Notre recherche en didactique des sciences, explore la potentialité des objets scientifiques contemporains à devenir des objets de patrimoine à travers un cas d'étude : l'accélérateur de particules Cockcroft-Walton (CW). Nous faisons l'hypothèse que la valorisation des objets scientifiques contemporains, étape importante du processus de patrimonialisation, est spécifique et nécessite une expertise particulière. Notre travail a été réalisé grâce au dispositif CIFRE, nous permettant de travailler aux côtés du musée des Confluences à Lyon, qui expose un accélérateur de particules CW dans Sociétés : le théâtre des hommes. L'Institut de Physique Nucléaire de Lyon (IPNL) possède également un appareil de ce type, qui est aujourd'hui au cœur d'un projet de valorisation. Notre analyse s'appuie sur une étude du contexte, historique, épistémologique et social, de « naissance » du premier accélérateur CW et d'une étude scientifique de l'objet. Nous avons également mené deux enquêtes, la première visant à retracer la trajectoire de l'accélérateur CW à Lyon, la seconde à retrouver l'ensemble des accélérateurs CW dans le monde. En nous appuyant sur différents travaux qui ont souligné les étapes du processus de patrimonialisation, nous avons caractérisé les spécificités du patrimoine scientifique contemporain, et recherché les traces laissées par ces caractéristiques dans la mise en exposition de l'objet. Nos résultats mettent en évidence le manque d'informations permettant l'interprétation et l'appropriation de l'accélérateur CW par un public, et nous invitent à interroger le contenu représentationnel de l'objet, véhiculé à travers d'autres contextes d'utilisation, formel ou fictionnel / Our thesis in science education explore the potentiality of contemporary scientific objects to become objects of heritage through a study case: the Cockcroft-Walton particle accelerator (CW). We call it “patrimonialisation” (the making of heritage) according to Information and Communication Sciences. We assume that the value of contemporary scientific objects, an important stage of the patrimonialisation, is specific and requires a particular expertise. Our work was realized thanks to a french financing facility, allowing us to work with Le musée des Confluences in Lyon (France), which exposes a particle accelerator CW in Societies: the human theater. The Institute of Lyon Nuclear physics (IPNL) also possesses a device of this type, who is the focus of a recognition project. sing a multidisciplinary approach, our analysis begin with a study of historical, epistemological, social and scientific context, of the first one CW. We also led two inquiries, the first one to redraw the accelerator CW trajectory in Lyon, the second to find all the accelerators CW in the world. Several studies have indeed highlighted the stages of the patrimonialisation. Relying on these studies we characterized the specificities of the contemporary scientific heritage, and looked for tracks left by these characteristics in the exhibition text (museography). Our results demonstrate the lack of information allowing the interpretation (lecture) and the appropriation of the accelerator CW by a public, and invite us to question the representational contents of the object, conveyed through other contexts of use, formal or fictional

Made available in DSpace on 2016-04-28T19:33:35Z (GMT). No. of bitstreams: 1 Ana Terra Reis de Grammont.pdf: 3400741 bytes, checksum: 2aa3b615b5e91975edd783944fffdabf (MD5) Previous issue date: 2012-06-13 / Reading pedagogy: schoolbook analysis under the Linguistic Education perspective is the outcome of an investigation carried out from 2009 to 2012 following the Portuguese language reading, writing and teaching research track from the Portuguese Language Studies Program from the Pontific Catholic University of São Paulo, guided by Prof., Dr. Dieli Vesaro Palma, PUC-SP Linguistic Education for Portuguese Teaching research group leader PUC-SP GREDLINP-. The following research has intended to analyze it under the Linguistic Education perspective in what way the schoolbook explores the reading pedagogy so the following questions can be answered: 1. What is the reading model which rests under the schoolbook? 2. How do the authors try to awake the learners´ previous knowledge? So the analysis is done we have used the critic interpretative research, which lies in the research qualitative paradigm, aiming for analyzing the Portuguese Language schoolbook text interpreting and comprehension exercises of the Fundamental School II 6th grade from school collection Portuguese Languages, featuring William Roberto Cereja and Thereza Cochar Magalhães as authors. We conclude that the cognitive reading model awakened by the questions was interactive, although the majority is bottom-up, contrasting with the top-down (KLEIMAN, 2008 and KATO, 1990). The authors try to awake the readers-learners´ previous knowledge through the interpreting questions, besides saving a section in each unity for this purpose. Therefore, we consider achieving satisfactory our goal: 1. Discovering what reading model rests under the proposal of the analyzed LD. 2. Analyzing how the authors try to awake the learners´ previous