<p> </p><p>During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.</p><p> </p>

<p>Sammanfattning</p><p>Syfte och frågeställningar</p><p>Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit:</p><p>Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever?</p><p>Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna?</p><p>Metod</p><p>Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv.</p><p>Resultat</p><p>Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens.</p><p>Slutsats</p><p>Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte.</p> / <p>Abstract</p><p>Aim</p><p>The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:</p><p>What intelligences are developed within the outdoor life education in school, according to teachers and students?</p><p>In what activities in outdoor life education are the intelligences developed?</p><p>Method</p><p>The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.</p><p>Results</p><p>In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.</p><p>Conclusion</p><p>According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.</p>

Sammanfattning Syfte och frågeställningar Syftet med studien har varit att undersöka relationen mellan multipla intelligenser och skolans friluftslivsundervisning. Frågeställningarna har varit: Vilka intelligenser utvecklas inom skolans friluftslivsundervisning, enligt lärare och elever? Genom vilka moment i friluftslivsundervisningen utvecklas intelligenserna? Metod Datainsamlingen har skett genom ostrukturerade, djupgående intervjuer. Två lärare och två tredjeårselever på gymnasiet har enskilt intervjuats om hur friluftsliv har bedrivits i skolundervisningen. Intervjuerna har analyserats med ett schema, byggt på Howard Gardners teori om de multipla intelligenserna men utformats att tillämpas på friluftsliv. Resultat Resultaten visar att paddling stimulerar interpersonell, kroppslig, visuell-spatial och logisk-matematisk intelligens. Under orientering tränas följande intelligenser: logisk-matematisk, kroppslig och visuell-spatial. Till skillnad från den intrapersonella och visuell-spatiala intelligensen råder det bland respondenterna delade meningar om naturintelligensen stimuleras under vandring eller ej. I lägerliv stimuleras interpersonell och logisk-matematisk intelligens men också visuell-spatial, kroppslig och verbal-lingvistisk. I granskningen av klättring visar resultaten att alla intelligenser, utom naturintelligensen och den musikalisk-rytmiska intelligensen, aktiveras. Under långfärdsskridskoåkning tränas alla intelligenser utom naturintelligensen och den visuell-spatiala. Det råder dock bland respondenterna delade meningar om den musikalisk-rytmiska intelligensen aktiveras. Under utförsåkning stimuleras verbal-lingvistisk, kroppslig, intrapersonell samt interpersonell intelligens. Slutsats Enligt elever och lärare aktiveras samtliga intelligenser, utifrån vår tolkning av Gardners teori, i friluftslivsundervisningen. Det fanns dock motsägelser i respondenternas berättelser huruvida naturintelligensen aktiveras eller inte. / Abstract Aim The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were: What intelligences are developed within the outdoor life education in school, according to teachers and students? In what activities in outdoor life education are the intelligences developed? Method The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life. Results In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence. Conclusion According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

The main purpose of this study was to compare the effectiveness of multiple intelligences based instruction (MIBI) over traditionally designed instruction on ninth grade students&rsquo / achievement in the unit of basic compounds of living organisms concepts and attitude toward biology as a school subject. In addition, the effect of gender difference on achievement in the unit and attitudes toward biology were investigated. Students&rsquo / science process skills were also investigated. 59 ninth grade students from two different classes taught by the same teacher at a public Anatolian high school in Kirsehir were enrolled in the study during first semester of 2011-2012 academic years. The classes were randomly assigned as control group and experimental group. While control group students were instructed by traditionally designed biology instruction, the experimental group students were instructed with MIBI over a period of ten weeks. Basic compounds of living organisms achievement test and attitude scale toward biology were given to both groups as a pre-test and post-test. Science Process skills test was given at the beginning of the study to determine students&rsquo / science process skills. Interviews were hold with some students in the experimental group and the teacher to get their opinions about the implementation of MI based instruction. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results of the study revealed that MIBI compared to traditional instruction was more effective to improve students&rsquo / achievement in the unit of basic compounds of living organisms. However there was no significant effect of MIBI on students&rsquo / attitude toward biology. Moreover there was no significant effect of gender difference on both students&rsquo / achievement in the unit and attitudes toward biology. The results of interview showed that both students and the teacher had positive opinions toward MIBI.

