CAVALCANTE, Carlos Magno Gurgel. Toyotismo e educação: um exame da influência do modo de produção e gerenciamento de mercadorias na categoria de reflexividade em Donald Schön. 2006. 90f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2006. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-03T17:45:27Z No. of bitstreams: 1 2006_Dis_CMGCavalcante.pdf: 389284 bytes, checksum: 64f80a14087d7f0b840b0f909dc9a0e5 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-04T12:01:55Z (GMT) No. of bitstreams: 1 2006_Dis_CMGCavalcante.pdf: 389284 bytes, checksum: 64f80a14087d7f0b840b0f909dc9a0e5 (MD5) / Made available in DSpace on 2012-07-04T12:01:55Z (GMT). No. of bitstreams: 1 2006_Dis_CMGCavalcante.pdf: 389284 bytes, checksum: 64f80a14087d7f0b840b0f909dc9a0e5 (MD5) Previous issue date: 2006 / Esta dissertação analisa a possível influência do modelo de gerenciamento e produção de mercadorias, conhecido como toyotismo, no pensamento educacional do professor estadunidense do MIT – Donald Schön. No desenvolvimento do processo procura-se, tangencialmente, analisar a razão de como essa influência se concretiza. Diante da necessidade de encontrar um referencial teórico que permeasse a pesquisa, achou-se por bem utilizar outra categoria marxista que favorecesse a análise de como uma maneira bem específica de produzir bens poderia ser assimilada em nível filosófico. Para tanto adotou-se a noção do Bloco Histórico (situação histórica global) cunhada por Antônio Gramsci. Após uma breve análise da atual crise do capital, suas causas, conseqüências e respostas, passa-se, então, a analisar a estrutura do toyotismo: sua origem, suas peculiaridade e a análise da possibilidade de sua ocidentalização. Segue-se a isso uma análise dos argumentos de Donald Schön sobre a questão da reflexividade, tanto em relação ao profissional reflexivo quanto ao professor reflexivo. Isso se dá pelo entendimento de que ele funda uma única categoria e a aplica nas duas situações. Conclui-se com uma análise dos pontos principais levantados e discorridos no texto.

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-10Bitstream added on 2014-06-13T19:52:00Z : No. of bitstreams: 1 souza_ea_me_arafcl.pdf: 551382 bytes, checksum: d034f042ae0987f2eec7ce4a8f8a7d0a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O nosso interesse por esse estudo originou-se de indagações acerca da prática docente, desde o inicio da carreira profissional como professora, ainda na condição de formanda. Essa vivência e possibilidade de atuação permitiram-nos compreender a importância da teoria na fundamentação da prática. Daí o nosso interesse pela relação entre a teoria e a prática, compreendidas como uma totalidade e, desta forma, não atribuindo primazia a nenhuma delas. A investigação desses temas faz com que eles predominem nos programas de formação de professores que, desta forma, estão voltados exatamente para a prática reflexiva, em nome da qual pretendemos a melhora da qualidade de ensino, buscando responder ao “eterno” dilema de como se ensinar, o que e para quem? Diante deste quadro, este estudo examina o pensamento de autores como Dewey (1959) Tardif (2002) e Schön (2000) que discutem a formação dos docentes e a sua prática contribuindo com a difusão de idéias que apresentam a teoria e o conhecimento como secundários em relação à prática na formação e na atuação do professor. Esperamos com esse trabalho contribuir para a discussão sobre a epistemologia da prática docente, tema hoje constante de todos os espaços que tratam da formação docente. / This study was motivated by the uncertainties derived from our experience as a teacher, since the beginning of our career as a trainee. This experience allowed us comprehend the importance of theory as a fundament for the teaching practice, provoking the interest by the relation between theory and practice, which must be comprehended as a totality, not attributing, though, primacy to any of them. From the growing investigation of these themes results their predominance in teacher training programs, which has turned to be centered in the reflexive practice. Thus, the reflexive practice has been related to a better quality in the teaching processes, as a try to solve the classic dilemmas: how to teach? Teach what and whom? Therefore, this study examines the ideas of authors such as Dewey (1959), Tardif (2002) and Schön (2000), which contribute to the diffusion of ideas that consider theory and knowledge as second-hand aspects in teacher training process and professional practice. We expect to contribute to the discussion on the teacher professional practice epistemology, a theme present nowadays in all places which debate the teacher training process.

