Orientador: Silvio Ancisar Sanches Gamboa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T11:03:09Z (GMT). No. of bitstreams: 1 Barbosa_SusanaMesquita_M.pdf: 916967 bytes, checksum: 50bfbbd1c6844f861c722c6f908dae59 (MD5) Previous issue date: 2007 / Resumo: A presente dissertação de mestrado é resultado da pesquisa desenvolvida na linha de pesquisa PAIDÉIA do mestrado de Educação, particularmente na linha de Epistemologia da Educação. O objetivo da pesquisa foi observar com ocorre a formação do pesquisador na graduação, a partir da análise específica de um dos componentes desta, a saber, das principais obras brasileiras de Metodologia do Trabalho Cientifico. Constatou-se que, em muitas obras, são privilegiados os aspectos relativos à metodologia de exposição dos trabalhos científicos em detrimentos dos demais aspectos metodológicos. Por meio da análise dos fundamentos epistemológicos, observou-se que, da forma como o método e os procedimentos metodológicos são apresentados, este material não contribui para a formação do discente enquanto pesquisador, afastando, assim, a ação pedagógica desenvolvida no ambiente universitário da sua característica de praxis transformadora capaz de proporcionar ao discente a autonomia mínima necessária. Para a realização de tal análise, utilizou-se como referencial epistemológico e metodológico a teoria materialista-histórica / Abstract: The present paper is the result of the research developed in the line of the PAIDÉIA research in the Education post graduation. Particularly in the line of Education Epistemology. The objective of the research was to observe the researcher process of formation in the graduation, from the specific analysis of one of the components of this process: the main Brazilian main books of Methodology of the Scientific Work. Was evidenced that, in many main books, the relative aspects of the methodology exposition of the scientific works are privileged in detriments of the other methodological procedures. Thru the analysis of the epistemological beddings, it was observed that the form that methodological procedures and methods are presented does not contribute for the formation of the student while researcher, moving away, thus, the developed pedagogical action in the university environment of its characteristic of transforming praxis, capable to provide the student the necessary minimum autonomy. For the accomplishment of such analysis, it was used as referential epistemological and methodological the materialist-historical theory / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

Orientador: Afira Vianna Ripper / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T17:43:12Z (GMT). No. of bitstreams: 1 Adami_MariaJose_M.pdf: 9571727 bytes, checksum: 80f7fd98223227bd16b51b028917652f (MD5) Previous issue date: 2008 / Resumo : Este trabalho foi desenvolvido em três escolas de ensino fundamental da Rede Pública Municipal de Campinas, São Paulo, a partir da inserção do Projeto Ciência na Escola nos respectivos cotidianos escolares nos anos de 2006 e 2007. Em virtude da autora ter desempenhado o duplo papel de pesquisadora e protagonista da intervenção pedagógica em estudo, este pode ser caracterizado do ponto de vista metodológico como pesquisaação. A proposta pedagógica do Projeto se desenvolveu com vários grupos de professores de duas formas: com grupos de professores de diversas escolas que participaram dos cursos de extensão desenvolvidos no Laboratório de Educação e Informática Aplicada da Faculdade de Educação da UNICAMP nestes dois anos e nos grupos de trabalho nas escolas que optaram em trabalhar o Projeto na formação de professores neste mesmo período. A intervenção nas práticas de sala de aula consistiu na aplicação da metodologia científica como forma de tornar os alunos pesquisadores e questionadores por meio da reconstrução própria de conhecimentos e assim possibilitar aos alunos uma aprendizagem mais significativa e aos professores a se reconhecerem como profissionais intelectuais e igualmente produtores de saberes. A discussão percorre a formação do professor-pesquisador no período estudado, marcado por mudanças estruturais no Projeto Ciência na Escola: esta formação iniciou na universidade como projeto de pesquisa financiado pela FAPESP e posteriormente, com o encerramento deste convênio, se deslocou para os cotidianos escolares em função do Projeto ter sido incorporado ao quadro de Programas e Projetos da Secretaria Municipal de Educação. Nas escolas, os espaços e tempos para a formação, além de se diferenciarem dos da universidade, caracterizaram-se como singulares em cada uma das três escolas selecionadas neste estudo. A pesquisa com o cotidiano parte da validação dos saberes produzidos pelos professores nos seus fazeres pedagógicos e este trabalho mostrou que estes foram se ampliando e ganhando sustentação nas interações estabelecidas entre professor-professor e professor-aluno, evidenciando que a inserção nas práticas de sala de aula da pesquisa científica proposta pelo Projeto Ciência na Escola constituiu-se como uma contribuição na formação dos professores e nas práticas colaborativas entre os grupos de professores e seus respectivos alunos / Abstract : The present work was developed in