The main purpose of this study is to compare the effects of the Multiple Intelligences based instruction versus traditional instruction on ninth grade students&#039 / physics achievement. MI inventory, Attitude Scale Toward the Content &ldquo / Coulomb&rsquo / s Law&rdquo / , Multiple Choice Physics Achievement test on the content &ldquo / Coulomb&rsquo / s Law&rdquo / , and MI based Physics Achievement rubric were used as measuring tools. The study was conducted with 268 ninth grade public high school students in Sincan district in the spring semester 2002-2003. There were two teachers and their eight classes in this study. MI inventory, Attitude Toward the Content &ldquo / Coulomb&rsquo / s Law&rdquo / , and Multiple Choice Physics Achievement test were administered as pretest to both experimental and control groups. Then, students in experimental groups were iv exposed to the MI based lessons. Students in experimental classes were grouped with respect to the students&rsquo / strongest intelligences in Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Interpersonal intelligence dimensions. In control groups, traditional teaching method was used. After three weeks treatment, all the students were posttested with the same tests. In experimental groups, students&rsquo / MI based physics achievement was measured on the last treatment week. The data were analyzed using SPSS by multivariate analyses of covariance (MANCOVA). According to the results of this study, multiple intelligences based instruction made significant effect on students&rsquo / physics achievement on the content &ldquo / Coulomb&rsquo / s Law&rdquo / with respect to the traditional method. However, multiple intelligences based instruction showed no significant effect on students&rsquo / physics attitude toward the content &ldquo / Coulomb&rsquo / s Law&rdquo / with respect to the traditional method.

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 245-252).

The diploma thesis is devoted to exploiting pupils' multiple intelligences in the process of learning English vocabulary. The theoretical part deals with the theory of vocabulary acquisition and the description of Howard Gardner´s multiple intelligences. The practical part deals with the application of these theories into lessons where activities connected with multiple intelligences will be used for new vocabulary teaching. The aim of this diploma thesis is to find out which types of intelligences will be the most effective during the process of vocabulary acquisition. This will be discovered by the test of vocabulary focused on vocabulary taught during lessons.

The strategies and resources used in speech-language therapy are conducted based on previously objectives and in accordance with patients’ language disorders characteristics. These speech-language strategies and resources can be conducted from the different intelligences frameworks that are established during interventions. In this sense, the present thesis investigates a protocol of speech-language therapy based on the Theory of Multiple Intelligences, in which eight types of intelligences appears as structure of human intellect such as: linguistic, logical-mathematical, kinesthetic-corporal, spatial, musical, naturalistic, interpersonal and intrapersonal. The present work aimed to investigate the access of the multiple intelligences through speech-language therapy in order to develop verbal language (linguistic intelligence). The investigation was followed by a quantitative and qualitative approach. Analysis of content and statistical tests were used to verify the influences of multiple intelligences on the outcomes of the therapies. The sample consisted of 107 patients with language disorders and 62 therapists. Patients were attended at the Speech and Hearing Service of Federal University of Santa Maria. Regarding the characteristics of the patients and the therapists, as well as, the variety of resources and strategies utilized during interventions, it was observed that the discrimination and integration of the eight multiple intelligences in the speech-language therapy has significant implication on levels of linguistic complexity worked and developing communication the patients’. / As estratégias e os recursos utilizados na terapia fonoaudiológica são selecionados a partir das características dos pacientes com alteração de linguagem verbal e dos objetivos estabelecidos para o atendimento. Esta seleção e a aplicação dos mesmos podem ser visualizadas a partir da(s) diferente(s) inteligência(s) que é (são) contemplada(s) nas atividades desenvolvidas. Neste sentido, esta tese versa sobre o estudo da terapia fonoaudiológica de linguagem com base na Teoria das Inteligências Múltiplas, na qual são apresentados oito tipos de inteligências que estão estruturadas no intelecto humano, a saber: linguística, lógico-matemática, cinestésico-corporal, espacial, musical, naturalista, interpessoal e intrapessoal. A investigação teve por