Inscrita no referencial teórico da vertente pós-estruturalista dos Estudos Culturais em Educação, esta tese procura mostrar a produção de uma Geração Digital a partir da interlocução entre narrativas acadêmicas e midiáticas. Discute as condições culturais que têm permitido atrelar crianças e jovens a um rótulo geracional específico e sinaliza um denominador comum balizado pela conexão desses sujeitos com artefatos eletrônicos digitais, a exemplo de computadores e telefones celulares. A pesquisa mapeou as variadas narrativas acadêmicas que demarcam uma geração conectada às tecnologias digitais, dando destaque aos estudos de autores reconhecidos nesse debate como Tapscott, Prensky, Carr, entre outros. O mapeamento das narrativas midiáticas acerca dessa geração foi realizado mediante uma análise das reportagens de capa de duas revistas semanais – Veja e Época – no período de 1998 a 2013. O foco central da tese recaiu sobre as interlocuções entre as narrativas acadêmicas e midiáticas, destacando-se aí a emergência de certas representações e saberes que circulam sobre essa parcela da população jovem. O referencial teórico da pesquisa compôs-se de autores que discutem os conceitos de identidade, geração, narrativa, representação e cultura digital, com destaques à Bauman, Rose, Hall, Lister, Buckingham, entre outros. Os resultados da pesquisa expõem uma geração que vem sendo instituída por narrativas que apontam a convivência, familiaridade e extraordinária habilidade para operar aparatos digitais como o que distingue os digitais dos sujeitos de outras gerações. Observou-se que, ao associar determinadas características a crianças e jovens, tais como a destreza em operar smartphones e tablets, as narrativas acadêmicas e midiáticas acabam produzindo verdades sobre nossa sociedade e os sujeitos que nela vivem. Tais narrativas sinalizam também para os perigos da imersão de crianças e jovens no universo digital – riscos que se encontram ancorados, frequentemente, nas falas de especialistas provenientes de distintas áreas de conhecimento. Ambas as narrativas sublinham o quanto a ideia de velocidade e consumo estão intrinsicamente relacionadas às tecnologias digitais, o que vem permeando também a convocação ao uso dos aparatos tecnológicos nos espaços escolares. / Inscribed under the theoric referential from post structuralist strand of Cultural Studies in Education, this thesis aims to show the production of a Digital Generation from the interlocution between academic and mediatic narratives. It discusses the cultural conditions that have allowed linking children and youth into a specific generational label and signalizes a common denominator marked by their connection with digital electronic artifacts, as computers and cell phones. The research mapped the several academic narratives that demarcate a generation connected to digital technologies, with prominence for studies of recognized authors in the field such as Tapscott, Prensky, Carr, among others. The mapping of mediatic narratives about the Digital Generation was conducted through an analysis of cover reportages from two weekly magazines – Veja and Época – from the period between 1998 and 2013. The central focus of the thesis fell under the interlocution between academic and mediatic narratives, highlighting the emergence of certain representations and knowledges that circulate about this parcel of young population. The theoric referential of the research is consisted by authors who discuss the concepts of identity, generation, narrative, representation and digital culture, with highlights to Bauman, Rose, Hall, Lister, Buckingham, among others. The research results expose a generation that has been instituted by narratives which point the conviviality, the familiarity and the extraordinary ability to operate digital devices as a fact to distinguish digitals from subjects of other generations. It was observed that, by associating certain characteristics to children and youth, such as the skills to operate smartphones and tablets, the academic and mediatic narratives end up producing truths about our society and the subjects who live on it. Such narratives signalize also the dangers for the immersion of children and youth in the digital world – risks that are frequently anchored by expert speeches from different knowledge fields. Both narratives underline how much the idea of speed and consumption are intrinsically related to digital technologies, which is also permeating the convocation for the use of technological devices in school spaces.

