Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-23T15:40:09Z No. of bitstreams: 1 fernandamauramarcianodasilva.pdf: 1685739 bytes, checksum: b753dfafbac38b9b4b6d9dba3869b50e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T12:05:02Z (GMT) No. of bitstreams: 1 fernandamauramarcianodasilva.pdf: 1685739 bytes, checksum: b753dfafbac38b9b4b6d9dba3869b50e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T12:06:00Z (GMT) No. of bitstreams: 1 fernandamauramarcianodasilva.pdf: 1685739 bytes, checksum: b753dfafbac38b9b4b6d9dba3869b50e (MD5) / Made available in DSpace on 2017-02-24T12:06:00Z (GMT). No. of bitstreams: 1 fernandamauramarcianodasilva.pdf: 1685739 bytes, checksum: b753dfafbac38b9b4b6d9dba3869b50e (MD5) Previous issue date: 2007-03-30 / A presente pesquisa busca compreender das relações sócio-culturais que constituem a vivência do espaço escolar em um curso de Educação de Jovens e Adultos. O objetivo é refletir acerca de como o aluno, jovem ou adulto, vivencia, compreende e produz significados para o espaço escolar. Para tanto, utilizo uma metodologia de cunho qualitativo e o recurso de mapas narrativos, que constituem uma abordagem etnográfica de apreensão das experiências cotidianas dos sujeitos. A questão "espaço/espacialidade”, bem como a constituição da Educação de Jovens e Adultos, são abordados na discussão do espaço escolar vivenciado pelos sujeitos. A análise apresentada é de cunho fundamentalmente interpretativo, tecida através de três temáticas co-constitutivas, em uma reflexão acerca: 1) das memórias e de como estas são produzidas, ao mesmo tempo, que são produtos das interpretações, representações e vivências espaciais. 2) do espaço escolar como espaço de produção de subjetividades e de auto-formação. 3) de como as representações espaciais contemplam as experiências e vivencialidades impressas na prática cotidiana do espaço. / This research intends understanding of the social-relationships that makes the living school space in a education course for youngs and adults. The objective is the reflection about how the young and adult pupil, lives, understand and produce meanings for the school space. For that was used the qualitative methodology and the resource of the narrative maps that if constitute in a boarding of apprehension of the daily experiences of the citizens. The question about space, as well as the constitution of the young Education of and adult is boarded in the quarrel concerning the pertaining to school space lived deeply by the citizens. Thematic the presented analysis is of matrix basically reflection and weaved through three co-constituent ones, in reflection about: 1) of the memories and of as such products of the interpretations are produced and at the same time, space representations and experiences;2)of the pertaining to school space as space of production of subjectivity and auto-formation;3) of as the space representations they contemplate the experiences and lived experiences printed in the daily experience of the space.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-22T14:09:40Z No. of bitstreams: 1 emmanuellediasvaccarini.pdf: 2900978 bytes, checksum: c369c3904c728480b3254baa10fb70fa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-22T14:56:50Z (GMT) No. of bitstreams: 1 emmanuellediasvaccarini.pdf: 2900978 bytes, checksum: c369c3904c728480b3254baa10fb70fa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-22T14:57:06Z (GMT) No. of bitstreams: 1 emmanuellediasvaccarini.pdf: 2900978 bytes, checksum: c369c3904c728480b3254baa10fb70fa (MD5) / Made available in DSpace on 2017-03-22T14:57:06Z (GMT). No. of bitstreams: 1 emmanuellediasvaccarini.pdf: 2900978 bytes, checksum: c369c3904c728480b3254baa10fb70fa (MD5) Previous issue date: 2009-03-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O foco desta pesquisa foi investigar, através do relato oral das histórias de vidas de algumas professoras aposentadas da cidade de Rio Novo - localizada na Zona da Mata Mineira -, os elementos vivenciados na educação infantil de cada uma. A idéia de realizar a pesquisa em Rio Novo intensificou devido a um pré-conhecimento da história de que a cidade já foi considerada a segunda com o melhor ensino do estado, no início do século XX e a falta de pesquisa que analisa a educação da cidade, a partir do olhar do professor sobre sua trajetória. A proposta foi fazer com que essas professoras rememorassem os elementos que fizeram parte da educação que tiveram na infância, desde brincadeiras, família e alfabetização até o primário, ou seja, acontecimentos que de alguma forma deixaram marca e influenciaram na formação. Na minha busca, não pretendi colocar em xeque o emprego dos termos rural/urbano e popular/erudito, a proposta foi justamente me manter voltada para as histórias, para conhecer elementos que fizeram parte do processo educacional, vivenciados na infância. Meu objetivo aqui, não é julgar a veracidade dos fatos narrados, e sim conhecê-los e registrálos para fins acadêmicos, sociais e históricos. Essa pesquisa foi o meio que encontrei de colaborar na revisão das práticas pedagógicas a partir do olhar do professor de Rio Novo, sobre sua trajetória. Minha intenção foi colaborar na ampliação dos estudos sobre a educação e do conhecimento de um ensino que não é o ensino no qual fui criada, mas sempre ouvia falar. Na pesquisa por mim realizada, busquei como principais referenciais teóricos Ecléa Bosi, Maurice Halbwachs, Pierre Nora, Walter Benjamin, Maria Teresa Assunção Freitas, Manuel Sarmento e Manuel Pinto que serviram como embasamento teórico para que pudesse construir meus passos, pois são pesquisadores preocupados com memória, narrativas, história de vida e infância. Para