knowledge / A pedagogia da leitura: análise de material didático na perspectiva da Educação Linguística é o resultado de uma investigação realizada de 2009 a 2012, situada na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa do Programa de Estudos de Língua Portuguesa da Pontifícia Universidade Católica de São Paulo. Foi orientada pela Profª. Drª. Dieli Vesaro Palma, líder do Grupo de Pesquisa em Educação Linguística para o Ensino de Português GPEDLINP, da PUC-SP da PUC-SP. A presente pesquisa objetivou analisar, pela perspectiva da Educação Linguística, de que forma o livro didático trabalha a pedagogia da leitura, com a finalidade de responder às perguntas: 1. Qual o modelo de leitura que subjaz à proposta do LD? 2. De que forma os autores tentam acionar o conhecimento prévio dos aprendentes? Para a análise, fazemos uso da pesquisa interpretativista crítica, que está inserida no paradigma qualitativo de pesquisa, com o intuito de analisar os exercícios de compreensão e interpretação de texto, do livro didático de Língua Portuguesa, do 6º ano do Ensino Fundamental II, da coleção didática Português Linguagens, dos autores William Roberto Cereja e Thereza Cochar Magalhães. Concluímos que as questões propostas fundamentam-se no modelo interativo de leitura, de base cognitiva, embora haja a predominância do modelo ascendente (bottom-up), em comparação ao descendente (top-down) (KLEIMAN, 2008 e KATO, 1990). Os autores tentam ativar os conhecimentos prévios dos leitores-aprendentes por meio das perguntas de interpretação, além de destinarem uma seção de cada unidade com esta finalidade. Assim, consideramos ter atingido satisfatoriamente os nossos objetivos, a saber: 1. Constatar qual o modelo de leitura que subjaz a proposta do LD analisado. 2. Analisar de que forma os autores tentam acionar o conhecimento prévio dos aprendentes

Made available in DSpace on 2016-04-04T18:33:14Z (GMT). No. of bitstreams: 1 Ana Carolina Torres Vespoli.pdf: 1543913 bytes, checksum: ec445426c25a50ad59d3f82974401202 (MD5) Previous issue date: 2013-12-17 / The knowledge and domain of the written code, as well as social practical of reading and writing are the axles of work in the initial years of basic education. Education public policies have been drawn up in order to ensure that students have not only access to literacy but also be able to use reading and writing in your daily life. In this direction, Ler e Escrever Program is a policy of S?o Paulo state that began in 2008, has confirmed the recent Pacto pela Alfabetiza??o na Idade Certa , the purpose of alphabetize all students until the age of eight (3rd year of lementary school).This research investigated how the phonological awareness (a metalinguist skill that explores sonorous question of language) is contemplated on schoolbook material of Ler e Escrever Program. The methodology involves the documentary analysis of the schoolbook material of the Program in the initial block of literacy (1st, 2nd and 3rd years). The analysis of the data showed that despite guidelines to teachers available in Guia de Planejamento e Orienta??es Did?ticas and the proposed activities for students in Colet?nea de Atividades allow the development of phonological awareness, this still gives very superficial levels may compromise the purpose of literate students until the age of eight. / O conhecimento e o dom?nio do c?digo escrito, assim como as pr?ticas sociais de leitura e escrita s?o eixos norteadores do trabalho pedag?gico nos anos iniciais do Ensino Fundamental. Pol?ticas p?blicas em educa??o foram elaboradas com o intuito de garantir que os alunos tenham n?o s? o acesso ? alfabetiza??o, como tamb?m consigam utilizar a leitura e a escrita em seu cotidiano com efici?ncia. Nesse sentido, o Programa Ler e Escrever, uma pol?tica do estado de S?o Paulo que teve seu in?cio em 2008, tem entre suas metas a necessidade de alfabetizar todos os alunos at? os oito anos de idade (3? ano do Ensino Fundamental)- meta esta que se manteve no recente Pacto pela Alfabetiza??o na Idade Certa. Este estudo investigou como o desenvolvimento da consci?ncia fonol?gica, uma habilidade metalingu?stica fundamental para a aprendizagem da leitura e da escrita, ? contemplado pelo material did?tico do Programa Ler e Escrever. Desta forma, a partir da an?lise documental do material did?tico do Programa, que envolveu os Guias de Planejamento e Orienta??es Did?ticas e as Colet?neas de Atividades referentes ao bloco de alfabetiza??o (1?, 2? e 3? anos do Ensino Fundamental), buscamos identificar quais as atividades do material que exploram os processos de fonetiza??o da linguagem escrita, bem como procuramos analisar qual ? o n?vel de desenvolvimento da consci?ncia fonol?gica explorado pelas atividades e quais as contribui??es de tal desenvolvimento para alfabetizar os alunos at? os oito anos de idade. A an?lise dos dados mostrou que o desenvolvimento da consci?ncia fonol?gica ainda se d? em n?veis muito superficiais, podendo comprometer a meta de alfabetizar plenamente os alunos at? os oito anos de idade, conquanto existam orienta??es dispon?veis aos professores nos Guias e muito embora as atividades propostas aos alunos pela Colet?nea possibilitem tal desenvolvimento.