The current thesis is based on the research of the psychoanalytical concepts of agency, subject and structure while it correlates the same notions with the clinical observations of patients with personality disorder in crisis [patient group]. It also proposes an answer to the problem of agency and structure, incorporating structuration theory and recursivity. This is done by the construction and outline of a new framework, which is designated as the scaffolding model. The analysis of the analytical observations demonstrated that patients present in the clinical arena with dual narratives that include two accounts, which have been identified as the problem and the solution formed scenarios. This twofold situation is guided by a dyadic functioning process, which is a functional pattern that not only regulates language but it also maintains an integrated function in the brain and in the mind of the subject. It constitutes a new structure, which associates the brain-mind and language [+senses], forming a “self-organization system”. Agency, here, is the power or vacuum that allows symbolic action. This research offers a new tool in the treatment of members of the patient group or in the treatment of subjects who present ambivalently or in conflict. This new approach designated as dual narratives facilitate a different perspective than the ones already established, such as cognitive analytical therapy, which give answers to the same clinical situations. Dual narratives work at two levels. This is done by preventing risks and by looking into the causes of the ambivalence of the subject, using Lacanian concepts, such as the notion of the signifier, and exploring the subjective position.

Inscrita no referencial teórico da vertente pós-estruturalista dos Estudos Culturais em Educação, esta tese procura mostrar a produção de uma Geração Digital a partir da interlocução entre narrativas acadêmicas e midiáticas. Discute as condições culturais que têm permitido atrelar crianças e jovens a um rótulo geracional específico e sinaliza um denominador comum balizado pela conexão desses sujeitos com artefatos eletrônicos digitais, a exemplo de computadores e telefones celulares. A pesquisa mapeou as variadas narrativas acadêmicas que demarcam uma geração conectada às tecnologias digitais, dando destaque aos estudos de autores reconhecidos nesse debate como Tapscott, Prensky, Carr, entre outros. O mapeamento das narrativas midiáticas acerca dessa geração foi realizado mediante uma análise das reportagens de capa de duas revistas semanais – Veja e Época – no período de 1998 a 2013. O foco central da tese recaiu sobre as interlocuções entre as narrativas acadêmicas e midiáticas, destacando-se aí a emergência de certas representações e saberes que circulam sobre essa parcela da população jovem. O referencial teórico da pesquisa compôs-se de autores que discutem os conceitos de identidade, geração, narrativa, representação e cultura digital, com destaques à Bauman, Rose, Hall, Lister, Buckingham, entre outros. Os resultados da pesquisa expõem uma geração que vem sendo instituída por narrativas que apontam a convivência, familiaridade e extraordinária habilidade para operar aparatos digitais como o que distingue os digitais dos sujeitos de outras gerações. Observou-se que, ao associar determinadas características a crianças e jovens, tais como a destreza em operar smartphones e tablets, as narrativas acadêmicas e midiáticas acabam produzindo verdades sobre nossa sociedade e os sujeitos que nela vivem. Tais narrativas sinalizam também para os perigos da imersão de crianças e jovens no universo digital – riscos que se encontram ancorados, frequentemente, nas falas de especialistas provenientes de distintas áreas de conhecimento. Ambas as narrativas sublinham o quanto a ideia de velocidade e consumo estão intrinsicamente relacionadas às tecnologias digitais, o que vem permeando também a convocação ao uso dos aparatos tecnológicos nos espaços escolares. / Inscribed under the theoric referential from post structuralist strand of Cultural Studies in Education, this thesis aims to show the production of a Digital Generation from the interlocution between academic and mediatic narratives. It discusses the cultural conditions that have allowed linking children and youth into a specific generational label and signalizes a common denominator marked by their connection with digital electronic artifacts, as computers and cell phones. The research mapped the several academic narratives that demarcate a generation connected to digital technologies, with prominence for studies of recognized authors in the field such as Tapscott, Prensky, Carr, among others. The mapping of mediatic narratives about the Digital Generation was conducted through an analysis of cover reportages from two weekly magazines – Veja and Época – from the period between 1998 and 2013. The central focus of the thesis fell under the interlocution between academic and mediatic narratives, highlighting the emergence of certain representations and knowledges that circulate about this parcel of young population. The theoric referential of the research is consisted by authors who discuss the concepts of identity, generation, narrative, representation and digital culture, with highlights to Bauman, Rose, Hall, Lister, Buckingham, among others. The research results expose a generation that has been instituted by narratives which point the conviviality, the familiarity and the extraordinary ability to operate digital devices as a fact to distinguish digitals from subjects of other generations. It was observed that, by associating certain characteristics to children and youth, such as the skills to operate smartphones and tablets, the academic and mediatic narratives end up producing truths about our society and the subjects who live on it. Such narratives signalize also the dangers for the immersion of children and youth in the digital world – risks that are frequently anchored by expert speeches from different knowledge fields. Both narratives underline how much the idea of speed and consumption are intrinsically related to digital technologies, which is also permeating the convocation for the use of technological devices in school spaces.