a realização desta pesquisa, tive contato com algumas professoras que estavam dispostas a rememorar suas trajetórias, com intuito de contribuírem no avanço da educação, pois a partir dessas memórias narradas, elas próprias fizeram uma reflexão do processo educacional familiar e escolar, até o primário, que foi o recorte por mim definido. Para registrar essa pesquisa, utilizei como estratégia o recurso fílmico, no qual temos a possibilidade de perceber os gestos e as feições das narradoras de forma muito próxima, como se estivéssemos presentes no momento que aquela história foi contada. Trabalhar reconstruindo a memória dessas professoras foi permiti-las voltar no tempo e refazer momentos que ficaram marcados. Para mim, foi importante compreender os elementos vivenciados na infância, até o primário e conseqüentemente conhecer a educação ensinada/aprendida na cidade e apreciar um passado que poderia ter desaparecido, com os poucos registros em documentos impressos, já desgastados. / The main focus of this research was to investigate through verbal stories of histories of lives of some retired teachers from Rio Novo - In Zona da Mata Mineira -, the elements who lived deeply the infantile education of each one. The idea of this research in Rio Novo intensify due to a pre recognition of the city history already been considered the second best teaching method, of the State, on the beginning of 20th century and the missing research where analyses the city education, through a teacher path. The purpose was to make these teachers remembered the elements that were part of their education, in other words, moments that in some way left marks and influenced their graduation. On my research, I don‟t pretend to name the job on terms of rural/urban and popular/scholar, the purpose was just to maintain the educational procedured, lived on childhood. My objective here, it‟s not to judge the reality of the told facts, but to know and register them for academic, social and historical reasons. This research was a way I found to collaborate on the reviewing of the pedagogic practice since the teacher‟s point of view of Rio Novo, through their own path. My intention was to collaborate on the expansion of the studies on education and knowlodge of teaching in which it is not similar to what I was taught, but I‟ve always heard. On this research done by me, I put as theoretical reference Bosi, Maurice Halbwachs, Pierre Nora, Walter Benjamin, Maria Teresa Assunção Freitas, Manuel Sarmento and Manuel Pinto who helped as theoretical basement so that I could follow and build my own steps, because they are researchers worried with narratives memories, life history and childhood. For the accomplishment of this research, I contacted some teachers who were willingly remembering their own path, with the intention to contribute on the advance of the education, because since those narrative memories, they could make a reflection of the familiar educational and school process, until elementary school, where it was set the end defined by me. In order to register this research, I used some strategies of filmic resources, in which we have the possibily to see the gestures and the features of the narrators in a very close way, as if we were present on the moment that story was told. Working on reconstructing memories of these teachers was allowing them go back time and remake moments that were significant. To me, it was important to understand the elements lived on the childhood until the elementary and consequently know the taught education/learned of the city and appreciate the past which could have disappeared, with so few registers documents printed, already worned-out.

Orientador: Sonia Giubilei / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T08:05:20Z (GMT). No. of bitstreams: 1 Fernandes_AndreadaPaixao_D.pdf: 3081495 bytes, checksum: 26c4a2c047b11ecee9dbe7bcb259382c (MD5) Previous issue date: 2012 / Resumo: A pesquisa ora apresentada objetiva investigar e analisar as memórias dos estudantes da modalidade Educação de Jovens e Adultos (EJA) em nível fundamental, e as representações sociais produzidas por esses sujeitos sobre a escola da infância, relacionando-as com as vivências escolares atuais. Para isso, o caminho escolhido permitiu o enveredamento por entre as trilhas de dez escolas públicas da Secretaria Municipal de Educação do Rio de Janeiro (SME-RJ) que oferecem a modalidade EJA, localizadas na área de abrangência de cada uma das Coordenadorias Regionais de Educação, com a participação de estudantes dessas escolas. Dentre outros atores que vêm pesquisando nas áreas afins desta pesquisa, a fundamentação desse estudo ancora-se em Ecléa Bosi, Maurice Halbwachs, Jacques Le Goff, Paul Ricouer e Iván Izquierdo no que se refere aos estudos da memória. No campo da Teoria das Representações Sociais, a análise realizada se fundamentou em Serge Moscovici, Denise Jodelet, Celso Sá e Jean-Claude Abric. O caminho pelo campo da EJA teve por base os estudos de Jane Paiva, Sérgio Haddad, Timothy Ireland e as legislações referentes à modalidade de ensino, ampliando-se para a produção de Paulo Carrano, Juarez Dayrell e José Machado Pais. Os instrumentos metodológicos utilizados consistiram em análise dos documentos, tanto os referentes à história da educação carioca e à constituição da oferta de EJA na Rede Municipal de Educação do Rio de Janeiro, como os documentos escolares (históricos escolares e ficha de matrículas dos estudantes); questionários aplicados aos estudantes e depoimentos orais de estudantes e de gestores. A investigação realizada centrou-se prioritariamente em quatro questões que se constituíram como bases para o desenvolvimento deste