Planejamento, controle, coordenação, padronização foram e continuam sendo importantes para a efetividade das práticas no ambiente organizacional. Entretanto, novas lentes de análise são necessárias para contribuir na compreensão da atuação dos indivíduos nas organizações, e uma destas novas propostas, apresentada neste trabalho, consiste na improvisação e sua articulação com a aprendizagem. A complexidade do mundo contemporâneo do trabalho muitas vezes exige a capacidade de o sujeito atuar na resolução de problemas emergenciais. Mesmo organizações com alta tecnologia, planejamento e padronização, em determinadas ocasiões podem precisar improvisar. O presente estudo tem por objetivo descrever e compreender os processos de improvisação e possíveis articulações com a aprendizagem em cervejarias artesanais do Brasil e Alemanha. A abordagem é qualitativa, com base em um estudo multicaso realizado em dez cervejarias artesanais brasileiras e alemãs, nas quais coletou-se dados por meio de entrevistas semiestruturadas, observação direta, análise de documentos. A pesquisa delimitou-se a partir de dois eixos norteadores: improvisação e teoria da aprendizagem situada. Entendese o conceito de improviso como a ação que ocorre de forma extemporânea, sem espaço para planejamento. A improvisação não ocorre sem uma base de conhecimentos prévios, pois há a necessidade de considerar a influência direta das normas, contexto, forma de participação e experiência sobre o tema do improviso. Concluiu-se que na sua articulação com a improvisação, a aprendizagem pode ocorrer: a) antes do improviso – já que o indivíduo ou grupo baseiam-se nas estruturas mínimas, nos conhecimentos previamente adquiridos, normas, regras, experiências; esta base de conhecimentos molda o improviso a ser realizado; b) durante o improviso – como uma forma de aprendizagem em tempo real, são criados novos caminhos, formas e estruturas; existe a procura por novos conhecimentos para resolver o problema dentro de um período curto; experiências, ações e mudanças convergem no tempo; c) após o improviso – permanência na memória; possibilidade de reflexão sobre erros e acertos na improvisação, busca de outras soluções possíveis. / Elements such as planning, control, coordination, standardization, were and are important for effectiveness in the organizational environment. New perspectives are necessary to contribute to understand the performance of individuals in organizations, and one of these new proposals, presented here, is the improvisation and its relationship with learning. The complexity of the contemporary world often requires the ability of the people to act solve critical and urgent problems. Even organizations with high technology, planning and standardization, on some occasions may need to improvise. This study aims to describe and understand the processes of improvisation and the possible links with learning in craft breweries located in Brazil and Germany. The approach is qualitative, based on a multicase study conducted in ten craft breweries in Brazil and Germany. The data was collected through semi-structured interviews, direct observation, document analysis. The research was delimited from these two themes: situated learning and improvisation. It is argued in this research that improvisation requires some structure and prior knowledge, because there is a need to consider the influence of norms, context, forms of participation and experience in the field of improvisation. It was concluded that in its articulation with improvisation, learning can occur: a) before the improvisation - as based on the minimum structures, the previously acquired knowledge, norms, rules, experiences, and this base of knowledge shapes the improvisation; b) during the improvisation - as a form of real-time learning, people created: new ways, shapes and structures; there is a search for new knowledge to solve the problem within a short time; experiences, actions and changes converge in time; c) after the improvisation – the performance stay in memory; reflection on mistakes and successes in improvisation; search for other possible solutions.