three primary education schools under the Public administration of Campinas, São Paulo. It was based on the introduction of the Ciência na Escola Project in 2006 and 2007 schools¿ programs. In the face of the authoress have played the dual role of investigator and protagonist of the pedagogical intervention under study, it may be characterized as methodological point of view as research-action. The Project¿s pedagogical proposal was developed with many groups of teachers in two basic forms: firstly with groups of teachers ¿ coming from many schools ¿ that took part in extra courses developed in the Laboratory of Education and Hard- Working Computing Science of the UNICAMP Education College in these two years; secondly with work groups in schools that had chosen to develop the Project in the formation of teachers in the same period. The intervention in classroom practices consisted of the application of scientific methodology as a way of turning the students into researchers and questioners by their own reconstruction of knowledge. This would make it possible for students to learn in a more meaningful way and for the teachers to recognize themselves as intellectual professionals as well as knowledge producers. The discussion goes through the formation of the researcher-teacher in the period, characterized by structural changes in the Ciência na Escola Project: this formation began in the University as a research project financed by FAPESP and after, with the end of that partnership, it was moved to the daily school activities as the Project was incorporated into the framework of Programs and Projects of the Education Municipal General Office. The spaces and periods dedicated to the formation in the three schools, besides the differences from those of the University, are also differentiated in each one of them. The quotidian research starts with the validation of the knowledge produced by the teacher in their pedagogical practices, and what the present work has shown is that knowledge was gradually enhanced and gained support through the interactions established between teachers themselves and also between teachers and students, demonstrating that the introduction of the scientific research of the teacher¿s classroom practices proposed by Ciência na Escola Project constituted itself as a contribution in the formation of teachers and in the collaborative practices between groups of teachers and their respective students / Mestrado / Educação, Ciencia e Tecnologia / Mestre em Educação

Este trabalho de pesquisa tem como objetivos verificar uma parcela da produção científica no Brasil em um período de 20 anos (1981 a 2001), sobre o tema Psicopedagogia, incluindo dissertações e teses, caracterizando esta mesma produção segundo seus objetivos, referenciais teóricos, tipos de pesquisa, conclusões e as concepções de Psicopedagogia entendidas nessas obras. Procurou-se também, observar em que medida a Psicopedagogia está contribuindo para uma educação emancipatória. O referencial teórico utilizado é a Teoria Crítica da Sociedade, dando ênfase ao pensamento de Theodor Adorno. A Psicopedagogia é considerada uma estratégia, área ou prática destinada a entender, prevenir e tratar problemas de aprendizagem. Com as modalidades clínica e institucional, repete na maior parte das vezes os erros cometidos pela Psicologia do século passado: naturalização do indivíduo, reafirmação do psicologismo e do clinicalismo. Assim, ao desconsiderar os fatores objetivos em suas análises, a Psicopedagogia exclui a contradição existente entre indivíduo e sociedade convertendo-se em ideologia, reafirmando uma educação adaptativa. A melhora dessas condições só se dará a partir da auto-reflexão de seu discurso, abrindo portas para aprimorá-lo Concluindo, a Psicopedagogia de uma maneira geral não colabora para uma educação emancipatória. / This paper\'s objective is to verify the scientifical development of psychopedagogy within a period of 20 years (from 1981 to 2001). The discussion involves theses and research papers including references, types of researches, conclusions e definitions attributed to the concept \"psychopedagogy\". Special attention was given to measure how much the psychopedagogy contributes towards an emancipated education. The theoretical framework used was based on the \"Critical Theory of Society\", emphasizing Theodor Adorno\'s trend of thought. The psychopedagogy is considered either an strategy, an area or a practice that has the purpose of understanding, preventing, and treating problems related to learning. With the clinical and institutional models, the psychopedagogy keeps repeating the same mistakes made by the psychology in the past century: the naturalization of the individual and the use of \"psicologismo\" and \"clinicalismo\". Therefore when not considering the objective factors in its analysis, the psychopedagogy excludes the contradiction between the individual and the society and converts in ideology, thus reassuring and adaptive education. The enhancement of these conditions will occur only if there will be a reflexion of its fundamentals therefore facilitating its improvement. Concluding, the psychopedagogy overall does not collaborate for an emancipating education.