objetivo geral investigar a contemplação das oito inteligências na terapia fonoaudiológica sob o ponto de vista do favorecimento do desenvolvimento da linguagem verbal (da inteligência linguística). Seguiu-se a abordagem quanti-qualitativa da pesquisa, com análise de conteúdo e aplicação de testes estatísticos, para verificar a interferência desta contemplação sob os resultados das terapias. A amostra foi composta por 107 pacientes com alteração de linguagem e 62 terapeutas, os quais frequentavam e atuavam, respectivamente, no Serviço de Atendimento Fonoaudiológico, da Universidade Federal de Santa Maria. Com o estudo desenvolvido nesta tese evidenciou-se que a diferenciação da contemplação das oito inteligências na terapia de linguagem, investigada em relação às características dos pacientes e dos terapeutas e à variedade de recursos e estratégias, tem implicações sobre os resultados obtidos, referentes às habilidades e níveis de complexidade linguística e aos meios de comunicação.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-07-25T16:36:31Z No. of bitstreams: 1 arquivototal.pdf: 895175 bytes, checksum: 7a846fd2ad220c5481937eff78f27f38 (MD5) / Made available in DSpace on 2016-07-25T16:36:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 895175 bytes, checksum: 7a846fd2ad220c5481937eff78f27f38 (MD5) Previous issue date: 2015-04-09 / The sound and musical education of children aged two and three years of age is a task that requires more than having a university education, or simply like them. Need observation, planning and reflection on the part of educators, so that we can assist them in developing their multiple intelligences, in their cognitive, social and emotional aspects. In this sense, the question that guided this research was: which processes can be performed to enable teachers of early childhood education at the School X to develop musical activities aimed at stimulation in multiple intelligences to children from two to three years? Thus, this dissertation presents the research conducted through an educational action research with teachers of early childhood education called the X School in the city of João Pessoa - Paraíba (Brazil). This intervention aimed to enable teachers of early childhood education to incorporate, in their teaching practices, activities and reflections on the music and sound education. From the design of stimulation of multiple intelligences, the American psychologist Howard Gardner, one could develop a series of actions related to the development of sound / musical intelligence with the children of classes of Maternalzinho and Maternal (two and three years, respectively), in interdisciplinary interactions that also aimed at the integral development of intelligence of children, in its multiple aspects: bodilykinesthetic, linguistic, logical-mathematical, spatial awareness, interpersonal, intrapersonal and naturalist. Research at School X was performed between January and October 2014, in three stages: diagnostic observation (January and February), intervention action (March-June) and return to the field (October). The diagnostic observation phase aimed to know the daily life of the School X, as well as the pedagogical practices of teachers with children. Have the intervention phase was performed in a collaborative process with the teachers A, B and the auxiliary A, consisting of a change of planning, through a set of planned actions and moments of reflection. This was followed by the implementation of the planned action and the observation of the change process. During this step, several reflections on these processes and their consequences were performed, to go to redesign and start a new cycle. To assist the production of research data, were used as tools to direct observation, the composition of a field diary and the interview. The third time was the return to the field to check the effects of the training process on the practices of teachers, checking also this process contributed to the reflective action of teachers in their teaching practices - especially the educational-musical. At this stage, there has been the difficulty of teachers to maintain, given the multiple demands of everyday school life, cooperative teaching, reflective action and musical practices developed together during the intervention phase. Thus, there was a larger distance between the pedagogical discourse of School X - based on constructivist and artistic processes - and their practice in early childhood education - with few reflective attitudes on the part of teachers, who ended up falling into play already adopted practices or established by the pedagogical coordination. / A educação sonora e musical de crianças de dois e três anos de idade é tarefa que exige mais do que ter uma formação universitária, ou simplesmente gostar dos pequenos. Necessita observação, planejamento e reflexão por parte dos educadores, para que se possa auxiliá-las no desenvolvimento de suas múltiplas inteligências, em seus