Under åtta veckor har jag lärt mig åtta nya folkmusiklåtar genom notläsning. Vanligtvis arbetar folkmusiker utifrån en gehörstradition och nu ville jag utmana mig själv med ett annat tillvägagångssätt. Syftet var att avgöra hur min inlärningsprocess påverkas, hur memoreringen av låtarna påverkas och hur jag upplever min tolkning av “svänget” när jag jobbar utifrån notläsning.  Varje vecka har jag jobbat med en ny låt och genom utförliga anteckningar i min loggbok samt ljudinspelningar har jag kommit fram till flera resultat kring hur projektet upplev- des. Mina egna reflektioner kring processen sammanfattas i resultatet i form av ett feno- menologiskt perspektiv. / I have been learning eight traditional Swedish tunes in eight weeks by reading sheet mu- sic. This kind of music is usually taught through showing and listening to others, but I wanted to challenge myself with another way of working. The purpose is to see how my process of learning and adapt a tune is affected, how my memorizing is affected and how my assumption of a “groove” is affected.  Each week I have worked with a new tune and during the process I have written down notes in my notebook and recorded how I sound early on and afterwards. These tools have led me too a result of how I felt and what I have realized after the project.

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網際網路影響的層面大至政府的政策、法令、企業的經營策略、作業細節，小至個別消費者的喜好。在網際網路逐漸成為全球網路通用標準後，各種企業應用系統以及企業與交易夥伴間互動關係逐漸產生變化。 全球化讓企業暴露在高度競爭環境之下，迫使企業必須不斷翻新事業經營方式。企業正朝向流程委外的方向努力，委外的潮流建立了虛擬企業的基礎。於是企業與交易夥伴形成所謂的「虛擬延伸企業」，並建立一個牢不可破的價值鏈，以便在市場上和競爭對手競爭。這種虛擬團隊，需要將彼此的商業流程和訊息緊密地整合，從產品設計到與客戶交易，甚至於維修的過程毫無間隙地貫穿。 隨著網際網路在商業環境的應用越來越廣泛，架構在網際網路環境下的協同作業成為企業迎戰未來的一項重要利器。企業電子化下之協同作業，就是利用一些軟體系統，將企業的應用軟體、套裝軟體及傳統資訊系統等，在企業之間整合起來，這是一種新價值鏈的經營模式，也是競爭時代企業的新趨勢。 在協同作業下，企業對交易夥伴（上游供應商及下游客戶）在流程與資訊上整合，並根據企業資源的現況（包含內部與外部），做最佳化安排，以快速回應客戶、市場以及競爭者。企業電子化的重心，不再只是透過網際網路從事大量交易，而是利用網際網路提升價值鏈上資訊的透明度，促進企業問整合活動的進行，以進入協同作業的新紀元。 筆記型電腦一直是我國資訊產業非常重要的一環，本研究以國內筆記型電腦製造業為研究範圍，探究其與供應商協同作業之發展現況。 本研究以「TEMPLET評估工具」對企業之於未來虛擬延伸企業的準備程度做一個完整的評估；另外以「IBM e-business Collaboration Tool／供應商協同作業評估模組」對企業間協同作業之現況及發展方向做全面性評估。再輔以文件的收集、分析、個案訪談，以及在實務界多年的觀察，整理出協同作業發展的現況以及國內企業界目前發展所遭遇的瓶頸。 從TEMPLET評比的四大項目，資訊技術能力、資料管理能力、流程管理能力、組織管理能力，分析個案公司對虛擬企業發展的準備程度，可得知個案公司的準備程度頗高，而且彼此間的差異並不大。由於長期與國際大廠的合作，使得個案公司逐漸從區域性的製造工廠轉型為國際性的製造及服務公司。不論在經營管理能力或是資訊技術能力，個案公司都繼續不斷的調整其發展方向，試圖為全球的經營佈局而努力。 透過IBM e-business Collaboration Evaluation Tool／供應商協同作業評估模組，發現個案公司在供應鏈規劃及採購協同作業的推動不遺餘力，其相關的協同作業應用較為普及。設計協同作業雖然在萌芽階段，但也受到普遍的重視。協同作業雖然已經對個案公司的作業效率有相當程度的提升，但是，現今的協同作業方式，多屬於前端資料交換，而非企業內部與供應商之間應用系統的整合。本研究將個案公司發展的瓶頸歸納為以下幾個原因： 1. 供應商資訊技術的配合條件不同 2. 標準平台尚未成熟 3. 內部作業仍有相當程度的人工介入 4. 對商業機密或敏感資訊的分享顧慮 5. 工作流程和商業規則的定義極其繁瑣 6. 政府政策尚未成熟 7. 設計協同環境的尚未成熟 面對知識經濟時代的來臨，從提高產品的附加價值角度來看，台灣資訊製造業如何整合品牌優勢（代工品牌人自有品牌）、創新實力、軟體、服務等應是努力的重點。近年來，台灣資訊製造業在交易導向的實行系統建立了很好的基礎，未來則將往企業外部關係層次的整合方向而努力。 企業可藉由網際網路的協同作業把產品設計、製造、採購、業務、行銷、人事系統、現場服務以及客戶服務等，緊密地聯繫在一起，形成一個環球知識網。藉此追求策略定位，建構一個特別的價值鏈，讓企業能夠傳遞某種獨特的價值。而且為了對抗競爭，價值鏈必須借助協同作業的高度整合，讓企業所有活動都能緊密配合，甚至不斷強化。 全面性的協同作業雖然可幫助企業增加營運效益以及追求策略定位，但是協同作業的成功須仰賴多方面條件的配合。協同作業的發展是個連續性、階段性發展的過程，並非一蹴可及。雖然現今的協同作業處於推廣、萌芽的階段，但是協同作業將會繼續的推行，朝向交易雙方的後端系統即時且完全整合的目標前進。企業應按部就班完成階段性協同作業的計畫，待環境成熟、相關條件可配合的時候，則可領先取得競爭優勢。 關鍵詞：企業電子化、協同作業、筆記型電腦產業。 / The Internet is arguably the most powerful tool today, the influence of Internet is extremely comprehensive, covering governments' policies and regulations, companies' strategies and detailed operations, as far as consumers' individual preference. While the Internet comes to full development, the enterprise information system and the nature of business relationship have to change along. In today's rapidly changing business environment, firms not only compete on product but on business models. To succeed in globally competitive environment, companies are pursuing a strategy of focus, offloading part of activities to trading partners. The Internet technologies have made outsourcing easier for companies to coordinate with their suppliers, giving widespread currency to the notion of the "virtual extended enterprise". Companies communicate