Orientador: Maria Beatriz Machado Bonacelli / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-19T00:54:05Z (GMT). No. of bitstreams: 1 Castro_PaulaFelicioDrummondde_D.pdf: 2526528 bytes, checksum: e7aebe44eff9a3a8bf88ec2cc9043569 (MD5) Previous issue date: 2011 / Resumo: O principal objetivo desta tese foi o de contribuir conceitual e metodologicamente com a metodologia GEOPI de avaliação de impactos de programas de Ciência Tecnologia e Inovação (C,T&I), especificamente sobre a avaliação de impactos de programas de pesquisa em biodiversidade tendo como objeto de estudo um importante programa de pesquisa em biodiversidade do país, o Programa Biota da FAPESP. A tese foi desenvolvida sob três eixos centrais: (i) do estudo da evolução do quadro político-institucional e do panorama das pesquisas em biodiversidade no país e no mundo, tendo como base a Convenção da Diversidade Biológica; (ii) das especificidades da avaliação de impacto em C,T&I e (iii) da apresentação da metodologia GEOPI para a avaliação de impacto de programa de pesquisa em biodiversidade. A metodologia GEOPI de avaliação de impactos busca apreender o aspecto multidimensional dos impactos da C,T&I por dois momentos: o primeiro faz a análise profunda e detalhada do objeto e visa a identificação dos impactos potenciais; o segundo mede a intensidade deste impacto. A avaliação no que respeita a caracterização, a conservação e o uso sustentável da biodiversidade apresenta resultados que indicam a direção acertada do Programa nos seus primeiros 10 anos de existência, com um volume expressivo de documentos científicos e de inovação em políticas públicas, havendo ainda a necessidade, entretanto, de se incrementar inovações tecnológicas. A metodologia GEOPI se mostrou versátil em sua aplicação. Como recomendações para o aperfeiçoamento da metodologia GEOPI sugere-se (i) a expansão na categoria de atores envolvidos, para apreender diferentes percepções acerca do objeto de análise; (ii) a inclusão da dimensão "coordenação do programa", para captar principalmente os impactos de resultados coletivos, ou seja, aqueles que são transversais a unidade de análise "projeto"; (iii) a aplicação da metodologia em redes de pesquisa, que também é um formato comum de organização da pesquisa, de caráter mais verticalizado, e (iv) a exploração dos impactos decorrentes da legislação na pesquisa em biodiversidade, no que concerne a pesquisa nesta área. Espera-se que essas contribuições sirvam para outros trabalhos de avaliação de impactos de programas de pesquisa em biodiversidade, mesmo a metodologia sendo fortemente objetivosespecífica e objeto-específica, e mesmo para programas com perfil diferente do Biota da Fapesp. Há sim elementos conceituais que estão na base da metodologia em foco e que podem ser tomados como princípios para se desenhar estudos de avaliação de impactos / Abstract: The main objective of this dissertation was to contribute conceptually and methodologically with the GEOPI methodology of impact evaluation for Science Technology and Innovation (S, T & I) programs and specifically with the biodiversity research programs, in this case, Biota/Fapesp Research Program. This PhD dissertation is supported in two main axes: (i) the development of the political and institutional framework of biodiversity access, with emphasis in its researches and programs research; and: (ii) the analysis S, T & I with focus in the impact evaluation, and (iii) the contribution to the improvement of the GEOPI?s methodology for impact evaluation of biodiversity research programs. The GEOPI?s methodology apprehend the multidimensional aspect of the impacts from the S, T & I, in two distinct moments: the former is a deep and detailed analysis in the object with focus in the identification of the potential impacts; the latter evaluate the intensity of the impact. Concerning to characterization, conservation and sustainable use of biodiversity, Biota Program presents results that indicate the correct direction of the Program in its first 10 years of existence, with a significant volume of scientific papers and innovation in public policy. However, there is still a need to enhance technological innovation. The GEOPI methodology of impact evaluation was extremely versatile in its application. As recommendations for the improvement of the GEOPI?s Methodology, is suggested: (i) to include different stakeholders? perceptions about the object analyzed; (ii) the inclusion of the dimension "program coordination", catch up mainly the impacts of collective results, ie, those that goes beyond the unit of analysis "project"; (iii) applying the methodology in research networks, which is also a common format for the research organization, which is more vertical, and (iv) the investigation of the impacts of legislation on biodiversity research, which is very relevant in this area. It is expected that these contributions could be used for other impact evaluations of research programs on biodiversity, even the methodology being strongly goal-specific and object-specific, and even for programs with different contour of Biota/Fapesp. There are so conceptual elements that underlie the methodology and the focus that can be taken as principles to design studies to evaluate impacts / Doutorado / Politica Cientifica e Tecnologica / Doutor em Política Científica e Tecnológica