Planejamento, controle, coordenação, padronização foram e continuam sendo importantes para a efetividade das práticas no ambiente organizacional. Entretanto, novas lentes de análise são necessárias para contribuir na compreensão da atuação dos indivíduos nas organizações, e uma destas novas propostas, apresentada neste trabalho, consiste na improvisação e sua articulação com a aprendizagem. A complexidade do mundo contemporâneo do trabalho muitas vezes exige a capacidade de o sujeito atuar na resolução de problemas emergenciais. Mesmo organizações com alta tecnologia, planejamento e padronização, em determinadas ocasiões podem precisar improvisar. O presente estudo tem por objetivo descrever e compreender os processos de improvisação e possíveis articulações com a aprendizagem em cervejarias artesanais do Brasil e Alemanha. A abordagem é qualitativa, com base em um estudo multicaso realizado em dez cervejarias artesanais brasileiras e alemãs, nas quais coletou-se dados por meio de entrevistas semiestruturadas, observação direta, análise de documentos. A pesquisa delimitou-se a partir de dois eixos norteadores: improvisação e teoria da aprendizagem situada. Entendese o conceito de improviso como a ação que ocorre de forma extemporânea, sem espaço para planejamento. A improvisação não ocorre sem uma base de conhecimentos prévios, pois há a necessidade de considerar a influência direta das normas, contexto, forma de participação e experiência sobre o tema do improviso. Concluiu-se que na sua articulação com a improvisação, a aprendizagem pode ocorrer: a) antes do improviso – já que o indivíduo ou grupo baseiam-se nas estruturas mínimas, nos conhecimentos previamente adquiridos, normas, regras, experiências; esta base de conhecimentos molda o improviso a ser realizado; b) durante o improviso – como uma forma de aprendizagem em tempo real, são criados novos caminhos, formas e estruturas; existe a procura por novos conhecimentos para resolver o problema dentro de um período curto; experiências, ações e mudanças convergem no tempo; c) após o improviso – permanência na memória; possibilidade de reflexão sobre erros e acertos na improvisação, busca de outras soluções possíveis. / Elements such as planning, control, coordination, standardization, were and are important for effectiveness in the organizational environment. New perspectives are necessary to contribute to understand the performance of individuals in organizations, and one of these new proposals, presented here, is the improvisation and its relationship with learning. The complexity of the contemporary world often requires the ability of the people to act solve critical and urgent problems. Even organizations with high technology, planning and standardization, on some occasions may need to improvise. This study aims to describe and understand the processes of improvisation and the possible links with learning in craft breweries located in Brazil and Germany. The approach is qualitative, based on a multicase study conducted in ten craft breweries in Brazil and Germany. The data was collected through semi-structured interviews, direct observation, document analysis. The research was delimited from these two themes: situated learning and improvisation. It is argued in this research that improvisation requires some structure and prior knowledge, because there is a need to consider the influence of norms, context, forms of participation and experience in the field of improvisation. It was concluded that in its articulation with improvisation, learning can occur: a) before the improvisation - as based on the minimum structures, the previously acquired knowledge, norms, rules, experiences, and this base of knowledge shapes the improvisation; b) during the improvisation - as a form of real-time learning, people created: new ways, shapes and structures; there is a search for new knowledge to solve the problem within a short time; experiences, actions and changes converge in time; c) after the improvisation – the performance stay in memory; reflection on mistakes and successes in improvisation; search for other possible solutions.

Submitted by EDUARDO CARDOSO DE SOUZA null (eduardoc@fc.unesp.br) on 2016-04-07T19:46:41Z No. of bitstreams: 1 DISSERTAÇÃO_VERSÃO_FINAL.pdf: 4673018 bytes, checksum: 18ab7c434cd38e291de6086e815d206a (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-08T12:52:50Z (GMT) No. of bitstreams: 1 souza_ec_me_bauru.pdf: 4673018 bytes, checksum: 18ab7c434cd38e291de6086e815d206a (MD5) / Made available in DSpace on 2016-04-08T12:52:50Z (GMT). No. of bitstreams: 1 souza_ec_me_bauru.pdf: 4673018 bytes, checksum: 18ab7c434cd38e291de6086e815d206a (MD5) Previous issue date: 2016-02-25 / Não recebi financiamento / O baixo desempenho em matemática obtido pelos alunos brasileiros nas avaliações externas revela que o ensino da matemática é um grande desafio tanto para as nações marcadas pela desigualdade social, quanto para as nações mais desenvolvidas. Em busca da superação dos baixos índices de rendimento dos estudantes em matemática, este trabalho de cunho qualitativo, investigou por meio da aprendizagem situada numa comunidade de prática de programadores as formas pelas quais os alunos com baixo desempenho em matemática se relacionam com a mesma durante e após participarem de oficinas de programação. A pesquisa