nÃo hà / A presente pesquisa surgiu da necessidade de compreender o museu de ciÃncia como instituiÃÃo de divulgaÃÃo cientÃfica que contribui para a formaÃÃo docente. O principal objetivo da pesquisa consistiu em identificar as contribuiÃÃes do museu Seara da CiÃncia para a formaÃÃo docente na Ãrea de CiÃncias da Natureza. O suporte teÃrico que fundamenta as discussÃes reporta à conceitos do campo da EducaÃÃo em museus de ciÃncias representados por Marandino (2001, 2003, 2008), Falk e Dierking (1992) e Queiroz et al., (2002) em diÃlogo com os Saberes Docentes proposto por Tardif (2014) e Carvalho e Gil-PÃrez (1995). A pesquisa foi realizada no museu Seara da CiÃncia, ÃrgÃo de divulgaÃÃo cientÃfica e tecnolÃgica da Universidade Federal do Cearà (UFC). Participaram da pesquisa seis bolsistas da Seara da CiÃncia â licenciandos dos cursos de QuÃmica, FÃsica e CiÃncias BiolÃgicas da UFC. Trata-se de uma pesquisa alicerÃada pela abordagem qualitativa do tipo descritiva e explicativa. O mÃtodo de pesquisa adotado foi o Estudo de Caso. As tÃcnicas de coleta de dados utilizadas foram anÃlise documental, observaÃÃo e entrevista semiestruturada. Os resultados mostram que a perspectiva de formaÃÃo docente identificada na Seara da CiÃncia tem como referÃncia os saberes mobilizados nas atividades de divulgaÃÃo cientÃfica mediada pelos bolsistas. à no papel de mediador que os licenciandos entram em contato com a cultura cientÃfica do museu e compartilham saberes com a escola e com a formaÃÃo em ciÃncia, experiÃncia importante para a construÃÃo de concepÃÃes que dÃo origem aos conceitos de EducaÃÃo, CiÃncia e DivulgaÃÃo CientÃfica. Observou-se que a perspectiva de formaÃÃo docente no museu em estudo sofre interferÃncias dos ÃrgÃos administradores das Bolsas de ExtensÃo e IniciaÃÃo AcadÃmica. Destaca-se como pontos conclusivos que o museu Seara da CiÃncia contribui para a formaÃÃo docente em CiÃncias ao ressignificar concepÃÃes sobre o ensino e aprendizagem de ciÃncias que ocorrem fora dos espaÃos de educaÃÃo formal. Entende-se que a formaÃÃo para a docÃncia na Ãrea de CiÃncias da Natureza nÃo se limita a formaÃÃo acadÃmica, no Ãmbito dos cursos de licenciaturas, mas experiÃncias relacionadas a esta, como aÃÃes de extensÃo universitÃria e estÃgio em espaÃos de educaÃÃo nÃo formal. / The current research was outlined from the need to understand science museum as an institution that promotes science and contributes with the formation of educators. The main goal of this research was to identify the general contribution of the science museum Seara da CiÃnca for the formation of educators of natural sciences. The theoretical rationale that supports the discussion connects concepts from the field of education on science museums, such as the contributions of Marandino (2001, 2003, 2008, 2009); Falk and Dierking (1992) and Queiroz et al., (2002) in dialogue with the teaching knowledge by Tardif (2014) and Carvalho and Gil-PÃrez (1995). The research was conducted in the science museum Seara da CiÃnca, a promoter of science and technology of the Federal University of Ceara (UFC). The subjects of the research were six scholarship holders who are undergraduate students of the programs of Chemical, Physics and Biological Sciences from the UFC. The research is based on the qualitative, descriptive and explanatory approaches. The adopted method of research is a Case of Study. The procedures of data collecting were: documental analyses, observation and semi-structured interviewing. The results show that the context of educatorsâ formation identified at the Seara da CiÃncia is based on the assembled knowledge in the activities of science promotion mediated by the scholarship holders. As mediators, the scholarship holders get in touch with the scientific culture of the science museum and share their knowledge with visiting schools and with the formation in science, which are important experiences to build-up perceptions that create the concepts of Education, Science and Scientific Promotion. It was observed that the framework of educatorsâ formation receives interference from sectors that manage the scholarships devoted to Extension and Academic Initiation. The main conclusions highlight that the science museum Seara da CiÃncia supports the formation of science educators through the reshaping of the meaning on teaching and learning of science that occurs outside the spaces of formal education. It is understood that the formation of educators in the field of natural sciences is not limited to the academia during the undergraduate programs, it should also include other relating experiences, such as actions in extension centers and internships in non-formal educational spaces.