Orientador: Afira Vianna Ripper / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T13:24:58Z (GMT). No. of bitstreams: 1 Alexandre_MariaThereza_D.pdf: 2467822 bytes, checksum: 72a2754c99bd40133cf87310bcd63142 (MD5) Previous issue date: 2012 / Resumo: Este estudo, nascido de um desconforto que originou a questão de pesquisa, tem por objetivo a verificação da hipótese de que a formação do aluno pesquisador de sua realidade, com base nos pressupostos da metodologia de pesquisa científica, enseja sua formação enquanto ser social, a qual dar-se-ia no estabelecimento de relações com a natureza e com a sociedade, imbricadas entre si. Abrangendo, estritamente, o contexto do Projeto Ciência na Escola - Primeiros Passos, relacionado a docentes e estudantes da Educação Infantil e dos anos iniciais do Ensino Fundamental, esta investigação é atravessada pela maneira como se deu, no período de 2003 a 2010, a formação do aluno pesquisador de sua realidade, com o desenvolvimento de projeto de pesquisa. Ao longo deste estudo, o aluno pesquisador surge da descrição de suas ações, manifestações, intervenções, atitudes, realizada pelas professoras pesquisadoras, e sua formação envolve o decorrer de um ano letivo. Ao realizar o trânsito entre a universidade e a escola, a professora traduz em ação pedagógica, no cotidiano de sala de aula, as propostas deste Projeto, assentando-se sob os pressupostos da pesquisa-ação sua formação como pesquisadora da própria prática. Sendo a socialização o processo por meio do qual ocorre a formação do ser social, esta constituiu-se em objeto de estudo, de forma a fornecer suporte teórico ao procedimento da análise dos relatórios anuais elaborados pelas docentes sobre os projetos de pesquisa das classes, cujas temáticas envolveram, no âmbito das relações com a natureza, a nutrição, com incidência em alimentos e produção, e o meio ambiente, com foco em aspectos como água e lixo, e, no tocante às relações sociais, racismo e brinquedo, divisão essa que, feita para fins de esclarecimento, acabou por tornar evidente o entrelaçamento de ambas as relações. Com os resultados obtidos foi possível realizar a proposição da inclusão formal do processo de socialização nos pressupostos do Projeto, até o momento voltados para a aquisição do conhecimento produzido pela ciência e a apropriação da metodologia de pesquisa científica. / Resumo: Este estudo, nascido de um desconforto que originou a questão de pesquisa, tem por objetivo a verificação da hipótese de que a formação do aluno pesquisador de sua realidade, com base nos pressupostos da metodologia de pesquisa científica, enseja sua formação enquanto ser social, a qual dar-se-ia no estabelecimento de relações com a natureza e com a sociedade, imbricadas entre si. Abrangendo, estritamente, o contexto do Projeto Ciência na Escola - Primeiros Passos, relacionado a docentes e estudantes da Educação Infantil e dos anos iniciais do Ensino Fundamental, esta investigação é atravessada pela maneira como se deu, no período de 2003 a 2010, a formação do aluno pesquisador de sua realidade, com o desenvolvimento de projeto de pesquisa. Ao longo deste estudo, o aluno pesquisador surge da descrição de suas ações, manifestações, intervenções, atitudes, realizada pelas professoras pesquisadoras, e sua formação envolve o decorrer de um ano letivo. Ao realizar o trânsito entre a universidade e a escola, a professora traduz em ação pedagógica, no cotidiano de sala de aula, as propostas deste Projeto, assentando-se sob os pressupostos da pesquisa-ação sua formação como pesquisadora da própria prática. Sendo a socialização o processo por meio do qual ocorre a formação do ser social, esta constituiu-se em objeto de estudo, de forma a fornecer suporte teórico ao procedimento da análise dos relatórios anuais elaborados pelas docentes sobre os projetos de pesquisa das classes, cujas temáticas envolveram, no âmbito das relações com a natureza, a nutrição, com incidência em alimentos e produção, e o meio ambiente, com foco em aspectos como água e lixo, e, no tocante às relações sociais, racismo e brinquedo, divisão essa que, feita para fins de esclarecimento, acabou por tornar evidente o entrelaçamento