and collaborate electronically with partners around the world, they join together to achieve a shared business goal, where each operating unit contributes according to its core competency. Fully achieving the advantages of a virtual extended enterprise requires comprehensive collaboration, which enables tight business-to-business connection. By applying Internet technology to integrate information system and process across companies, collaboration creates a new business model to achieve a competitive edge. This research is concerning the collaborative progression upon Taiwan notebook computer manufactures, with the framework of "TEMPLET assessment checklist" and "IBM e-business Collaboration Tool/supplier collaboration module". Enriching with papers analysis, case study, and industry observation from years of experience, this study aims at exploring current development status quo, further, examining thoroughly the difficulties industry has encountered. Assessing the preparedness for virtual enterprise by TEMPLET'S four evaluation criteria "information, people, process and technology", we learn that companies in study have accomplished substantial readiness. Having the long-term cooperation with international leading enterprises, the companies have been transforming themselves from local manufactures to service-oriented global manufactures. Evaluating readiness for e-business and collaboration with suppliers by IBM e-business Collaboration Tool/supplier collaboration module, we find that both supply chain management and e-procurement have been applied pervasively in association with the companies' dedication to supply collaboration for years. Although design collaboration is still in its infancy, its relevant applications are attracting attention nowadays. The companies have benefited from collaboration at certain degree, nevertheless, the existing collaboration are only limited in front-end data exchange, instead of back-end system integration. This research concludes the major difficulties the companies facing are as below: 1. The readiness of suppliers' information technology is quite different. 2. The platform standard is not mature yet. 3. The companies' internal operations involve considerable human intervention. 4. Sharing concern exists upon business confidentiality and sensitive information. 5. The definition ofworkflow and business rule is too onerous to get through. 6. Government's policy is not ready yet. 7. The circumstances for design collaboration is not in prepared state. Towards knowledge-based economy, Taiwan's IT (information technology) industry is exploring how to integrate the advantage of brand (contracted manufacture brand/own brand), innovation, software, services in order to outperform the average competitors. In these years, the industry has set a solid foundation at transactional interconnection system. In the coming years, the industry will move to cross- enterprise relationship integration, such as customer database, marketing information, product design information and so forth. By fully deploying collaboration, companies are able to tight the operations of product design, manufacturing, purchase, sales activities, marketing, humor resources, and customer services together to optimize both internal and external resources. The series of collaboration enables the entire value chain highly integrated as a self- reinforcing system, and it helps companies deliver a unique value proposition. Collaboration contributes operational effectiveness and strategic positioning, but its success depends on various conditions. The evolution of collaboration is a continuous process. Though collaboration is in initial stage up to date, its development must be going on constantly, heading to real-time, end-to-end integration. Companies have to make sophisticated plan for each stage, carrying out the plan step by step for pursuing distinctive advantage. Keywords: e-business, collaboration, and Taiwan notebook computer industry.