trabalho: o que você lembra da escola onde estudou?; por que, naquela época, você saiu da escola?; por que voltou para a escola?; o que espera desta escola onde estuda agora? Outra questão serviu de base para se captar as representações sociais dos sujeitos da EJA sobre a escola pública. Trata-se da pergunta "O que vem a sua mente quando você ouve falar em escola pública?", a qual, aplicando-se a técnica da evocação livre de palavras, foi respondida pelos estudantes. Para o tratamento dessas informações foi utilizado o software Ensemble de programmes permettant l'analyse des evocations (EVOC). As questões que versaram sobre os motivos de saída e de retorno e, também, sobre as lembranças da escola de outrora e as expectativas com a escola de agora foram analisadas utilizando-se a Análise de Conteúdo, fundamentada em Laurence Bardin. Esta pesquisa permite considerar que a escola da EJA se constitui como espaço de referência para as pessoas que a ela retornam e que os eixos temáticos trabalho, aprender, professores e escola se destacam como mais relevantes para a reflexão sobre as relações estabelecidas entre esses jovens e adultos e a escola pública. Também permitiu apreender que estes eixos não são tomados de forma totalmente idealizada, contemplando preocupações e críticas dos sujeitos em relação à sua efetivação. / Abstract: The research presented here aims to investigate and analyze the students' memories of the modality Young and Adults Education (EJA) at the fundamental level, and social representations produced by these subjects about the childhood school, connecting them with the current school experiences. For this, the route chosen by pass through between tracks ten public schools of the Municipal Departament of Education of Rio de Janeiro (SME-RJ) that provide the modality EJA, located in the catchment area of each of the Regional Education Coordinations, with the participation of students from these schools. Among other actors who have been researching in related areas of ressearch, this study's foundation is anchored in Ecléa Bosi, Maurice Halbwachs, Jacques Le Goff, Paul Ricouer and Iván Izquierdo regarding to the study of memory. In the field of Social Representations Theory, the analysis performed relied on Serge Moscovici, Denise Jodelet, Celso Sá and Jean- Claude Abric. The way through the field of young and adults education was based on the studies by Jane Paiva, Sergio Haddad, Timothy Ireland and the laws regarding to the type of education, expanding to the production of Paulo Carrano, Juarez Dayrell and Jose Machado Pais. The methodological instruments used consisted in analysis of documents, referring to both the history of education in Rio, and the establishment of the supply of Young and Adult Education in the Municipal of Rio de Janeiro, such as school documents (transcripts and students enrollment form) questionnaires applied to students and oral testimonies of students and managers of adult education. The investigation carried out focused primarily on four issues that constituted themselves as foundations for the development of this work: what do you remember from the school where you studied?, Why, then, you left school that time?; Why did you decide to go back to school?; what do you expect from this school where you study now? Another questioned as the basis to capture the social representations of young and adult education individuals about the public school. That question is: "What comes to your mind when you hear about public school?", Which, applying the technique of free evocation of words, was answered by the students. To treat this information was used the software Ensemble l'analyze des programmes permettant evocations (EVOC). The questions were about the reasons for departure and return and also about the memories of old school and the expectations about the present school have been analyzed using the Content Analysis, based on Laurence Bardin. This research allows us to consider that the school of adult education constitutes itself as a reference space for young and adults who return to it and that the thematic axes work, learn, teachers and schools stand out as most relevant to the debate on the relations consolidated between these young and adults and public school. It also allowed us to apprehend that these axes are not taken in a completely idealized form, covering concerns and criticisms of the subjects regarding their effectiveness. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutor em Educação

Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2017-01-30T14:31:38Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2017-02-07T11:55:19Z (GMT) No. of bitstreams: 2 MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T18:19:22Z (GMT) No. of bitstreams: 2 MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-22T18:19:30Z (GMT). No. of bitstreams: 2 MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-11-04 / Sem bolsa / A escrita, composição desta tese, é feita de recortes/fragmentos de memórias na presença viva de uma experiência estética na formação docente constituindo um mosaico. Os laços e os nós de uma docência evidenciados quando da escrita da pesquisa de dissertação sobre uma docência no Sul do Brasil- se estendem para novas parcerias com diversos grupos discentes através das memórias do projeto ?Mobilizar-te?: acontecimento em arte e educação na UFT- encontros com artefazer-se docente (2008-2010), na docência do Ensino Superior no norte do país. O foco central desta tese procurou responder a seguinte questão: Quais experiências estéticas e memórias de (auto)formação são narradas por um grupo de estudantes do Curso de Pedagogia (UFT) participantes do