Made available in DSpace on 2016-04-27T16:34:01Z (GMT). No. of bitstreams: 1 Licia Maria Pedreira de Almeida.pdf: 15351386 bytes, checksum: d4f23bfa7a1c15ba2992896dbd785eea (MD5) Previous issue date: 2009-09-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The purpose of this study is to present the discourses about children's book in the period of 1968 to 1978. The speeches are divided into two parts, for the purpose of research: the first one is related to the official educational legislation passed by federal and paulistas agencies. The second one instance refers about two places: the National Foundation of Youth and Children's Book - FNLIJ, inaugurated in 1968 and the children s library of the São Paulo city, Biblioteca Infantil Monteiro Lobato. The sources used are, in addition to legal acts, ordinances and resolutions, the curriculum guides for teaching, the Newsletters of FNLIJ and Bibliographies of Children s Literature produced by Biblioteca Infantil Monteiro Lobato. The documents show the search criteria and the choice of titles and authors of books prescribed for teachers use in classrooms. Pointing in the same way, the representations about the act of reading of cultural mediators, who often interfered in the production of children's book adapting it to new requirements. Among the representations examined, are found in the homogeneous speaches the fomentation of the habit of reading in schools and libraries. Following these speeches, it is found, with children's literature of the 1970s, the disclosure of pleasure and love of reading done by agents circulating in the scenarios that involved books and reading. The research falls in the field of education history that addresses the formation of school "form". Based on the work of Anne-Marie Chartier and Jean Hébrard, which has the intention to reveal the discourses about reading, this essay, included as part of cultural history, will discuss the representation of social actors involved in the teaching of reading and selection of books for paulista s schools / O objetivo desta dissertação de mestrado é apresentar os discursos sobre o livro infantil no período de 1968 a 1978. Os discursos são divididos em duas instâncias, para efeito de pesquisa: a primeira ligada à legislação de ensino promulgada neste momento por órgãos federativos e paulistas. A segunda instância remete a dois lugares: a Fundação Nacional do Livro Infantil e Juvenil - FNLIJ, inaugurada em 1968 e a Biblioteca Infantil Monteiro Lobato do município de São Paulo. As fontes utilizadas são, além dos textos legais, portarias e resoluções, os Guias curriculares de ensino do estado de São Paulo; os Boletins Informativos da FNLIJ e as Bibliografias de Literatura Infantil e Juvenil produzidas pela Biblioteca Infantil Monteiro Lobato do município de São Paulo. Os documentos pesquisados apontam os critérios e as escolhas de títulos e autores de livros prescritos para os professores utilizarem nas salas de aula. Demonstram também as representações acerca do ato de ler de mediadores culturais, que por muitas vezes, interferiram na produção do livro infantil adequando-o às novas prescrições. Entre as representações analisadas, são constatadas no período falas homogêneas a respeito da fomentação do hábito de ler nas escolas e bibliotecas. Acompanhando estes discursos, é verificada, com a literatura infantil dos anos 1970, a divulgação do prazer e do gosto de ler realizada pelos agentes que circulavam nos cenários envolvidos com o livro e a leitura infantil. A pesquisa se insere no campo da história da educação que trata da constituição da forma escolar. Fundamentada, sobretudo na obra de Anne-Marie Chartier e Jean Hébrard, que tem como intenção desvendar os discursos sobre a leitura, esta dissertação, inserida no âmbito da história cultural, pretende discutir as representações dos atores sociais envolvidos com o ensino da leitura e a seleção de livros para as escolas paulistas

Durant leur parcours au secondaire (12 à 17 ans), les élèves sont amenés à résoudre des problèmes de preuves en classe de mathématiques (MELS, 2006a, 2006b). En géométrie, ces preuves doivent s’appuyer sur un référentiel théorique composé de propriétés et de définitions (Kuzniak et Richard, 2014). Afin de dégager les particularités des référentiels utilisés en classe, nous avons relevé et analysé les propriétés et les définitions de dix-neuf ouvrages scolaires québécois de 1re secondaire à la 5e secondaire. Chacun des éléments ainsi relevés a été identifié selon les concepts sous-tendus dans leurs énoncés, leurs valeurs épistémiques possibles, leur dépendance à une figure et leur place au sein du chapitre. Cette étude se base sur le concept des paradigmes géométriques (Houdement et Kuzniak, 2006) et le modèle des Espaces de Travail Mathématique (ETM) (Kuzniak et Richard, 2014) où le référentiel fait partie de la genèse discursive engendrée par un travail mathématique. L’étude des référentiels montre que plusieurs modalités discursives dans leur enseignement peuvent générer des difficultés lorsque vient le temps de les utiliser dans une preuve. Cette étude confirme aussi l’oscillation entre les paradigmes géométriques (Gauthier, 2015; Tanguay et Geeraerts, 2012) dans l’enseignement de la géométrie. Enfin, nous proposons un référentiel possible pour un agent tuteur d’aide à la démonstration selon le curriculum québécois. / During their high school career (12 to 