Orientador: Corinta Maria Grisolia Geraldi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T23:43:32Z (GMT). No. of bitstreams: 1 Queiroz_Wilson_M.pdf: 5113389 bytes, checksum: c5962c1dab349ad2badf4ce75f6f4e03 (MD5) Previous issue date: 2012 / Resumo: Esta dissertação trata da temática étnico-racial a partir de minha experiência trabalhando em um programa da Rede Municipal de Ensino da cidade de Campinas, o Programa MIPID - Memória e Identidade: Promoção da Igualdade na Diversidade. Busquei revisitar alguns aspectos da experiência de formação de professores e de trabalho com as Histórias Africana e Afro-Brasileira para a composição de uma prática educativa de valorização da diversidade étnica. O MIPID foi o programa criado para viabilizar esse trabalho pioneiro e inovador para a formação de professores e a construção de uma pedagogia diferenciada. A dissertação parte da vinculação do autor com a docência e com o tema, procura conceitualizar os princípios caracterizadores de uma pedagogia de valorização da diversidade étnica, e descreve a gênese, o desenvolvimento e o encerramento desse programa ao longo de cinco anos. Foram entrevistados treze professores participantes do MIPID, assim como o autor desta dissertação. Com base na análise das entrevistas e aferição através dos documentos e registros encontrados, procurou-se resgatar a história de um programa de formação e ação junto aos professores da Rede Municipal que envolveu a Educação Infantil, o Ensino Fundamental e a EJA. Ao final, apresento as lições aprendidas ao longo do programa e da pesquisa, gestando elementos para a construção de uma pedagogia étnica conforme apontado na Lei 10639/03, que torna obrigatório o ensino de Histórias e Culturas Afro-Brasileiras e Africanas nos currículos da rede oficial de ensino. Pesquisa realizada no GEPEC - Grupo de Estudos e Pesquisa em Educação Continuada da Faculdade de Educação, UNICAMP. / Abstract: This dissertation deals with the ethnic-racial theme from my experience working in a program of the Municipal School of Campinas, the Program MIPID - Memory and Identity: Promoting Equality in Diversity. I sought to revisit some aspects of the experience of training teachers and working with African stories and African-Brazilian for the composition of an educational practice of valuing ethnic diversity. MIPID The program was created to enable this pioneering work and innovative teacher training and building a differentiated pedagogy. The dissertation the author's affiliation with teaching and with the theme, seeks to conceptualize the principles characterizing a pedagogy of appreciation of ethnic diversity, and describes the genesis, development and closure of the program over five years. Teachers were interviewed thirteen participants MIPID, as well as the author of this thesis. Based on analysis of interviews and benchmarking through the documents and records found, we attempted to rescue the story of a training program with teachers and action of the Municipal involving early childhood education, primary education and adult education. At the end, I present the lessons learned throughout the program and research, gestating elements for building an ethnic pedagogy as indicated in Law 10639/03, mandating the teaching of History and Culture Afro-Brazilian and African curricula network official teaching. Research conducted in GEPEC - Group Study and Research in Continuing Education, Faculty of Education, UNICAMP. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

The main aim of this thesis was to study, choose and decribe techniques eligible for cryptography education. A pedagogically appropriate presentation for the selected techniques' principles was to be chosen. Another goal was to create an integrated modular web interface containing a calculator focused on cryptographic operations. The eligibility of techniques was assessed accordingly to the computing processes implied by these techniques and also accordingly to the ability of being presented in an illustrative way. A program simplifying calculations used in symetric and asymetric cryptography was designed and implemented. It disposes of a web interface and one of its parts is focused on steganographic techniques. On the other hand, any pedagogically appropriate presentation interconnecting this program with theoretical findings from this field was not found.