projeto Mobilizar-te? Nos aportes teóricos de Benjamin, Larrosa, Contreras e Dewey encontro fundamentos para entender a categoria experiência para os sentidos de produção contrários à banalização e burocratização do aprendizado e anestesia de si, ao reverso, pensar protagonismos da própria ação do formar-se, como um fazer-docente prenhe de intenções políticas, éticas e estéticas. A categoria estética é discutida a partir de estudos de Welsch com interlocuções de Hermann, Duarte Júnior, Pereira, Farina, entre outros. A intencionalidade metodológica desta pesquisa aproximou-se de práticas qualitativas na educação com a intersecção com o método (auto) biográfico na potencialidade da memória como ferramenta de formação, ancorada nos autores: Abrahão, Nóvoa, Josso, Dominicé, Passegui, Delory-Momberger e Bolivar e Domingos. Como suportes de materialidades que constituíram as fontes de investigação desta pesquisa foram utilizados os seguintes elementos: entrevista com 8 acadêmicos egressos do Curso de Pedagogia; depoimentos escritos durante o período de 2008/2010, anotações avulsas em cadernos, relatórios de grupos, fotografias e imagens produzidas em folders, camisetas. Entre as temáticas mapeadas neste estudo evidencio a diversidade cultural e a política na Universidade, o professor como produtor de materialidades estéticas, para além da arte a festa, a (auto)formação na ação e intervenção e a formação do pedagogo com a infância: a experiência da arte no corpo. Na virada da esquina ao fim de um corredor, concluo que as disponibilidades nas relações de alteridade são destacadas como elementos da concentração acadêmica no fazer diverso das normas do ?eu devo?, bem como a compreensão de um fazer coletivo, de abertura de ambientes aquecidos, na interligação de fios de teias/redes de proteção para pensar futuros da profissão como produtora de si. O currículo como ato de formação e lugar da estética, é o fio condutor de uma tênue linha demarcatória de fronteiras, em que a reflexão percorre a necessidade de (des)vestir um corpo docente/discente. Nessa memória da experiência como suporte e avaliação de um fazer e desenvolvimento profissional, encontro inspiração e energias vitais de uma profissão balseira que permite um sentido de partida e expedições, nos desafios estéticos do presente: compartilhar a produção de sentidos na experiência de formação de si com o outro, refletir sobre a presença do não controle na prática docente e como a experiência toma dimensões submersas. / The writing, composition of this thesis, is made of clippings/fragments of memories in the living presence of an aesthetic experience in teacher training constitutes a mosaic. The links and nodes of a teaching evidenced when the writing of the dissertation research on teaching in southern Brazil-extend to new partnerships with various groups of students through the memories of the project ?Mobilizar-te: acontecimento em arte e educação na UFT- encontros com artefazer-se docente (2008-2010)? in the teaching of higher education in the North of the country. The central focus of this thesis sought to answer the following question: Which aesthetic experiences and memories of (self) formation are narrated by a group of students of Pedagogy (UFT) project participants to mobilize you? In theoretical Benjamin, Larrosa, Contreras and Dewey find grounds for understanding the category experience for the senses of production against the trivialization and bureaucratization of anesthesia and learning from you, backwards, thinking of the craving to own the action form, as a do-teaching full of political, ethical and aesthetic intentions. The aesthetic category is discussed from Welsch studies with Hermann interlocutions, Duarte Junior, Pereira, Farina, among others. The intent of this survey methodological approached qualitative in education practices with the Intersect method (auto) biography on potentiality of memory as a training tool, anchored in authors: Abrahão, Nóvoa, Josso, Dominicé, Passegui, Delory-Momberger and Bolivar and Domingos. As material elements characteristic brackets that were the sources of investigation of this research were used the following elements: interview with 8 academics graduates of the course of Pedagogy; depositions during the period 2008/2010, single notes in notebooks, group reports, photographs and images produced in folders, t-shirts. Among the topics mapped in this study evidencio the cultural diversity and politics at the University, the professor as a producer of material elements characteristic aesthetic, beyond the art party, the (self) formation in action and intervention and formation of the pedagogue with children: the experience of body art. At the turn the corner at the end of a hallway, I conclude that the availabilities in relations of alterity are highlighted as elements of academic concentration in making diverse standards "I must", as well as the understanding of a collective, heated environments, opening in the interconnection of webs/networks to think future protection profession as a producer himself. The curriculum training and act as place of aesthetics, is the leitmotif of a fine line demarcation of frontiers, in which the reflection traverses the need for (UN) dressing a faculty/students. In memory of the experience as a support and evaluation of a make and professional development, find inspiration and vital energies of a ferryman profession that allows a sense of departure and expeditions, in aesthetic challenges of the present: share the production of senses in si training experience with each other, reflect on the presence of no control in teaching practice and how the experience takes submerged dimensions.