de ambas as relações. Com os resultados obtidos foi possível realizar a proposição da inclusão formal do processo de socialização nos pressupostos do Projeto, até o momento voltados para a aquisição do conhecimento produzido pela ciência e a apropriação da metodologia de pesquisa científica. / Abstract: This study was born from some uneasiness experienced that gave origins to the mainquestion of the research. It has as main objective the verification of the hypothesis according to which the formation of the pupil as a researcher of his own reality, grounded on the assumptions of the methodology of scientific investigation, provides too an opportunity to his formation as a social human being. This specific formation would be supported on the settlement of relations with both nature and society, implied between itselves. This investigation, strictly linked to the context of the Science in School Project - First Steps, respecting to elevens and teachers of Pre School as well as of initial series of Elementary School, is traversed by the manner by which takes place the students formation while researchers of their living realities, throughout the development of project investigation. Along this study, this pupil as researcher emerges from descriptions of his actions, manifestations, interventions and attitudes made visible in the researchers teachers reporting, a process that happens all along the academic year. By doing the transit between university and school, the participants teachers translate into pedagogical action the purposes of the mentioned Project; and their formation is sustained by action-research methodology. As the process through which takes place the formation of social human being consists in socialization, this topic constituted an object of study, as a way of furnishing theoretical grounds reclaimed by the analysis procedures of annual registries elaborated by docents about the research projects of classes/series, whose thematic included, in the sphere of relations with nature, nutrition, focusing on food and production, and environment, with emphasis on water and garbage; and, regarding to social relations, on racism and toys, conducting such section, made for comprehension ends, to evidentiate the intertwining of both relations. With the results obtained became possible the actualization of the proposition of formal inclusion of socialization processes within the Project?s assumptions, until now directed to the acquiring of the knowledge produced by science and the appropriation of the scientific research's methodology. / Abstract: This study was born from some uneasiness experienced that gave origins to the mainquestion of the research. It has as main objective the verification of the hypothesis according to which the formation of the pupil as a researcher of his own reality, grounded on the assumptions of the methodology of scientific investigation, provides too an opportunity to his formation as a social human being. This specific formation would be supported on the settlement of relations with both nature and society, implied between itselves. This investigation, strictly linked to the context of the Science in School Project - First Steps, respecting to elevens and teachers of Pre School as well as of initial series of Elementary School, is traversed by the manner by which takes place the students formation while researchers of their living realities, throughout the development of project investigation. Along this study, this pupil as researcher emerges from descriptions of his actions, manifestations, interventions and attitudes made visible in the researchers teachers reporting, a process that happens all along the academic year. By doing the transit between university and school, the participants teachers translate into pedagogical action the purposes of the mentioned Project; and their formation is sustained by action-research methodology. As the process through which takes place the formation of social human being consists in socialization, this topic constituted an object of study, as a way of furnishing theoretical grounds reclaimed by the analysis procedures of annual registries elaborated by docents about the research projects of classes/series, whose thematic included, in the sphere of relations with nature, nutrition, focusing on food and production, and environment, with emphasis on water and garbage; and, regarding to social relations, on racism and toys, conducting such section, made for comprehension ends, to evidentiate the intertwining of both relations. With the results obtained became possible the actualization of the proposition of formal inclusion of socialization processes within the Project?s assumptions, until now directed to the acquiring of the knowledge produced by science and the appropriation of the scientific research's methodology. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