小筆電可說是筆記型電腦所演化的新產品，這個新產品在近兩年經濟不景氣的時代背景之下，迅速熱賣，市場的接受度可說是非常的高。本研究以文獻分析法探討小筆電的興起、宏碁公司的經營策略、筆記型電腦產業的競爭策略、筆記型電腦產業的核心能力分析模式、以及科技行銷策略，以｢技術採用生命週期｣的分析理論，建構研究模式。 近兩年小筆電的熱銷讓宏碁Aspire One出奇致勝，即使宏碁並不是首推小筆電的廠商，卻迅速反應，在很短的時間內，搶佔市場。Aspire One的熱銷是宏碁不巧受到幸運之神眷顧？還是宏碁在策略上運用得宜？小筆電的興起對宏碁筆記型電腦經營的策略有何特別的意涵？ 本論文以個案研究法，除了相關文獻的蒐集與分析之外，輔以筆者在筆記型電腦大廠深耕約二十年的工作經驗，深度分析小筆電的興起、以及宏碁公司的經營策略。 / Netbook can be seen as the new product developed from Notebook computer. In the wake of economic recession in recent two years, market acceptance for Netbook has become extremely high. This research is based on literature analysis, aims to analyze the rise of Netbook era, Acer‟s corporate strategy, the competitive approach in Notebook computer industry, the analysis model upon core competition in Notebook computer industry, and technology marketing strategy. The study is taking “Technology Life Circle” as research model . Acer‟s Aspire One is the biggest winner in Netbook selling record. Even Acer is not the first one to promote Netbook, its prompt response to the market brings Acer to the biggest Netbook player. Is Acer just lucky for perfect timing heading to this triumph, or it indicates Acer‟s strategies properly deployed? Besides, does the rise of the Netbook era since change the direction of Acer‟s business strategy? The research is doing in the manner of case study. On top of related literature analysis, my professional working experience within Notebook computer industry nearly twenty years is crucial for insight analysis of the rise of Netbook era and Acer‟s business strategy. Hopefully, this research brings reference value to industry.

The thesis examines the use of the interactive whiteboard in the lower primary schools since the interactive whiteboard is a commonly used teaching aid nowadays. Based on references to literature and an empirical study, the thesis aims to describe the various possibilities of the efficient usage of the interactive whiteboard in education. The theoretical part opens with the description of information and communication technologies in general and the usage of the interactive whiteboard in the classroom. It focuses on its advantages and disadvantages, lists examples of its features available, and closes with an illustration of interactive teaching. It also introduces SMART Notebook collaborative learning software and describes its features. The empirical part employs both the quantitative and the qualitative research. The quantitative part is based on a questionnaire aimed at teachers at lower primary schools and investigates how the teachers use the interactive whiteboard in their classrooms. The qualitative part is devoted to a set of interactive materials designed for the subjects Czech language and Maths, which were subsequently tested in the third grade of a lower primary school.