aspectos cognitivos, sociais e emocionais. Neste sentido, a questão que norteou a presente pesquisa foi: quais processos podem ser realizados para capacitar professores da educação infantil da Escola X para desenvolver atividades musicais com vistas à estimulação em inteligências múltiplas com crianças de dois e três anos? Assim, esta dissertação apresenta a pesquisa realizada através de uma investigação-ação educacional com professoras da educação infantil da denominada Escola X, na cidade de João Pessoa – Paraíba (Brasil). Tal intervenção objetivou capacitar professoras da educação infantil a incorporarem, em suas práticas pedagógicas, atividades e reflexões relativas à educação musical e sonora. A partir da concepção de estimulação das inteligências múltiplas, do psicólogo americano Howard Gardner, pôde-se desenvolver uma série de ações relativas ao desenvolvimento da inteligência sonora/musical junto às crianças das turmas de Maternalzinho e Maternal (dois e três anos, respectivamente), em interações interdisciplinares que visaram também o desenvolvimento integral das inteligências das crianças, em seus múltiplos aspectos: cinestésico-corporal, linguístico, lógico-matemático, consciência espacial, interpessoal, intrapessoal e naturalista. A pesquisa na Escola X foi realizada entre os meses de janeiro a outubro de 2014, em três momentos: observação diagnóstica (janeiro e fevereiro), intervenção-ação (março a junho) e retorno ao campo (outubro). A fase de observação diagnóstica visava conhecer o cotidiano da Escola X, assim como as práticas pedagógicas das docentes junto às crianças. Já a fase de intervenção foi realizada em um processo colaborativo junto às professoras A, B e a auxiliar A, consistindo de um planejamento de mudança, através de um conjunto de ações planejadas e de momentos de reflexão. Seguiu-se a execução da ação planejada e a observação do processo de mudança. Durante esta etapa, foram realizadas diversas reflexões sobre estes processos e suas conseqüências, para dali replanejar e iniciar um novo ciclo. Para auxiliar a produção dos dados da pesquisa, foram utilizadas como ferramentas a observação direta, a composição de um diário de campo e a entrevista. O terceiro momento foi o retorno ao campo, para verificar os efeitos do processo de capacitação sobre as práticas das professoras, averiguando também se tal processo contribuiu para a ação reflexiva das docentes em suas práticas pedagógicas – especialmente as educativo-musicais. Nesta etapa, foi possível constatar a dificuldade das professoras em manter, diante das múltiplas exigências do cotidiano escolar, o trabalho docente cooperativo, a ação reflexiva e as práticas musicais desenvolvidas em conjunto durante a fase de intervenção. Sendo assim, evidenciou-se uma certa distância entre o discurso pedagógico da Escola X – baseado em processos construtivistas e artísticos – e sua prática na educação infantil – com poucas atitudes reflexivas por parte das docentes, que acabavam por cair na reprodução de práticas já adotadas ou estabelecidas pela coordenação pedagógica.

Made available in DSpace on 2015-05-07T15:09:57Z (GMT). No. of bitstreams: 1 parte1.pdf: 2023975 bytes, checksum: ce53526f63d4c1e3a482bd57b291c6bd (MD5) Previous issue date: 2010-09-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim is to verify how the Virtual Environment for Learning (VEL), fulfilled in the Edulivre Project scope, enhances the development of multiple intelligences in children from 7 to 9 years old. The VEL was developed by the Laboratory of Digital Video Applications of the Federal University of Paraíba in partnership with two schools in João Pessoa, PB. This Project intends to develop a VEL for learners of the first elementary school year to take part in the cyberspace as micro-actors of the new cognitive ecology which encompasses them, therefore, allowing these learners the chance to appropriate new multi-mediatic and multi-sensorial languages as well as the original forms to communicate via digital technologies and their information and communication devices. The VEL conception had as fundamentals Jean Piaget´s interactionist ideas ones widened by means of the new scientific contributions proposed in the framework of Howard Gardner s multiple intelligences. As to the methodology, it was used the research-action through a participative and interventional experience involving the groups of students, teachers, software programmers and designers. It was part of an open, free, fruitful and private context which is important for the authorship of hypermedia materials and for the implementation of a computational model with tools and functionalities suitable for both the intellectual profile of the inter-agents and the cultural context of the schools. These are essential characteristics to make the VEL a rich, useful and effective pedagogical tool in order to enhance the multiple intelligences of the seven to nine year old learners. The students´ and teachers´ group