M.Ed. (Subject Didactics) / Education in South Africa has had to face a process of unknown changes during the last few years of the past decade. One of the aspects of education which is receiving attention amid a wide spectrum of contributional factors concerning rationalisation, is the degree of success the current educational system is laying claim on. It is simply not economically viable to spend time in an unrealistic way regarding the instruction of science. There may be quite a few contributional factors which are eventually going to dictate the outcome of, among others, the teaching of Biology, but for the purpose of this thesis, the focus was on the possible existence of misconceptions among standard 9 pupils concerning genetics. The effect that misconceptions may have on the effectiveness of meaningful learning, is briefly covered in the theoretical basis of this study. During the last few years various articles of scientific nature have been published on the existence of misconceptions among pupils regarding the different sectional disciplines of Biology. Although, compared to the vast number of other scientific publications, relatively few publications concerned topics in Biology. The documentation of misconceptions regarding aspects of photosynthesis, respiration, various aspects of ecology and genetics (e.g. 1.3.1) seems to be well formulated. From the various articles it becomes clear that the existence of misconceptions concerning genetics is a definite factor which cannot be denied by the authors. The latter unanimously agree on the inhibitory effect that misconceptions have on the assimilation of new concepts of Biology which children encounter during formal education.

The thesis presents a reformative criticism of science funding by peer review. The criticism is based on epistemological scepticism, regarding the ability of scientific peers, or any other agent, to have access to sufficient information regarding the potential of proposed projects at the time of funding. The scepticism is based on the complexity of factors contributing to the merit of scientific projects, and the rate at which the parameters of this complex system change their values. By constructing models of different science funding mechanisms, a construction supported by historical evidence, computational simulations show that in a significant subset of cases it would be better to select research projects by a lottery mechanism than by selection based on peer review. This last result is used to create a template for an alternative funding mechanism that combines the merits of peer review with the benefits of random allocation, while noting that this alternative is not so far removed from current practice as may first appear.

Collaboration between Designers and Scientists in the Context of Scientific Research This thesis presents the results of a research project that examines collaboration between product designers and scientific researchers. For this purpose, it initially illustrates the objectives and scope of the research and examines current relevant literature on the subject, highlighting its reach and limitations. The core research question is then introduced: How can product designers and scientists collaborate and, as a result, how might designers contribute towards scientific research activity? This question is subsequently answered in several stages. First, the relevant literature is reviewed in order to produce an analytical framework. It examines the disciplinary characteristics of designers and scientists, the characteristics of both design work and scientific research, and the nature of interdisciplinary collaboration. This analytical framework is then used as the basis for a collaboration matrix to record and examine the collaboration between designers and scientists. Secondly, the analytical framework is also employed to help explore findings from five case studies (three exploratory and two development cases) in which designers worked alongside scientists. Finally, results from the case studies are compared with current theoretical work on the subject, highlighting differences and commonalities. As a result of this analysis, the thesis answers the research question posed and presents as a main contribution: -The main ways in which designers collaborate with scientists. -The roles that designers might have while collaborating with scientists. -The contribution that designers can offer to scientific research. -The barriers to and enablers of collaboration between designers and scientists. -The areas of scientific research in which design intervention can make an impact.