1 Abstract The subject of this thesis was creating of teaching material for an interactive whiteboard using the SMART Notebook program. The material was created in form of interactive presentations designed to be used in chemistry lessons at secondary schools. The unifying theme of presentations was the 14th group of the periodic table of elements. The thesis also includes a description of the way the presentations were made and instructions for teachers how to work with them. It also introduces some advantages and disadvantages of working with the SMART Notebook software. Key words: Interactive whiteboard, SMART Notebook, group 14 of the periodic table of elements, presentations, carbon, silicon, tin, lead, germanium

A presente pesquisa é apresentada em forma de trabalho artístico equivalente à tese de doutorado, como proposição de final de curso, que se sustenta nas escolas superiores, com o título, Conversações com Baravelli: o ofício contínuo do pensar e do fazer. A escolha pela conversação como fio condutor do trabalho acadêmico, a partir de procedimentos didáticos, apresenta-se como proposta acadêmica, justificando-se como o diálogo com o artista, por meio de aplicação de questionário semi-estruturado. Conversações com Baravelli: o ofício contínuo do pensar e do fazer, que se apresenta em duas peças - uma primeira descritiva e outra com imagens/textos-, pretende investigar os elementos visuais compositivos, a formação do artista, e seus procedimentos de criação. Esta pesquisa divide-se em cinco capítulos, a saber: Os elementos significativos na formação do trabalho de Luiz Paulo Baravelli; Os conceitos de desenho; Luiz Paulo Baravelli e seu tempo histórico; Os cadernos de anotações visuais e a obra entregue ao público, e Algumas contribuições de Luiz Paulo Baravelli. Nos capítulos, apresentam-se os processos poéticos do artista, a seleção dos documentos visuais e a investigação dos seus conceitos. A pesquisa estrutura-se na área de concentração das poéticas visuais e na linha de pesquisa dos processos de criação em artes visuais. O aporte teórico adotado sustenta-se em leituras de pesquisadores da área e inserção de citações ao longo dos capítulos; os autores que fundamentam a escrita são estudiosos com trabalhos desenvolvidos em linha de pesquisa dos processos de criação em artes visuais, nas áreas da comunicação e história da arte dialogando com a pesquisa. Depoimentos e citações de Baravelli fazem parte do corpo do trabalho, e foram selecionadas em entrevistas, declarações cedidas pessoalmente, e artigos da imprensa. Pretende-se com este trabalho acadêmico contribuir para a continuidade da pesquisa visual na área das poéticas visuais, especialmente com o registro da produção de Baravelli, animando a investigação e a produção visual, como fonte de conhecimento. / This research is presented in a format of artistic work equivalent of doctorate thesis, as proposal for the conclusion of course, based in the specialists studies, with the title of Conversações com Baravelli: o ofício contínuo do pensar e do fazer (Conversations with Baravelli: the continuous task of thinking and performing) . The choice of conversation as theme of this paperwork, through didactic procedures is an academic proposal, legitimating the dialogue with the artist, through a semi-structured questionnaire. Conversações com Baravelli: o ofício contínuo do pensar e do fazer (Conversations with Baravelli: the continuous task of thinking and performing), that is presented in two parts - the first one is descriptive and the other with images/texts, has the aim of investigating the visual compositional elements, learning process of the artist and his creation procedures. This research is divided into five chapters, as follows: Os elementos significativos na formação do trabalho de Luiz Paulo Baravelli (The significative elements in the performing process of Luiz Paulo Baravelli); Os conceitos de desenho (The design concepts); Luiz Paulo Baravelli e seu tempo histórico (Luiz Paulo Baravelli and his historical time); Os cadernos de anotações visuais e a obra entregue ao público (The visual notebooks and the work offered to the public) and Algumas contribuições de Luiz Paulo Baravelli (Some contributions of Luiz Paulo Baravelli). In the chapters are presented the poetics processes of the artist, the selection of visual documents and investigation of his concepts. The research is based in the area of the concentration of visual poetic and in the creation process in visual arts. The theoretical contribution adopted is warranted in the readings of researchers and insertion of citations over chapters, the authors who substantiate the writing are specialists with academic Works developed in creation studies of visual art processes in the areas of communication and history of art dialoguing with the present research. Testimonials and citations of Baravelli complement the paperwork and were selected in interviews, personal pronouncements and press articles. The aim of this paperwork is to contribute to the continuity of research in the area of visual poetic, especially with the performance records of Baravelli, encouraging the investigation of visual production as source of knowledge.