Inscrita no referencial teórico da vertente pós-estruturalista dos Estudos Culturais em Educação, esta tese procura mostrar a produção de uma Geração Digital a partir da interlocução entre narrativas acadêmicas e midiáticas. Discute as condições culturais que têm permitido atrelar crianças e jovens a um rótulo geracional específico e sinaliza um denominador comum balizado pela conexão desses sujeitos com artefatos eletrônicos digitais, a exemplo de computadores e telefones celulares. A pesquisa mapeou as variadas narrativas acadêmicas que demarcam uma geração conectada às tecnologias digitais, dando destaque aos estudos de autores reconhecidos nesse debate como Tapscott, Prensky, Carr, entre outros. O mapeamento das narrativas midiáticas acerca dessa geração foi realizado mediante uma análise das reportagens de capa de duas revistas semanais – Veja e Época – no período de 1998 a 2013. O foco central da tese recaiu sobre as interlocuções entre as narrativas acadêmicas e midiáticas, destacando-se aí a emergência de certas representações e saberes que circulam sobre essa parcela da população jovem. O referencial teórico da pesquisa compôs-se de autores que discutem os conceitos de identidade, geração, narrativa, representação e cultura digital, com destaques à Bauman, Rose, Hall, Lister, Buckingham, entre outros. Os resultados da pesquisa expõem uma geração que vem sendo instituída por narrativas que apontam a convivência, familiaridade e extraordinária habilidade para operar aparatos digitais como o que distingue os digitais dos sujeitos de outras gerações. Observou-se que, ao associar determinadas características a crianças e jovens, tais como a destreza em operar smartphones e tablets, as narrativas acadêmicas e midiáticas acabam produzindo verdades sobre nossa sociedade e os sujeitos que nela vivem. Tais narrativas sinalizam também para os perigos da imersão de crianças e jovens no universo digital – riscos que se encontram ancorados, frequentemente, nas falas de especialistas provenientes de distintas áreas de conhecimento. Ambas as narrativas sublinham o quanto a ideia de velocidade e consumo estão intrinsicamente relacionadas às tecnologias digitais, o que vem permeando também a convocação ao uso dos aparatos tecnológicos nos espaços escolares. / Inscribed under the theoric referential from post structuralist strand of Cultural Studies in Education, this thesis aims to show the production of a Digital Generation from the interlocution between academic and mediatic narratives. It discusses the cultural conditions that have allowed linking children and youth into a specific generational label and signalizes a common denominator marked by their connection with digital electronic artifacts, as computers and cell phones. The research mapped the several academic narratives that demarcate a generation connected to digital technologies, with prominence for studies of recognized authors in the field such as Tapscott, Prensky, Carr, among others. The mapping of mediatic narratives about the Digital Generation was conducted through an analysis of cover reportages from two weekly magazines – Veja and Época – from the period between 1998 and 2013. The central focus of the thesis fell under the interlocution between academic and mediatic narratives, highlighting the emergence of certain representations and knowledges that circulate about this parcel of young population. The theoric referential of the research is consisted by authors who discuss the concepts of identity, generation, narrative, representation and digital culture, with highlights to Bauman, Rose, Hall, Lister, Buckingham, among others. The research results expose a generation that has been instituted by narratives which point the conviviality, the familiarity and the extraordinary ability to operate digital devices as a fact to distinguish digitals from subjects of other generations. It was observed that, by associating certain characteristics to children and youth, such as the skills to operate smartphones and tablets, the academic and mediatic narratives end up producing truths about our society and the subjects who live on it. Such narratives signalize also the dangers for the immersion of children and youth in the digital world – risks that are frequently anchored by expert speeches from different knowledge fields. Both narratives underline how much the idea of speed and consumption are intrinsically related to digital technologies, which is also permeating the convocation for the use of technological devices in school spaces.