The concept of Parallel Vector (scratch pad) Memories (PVM) was introduced as one solution for Parallel Computing in DSP, which can provides parallel memory addressing efficiently with minimum latency. The parallel programming more efficient by using the parallel addressing generator for parallel vector memory (PVM) proposed in this thesis. However, without hiding complexities by cache, the cost of programming is high. To minimize the programming cost, automatic parallel memory address generation is needed to hide the complexities of memory access. This thesis investigates methods for implementing conflict-free vector addressing algorithms on a parallel hardware structure. In particular, match vector addressing requirements extracted from the behaviour model to a prepared parallel memory addressing template, in order to supply data in parallel from the main memory to the on-chip vector memory. According to the template and usage of the main and on-chip parallel vector memory, models for data pre-allocation and permutation in scratch pad memories of ASIP can be decided and configured. By exposing the parallel memory access of source code, the memory access flow graph (MFG) will be generated. Then MFG will be used combined with hardware information to match templates in the template library. When it is matched with one template, suited permutation equation will be gained, and the permutation table that include target addresses for data pre-allocation and permutation is created. Thus it is possible to automatically generate memory address for parallel memory accesses. A tool for achieving the goal mentioned above is created, Permutator, which is implemented in C++ combined with XML. Memory access coding template is selected, as a result that permutation formulas are specified. And then PVM address table could be generated to make the data pre-allocation, so that efficient parallel memory access is possible. The result shows that the memory access complexities is hiden by using Permutator, so that the programming cost is reduced.It works well in the context that each algorithm with its related hardware information is corresponding to a template case, so that extra memory cost is eliminated.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study was developed under the guidance of the Graduate Studies Program in Education at the Federal University of Santa Maria Brazil (UFSM-BR) and is inserted into the LP1 line of research: education, knowledge and professional development of teachers. This study aims to analyze the narratives of five student teachers from the Biology Program in order to reflect upon these narratives and autobiographical memories to see what is going on within their teacher education. In order to clarify a bit more on formative aspects and demonstrate what paths were trailed to outline this research, the research begins by reporting early recollections which are portraits of the professional I myself have become. It is based on a qualitative, case study, methodological approach and aimed to analyze, through the narratives derived from five student teachers enrolled in the course Supervised Curricular Student Teaching in Elementary Education in 2012 as well as the formative aspects that permeate the narrative and autobiographical memories. Afterwards, some references which deal with the theme of teacher education to elucidate what kind of educational research dealing with this topic is brought to light. The fifth part of this work begins by analyzing the narratives of future teachers through three categories that were created from relevant issues that arose from the speech of the student teachers. These categories, which were denominated: supervised student teaching, student teaching in Biology and being a teacher, were listed and related to the idea of teaching knowledge brought by Tardif (2002). Finally, I sum up by bringing into the discussion a few issues considered relevant to be thought over and discussed, such as teacher education at the university, the structure of the Biology undergraduate teacher education program at the Federal University of Santa Maria and what is actually meant by being a teacher and how frustrating it can be to rely upon an idealized professional. / Esta pesquisa desenvolveu-se no âmbito do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria - Brasil (UFSM-BR) e está inserida na linha de pesquisa LP1: formação, saberes e desenvolvimento profissional docente. A mesma visa analisar as narrativas de estagiários do Curso de Ciências Biológicas da UFSM no intuito de refletir, através delas e de memórias autobiográficas, como está se dando a formação inicial de professores no âmbito do Ensino Superior. Com o propósito de esclarecer um pouco mais sobre aspectos formativos e demonstrar quais caminhos foram percorridos para delinear essa pesquisa, inicio relatando memórias que são retratos da profissional que me tornei. A abordagem metodológica utilizada na pesquisa trata-se da qualitativa, do tipo estudo de caso, que se propôs a analisar, através das narrativas derivadas de cinco estagiários dos matriculados na disciplina de Estágio Curricular Supervisionado no Ensino Fundamental do Curso de Ciências Biológicas da UFSM, no ano de 2012, aspectos formativos que permeiam as narrativas e as memórias autobiográficas. Posteriormente, trago alguns referenciais que tratam da temática da formação de professores para elucidar o que as pesquisas educacionais e algumas pesquisas tratam dessa temática. Inicio a quinta parte desse trabalho analisando as narrativas dos futuros professores através de três categorias que foram criadas de questões pertinentes que surgiram nas falas dos estagiários. Essas categorias, que denominei: estágio curricular supervisionado, formação de professores no Curso de Ciências Biológicas da UFSM e o ser professor, foram elencadas e relacionadas com os saberes docentes trazidos por Tardif (2002). Por fim, concluo trazendo para a discussão algumas questões que considero pertinentes serem repensadas e discutidas como a formação do professor na universidade, a estrutura do Curso de Ciências Biológicas da UFSM e o que realmente é o ser professor e o quanto se ter um modelo idealizado do mesmo pode causar de frustração profissional.