Le jeu casual est un phénomène majeur de l’industrie vidéoludique, pourtant il reste peu étudié et mal considéré. Les quelques définitions scientifiques recensées présentent des divergences importantes, ainsi qu’un décalage par rapport aux jeux produits. Les modèles théoriques en design de jeu, centrés sur le gameplay, semblent inadéquats face à ce phénomène. En utilisant le modèle du praticien réflexif de Donald Schön, l’objectif de notre recherche est d’apporter un nouvel éclairage sur le jeu casual grâce au savoir professionnel des designers de jeux. Notre approche est qualitative, d’inspiration phénoménologique : nous avons recueilli l’expérience de huit designers de jeux par l’intermédiaire d’entretiens semi-dirigés proches du récit de pratique. Nos résultats montrent que les concepts utilisés dans les modèles vidéoludiques traditionnels restent pertinents pour définir le jeu casual, mais demandent à être retravaillés afin de rendre compte des mutations de l’expérience de jeu. Ainsi, un challenge dans un jeu casual n’est pas un obstacle mais une opportunité d’action pour le joueur. De plus, la progression se fait par la variation des challenges plutôt que par l’augmentation de la difficulté. Ensuite, certains concepts qui semblaient pertinents pour définir les jeux casual, tels que la fiction positive, ont été rejetés par nos participants. Enfin, notre étude a permis de rassembler des informations sur le rôle du designer de jeu casual et le contexte dans lequel il exerce, ce qui permet d’expliquer certaines causes de la vision péjorative du jeu casual. / Casual games are one of the main phenomena in the video game industry, but remain under-explored and are not highly regarded. Scientific definitions are scarce, inconsistent, and often disconnected from actual games. Further, theoretical models for game design, centered on gameplay, often fall short in defining casual games. The objective of this study is to use Donald Schön's model of the reflective practitioner to shed a new light on casual games through the collection of professional knowledge of game designers. This study follows a qualitative approach with phenomenological inspiration. Eight one-on-one semi-structured interviews were conducted with casual game designers who were asked to provide a narrative of their professional practice. Results show that traditional game design concepts remain relevant for understanding and defining casual games, but need to be reworked in the light of new experiences and contexts in gaming. Namely, challenge is no longer synonymous with obstacle, but should be considered as an opportunity of a player’s action. Progression should be based on the variation of challenges instead of increasing difficulty. In addition, participants rejected some concepts that were previously considered appropriate for defining casual games, like positive fiction. Finally, this study provides insight into the role of casual game designers and the context of their work, which can help explain the often negative perception of casual games.

Le jeu casual est un phénomène majeur de l’industrie vidéoludique, pourtant il reste peu étudié et mal considéré. Les quelques définitions scientifiques recensées présentent des divergences importantes, ainsi qu’un décalage par rapport aux jeux produits. Les modèles théoriques en design de jeu, centrés sur le gameplay, semblent inadéquats face à ce phénomène. En utilisant le modèle du praticien réflexif de Donald Schön, l’objectif de notre recherche est d’apporter un nouvel éclairage sur le jeu casual grâce au savoir professionnel des designers de jeux. Notre approche est qualitative, d’inspiration phénoménologique : nous avons recueilli l’expérience de huit designers de jeux par l’intermédiaire d’entretiens semi-dirigés proches du récit de pratique. Nos résultats montrent que les concepts utilisés dans les modèles vidéoludiques traditionnels restent pertinents pour définir le jeu casual, mais demandent à être retravaillés afin de rendre compte des mutations de l’expérience de jeu. Ainsi, un challenge dans un jeu casual n’est pas un obstacle mais une opportunité d’action pour le joueur. De plus, la progression se fait par la variation des challenges plutôt que par l’augmentation de la difficulté. Ensuite, certains concepts qui semblaient pertinents pour définir les jeux casual, tels que la fiction positive, ont été rejetés par nos participants. Enfin, notre étude a permis de rassembler des informations sur le rôle du designer de jeu casual et le contexte dans lequel il exerce, ce qui permet d’expliquer certaines causes de la vision péjorative du jeu casual. / Casual games are one of the main phenomena in the video game industry, but remain under-explored and are not highly regarded. Scientific definitions are scarce, inconsistent, and often disconnected from actual games. Further, theoretical models for game design, centered on gameplay, often fall short in defining casual games. The objective of this study is to use Donald Schön's model of the reflective practitioner to shed a new light on casual games through the collection of professional knowledge of game designers. This study follows a qualitative approach with phenomenological inspiration. Eight one-on-one semi-structured interviews were conducted with casual game designers who were asked to provide a narrative of their professional practice. Results show that traditional game design concepts remain relevant for understanding and defining casual games, but need to be reworked in the light of new experiences and contexts in gaming. Namely, challenge is no longer synonymous with obstacle, but should be considered as an opportunity of a player’s action. Progression should be based on the variation of challenges instead of increasing difficulty. In addition, participants rejected some concepts that were previously considered appropriate for defining casual games, like positive fiction. Finally, this study provides insight into the role of casual game designers and the context of their work, which can help explain the often negative perception of casual games.