Orientador: Elisabeth Barolli / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T10:13:08Z (GMT). No. of bitstreams: 1 Ducatti-Silva_KellyCristina_D.pdf: 2452265 bytes, checksum: d639422302c06bae6269e3dbb3960363 (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa foi realizada durante o processo de formação inicial de professores com estudantes do 3º ano do curso de Pedagogia, participantes do Projeto Integrado desenvolvido na UNICAMP. Com o acompanhamento semanal das aulas de prática de ensino com estudantes e formadores, a questão: "como vocês imaginam constituindo-se professores?", lançada por um dos docentes, chamou a atenção dos estagiários. Narrativas foram produzidas por eles e expressavam a atividade reflexiva que o contexto demandava. Notamos, naquela ocasião, que a docência era problematizada pelos estudantes e suas narrativas tornaram-se o principal instrumento de coleta de informações. Selecionamos três casos para investigar e compreender como o estágio, no âmbito do Projeto Integrado, influenciou a relação das estudantes com a docência. No primeiro momento, utilizamos a reconstituição das narrativas por meio de mônadas para caracterizar as relações que as estudantes demonstravam estabelecer com a docência durante as atividades de estágio desenvolvidas nos dois semestres de 2007. Identificamos e sistematizamos as problematizações acerca da docência traçadas pelos casos que compuseram um ideário pedagógico semelhante no sentido da compreensão de que a profissão docente requer que o professor seja competente, embora diferentes eixos tenham sido identificados. No segundo momento, exploramos os discursos lacanianos para compreender os eixos e de que forma, esse estágio, em particular, operou para que fossem mobilizados novos elementos acerca da docência. A tese defendida é que o referido estágio contribuiu para a reatualização de discursos que as estudantes já faziam (ouviam), mas ao mesmo tempo foi capaz de operar com a entrada de novos significantes, ou seja, novos sentidos na relação com a docência. / Abstract: This research was developed during the initial training process of teachers with students of the third year of Education, who were participating in the Integrated Project at UNICAMP. The question: "How do you imagine yourselves becoming teachers?", launched by one of the teachers at the weekly monitoring of teaching practice classes with students and trainers, drew the interns' attention. Narratives were produced by them and these expressed the reflective activity that the context demanded. We noted, on that occasion, that teaching was problematic for the students and their narratives became the main tool for collection of information. We selected three cases to investigate and understand how the internship, in the Integrated Project scenery, influenced the students' relation with teaching. At first, we used the narrative's reconstruction by means of monads to describe the relationships that students demonstrated to establish with teaching during the internship activities, developed in two semesters of 2007. It was identified and systematized the problem about teaching, drawn by the cases that made similar pedagogical ideas towards the realization that teaching requires that the teacher be competent, although different axes were identified. Secondly, we explored the Lacanian speeches to comprehend these axes, and how this internship, in particular, operated to new elements that were mobilized about teaching. The argument is that this internship has contributed to the update of the speeches that the students had already done (heard), but at the same time, it was able to operate with the entry of new significant, or, in other words, new senses on the relation with teaching. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

Mali, a poor country in the West African Sahel region, has been at war since 2012. What began as an uprising in its sparsely developed northern half has spread to the rest of the country and enveloped large parts of neighbouring countries. Several outside militaries and a UN peace-keeping mission have been deployed to the country, making the Malian government dependent on outside support to maintain territorial control. This thesis analyses speeches delivered in 2012-2023 by Malian state representatives at the United Nations General Debate and United Nations Security Council. Narrative method and theory are used to identify strategic narratives in these speeches, i.e., narratives employed by an actor in international affairs to gain a favourable outcome for that actor. These narratives are identified and contextualised to understand what Mali’s ultimate strategic objectives with deploying them could be. They are put in the context of already existing master narratives, dominant stories told about the country and the region. The thesis identifies two major strategic narratives, one covering 2012-2020, when Mali portrays itself as a democratic country under assault from terrorists, it latches on to dominant narratives on fears of state collapse and the Sahel region as a front line in the war on terror, ultimately seeking to portray its civil war as a matter that should concern the entire world. In late 2020, the military takes control in Mali and a new strategic narrative is employed at the UN. The military regime breaks ties with France, the old colonial master, and employs a narrative that casts Mali as a post-colonial victim of a nefarious French plot to subjugate the Malian state.