O consumo de energia se torna cada vez mais importante para a arquitetura de processadores, onde o número de cores dentro de um mesmo chip está aumentando mas o total de energia disponível se mantém no mesmo nível ou até mesmo se reduz. Assim, técnicas para economizar energia, tais como opções de escala de frequência e desligamento automático de subsistemas, estão sendo usadas para manter a troca entre energia e desempenho. Para se obter alto desempenho, os atuais Chip Multiprocessors (CMPs) integram grandes memórias cache a fim de reduzir a latência média para acesso a memória principal, através da alocação do conjunto de dados da aplicação dentro do chip. Essas memórias cache tem sido projetadas tradicionalmente para explorar a localidade temporal usando políticas de substituição inteligentes e localidade espacial buscando todos os dados da linha da cache após uma falta de dados. Entretanto, estudos recentes mostraram que o número de sub-blocos dentro da linha da memória cache, que são realmente usados, costuma ser baixo, sendo que, os sub-blocos que são usados recebem poucos acessos antes de se tornarem mortos (isto é, nunca mais são acessados). Além disso, muitas da linhas da memória cache permanecem ligadas por longos períodos de tempo, mesmo que os dados não sejam usados novamente ou são inválidos. Para linhas de cache modificadas, a memória cache aguarda até que a linha seja expulsa para que esta seja gravada (write-back) de volta no próximo nível de memória. Essas escritas competem com as requisições de leitura (demanda do processador e prébusca da cache), aumentando a pressão no controlador de memória. Por essas razões, a eficiência energética e o desempenho das memórias cache não são ideais. Essa tese propõe a aplicação de preditores de uso de linhas da cache para aumentar a eficiência energética das memórias cache. São propostos os mecanismos Dead Sub-Block Predictor (DSBP) e Dead Line and Early Write-Back Predictor (DEWP) para permitir economia de energia sem que haja degradação do desempenho. DSBP é usado para prever quais sub-blocos da linha da cache serão usados e quantas vezes eles serão acessados de forma a trazer para a cache apenas os sub-blocos úteis e desliga-los após eles serem acessados pelo número de vezes previsto. DEWP prevê linhas de cache mortas assim que elas recebem o último acesso, desligando essas linhas. As linhas sujas são escalonadas para sofrerem write-back após a última operação de escrita, aumentando o potencial de salvar energia, reduzindo também a pressão no controlador de memória. Ambos os mecanismos propostos também reduzem a poluição nas memórias cache, dando prioridade para a expulsão de linhas mortas, melhorando as atuais políticas de substituição. Embora cada mecanismo apresentado seja capaz de funcionar separadamente dentro do sistema, ambos os mecanismos podem também ser misturados em uma mesma hierarquia de cache. Essa implementação mista é interessante pois a granularidade de sub-bloco é preferível para níveis de cache próximos do processador, onde as linhas de memória cache são expulsas rapidamente, enquanto o último nível de cache tende a usar toda a linha antes da sua expulsão. Com o intuito de avaliar os mecanismos propostos, é apresentado o Simulator of Non- Uniform Cache Architectures (SiNUCA). Esse simulador de microarquitetura com precisão de ciclos é validado em termos de desempenho e consumo de energia através da comparação com um processador real. Os resultados de desempenho foram obtidos executando aplicações das cargas de trabalho single-threaded do conjunto SPEC-CPU2006 e aplicações multi-threaded dos conjuntos SPEC-OMP2001 e NAS-NPB. Os resultados relativos a energia foram obtidos integrando o SiNUCA com as ferramentas de modelagem Multi-core Power, Area, and Timing (McPAT) e CACTI. Quando aplicados os mecanismos em todos os níveis de memória cache, observou-se em média uma redução de 36% no consumo de energia usando o DSBP, 25% usando o DEWP e 37% quando usou-se o DSBP nos níveis L1 e L2 e o DEWP no último nível. Todas essas reduções causaram uma perda desprezível de desempenho de menos de 4% em média. / Energy consumption is becoming more important for processor architectures, where the number of cores inside the chip is increasing and the total power budget is kept at the same level or even reduced. Thus, energy saving techniques such as frequency scaling options and automatic shutdown of sub-systems are being used to maintain the trade-off between power and performance. To deliver high performance, current Chip Multiprocessors (CMPs) integrate large caches in order to reduce the average memory access latency by allocating the applications’ working set on-chip. These cache memories have traditionally been designed to exploit temporal locality by using smart replacement policies, and spatial locality by fetching entire cache lines from memory on a cache miss. However, recent studies have shown that the number of sub-blocks within a line that are actually used is often low, and those sub-blocks that are used are accessed only a few times before becoming dead (that is, never accessed again). Additionally, many of the cache lines remain powered for a long period of time even if the data is not used again, or is invalid. For modified cache lines, the cache memory waits until the line is evicted to perform the write-back to next memory level. These write-backs compete with read requests (processor demand and cache prefetch), increasing the pressure on the memory controller. For these reasons, the energy efficiency and performance of cache memories are not ideal. This thesis introduces cache line usage predictors to increase the energy efficiency of cache memories. We propose the Dead Sub-Block Predictor (DSBP) and Dead Line and Early Write-Back Predictor (DEWP) mechanisms to enable energy savings without performance degradation. DSBP is used to predict which sub-blocks of a cache line will be actually accessed and how many times they will be used in order to bring into the cache only those sub-blocks that are necessary, and power them off after they are accessed the predicted number of times. DEWP predicts dead lines as soon as they receive the last access, and turns off these lines. Dirty lines are scheduled for write-back after the last write operation occurs, increasing the energy savings potential and also reducing the pressure on the memory controller. Both proposed mechanisms also reduce pollution in cache memories by prioritizing dead lines for eviction in the existing replacement policy. Although each introduced mechanism is capable of performing separately inside a system, both mechanisms can also be mixed in the same cache hierarchy. This mixed implementation is interesting because the sub-block granularity is more suitable for cache levels closer to the processor, where the cache lines are quickly evicted, while the Last- Level Cache (LLC) tends to use the whole cache line before its eviction. In order to evaluate our proposed mechanisms, we introduce the Simulator of Non- Uniform Cache Architectures (SiNUCA). This cycle-accurate microarchitecture simulator is validated in terms of performance and energy consumption by comparing it to a real processor. Our performance results were obtained executing single-threaded applications from SPEC-CPU2006 and multi-threaded applications from SPEC-OMP2001 and NASNPB benchmark suites. The energy related results were obtained by integrating SiNUCA with the Multi-core Power, Area, and Timing (McPAT) framework and the CACTI power modeling tool. When applying our mechanisms on all the cache levels, we observe on average a 36% energy reduction for DSBP, 25% energy reduction using DEWP and an average reduction of 37% in the energy consumption applying DSBP on L1 and L2 and DEWP on the LLC. All these reductions caused a negligible performance loss of less than 4% on average.