Submitted by Raquel Vergara Gondran (raquelvergara38@yahoo.com.br) on 2016-04-07T03:29:11Z No. of bitstreams: 1 0000010484.pdf: 2716584 bytes, checksum: ebb4592445d019803e3bf8854a542407 (MD5) / Approved for entry into archive by cleuza maria medina dos santos (cleuzamai@yahoo.com.br) on 2016-05-16T21:40:37Z (GMT) No. of bitstreams: 1 0000010484.pdf: 2716584 bytes, checksum: ebb4592445d019803e3bf8854a542407 (MD5) / Made available in DSpace on 2016-05-16T21:40:37Z (GMT). No. of bitstreams: 1 0000010484.pdf: 2716584 bytes, checksum: ebb4592445d019803e3bf8854a542407 (MD5) Previous issue date: 2013 / Este estudo, desenvolvido no Programa de Pós-Graduação em Educação Ambiental: Mestrado, na Universidade Federal do Rio Grande - FURG, apoia-se na linha de pesquisa da Educação Ambiental Não Formal. Tem como objetivo investigar a realidade do grupo social denominado Quiosqueiros de Capão da Canoa, conhecer os saberes desse grupo, suas histórias de vida, e, assim, alcançar contribuições para ações de educação ambiental não formal naquela localidade. O trabalho aborda o diagnóstico socioambiental de Capão da Canoa e as questões sobre o impacto ambiental gerado na orla do município, decorrente das atividades comerciais exercidas nos quiosques, principalmente no período do veraneio. A discussão trata dos saberes populares vinculados com a educação popular e a construção da visão de mundo pela perspectiva da educação ambiental, articulando-os com a educação ambiental não formal, considerada como capaz de desenvolver uma práxis voltada para a mudança de atitudes e melhoria/solução das questões socioambientais. Em capítulo específico, é apresentado o contexto sociohistórico e ambiental de Capão da Canoa, que permite a leitura das ações da gestão e da educação ambiental do município, cm base nos aspectos da trajetória do balneário, possibilitando a compreensão do cenário local e a emergência dos conflitos socioambientais. Os dados que embasaram esta pesquisa foram coletados por meio de entrevistas e escuta das histórias de vida dos investigados. A análise dos dados foi ancorada na metodologia da análise textual discursiva (ATD) e o corpus da análise constituiu-se das entrevistas transcritas pelo investigador e validadas pelos participantes (18). Inicialmente ocorre a desconstrução dos textos "a unitarização", identificando as unidades de significados e seus respectivos códigos, com a emergência dos argumentos aglutinadores que embasam o processo seguinte ? a categorização. Nessa fase, operou-se com categorias a priori, que são identificadas como as etapas a serem trabalhadas pelos educadores em uma ação de educação ambiental ? sensibilização; conhecimento e habilidades; mobilização e projeção: ação ambiental, participação e multiplicação ? e com a categoria emergente no processo da análise, identificada como problematização, que representa a visão prévia dos investigados. O metatexto produzido a partir da análise efetuada articula os saberes com a proposição de uma ação de educação ambiental não formal. Essa proposta está alicerçada na perspectiva de problematizar, sensibilizar, redefinir, mobilizar, estimular conhecimentos e habilidades e participar da realidade dos Quiosqueiros a partir dos seus saberes, procurando contribuir para que aconteçam realizações individuais e coletivas e para que a visão do espaço da casa, do trabalho, da rua onde moram, do bairro e da cidade onde vivem seja ampliada. O trabalho é finalizado com a figura da "nuvem de saberes", que traz a representação dos saberes dos Quiosqueiros e das categorias discutidas para a formação de um processo de educação, proposta essa que entendemos ser capaz de preparar para as incertezas socioambientais e de provocar a capacidade de resposta dos atores diante do imprevisível, possibilitando que compreendam as inter-relações que constituem seus mundos de vida. / This study, which was conducted at the Post-Graduation Program in Environmental Education: Master's degree, at the Federal University of Rio Grande - FURG, relies on the research line of Non-formal Environmental Education. It aims to investigate the reality of the social group denominated Quiosqueiros from Capão da Canoa, to identify the knowledge of this group, their life stories, and thus to achieve contributions for the actions in non-formal environmental education in that locality. The study addresses the socio-environmental diagnosis of Capão da Canoa and the issues about the environmental impact generated on the shoreline of the city, arising from commercial activities carried out on kiosks, especially during the summer. The discussion deals with popular knowledge linked with popular education and the construction of a world view from the perspective of the environmental education, articulating them with the non-formal environmental education, which is considered as capable of developing a praxis aimed at changing attitudes and improving/solving socio-environmental issues. In a particular chapter, the socio-historical and environmental context of Capão da Canoa is presented, which allows the reading of the management actions and environmental education in the city, based on the aspects of the history of the resort, enabling the understanding of the local scenery and the emergence of environmental conflicts. The data that supported this research were collected through interviews and audio recording from the life stories of those investigated. Data analysis was anchored in the methodology of discursive textual analysis (DTA) and the corpus of the analysis consisted of the transcribed interviews made by the researcher and validated by the participants (18). First there is the deconstruction of the texts ? the unitarization -, identifying units of meaning and their codes, with the emergence of binder arguments that support the following process - the categorization. At that stage, the research was operated with a priori categories, which are identified as the steps to be worked by the educators in an environmental educational action - awareness; knowledge and skills; mobilization and project: environmental action, participation and multiplication - and with the emerging category in the analysis processes identified as problematization, which represents the previous vision of those investigated. The metatext produced from the performed analysis articulated the knowledge with the proposition of a non-formal environmental education action. This proposal is based on the prospect of questioning, raising awareness, redefining, mobilizing, stimulating knowledge and skills, and participating in the reality of Quiosqueiros from their knowledge, seeking to contribute for the happening of individual and collective actions, and for the vision of the house space, work, the street, the neighborhood and the city where they live be enlarged. The study ends with the figure of the "cloud of knowledge", which brings the representation of the knowledge of Quiosqueiros and the categories discussed for the creation of an educational process, a proposal which is understood as capable to prepare for the socio-environmental uncertainties and provoke the ability of a response from the actors on the unpredictable, enabling them to understand the interrelationships that constitute their worlds.