From Ruins to Ruin is a family saga told as a collection of linked short stories, not in chronological order. When Gonçalo and Beatrice meet near their respective hometowns in Portugal, they are driven by impulse and romanticism. The collision of these characters proves to be less than romantic. Beatrice feels trapped by her overprotective parents and is looking for an opportunity to leave, but Gonçalo is not the ticket she’d hoped for. Hardened by an early life of loss, loneliness, and poverty, Gonçalo is cruel and abusive. From Ruins to Ruin is an exploration of the way pain and suffering, when left to fester, are inherited by our children. Beatrice and Gonçalo’s three children each absorb the hostility their parents displayed towards each other and themselves: Raquel struggles to love her body, Olivia struggles in abusive relationships, and CJ struggles handling relationships with women in his life. Their individual conflicts are, of course, informed by their experience as first-generation children growing up in America, the same way their parents’ conflicts were influenced by their own respective upbringings. From Ruins to Ruin is still missing several perspectives that I have begun working on. I plan to include stories exploring Beatrice’s parents, siblings, and extended family, which further inform Beatrice’s character as well as her children’s. The environment that shaped each character—time period, location, political climate—informs each character’s story, which led to my decision to format this narrative as a collection of short stories. The inspiration for this collection began in 2016, when I noticed that our country’s increasing embrasure of the far-right had not only removed the inhibitions of the most bigoted people in the United States, but also begun to inform the way the students I tutored at my undergraduate university’s writing center understood and reacted to the world around them. Those in positions of power embraced this normalization, and often times used the fascist rhetoric of “family values” to defend their hatred. It reminded me, horrifyingly, of the rhetoric shared by people half a decade older than me (my sister’s classmates), who were old enough to have their worldviews informed by the toxic post-9/11 atmosphere. Both sides of my family immigrated to the United States from Portugal, but at different moments. My own parents were only young children by the time António de Oliveira Salazar was no longer Prime Minister, but those who raised them early in their lives were influenced by his motto: “Deus, Pátria, e Família,” or “God, Fatherland, and Family.” While my mother’s parents believed primarily in supporting their community, and therefore felt supported in return by their neighbors during hard times, my father’s experience in his early life was not as fortunate. His family was as isolated and insular as they were unkind, and without a warm support system to turn to, he became bitter and resentful. Much of this translated into his treatment of the women in his life—his mother, his grandmother, and ultimately his wife. When we lack social safety nets and a larger community to rely on, we internalize any potential hatred, hostility, and mistreatment as normal, and often that translates to inherited trauma. From Ruins to Ruin is not necessarily based on true events, but it is inspired by this small trend in inherited familial traits. Tracing the roots of what makes a person (their inability to forgive, their quickness to anger, their tendency to accept mistreatment) has always fascinated me. I purposely wanted to write a collection of linked short stories rather than a novel to allow individual focus on each character when I felt it was needed. While this collection is currently incomplete, and mainly includes one half of the family tree, I felt that giving these characters their own space and own story was important. My hope is that each of these stories can stand alone, but that reading them as a collection further informs the reader’s understanding of the characters. My decision to write this family saga in short stories stems, too, from my belief that most people experience their own lives as a series of vignettes. As I worked on this collection and interviewed family members to gather details that would texturize it, I found myself drawn to create characters that both frustrated me and demanded sympathy—or at least understanding. In his essay “On Defamiliarization,” Charles Baxter writes about the importance of recognizing ourselves in character who are ultimately different from us: Defamiliarization is finally more about the way in which we recognize ourselves in an action and simultaneously see someone we don’t recognize… Recognition is re-cognitions: not finding ourselves when we expected to be but where we did not expect to be found, and at a moment when our defenses are down. (38) While the characters in this collection are deeply flawed, I hoped readers could see themselves in the mistakes they make. My desire to explore these characters was, ultimately, an investigation into understanding not only myself, but the self in general. I believe fiction is a great tool to understand people we otherwise thought different from ourselves. I don’t think this necessarily requires us to forgive or like these sorts of people, but knowing them feels more conducive to crafting a better world that we hope to live in.