The dissertation deals with the issue of the corporate identity of the Academy of Sciences of the CR (ASCR). Through secondary and primary qualitative and quantitative research projects, the corporate identity of the ASCR is analysed in the internal and external milieus of the institution, in the European Area generally and also in comparison with Great Britain. The main aim of the dissertation is the proposal of a model of the corporate identity of the Academy of Sciences of the Czech Republic with a focus on the area of science popularisation and communication, namely for the purpose of improving the image of the ASCR and increasing the awareness of the general beneficial effect of science and research among the lay and specialised public in the Czech Republic. The proposal of the model is elaborated on its theoretical bases utilising background materials arising from the research projects conducted. The enrichment of the Czech scientific milieu by a deeper view into the general issue and an investigation of corporate identity in the CR and globally can be considered as the contribution of the dissertation in the area of the theory of marketing. The theoretical contribution of the work is also the proposal of a model of corporate identity for the ASCR and the other scientific-research institutions with a similar focus. The practical contribution of the dissertation is the possible utilisation of the proposed model of the corporate identity of the ASCR at the Academy of Sciences of the CR, at the scientific workplaces of the ASCR and at the other scientific-research institutions of a similar focus in the CR and around the world.

Toute communauté suppose l'existence d'un discours performatif ayant conduit à sa reconnaissance dans le monde social. Cette idée de vivre ensemble à travers un réseau n'est pas née ex-nihilo ; elle remonte bien avant l’apparition d'Internet. Comprendre les ambitions et les espérances qui ont conduit à l'élaboration des communautés virtuelles, ainsi que leur évolution, permet, en retour, de mieux comprendre les phénomènes et les groupes actuels. L'expérience menée par Sauvons la Recherche, mobilisation de chercheurs en 2004 et plus marginalement dans les années suivantes, illustre cette nécessité d'appareiller le virtuel et le réel. Une relation menée dans le monde virtuel peut ainsi « prendre chair » et se pérenniser. A travers l'étude du concept de communauté virtuelle et son application au mouvement SLR nous tenterons de prendre la mesure de la pertinence de celui-ci Par le biais de l'échange électronique, nous nous interrogeons sur les rapports complexes entre technique et expression du conflit. L' analyse des échanges électroniques de Sauvons la recherche permet de mettre à jour une partie des processus interactionnels à l'œuvre dans ce champ particulier, et « révélés » dans un moment de crise et de tracer les contours des modalités de la domination et de la régulation incluses dans ces processus de communication. / Any community supposes the existence of a performative speech which defines its recognition by society. This idea of living together through a network was not born ex-nihilo; it existed well before the appearance of Internet. Understanding the ambitions and the expectations which led to the elaboration of the virtual communities as well as their evolution, allows one, in return, to understand better the phenomena and the current groups. The experiment led by Sauvons La Recherche, A movement of researchers in 2004 which continued more marginally in the following years, illustrates this necessity of combining the virtual and the real. In this way A relationship led in the virtual world can " become flesh " and perpetuate ITSELF. Through the study of the concept of virtual community and its application in the movement SLR we shall try to measure its relevance.Through this electronic exchange, we will explore the complex connections between technique and the expression of conflict. The analysis of the electronic exchanges of Sauvons La Recherche allows us to expose a part of the processes of interaction in the work in this particular field, as "revealed" in a moment of crisis, and to draw the outlines of the modalities of domination and regulation included in these processes of communication.