Orientador: Márcia Maria Strazzacappa Hernandez / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T11:20:39Z (GMT). No. of bitstreams: 1 Angelo_MarinaBalastreire_M.pdf: 1708629 bytes, checksum: 8ea7a398642375163b3666f23fc709b3 (MD5) Previous issue date: 2013 / Resumo: O presente estudo analisa a atuação dos professores de arte, em sala de aula, em relação ao corpo da criança, buscando compreender os espaços possíveis para que o corpo se manifeste e se expresse. Parte do princípio de que a arte é relevante para o desenvolvimento da corporeidade da criança e da constatação de que na prática escolar há um distanciamento do trabalho corporal. Apoio o estudo em referências como Vygotsky (2008), Gonçalves (1994), Le Breton (2007), Strazzacappa (2006), Barbosa (1997) e Duarte Jr. (2010). Como método para investigação foram utilizadas entrevistas com professores de arte da rede pública de Ensino Fundamental da cidade de Várzea Paulista/SP. Contrariando algumas hipóteses levantadas inicialmente, percebe-se que a distância entre a teoria e a prática dos professores de arte já não é tão acentuada quanto se supunha, apesar da existência de dificuldades, por parte dos mesmos, em estimular a expressão corporal dos alunos. Constata-se que a busca individual dos professores, unida ao trabalho de formação continuada, potencializam a criatividade e a construção de conhecimento, aproximando a visualidade e a corporeidade em sua atuação pedagógica, permitindo o desenvolvimento do ensino de arte que priorize a educação dos sentidos. / Abstract: This study analyzes the role of art teachers in the classroom, in relation to the child's body, trying to understand the possible spaces for the body to manifest and express yourself. Assumes that art is relevant to the development of the corporeality of the child and the realization that in practice there is a detachment of the body work in the school. Support for the study references as Vygotsky (2008), Gonçalves (1994), Le Breton (2007), Strazzacappa (2006), Barbosa (1997) and Duarte Jr. (2010). As a method for research interviews were used with art teachers in the public elementary school in the city of Várzea Paulista / SP. Contrary to some hypotheses initially realize that the gap between the theory and practice of art teachers is not as strong as previously thought, despite the difficulties, by the same, to stimulate the body language of the students. It appears that the pursuit of individual teachers, coupled with work continuing education, enhance creativity and knowledge building, approaching visuality and embodiment in their pedagogical performance, enabling the development of arts education that prioritizes the education of the senses. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação

Alloy is a lightweight formal modeling tool that generates instances of a software specification to check properties of the design. This work demonstrates the use of Alloy for the rapid development of autonomous vehicle driving protocols. We contribute two driving protocols: a Normal protocol that represents the unpredictable yet safe driving behavior of typical human drivers, and a Connected protocol that employs connected technology for cooperative autonomous driving. Using five properties that define safe and productive driving actions, we analyze the performance of our protocols in mixed traffic. Lightweight formal modeling is a valuable way to reason about driving protocols early in the development process because it can automate the checking of safety and productivity properties and prevent costly design flaws.

