Adventist Education in the city of Cachoeirinha, which used the LOGO language in Mathematic classes. The practical experiment was conducted with students in the seventh grade of elementary school and supported by the theories of Seymour Papert and Gerard Vergnaud, and tried to answer the following question: How the use of the LOGO environment can help the learning of the concepts of angles and Cartesian Coordinates, which were studied during elementary school? Further investigations involving the use of LOGO language are mentioned, as well as their influences for this paper. From the qualitatively analyzed data, it was noticed a growing interest in the study of topics of Geometry and an improvement in the elaboration of strategies for problem solving. At the final of this work, we can find the didactic sequence, made and applied, product of this dissertation.

Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 AlmiraN.pdf: 374864 bytes, checksum: 651e5d35db36dcc0f9139e835a581cb5 (MD5) Previous issue date: 2005-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work highlights the importance of Dialogue in dealing with situations of crisis, and human conflicts. It has a starting point in some ideas of David Bohm, and in so doing, it presents itself with the challenge of testing the premise that dialogical strategies, of thought and action, can make the human choices inherent to those situations, more coherent and creative. They also allow us to elucidate and grasp them, towards broader comprehension and resolution, while keeping the framework of consistent assessment. However, we believe that said strategies are not, necessarily, problem solvers. With that in mind, we expanded the notion of Dialogue , systematizing dialogical visions of the world, derived from the ideas of David Bohm, Paulo Freire and Mikhail Bakhtin, in which they give priority to the Dialogue component, in all human relations within crucial contexts. From the elaboration of that systemic and dialogical interface, in which Dialogue appears as common theme, and pervasive tool, we detected the emerging of ancillary themes such as Liberty , Consciousness , Creativity , Ethics and Responsibility . We see these themes as ways of comprehending Life, as each one embodies interests, needs and shared human motivations. We have articulated them as a network, and added to that the need of Reflection in conjunction with Dialogue as a watchful call for noticing the incoherence / Este trabalho destaca a import?ncia do di?logo no enfrentamento de situa??es de crise e conflitos humanos, tomando como fundamento algumas id?ias de David Bohm. Nesse intento, a aposta ? a de que estrat?gias dial?gicas de pensamento e a??o podem tornar as escolhas, em tais situa??es, mais coerentes e criativas, permitindo elucid?-las e desvel?-las para que possam ser compreendidas e enfrentadas de forma mais alargada, num processo de reflex?o permanente. Todavia, acreditamos que tais estrat?gias n?o s?o, necessariamente, solucionadoras de problemas. Para isso, ampliamos a no??o de di?logo, sistematizando-o em cosmovis?es dial?gicas a partir das id?ias de David Bohm, Paulo Freire e Mikhail Bakhtin, naquilo em que principalizam o di?logo nas rela??es humanas em contextos de crise. A partir da composi??o dessa interface dial?gica, na qual o di?logo se configura como tema comum e como ferramenta, observamos a emerg?ncia de temas como liberdade, consci?ncia, criatividade, ?tica e responsabilidade que denominamos grandes temas humanos e os entendemos como maneiras de compreens?o da vida por conterem interesses, necessidades e motiva??es humanas compartilhadas. Articulamos esses temas em rede e acrescentamos a necessidade da reflex?o junto ao di?logo, no sentido de alertar para a incoer?ncia

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 AlineCB.pdf: 659199 bytes, checksum: 89a2e14cc7f935b9ddc7d45fd5af813a (MD5) Previous issue date: 2008-08-11 / In preparation for reviewing and reflect about the pedagogical practice of teaching supervisor, noting instances of continuing education in service, dialogue-based, reflective and shared as propelling in the construction of theoretical and practical knowledge is that we propose to undertake this research. Based in our professional practice and stimulated by the desire to contribute with the education in the city of Jardim de Piranhas-RN our intention was to highlight issues which arising from practice teaching, especially those guided in the principles of a continuing, dialogic and reflexive teachers training. In that sense we are encouraged to answer the following question. How has been developed the work of teaching supervisor in the city of Jardim de Piranhas and what kind of elements should be constituted by a continuing education in school if those elements are enhanced by a reflexive action and dialogue-based? Thus, we performed studies of theoretical foundation based in N?voa (1995, 2001, 2003), where he emphasizes the importance of take in account the practice itself as a source for the study in the construction of a new