Questões relacionadas aos materiais instrucionais têm sido bastante discutidas em trabalhos reportados na literatura. Sabe-se que o Livro Didático é um dos materiais mais utilizados nas aulas de química, uma vez que norteia toda a prática docente, desde a escolha do conteúdo até o processo de avaliação. No estado de São Paulo, um novo material chegou às escolas para auxiliar as práticas pedagógicas do professor e contribuir para a aprendizagem dos alunos: Caderno do Professor e Caderno do Aluno. Nesta perspectiva, a presente pesquisa tem como objetivo geral investigar as relações que o professor de química estabelece com os materiais instrucionais, em especial, com o Livro Didático e os Cadernos do Estado. Para tanto, foram entrevistados 11 professores de química do município de São Paulo que atuam em escolas públicas. Os dados foram analisados a partir das ideias de \'violência primária\' e \'violência secundária\' de Aulagnier (1975), e dos \'patamares de aprendizagem de Villani e Barolli (2000a; 2000b). A partir dos resultados obtidos verificamos que as maneiras pelas quais os materiais instrucionais se inserem na prática pedagógica do professor dependem de alguns elementos, tais como contexto do ensino, concepções de formação e demandas dos alunos. Percebemos que a introdução dos Cadernos do Aluno criou uma perturbação na ação pedagógica, enquanto que o Livro Didático ainda representa o conhecimento científico escolar. Ficou evidente que a sala de aula não é espaço neutro, pelo contrário, é um espaço cheio de confrontos de pontos de vista, de identidades, de valores e de percepções. Lidar com as divergências e diferenças pressupõe, no entender da nossa pesquisa, abordar criticamente os diferentes materiais que os professores vão incorporar à sua prática. Podemos concluir que independentemente do que for imposto aos professores, eles buscarão atalhos que lhes permitam satisfazer suas demandas. / Issues related to instructional materials have been widely discussed in studies in the literature. It is known that the Textbook is one of the materials most commonly used in chemistry classes, since it guides the whole teaching practice, from the choice of content to the evaluation process. To assist the teacher\'s pedagogical practices and contribute to the students learning a new material has been used in Sao Paulo State: The Teacher\'s and Student\'s Notebook. In this perspective, the present study aims at investigating the relationships that the chemistry teacher establishes with the instructional materials, in particular with the Textbook and Notebooks provided by the government. Eleven public school chemistry teachers of São Paulo were interviewed. Data were analyzed according to the ideas of \'primary\' and \'secondary violence\' proposed by Aulagnier (1975) and the \'levels of learning\' from Barolli Villani (2000a, 2000b). The results show that the ways in which instructional materials are included in the teacher\'s pedagogical practice depends on several factors, such as the context of teaching, training concepts and demands of the students. We realize that the introduction of the Student\'s Notebook created a disturbance in the pedagogical action, whereas the Textbook still represents the school\'s scientific knowledge. It was evident that the classroom is not neutral space, it is instead, full of different points of view, identities, values and perceptions. Dealing with disagreements and differences requires a critically approach of the different materials that teachers will incorporate into their practice. We conclude that teachers will seek shortcuts to meet their demands regardless of what is imposed on them.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The social transformations that the world has faced, due to distance reduction between rural and urban areas or the increase in the use of technologies, have linked several individuals’ social activities to writing practice. Teaching strategies adopted at schools had to be rethought as a consequence of such social dynamic, a change that was reinforced by the progress of scientific studies within the educational field. As a result, teachers have to seek new ways for promoting their students’ social inclusion by adopting different teaching strategies at schools. This paper arises from this movement towards the improvement of student’s performance when using Portuguese Language. Thus, this report presents the results of a pedagogical intervention in the 9th grade class of elementary education of Alfredo Montes State School (CEAM), in Nossa Senhora do Socorro city – state of Sergipe – that showed demands for better written production. This research was developed in the ambit of the Professional Master’s Degree in Portuguese Language – PROFLETRAS, São Cristóvão campus, of Federal University of Sergipe, and it was conducted according to action research methodology by Tripp (2005), having as its focus the students’ written contextual adequacy. We started from the hypothesis that retextualization could help decrease the classroom’s demands. The intervention aim was the students’ written competences development, by adopting retextualization as a strategy for comparative teaching of written genre, offering an opportunity to create news from a short story. For this, we prepared a Pedagogical Activities Notebook for students that contains teacher’s guidance, which was incorporated into a Didactic Sequence created by performing an intersection between the sequences of Cosson (2016) and Dolz, Noverraz and Schneuwly (2004), aiming to attenuate the identified difficulty within the mentioned class. The Notebook and the Didactic Sequence were produced based upon the theoretical and methodological approaches of Bronckart (2006), concerning the Socio-discursive Interactionism, whose text concept was adopted, regulating the treatment granted to other studies, for instance retextualization by Dell’Isola (2007) and Marcuschi (2010); contextualization by Koch and Elias (2015b), Baltar (2003) and Lima (2010); reading strategies by Solé (1998) and Koch and Elias (2015a), also suggestions about text production by Passarelli (2012). In addition to that, the interactive correction by Soares (2009) and official documents suggestions that guide teacher’s professional practice, such as National Common Curricular Base (BNCC) and the Portuguese National Curricular Parameters (PCNLP). The results revealed that the production of texts in a direct language is a complex task for those students who are not accustomed to write objectively, and that this practice has to be provided regularly at schools, in order to offer students the opportunity to learn other languages effectively. Finally, the research participants’ text productions showed different levels of contextual and genre adequacies, according to the adopted text evaluation criteria, indicating that the systematized teaching of retextualization is a viable way for leading them to write in a contextualized manner. / As transformações sociais pelas quais o mundo passou, em decorrência da diminuição da fronteira entre o rural e o urbano ou do crescimento no uso de tecnologias, entrelaçaram muitas atividades sociais dos indivíduos à prática da escrita. As estratégias de ensino adotadas nas escolas precisaram ser revistas devido a essa dinâmica social, mudança que foi reforçada pelo progresso dos estudos científicos na área da educação. Disso, decorre que os docentes precisam buscar novas formas de favorecer a inserção social de seus alunos, por meio da adoção de diferentes estratégias de ensino no ambiente escolar. Este trabalho surge desse movimento que almeja a melhoria do desempenho de estudantes no manuseio da Língua Portuguesa. Nesse sentido, este relatório apresenta os resultados de uma intervenção pedagógica, realizada na turma do nono ano do Ensino Fundamental do Colégio Estadual Alfredo Montes (CEAM), da Cidade de Nossa Senhora do Socorro-SE, que demonstrou demandas na produção escrita. Esta pesquisa foi desenvolvida no âmbito do Mestrado Profissional em Letras – PROFLETRAS, Unidade São Cristóvão, da Universidade Federal de Sergipe, e foi conduzida conforme a metodologia da pesquisa-ação de Tripp (2005), tendo como foco de pesquisa a adequação contextual escrita desses alunos. Partimos da hipótese de que a retextualização contribui para minimizar as demandas da turma. Assim, o objetivo da intervenção foi o desenvolvimento de competências escritas dos discentes, por meio da retextualização que foi usada como uma estratégia para o ensino comparado entre gêneros escritos, oportunizando a produção de uma notícia a partir de um conto. Para tanto, elaboramos um Caderno de Atividades Pedagógicas para o aluno, contendo orientações ao professor, que foi atrelado a uma Sequência Didática resultante da intersecção das sequências de Cosson (2016) e Dolz, Noverraz e Schneuwly (2004), objetivando atenuar as dificuldades encontradas na mencionada turma. O Caderno e a Sequência Didática foram concebidos com base nos pressupostos teórico-metodológicos de Bronckart (2006), com o Interacionismo Sociodiscursivo, cuja concepção de texto foi adotada e que regulou o tratamento dado aos outros estudos – como os da retextualização de Dell’Isola (2007) e Marcuschi (2010); da contextualização de Koch e Elias (2015b), Baltar (2003) e Lima (2010); das estratégias de leitura de Solé (1998) e Koch e Elias (2015a); também, as sugestões para a produção escrita de Passarelli (2012); além da correção interativa de Soares (2009) e