Les nouveaux matériaux de type chalcogénures (à base de S, Se, Te) font l’objet d’un intérêt croissant, non seulement pour les applications mémoires avancées, photonique et photovoltaïque, mais également autour des matériaux dichalcogénures innovants à base de métaux de transition (MoS₂, WS₂, ..). Les propriétés de ces matériaux, réalisés sous forme d’alliages binaires ou ternaires, avec ou sans dopage, dépendent fortement de leur composition, du profil de composition dans ces couches très fines, ainsi que des conditions de surface et d’interface (préparation, passivation). La maîtrise des propriétés de ces couches fines, déposées par voie chimique (CVD) ou par co-pulvérisation cathodique magnétron, doit s’appuyer sur des nouveaux protocoles de caractérisation aux incertitudes optimisées et compatibles avec un contrôle de fabrication en ligne. Dans cette thèse, nous présentons les performances de protocoles de métrologie spécifiquement développés pour l’analyse de couches minces de chalcogénures. Ces protocoles, qui s’appuient essentiellement sur les techniques non destructives de spectroscopie de photoélectrons (XPS) et de fluorescence X (XRF), ont été optimisés pour la caractérisation surfacique des couches ultrafines, l’analyse quantitative de la composition des matériaux complexes à base de tellure ou de soufre, et la mesure du profil de composition dans des couches et empilements < 50 nm. Dans un premier temps, nous présentons l’étude par XPS quasi in situ des propriétés de surface des matériaux Ge, Sb, Te ainsi que de leurs composés binaires et ternaires. Nous mettons en évidence l’évolution de la surface après remise à l’air puis vieillissement, et nous comparons l’efficacité de stratégies d’encapsulation in situ de couches minces à base de Te et Se. Nous démontrons ensuite les performances de protocoles d’analyses par XRF à dispersion de longueur d’onde (WDXRF) et XPS pour la quantification précise de la composition chimique de composés Ge-Sb-Te (de 1 à 200 nm) et de couches ultrafines de dichalcogénures à base de métaux de transition (MoS₂, WS₂). L’analyse combinée WDXRF/XPS permet de mesurer l’évolution avec la composition des facteurs de sensibilité relative des composantes Ge3d, Te4d et Sb4d, et par conséquent d’améliorer la précision de mesure par XPS de la composition des matériaux à changement de phase de type GexSbyTez. Nous soulignons également l’influence des effets de matrice sur la capacité de la WDXRF à l’analyse quantitative de l’azote dans des matériaux Ge-Sb-Te. Nous évaluons la possibilité d’un étalonnage de la WDXRF fondé sur des analyses par faisceaux d’ions spécifiques, ce qui permet in fine un suivi en ligne de couches GeSbTeN dans une fenêtre procédé donnée. Enfin, nous présentons deux stratégies de caractérisation non destructive du profil de composition dans des couches minces de chalcogénures. D’une part, nous démontrons que la combinaison des techniques de XRF en géométrie d'incidence rasante (GIXRF) et de réflectométrie X (XRR) permet une mise en évidence non ambiguë de faibles variations dans les procédés de dépôts, voire de phénomènes de diffusion dans des empilements de 10 nm d'épaisseur. L'utilisation de substrats multicouches en lieu et place du silicium permet d’optimiser la distribution en profondeur du champ d'ondes stationnaires, ce qui conduit à une amélioration nette de la sensibilité des stratégies XRR / GIXRF. D’autre part, nous montrons l’adéquation de protocoles fondés sur l’analyse XPS résolue en angle pour la caractérisation du profil de composition dans des couches nanométriques de GeTe et Ge₂Sb₂Te₅, ce qui permet une étude fine des premières étapes de dépôt de ces matériaux. / Chalcogenide materials are compounds based on S, Se, and Te elements from group VI of the periodic table. They are receiving an extensive interest not only for applications in resistive memories (PCRAM and CBRAM), photonics and photovoltaics but also in the development of new 2-D materials (e.g. spintronics applications). Chalcogenide materials are already present in the semiconductor roadmaps and it is already replacing flash memories (e.g. phase change material and ovonic threshold switch in new random access memory). For the next technology nodes, chalcogenide properties can be scaled by tuning the chemical composition or by reducing the film thickness. Nonetheless, it also means that their properties become more tightly influenced by the chemical composition, the surface/interface effects and the depth-profile composition. Hence, dedicated metrology protocols must be developed, first to assist the optimization of chalcogenide materials processes in cleanroom environment, then to allow non-destructive process monitoring with industry-driven uncertainties. In this PhD thesis, we developed metrology protocols based on X-ray techniques, dedicated to thin chalcogenides materials and fully compatible with inline monitoring. First, we used quasi in-situ X-ray Photoelectron Spectroscopy (XPS) to characterize the surface of Ge, Sb, Te thin materials and compounds, and to study the composition-dependent evolution of the surface after air break and ageing. The efficiency of in situ capping strategies to protect Te-based and Se-based thin layered materials from ageing was also investigated. Secondly, we demonstrated the ability of improved metrology strategies based on in-line Wavelength Dispersive X-ray Fluorescence (WDXRF) and XPS to accurately quantify the chemical composition of Ge-Sb-Te compounds (from 1 to 200 nm) and ultrathin 2D transition metal dichalcogenides (MoS₂, WS₂). Combined WDXRF/XPS analysis was used to determine refined values of composition-dependent relative sensitivity factors for Te4d, Sb4d and Ge3d that allow for XPS-based metrology of PCRAM materials with mastered accuracy. We pointed the need for in-depth study of the significant matrix effects that alter the ability of WDXRF to quantify Nitrogen in Ge-Sb-Te materials: ion beam analysis was carefully investigated as possible input for WDXRF calibration, and a WDXRF protocol was established for inline monitoring of N-doped Ge-Sb-Te films in a specific process window. Finally, we investigated two ways to non-destructively characterize the in-depth chemical distribution in thin chalcogenide films: we demonstrated that the combination of XRF in grazing incidence geometry (GIXRF) and X-ray reflectometry (XRR) was able to unambiguously reveal small process differences along with process-induced diffusion in 10 nm-thick stackings. We showed that the use of multilayered substrate instead of silicon allowed fine-tuning of the depth-dependent X-ray standing wave field, resulting in improved sensitivity of XRR/GIXRF strategies. We also developed an angle-resolved XPS protocol for the evaluation of the first deposition steps of GeTe and Ge₂Sb₂Te₅ films, revealing the process-dependent elemental distribution as a function of the film growth. Therefore, in this work we not only elaborated advanced metrology protocols for the development of new chalcogenide films but also metrological solutions for the next technology nodes (28 nm and below), since current in-line metrology tools reach their detection limits.