Orientador: Antonio Francisco Magnoni / Resumo: O objeto desta dissertação consiste de um game didático para utilização em sala de aula como objeto formal de ensino-aprendizagem para a disciplina de Literatura do Ensino Médio da educação básica escolar brasileira, a partir da adaptação interativa da obra “Macunaíma”, do escritor modernista Mário de Andrade, dando origem ao game “Na Trilha de Macunaíma”. Para tanto, esta pesquisa tem como objetivo constituir um repertório satisfatório acerca dos aspectos teóricos, técnicos e de todos os recursos necessários para a criação e o desenvolvimento de um GDD e de um Roteiro Interativo para games didáticos. Como objetivos específicos, temos em primeiro lugar a constituição dos parâmetros pedagógicos pertinentes ao conceito apresentado para definir e parametrizar um game didático, e em segundo lugar a construção do GDD do game detalhando especialmente os aspectos pertinentes e essenciais ao Ato I (que engloba os três primeiros capítulos e outras partes interativas da narrativa original) de “Na Trilha de Macunaíma”, bem como do Roteiro Interativo também do Ato I. A intenção é apresentar uma colaboração para a problemática acerca de quais as etapas e parâmetros essenciais da criação, desenvolvimento e constituição de um GDD e de um Roteiro Interativo adequados no que se refere à criação de games didáticos a partir narrativas complexas, não lineares e multirramificadas. Como metodologia, utilizamos a pesquisa bibliográfica para os capítulos em que se desenvolve a fundamentação teórica ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to produce and present a didactic game which might satisfactorily be used in the classroom as a formal object in school learning processes for students in High School, related to the subject of Literature in Brazilian basic education, from the interactive adaptation of "Macunaíma", a novel written by the modernist Mário de Andrade, which is here presented as the game "Na Trilha de Macunaíma" (Macunaíma’s Trail). Therefore, this research aims to provide a satisfactory repertoire on the theoretical, technical and all the necessary resources for the creation and development of a GDD and an Interactive Script for didactic games. As our specific objectives, first of all this research aims to produce the pedagogical parameters pertinent to the concept presented to define and parameterize a didactic game, and then the creation and development of the Game’s GDD detailing especially the pertinent and essential aspects to Act I (that includes the three first chapters and other interactive parts of the original narrative) of the game, as well as the Interactive Script also concerning the First Act. The intention is to present a collaboration on the problematic about which are the essential stages and parameters of the creation, development and Constitution of an appropriate GDD and Interactive Script regarding to the creation of didactic games from complex, non-linear and multi-stranded narratives. As a methodology, we have used bibliographical research for the chapte... (Complete abstract click electronic access below) / Mestre

Submitted by JANAINA LEITE DE AZEVEDO null (janainalazevedo@faac.unesp.br) on 2018-01-31T00:43:27Z No. of bitstreams: 1 Dissertação_Janaina L. Azevedo_Biblioteca.pdf: 31729498 bytes, checksum: a5119b4f1d146fdcad53f7ded766d627 (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-01-31T18:45:45Z (GMT) No. of bitstreams: 1 azevedo_jl_me_bauru.pdf: 31729498 bytes, checksum: a5119b4f1d146fdcad53f7ded766d627 (MD5) / Made available in DSpace on 2018-01-31T18:45:45Z (GMT). No. of bitstreams: 1 azevedo_jl_me_bauru.pdf: 31729498 bytes, checksum: a5119b4f1d146fdcad53f7ded766d627 (MD5) Previous issue date: 2017-03-13 / O objeto desta dissertação consiste de um game didático para utilização em sala de aula como objeto formal de ensino-aprendizagem para a disciplina de Literatura do Ensino Médio da educação básica escolar brasileira, a partir da adaptação interativa da obra “Macunaíma”, do escritor modernista Mário de Andrade, dando origem ao game “Na Trilha de Macunaíma”. Para tanto, esta pesquisa tem como objetivo constituir um repertório satisfatório acerca dos aspectos teóricos, técnicos e de todos os recursos necessários para a criação e o desenvolvimento de um GDD e de um Roteiro Interativo para games didáticos. Como objetivos específicos, temos em primeiro lugar a constituição dos parâmetros pedagógicos pertinentes ao conceito apresentado para definir e parametrizar um game didático, e em segundo lugar a construção do GDD do game detalhando especialmente os aspectos pertinentes e essenciais ao Ato I (que engloba os três primeiros capítulos e outras partes interativas da narrativa original) de “Na Trilha de Macunaíma”, bem como do Roteiro Interativo também do Ato I. A intenção é apresentar uma colaboração para a problemática acerca de quais as etapas e parâmetros essenciais da