das orientações de documentos oficiais que guiam o exercício profissional de educadores, como a Base Nacional Comum Curricular (BNCC) e os Parâmetros Curriculares Nacionais de Língua Portuguesa (PCNLP). Os resultados mostraram que a produção de um relato é uma tarefa complexa para o estudante pouco habituado a escrever de forma objetiva e direta, e que essa prática precisa ser proporcionada com mais frequência na escola, para que a oportunidade de dominar outras linguagens seja oferecida efetivamente ao aluno. Por fim, as produções textuais dos participantes da pesquisa apresentaram diferentes níveis de adequação contextual e ao gênero, conforme os critérios adotados para avaliar os textos, a partir do que, concluímos que o ensino sistematizado da retextualização promove a escrita contextualizada. / São Cristóvão, SE

Mon sujet de thèse en arts plastiques s’appuie sur une pratique personnelle du carnet que j'entretiens depuis la fin de mes études à l'université de Rennes 2. Carnet de voyage, carnet de parcours, carnet de vie, carnet d’expériences où se mêlent et s'entremêlent des langages de différentes natures : écrit, graphique, collagiste, photographique… Je souhaite donner à cette production une dimension réflexive et spéculative qui permette de mieux en saisir les modalités plastiques et iconiques et d'en comprendre les enjeux. Pour ce, j’examinerai les travaux réalisés à la lumière des sciences humaines (sociologie, anthropologie, géographie, etc.) et des sciences de l’art (histoire de l’art, esthétique, poïétique ). De même je les confronterai à un corpus d’œuvres-références historiques, contemporaines et actuelles afin d’en dégager les affinités et spécificités. Qu'est ce que le carnet engage ? La perception du moment, la volonté de comprendre, les liens avec le patrimoine artistique et culturel, le rapport au monde contemporain jusque dans ses éléments les plus ténus ? D'autres choses plus complexes telles la construction de soi, le développement d'une identité graphique ou plastique ? Les tentatives de réponses à ces questions permettront d’envisager une ouverture de cette pratique de carnettiste vers l’univers scolaire. En tant qu'inspecteur pédagogique régional d'arts plastiques (antérieurement j’étais enseignante de collèges et lycées dans cette discipline), je m'interroge sur les modalités pédagogiques de mise en place d'un parcours artistique et culturel de l'élève par le biais du carnet ou du cahier devenu carnet. Ce dernier, dans les mains d'un public jeune, ne serait-il pas un moyen de s'approprier de manière constructive, ludique et imagée l'univers artistique à travers le prisme scolaire ? Au-delà de l'investissement artistique et théorique personnel, cette thèse pourrait avoir une portée pragmatique et connaître des applications expérimentales en milieu scolaire au sens large, c'est-à-dire de l'école à l'université. / My subject of thesis in visual arts is based on a personal practice of the notebook that I have been carrying on since the end of my studies at the university of Rennes 2. These sketchbooks trace travel, career and life experiments by mixing and intermingling different languages: writing, graphics, collages and photography. I wish to infuse a reflexive and speculative dimension to this production in order to catch its plastic and iconic methods and to understand its challenges. To achieve this, I will study works in the light of social sciences (sociology, anthropology, geography, etc) and sciences of Arts (art history, aesthetics, poetics). In the same way I will confront them with a corpus of historical, contemporary and current work-references in order to reveal their affinities and specificities. What does the notebook imply? The perception of the present moment, the will to understand, the links with the artistic and cultural heritage, the relationship to the contemporary world down to its thinnest elements? Other more complex things such as self-construction, development of a graphic or plastic identity? The attempt to answer these questions enables a possible opening of this practice of carnettist towards the world of school. As a regional school Inspector for Visual Arts and a former teacher in lower and upper secondary school for that discipline, I wonder about teaching methods to provide pupils with a cultural and artistic background by using notebooks or workbook that became notebooks. Could it be the tool for young people to acquire in a constructive, playful and colourful way to enhance their approach to the artistic universe through the scholar prism? Beyond the artistic and theoretical personal involvement, this thesis could find a pragmatic application and an experimental implementation at school in a broad sense, i.e. from school to university.