teaching practice process, in Alarc?o (1999; 2001; 2002; 2003), Sch?n (1995, 2000), Tardif (2003) and Perrenoud (2002), Gomes (1998), Navarro (2005) and Oliveira (2006), among others, provided the basis to discuss the role of reflection and dialogue in the school and classroom. We still emphasize the ideas of Paulo Freire (1981; 1992; 1996; 2001; 2002), which is consistent with the proposal for a reflexive action and training. For this we adopted a methodology based in the qualitative research with field note, intending to observe the strategies which emerge in the educational supervisor practice. This practice should contribute to the training of teachers. In this process we chose three dimensions that provide structure and power in their work. So, we can describe as conceptual, strategic and changeable / Na perspectiva de analisar e refletir sobre a pr?tica pedag?gica do supervisor a partir do trabalho que desenvolvem nas escolas municipais de Jardim de Piranhas-RN ? que nos propomos a realizar esta pesquisa. Partimos da nossa pr?tica profissional e do anseio em contribuir com a educa??o do Munic?pio de Jardim de Piranhas-RN, no sentido de real?ar aspectos advindos da pr?tica pedag?gica, principalmente aqueles pautados nos princ?pios de uma forma??o de educadores, continuada e em servi?o, dial?gica e reflexiva. Nesse sentido, somos instigados a responder a seguinte quest?o: como tem se desenvolvido o trabalho do supervisor pedag?gico na cidade de Jardim de Piranhas/RN, e que elementos, se potencializados por uma a??o reflexiva e dialogada, podem ser constitutivos de uma forma??o continuada na escola? Para tanto, realizamos estudos de fundamenta??o te?rica com base em N?voa (1995; 2001; 2003), quando enfatiza a import?ncia de se considerar a pr?pria pr?tica como fonte de estudo para a constru??o de uma nova pr?tica docente; em Alarc?o (1999; 200; 2002; 2003), Sch?n (1995; 2000), Tardif (2003) e Perrenoud (2002), Gomes (1998), Navarro (2005) e Oliveira (2006), entre outros, que fornecem as bases para a discuss?o sobre o papel da reflex?o e do di?logo na escola e na sala de aula. Enfatizamos, ainda, as id?ias do educador Paulo Freire (1981; 1992; 1996; 2001; 2002), que consideramos coerentes com a proposta de a??o e forma??o reflexiva. Metodologicamente, optamos por uma pesquisa qualitativa e de campo, com a inten??o de observar as estrat?gias emergentes na pr?tica pedag?gica do supervisor que possam contribuir para a forma??o dos professores. Elencamos 03 dimens?es como estruturantes e potencializadoras do trabalho do supervisor pedag?gico: a conceptual, a estrat?gica e a transformadora

Made available in DSpace on 2014-12-17T14:36:20Z (GMT). No. of bitstreams: 1 RosemeriS_TESE.pdf: 3277969 bytes, checksum: 0a0bceaa42d1e5fbf47379715fbad3cd (MD5) Previous issue date: 2011-06-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis aims to investigate the Agronomy course in the perspective of the graduation course for the settlers of the Universidade Federal do Par?- Marab?. This course requires a partnership with the social movements of the North region of the country, with the purpose to understand knowledge production and how learning process occurs from the point of interaction and reliable relationships which are established in the organization during the course. The base of theses studies is to reflect of how the dialogue and learning processes occurred during the Agronomy course and resulted in changing in the teachers behavior and in the other integrated members of the group and mainly in the graduating settlers students. These changings happens as a consenquence of the dialogue production between the most varied areas, different people and institutions which take collective decisions. I observe educational actions, researches, extention concepts of extension and also development researches presented in the educative actions discussed by Freire (1985), Sim?es (2001, 2003) e de Amartya Sen (2000). The theory in which I am basing these studies are based in Boaventura de Souza Santos Sim?es (2001, 2003) and Amartya Sen (2000). Methodologically I analyse knowledge production by sudying the thesis and scientific works related to rural education, social movements, university and higher education in the last 20 years. I analyze the scientific works of all settler students, and besides, I do open interviews with the students, as well as, with the teachers and the leaders of social movements (MST, FETAGRI, CPT, EFA/FATA). I organize and analyze all the speeches from the ecological knowledge as defined by Boaventura de Souza Santos (2006). Finally, I visit five towns of municipal districts of the southeast of Par?, which represents the final methodological part of the research, in order to verify in loco the practices of the experiments purposed as final activity of the Agronomy course. I organize the work in five areas composed by the occupational process and the initiatives which emerged from them; development model and the social and environmental consequences; I also organize the university role and the