Contracts are legally binding and enforceable agreements among two or more parties that govern social interactions. They have been used for millennia, including in commercial transactions, employment relationships and intellectual property generation. Each contract determines obligations and powers of contracting parties. The execution of a contract needs to be continuously monitored to ensure compliance with its terms and conditions. Smart contracts are software systems that monitor and control the execution of contracts to ensure compliance. But for such software systems to become possible, contracts need to be specified precisely to eliminate ambiguities, contradictions, and missing clauses. This thesis proposes a formal specification language for contracts named Symboleo. The ontology of Symboleo is founded on the legal concepts of obligation (a kind of duty) and power (a kind of right) complemented with the concepts of event and situation that are suitable for conceptualizing monitoring tasks. The formal semantics of legal concepts is defined in terms of state machines that describe the lifetimes of contracts, obligations, and powers, as well as axioms that describe precisely state transitions. The language supports execution-time operations that enable subcontracting assignment of rights and substitution of performance to a third party during the execution of a contract. Symboleo has been applied to the formalization of contracts from three different domains as a preliminary evaluation of its expressiveness. Formal specifications can be algorithmically analyzed to ensure that they satisfy desired properties. Towards this end, the thesis presents two implemented analysis tools. One is a conformance checking tool (SymboleoPC) that ensures that a specification is consistent with the expectations of contracting parties. Expectations are defined for this tool in terms of scenarios (sequences of events) and the expected final outcome (i.e., successful/unsuccessful execution). The other tool (SymboleoPC), which builds on top of an existing model checker (nuXmv), can prove/disprove desired properties of a contract, expressed in temporal logic. These tools have been used for assessing different business contracts. SymboleoPC is also assessed in terms of performance and scalability, with positive results. Symboleo, together with its associated tools, is envisioned as an enabler for the formal verification of contracts to address requirements-level issues, at design time.

Bodies or Books of Knowledge (BoKs) have only been transcribed in mature fields where practices and rules have been well established (settled) and are gathered for any prospective or current practitioner to refer to. As a precursor to creating a BoK, it is first important to know if the domain contains settled knowledge and how this knowledge can be isolated? One approach, as described in this work, is to use Formal Concept Analysis (FCA) to structure the knowledge (or parts of it) and construct a pruned concept lattice to highlight patterns of use and filter out the common and established practices that best suit the solving of a problem within the domain. In the railway domain, formal methods have been applied for a number of years to solve various modelling and verification problems. Their common use and straightforward application (with some refinement) makes them easy to identify and therefore a prime candidate to test for settled knowledge within the railway domain. They also provide other assurances of settled knowledge along the way. / Thesis / Master of Applied Science (MASc)

Published Article / A pilot programme was run (2004-2005) with Tourism Management students at the Central University of Technology, Free State to enhance the satisfaction levels of both the student and relevant employers during Experiential Learning. The goals were to try and better prepare students for their Experiential Learning experience by means of a formal orientation programme in addition to the normal briefing session held and to enable both students and employers to achieve higher satisfaction levels in terms of pre-determined aspects as a result of the programme. The pilot programme was based on and informed by theories of learning in cooperative education, best practice requirements as well as a study of possible benefits to all parties concerned.

No description available.

No description available.

In this thesis we investigate some of the issues involved in creating a reversible variant of the formal software development language B. We consider the effects of regarding computation as a potentially reversible process, yielding a number of new programming structures which we integrate into an implementation-level language RB0, a more expressive variant of B0, the current implementation-level language for B. Since reversibility simplifies garbage collection, in RB0 we make use of more abstract, set-based data types, normally available in B only at the specification level. Similarly, we propose extending the domain of abstract functions currently specifiable in B to allow them to become concrete functions, thereby furnishing B with a functional sub-language. We also investigate expanding the use of Lambda calculus from the abstract stage of B to the implementation. Unlike B0, RB0 will not disallow non-determinism, and can also specify what we call Prospective Value computations (which are described). The executable language implements all of these features. After introducing some preliminary concepts, we review the work leading to the rise of Reversible Computing as a possible answer to the growing problem of energy dissipation in modern processors. We describe the language RB0, and demonstrate the use of its features, introducing the companion language RB1 and its role in the process. We then introduce our execution platform, the Reversible Virtual Machine (RVM), and translate some of the examples developed earlier into RVM code. For the concrete functions, we provide a proposed syntax and translation schema to enable consistent translation to RVM, and introduce a postfix Lambda notation to link the RB0 specification to the RVM’s own postfix notation. We provide comprehensive translation schemas for those parts of RB0 which would be found in B operations; these will form the basis of an automated translation engine. In addition, we look at a denotational semantics for Bunch theory, which has proved useful in formalising the underlying concepts.