17 years old), students are required to solve proof-based problems in their mathematics classes (MELS, 2006a, 2006b). In geometry, these mathemactical proofs must be supported by a theoretical referential of properties and definitions (Kuzniak et Richard, 2014). To determine the specifics of the referentials used in classes, we noted and analyzed the properties and definitions of nineteen Quebec secondary school textbooks. Each item was identified according to the concepts underlying in their statements, their possible epistemic value, their reliance on a figure, and their placement in the chapter. This study is based on the concept of geometric paradigms (Houdement et Kuzniak, 2006) and on the Mathematical Working Space model (MWS or ETM in French) (Kuzniak et Richard, 2014) where the referential is part of the discursive genesis generated by a mathematical work. This study on referentials demonstrates that there are many discursive modalities used in teaching, which can produce difficulties when they are required to be used in a proof. This study also confirms the oscillation between the geometric paradigms (Gauthier, 2015; Tanguay et Geeraerts, 2012) when teaching geometry. Furthermore, we propose a possible referential to be used in a demonstration aid tutor in accordance with Quebec’s curriculum.

The goal of this master's thesis "Gender analysis of textbooks" (in relation to choice of profession) is to introduce a gender analysis of three textbooks "Civics Education" used in the 8th grade of primary schools. I focus on presence of gender stereotypes and gender prejudice that could influence a choice of further education of schoolboys and schoolgirls and therefore their choice of future profession. In the thesis I consider the general education system as one of the crucial socialization tool of the society. It represents an institution that keeps power to maintain gender stereotypes and at the same time has got the power to change them. I examine illustrations and texts of mentioned textbooks through gender optics, and using qualitative and quantitative analysis.

Data security will play a central role in the design of future IT systems. The PC has been a major driver of the digital economy. Recently, there has been a shift towards IT applications realized as embedded systems, because they have proved to be good solutions for many applications, especially those which require data processing in real time. Examples include security for wireless phones, wireless computing, pay-TV, and copy protection schemes for audio/video consumer products and digital cinemas. Most of these embedded applications will be wireless, which makes the communication channel vulnerable. The implementation of cryptographic systems presents several requirements and challenges. For example, the performance of algorithms is often crucial, and guaranteeing security is a formidable challenge. One needs encryption algorithms to run at the transmission rates of the communication links at speeds that are achieved through custom hardware devices. Public-key cryptosystems such as RSA, DSA and DSS have traditionally been used to accomplish secure communication via insecure channels. Elliptic curves are the basis for a relatively new class of public-key schemes. It is predicted that elliptic curve cryptosystems (ECCs) will replace many existing schemes in the near future. The main reason for the attractiveness of ECC is the fact that significantly smaller parameters can be used in ECC than in other competitive system, but with equivalent levels of security. The benefits of having smaller key size include faster computations, and reduction in processing power, storage space and bandwidth. This makes ECC ideal for constrained environments where resources such as power, processing time and memory are limited. The implementation of ECC requires several choices, such as the type of the underlying finite field, algorithms for implementing the finite field arithmetic, the type of the elliptic curve, algorithms for implementing the elliptic curve group operation, and elliptic curve protocols. Many of these selections may have a major impact on overall performance. In this dissertation a finite field from a special class called the Optimal Extension Field (OEF) is chosen as the underlying finite field of implementing ECC. OEFs utilize the fast integer arithmetic available on modern microcontrollers to produce very efficient results without resorting to multiprecision operations or arithmetic using polynomials of large degree. This dissertation discusses the theoretical and implementation issues associated with the development of this finite field in a low end embedded system. It also presents various improvement techniques for OEF arithmetic. The main objectives of this dissertation are to --Implement the functions required to perform the finite field arithmetic operations. -- Implement the functions required to generate an elliptic curve and to embed data on that elliptic curve. -- Implement the functions required to perform the elliptic curve group operation. All of these functions constitute a library that could be used to implement any elliptic curve cryptosystem. In this dissertation this library is implemented in an 8-bit AVR Atmel microcontroller. / Dissertation (MEng (Computer Engineering))--University of Pretoria, 2006. / Electrical, Electronic and Computer Engineering / unrestricted