relationship established between people and institutions which gave origin to the Agronomy course of UFPA and the programs developed in the region; conjuncture of creation of the groups of settled students, curriculum, principles and focus on the course and the experienced actions; developed practices in the course and the relations of reliability experienced internally and externally to the Academy, the learning and dialogue promoted by the course. I believe that the dialogue has caused changes in the organization of the knowledge and in the educative practices of the teachers, as well as, in the socio-productive practices of the regressed settled students / Esta tese investiga o Curso de Agronomia na forma??o de assentados da Universidade Federal do Par?-Campus Marab?, por demanda e parceria com movimentos sociais da Regi?o Norte do pa?s, com o prop?sito de compreender as aprendizagens (produ??o do conhecimento) a partir de trocas e rela??o de confiabilidade no outro, constru?das na organiza??o e realizadas do Curso. O pressuposto que orienta este estudo ? que os di?logos e aprendizagens ocorridas no curso de Agronomia provocaram mudan?as nos professores, nos integrantes dos movimentos e, principalmente, nos assentados egressos. Tais mudan?as acontecem pela promo??o do di?logo entre conhecimentos, ?reas, pessoas e institui??es nas tomada de decis?es e no desenvolvimento das a??es coletivas. Observo as concep??es de educa??o, de pesquisa, de extens?o e de desenvolvimento presente nos discursos e nas pr?ticas que orientam as a??es relativas ? educa??o discutidas por Freire (1985), Sim?es (2001, 2003) e de Amartya Sen (2000) e assumo como referencial te?rico b?sico as id?ias de Boaventura de Souza Santos (1985; 1989; 2000; 2004; 2005; 2006; 2008), Paulo Freire (1975; 1981; 1985; 1997; 1996) e Miguel Altiere (1989). Metodologicamente analiso a produ??o do conhecimento atrav?s das teses e disserta??es relativas a Educa??o do Campo, Movimentos Sociais, Universidade e Educa??o Superior, nos ?ltimos 20 anos. Analiso as monografias de conclus?o de curso de todos os educandos assentados, al?m de realizar entrevistas abertas com cada um/a. Utilizo a entrevista aberta, tamb?m, com os docentes do curso e com os dirigentes dos de movimentos sociais (MST, FETAGRI, CPT, EFA/FATA). Organizo e analiso os discursos a partir da id?ia de ecologia de saberes como definido por Boaventura de Souza Santos (2006). Finalmente, realizo visitas em cinco munic?pios da mesorregi?o Sudeste do Par?, recorte metodol?gico final da pesquisa, para verifica??o in locu da execu??o dos experimentos propostos como atividade final do Curso de Agronomia. Organizo o trabalho em cinco eixos composto pelo processo de ocupa??o e as iniciativas que dele emergiram; modelo de desenvolvimento e as conseq??ncias sociais e ambientais; cria??o e papel da Universidade e as rela??es estabelecidas entre pessoas e institui??es que deram origem ao Curso de Agronomia na UFPA e aos programas desenvolvidos na regi?o; conjuntura de cria??o da turma de educandos assentados, proposta curricular, princ?pios e foco do curso e as a??es vivenciadas; as pr?ticas desenvolvidas no curso e as rela??es de confiabilidade vivenciadas interna e externamente a academia, os aprendizados e os di?logos promovidos pelo curso. Considero que o di?logo provocou mudan?as na organiza??o do conhecimento e nas pr?ticas educativas dos professores, bem como nas pr?ticas s?cioprodutivas dos educandos egressos e dos assentados

Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 HostinaMFN_TESE.pdf: 4361213 bytes, checksum: 2ec46114060037a78b770bd3855857cd (MD5) Previous issue date: 2011-08-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMA??O (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection / Considerando o di?logo como um ato gnosiol?gico e o professor como um pesquisador de sua pr?tica, esta tese aborda a contribui??o do pensamento de Paulo Freire para a forma??o de professores, analisando uma interven??o realizada no Curso de Pedagogia voltado para a forma??o de professores em servi?o atrav?s do Programa Especial de Forma??o Profissional Para a Educa??o B?sica (PROFORMA??O) da Universidade do Estado do Rio Grande do Norte (UERN). A partir das ideias freireanas de educa??o problematizadora, a??o-reflex?o-a??o, conscientiza??o e da an?lise da interven??o, defendo que a din?mica de constru??o coletiva de conhecimentos - tr?s momentos pedag?gicos, conforme Jos? Andr? Angotti, Dem?trio Delizoicov e Marta Pernambuco - quando intermediada pela reflex?o individual proporcionada pelo registro escrito, permite o desenvolvimento de tr?s importantes dimens?es do conhecimento sobre a pr?tica pedag?gica: a observa??o e auto-observa??o; a compreens?o das teorias que fundamentam a a??o; e a teoriza??o. Assim, a forma??o inicial e permanente de professores pode materializar seu compromisso pol?tico numa a??o concreta, coletiva e participativa de conscientiza??o e transforma??o da realidade da pr?tica pedag?gica na escola, desenvolvendo-se como um verdadeiro c?rculo de a??o-reflex?o-a??o