produced 159 contents and they implemented functionalities, such as: comments, chat, video sharing, digital ombudsperson and tool for evaluating the learners´ intellectual profile. The accomplished analysis concerning the contents, tools and functionalities identified, potentially, several combinations involving the following intelligences: the linguistic, the musical-rhythmic, the logic-mathematical, the spatial, the bodily-kinesthetic, the intrapersonal, the interpersonal and the naturalistic. With reference to the teachers´ participation in the process of digital technologies production, new logics, methodologies and aesthetic, pedagogical and communicational possibilities were offered to them. These emerged as an agenda of changes of their communicational praxis emphasizing competences not only for the operational domain of technologies, but also for the capacity of their use in learning contexts requiring from the teachers both a technical and a technical-pedagogical formation. In relation to the computing science bachelors, besides the linguistic, logical-mathematical and spatial capacities which are usually highlighted in their formation, their personal intelligences valued the environment calling their attention for the human dimension of their mission. Furthermore, this displaced the focus on the object and put it on the project helping to build an ergonomic, functional and human relationship among the learners. In this way, the computers pointed out their humanistic formation and prepared these experts to develop their personal abilities aiming to act not only as emotionally competent professionals but enabled them to understand the conditions of their work in the world and in society. / Trata-se de verificar como o ambiente virtual de aprendizagem (AVA), desenvolvido no âmbito do Projeto Edulivre, potencializa o desenvolvimento de inteligências múltiplas em crianças de sete a nove anos. Desenvolvido pelo Laboratório de Aplicações de Vídeo Digital da Universidade Federal da Paraíba (Lavid/UFPB), em parceria com duas escolas da cidade de João Pessoa - PB, o Projeto Edulivre objetiva desenvolver um AVA para os aprendentes dos primeiros anos do ensino fundamental participarem do ciberespaço, como microatores da nova ecologia cognitiva que os engloba, a fim de que se apropriem das novas linguagens multimidiáticas e multissensoriais, das originais formas de comunicar via tecnologias digitais e seus dispositivos de informação e comunicação. A concepção do AVA teve como ponto de ancoragem as ideias interacionistas de Jean Piaget ampliadas pelas novas contribuições científicas propostas na estrutura das inteligências múltiplas desenvolvida por Howard Gardner. A metodologia utilizada foi a pesquisa-ação, que instituiu uma experiência participativa e interventiva, posto que envolveu o grupo de alunos, professoras e programadores de software e designers, em um contexto aberto, livre e fecundo, importante para a autoria de materiais hipermídia e para a implementação de um modelo computacional adequado ao perfil intelectual dos interagentes e ao contexto cultural das escolas. Essas características são essenciais para tornar o AVA uma ferramenta pedagógica rica, útil e efetiva, visando potencializar as múltiplas inteligências de aprendentes de sete a nove anos. O grupo de alunos e professores produziu 159 conteúdos e implementou funcionalidades, como comentários, chat, compartilhamento de vídeos, ouvidoria digital e ferramenta para avaliação do perfil intelectual dos aprendentes. Em relação aos conteúdos, às ferramentas e às funcionalidades, identificaram-se, potencialmente, diversas combinações que envolvem as seguintes inteligências: a linguística, a musical, a lógica-matemática, a espacial, a corporal-cinestésica, a intrapessoal, a interpessoal e a naturalista. Referente à participação dos docentes no processo de produção das tecnologias digitais, foram acionadas novas lógicas, metodologias e possibilidades estético-pedagógicas e comunicacionais, que emergiram como agenda de modificações de sua práxis comunicacional, evidenciando competências não só para o domínio operacional das tecnologias como também para a capacidade de empregá-las em contextos de aprendizagem que exigem desses sujeitos uma formação técnica e técnico-pedagógica. Em relação aos bacharéis da Ciência da Computação, para além das capacidades linguísticas, lógico-matemáticas e espaciais que, geralmente, destacam-se na sua formação, foram suas inteligências pessoais que valorizaram o ambiente, pois os mantiveram acordados para a dimensão humana de sua missão e deslocaram a ênfase do objeto para o projeto, o que ajudou a construir uma relação ergonômica, funcional e humana entre os aprendentes e os computadores - com destaque para sua formação humanística - e os preparou para desenvolver suas capacidades pessoais, com vistas a atuarem como profissionais emocionalmente competentes e compreender as condicionantes do seu trabalho no mundo e na sociedade.