criação, desenvolvimento e constituição de um GDD e de um Roteiro Interativo adequados no que se refere à criação de games didáticos a partir narrativas complexas, não lineares e multirramificadas. Como metodologia, utilizamos a pesquisa bibliográfica para os capítulos em que se desenvolve a fundamentação teórica e em que apresentamos o estado da arte, dando preferência aos conteúdos próprios ao contexto da educação brasileira e da produção de games no Brasil. Para a criação e desenvolvimento do GDD e do Roteiro Interativo, a apresentação do produto é resultado da produção empírica calcada nos parâmetros levantados. Como resultados, este trabalho oferece tanto ao design de games quanto à educação escolar brasileira a possibilidade de promover a integração e a interdisciplinaridade entre a literatura e outras disciplinas associadas com a tecnologia, formalizando a disposição dos conteúdos pedagógicos pertinentes dentro dos parâmetros legais e pedagógicos necessários para que os games possam ser utilizados em sala de aula, bem repertórios teóricos e técnicos das áreas relacionadas ao processo de criação e desenvolvimento de games didáticos. / This research aims to produce and present a didactic game which might satisfactorily be used in the classroom as a formal object in school learning processes for students in High School, related to the subject of Literature in Brazilian basic education, from the interactive adaptation of "Macunaíma", a novel written by the modernist Mário de Andrade, which is here presented as the game "Na Trilha de Macunaíma" (Macunaíma’s Trail). Therefore, this research aims to provide a satisfactory repertoire on the theoretical, technical and all the necessary resources for the creation and development of a GDD and an Interactive Script for didactic games. As our specific objectives, first of all this research aims to produce the pedagogical parameters pertinent to the concept presented to define and parameterize a didactic game, and then the creation and development of the Game’s GDD detailing especially the pertinent and essential aspects to Act I (that includes the three first chapters and other interactive parts of the original narrative) of the game, as well as the Interactive Script also concerning the First Act. The intention is to present a collaboration on the problematic about which are the essential stages and parameters of the creation, development and Constitution of an appropriate GDD and Interactive Script regarding to the creation of didactic games from complex, non-linear and multi-stranded narratives. As a methodology, we have used bibliographical research for the chapters in which the theoretical basis is developed and in which we present the state of art, giving preference to the contents proper to the context of Brazilian education and the production of games in Brazil. For the creation and development of the GDD and the Interactive Script, the presentation of the product is a result of the empirical production based on the parameters raised. As results, this work offers both game design and Brazilian school education grounds in which the possibility of promoting integration and interdisciplinarity between literature and other disciplines associated with technology flourish, formalizing the provision of relevant pedagogical contents within the necessary legal and pedagogical parameters So that the games can be used in the classroom, as well as theoretical and technical repertoires of the areas related to the process of creation and development of didactic games.

Communicating archaeological findings to the public has become increasingly important in contract archeology in recent years and is now a legal requirement. Public contacts earlier meant that it was the experts, the archaeologists, who would communicate the knowledge to the public. Today, social media offers new opportunities to reach new groups and to communicate. Simultaneously the archaeologists, employed by different firms, find themselves in a new competitive situation. It may therefore be important to present the own activities in a way that strengthens the brand and to legitimize the business for the County Administration that shares the commissions, as well as for those providing the funding, the taxpayers. This paper is based on a case study on how archaeologists produce narratives on themselves, their profession and archaeology as a science on a Facebook page and on blog posts, connected to an archaeological project in the county of Östergötland in Sweden. The Facebook posts and snapshots from the blog have been reviewed and classified in an analysis of the narrative the archaeologists mediates. The study shows how building a brand is as prominent a reason for using social media as presenting the scientific findings. It is also evident that as an information source with great potential, social media could be utilized much more structured and focused.