De nos jours, la conception des systèmes sur puce devient de plus en plus complexe, et requiert des densités de mémoire sans cesse grandissantes. Pour ce faire, une forte miniaturisation des nœuds technologiques s’opère. Les mémoires non-volatiles résistives, tels que les RRAM, PC-RAM ou MRAM se présentent comme des alternatives technologiques afin d'assurer à la fois une densité suffisante et des faibles contraintes en surface, en latence, et en consommation à l’échelle nanométrique. Cependant, la variabilité croissante de ces cellules mémoires ainsi que des circuits en périphérie, tels que des circuits de lecture, est un problème majeur à prendre en considération. Cette thèse consiste en une étude détaillée et une aide à la compréhension de la problématique de variabilité appliquée aux circuits de lecture pour mémoires résistives. Elle propose des solutions d’amélioration de la fiabilité de lecture de ces mémoires. Pour ce faire, diverses études ont été réalisées : revue générale des solutions existantes d’amélioration du rendement de lecture, au niveau circuit et système ; développement d’un modèle statistique évaluant la contribution à la marge de lecture de la variabilité de chaque composante du chemin de lecture de la mémoire résistive ; analyse, caractérisation, modélisation et optimisation de l’offset d’un amplificateur de lecture dynamique pour mémoires résistives ; proposition d’architecture d’amplificateur de lecture permettant un rapport signal à offset optimum. / Nowadays, Systems on chip (SoCs) conception is becoming more and more complex and demand an ever-increasing amount of memory capacity. This leads to aggressive bit cell technology scaling. Nonvolatile resistive memories (PC-RAM, RRAM, MRAM) are promising technologic alternatives to ensure both high density, low power consumption, low area and low latencies. However, scaling lead to significant memory cell and/or memory periphery variability. This thesis aims to address variability issues in read circuitries of resistive memories and propose solutions for read yield enhancement of these memories. To this end, several sub-studies were achieved: overall review of the existing solutions for read yield enhancement, at both circuit and system level; development of a statistical model evaluating the contributions to read margin of the variability of each component of the resistive memory sensing path; analysis, characterization modelling and optimization of the offset of one particular dynamic sense amplifier for resistive memories; proposal of a sense amplifier architecture that features an optimum signal to offset ratio.

Classical Molecular Dynamics simulation (MD) models the interactions of thousands to millions of particles through the iterative application of basic Physics. MD is one of the core methods in High Performance Computing (HPC). While MD is critical to many high-profile applications, e.g. drug discovery and design, it suffers from the strong scaling problem, that is, while large computer systems can efficiently model large ensembles of particles, it is extremely challenging for {\it any} computer system to increase the timescale, even for small ensembles. This strong scaling problem can be mitigated with low-latency, direct communication. Of all Commercial Off the Shelf (COTS) Integrated Circuits (ICs), Field Programmable Gate Arrays (FPGAs) are the computational component uniquely applicable here: they have unmatched parallel communication capability both within the chip and externally to couple clusters of FPGAs. This thesis focuses on the acceleration of the long range (LR) force, the part of MD most difficult to scale, by using FPGAs. This thesis first optimizes LR acceleration on a single-FPGA to eliminate the amount of on-chip communication required to complete a single LR computation iteration while maintaining as much parallelism as possible. This is achieved by designing around application specific memory architectures. Doing so introduces data movement issues overcome by pipelined, toroidal-shift multiplexing (MUXing) and pipelined staggering of memory access subsets. This design is then evaluated comprehensively and comparatively, deriving equations for performance and resource consumption and drawing metrics from previously developed LR hardware designs. Using this single-FPGA LR architecture as a base, FPGA network strategies to compute the LR portion of larger sized MD problems are then theorized and analyzed.