contou com oito oficinas de programação utilizando a ferramenta Processing 2. Foi possível delinear seis categorias de análise que, conforme os objetivos da pesquisa, sinalizam arranjos da aprendizagem situada da matemática numa comunidade de prática de programadores - não linearidade, ênfase no saber fazer, informal, construção do conhecimento a partir da necessidade, interatividade e engajamento e tentou-se buscar subsídios para responder perguntas como: Quais são as vantagens de aulas de matemática utilizando ferramentas de programação? Quais são as dificuldades ao desenvolver aulas de matemática utilizando ambiente de programação? Que tipos de mudança o uso de ferramentas de programação provocam na dinâmica das aulas de matemática? Para a realização da pesquisa foi escolhida uma escola da rede municipal de ensino fundamental do município de Santa Cruz do Rio Pardo – SP, com seis alunos, na faixa etária de 12 anos que apresentavam baixo rendimento na disciplina. A programação de computadores como instrumento didático-pedagógico, no emprego da ferramenta Processing 2 aponta avanços na aprendizagem dos alunos, no tocante a promoção de um trabalho mais cooperativo, que coloca o erro como elemento natural no processo de aprendizagem, e torna a aprendizagem mais interativa, contribuindo para um feedback imediato, e avança sobretudo na apropriação de conceitos matemáticos adjacentes da atividade de programação. Foi possível evidenciar que no transcorrer das oficinas os alunos passaram a perceber a necessidade e importância da matemática enquanto constroem programas que representam seus anseios e desejos. Assim o conhecimento parte da necessidade pontual e, com isso, explorar uma aprendizagem mais ativa. No desencadeamento das oficinas os estudantes deixam de ser meramente receptores de informações, e se engajam de maneira ativa nas práticas da comunidade, o que contribui para uma aprendizagem ativa. Um dos indicativos de sucesso para a nova alfabetização do século XXI está na interatividade e no tempo rápido de respostas conforme se evidenciou neste trabalho. Enquanto os alunos trabalhavam no desenvolvimento dos projetos, criando as sequências de comandos, eles estavam a aprender sobre o processo de construção, do processo de como formalizar uma ideia e transformá-la num projeto completo e funcional. Assim, estavam a “programar para aprender”. À medida que se avança nas oficinas, os alunos aumentam sua atitude reflexiva, de modo que a ferramenta passou a ser apenas um suporte. Neste processo encontravam seus erros, procuravam corrigi-los, testavam e aprendiam os conceitos envolvidos na solução dos problemas. / The poor performance in mathematics obtained by Brazilian students in the external evaluation shows that mathematics teaching is a major challenge for both nations marked by social inequality, and for the most developed nations. In search of overcoming low levels of student performance in mathematics, the qualitative nature of work, investigated through learning located in a developer community of practice the ways in which students with low math performance relate to the same during and after participating in scheduling workshops. The research included eight workshops programming using Processing tool 2. It was possible to outline six categories of analysis that, as the research objectives, signal arrangements situated learning of mathematics in a developer community of practice - nonlinearity, emphasis on know-how, informal, knowledge building from the need, interactivity and engagement and we tried to get subsidies to answer questions such as: What are the advantages of math classes using programming tools? What are the difficulties in developing math classes using programming environment? What kinds of changes using programming tools cause the dynamics of math classes? For the research was chosen a school elementary school municipal system of the city of Santa Cruz do Rio Pardo - SP, with six students, aged 12 who had low performance in the discipline. The programming computers as didactic and pedagogical tool, the use of Processing 2 tool shows progress in student learning, regarding the promotion of a more cooperative work, which puts the error as a natural element in the learning process, and makes learning more interactive, contributing to an immediate feedback, and advancing above all in the ownership of adjacent mathematical concepts of programming activity. It became clear that in the course of the workshops students have come to realize the need and importance of mathematics as they build programs that represent their wishes and desires. Thus the knowledge of the specific need and, therefore, explore a more active learning. In triggering the workshops students are no longer merely information receptors, and to engage actively in community practices, which contributes to an active learning. One of the success indicative for the new literacy of the twenty-first century is on interactivity and quick response time as was evident in this work. While students worked in project development, creating the command sequences, they were to learn about the construction process, as the process of formalizing an idea and turn it into a complete and functional design. So were "programmed to learn." As we advance in the workshops, students increase their reflexive attitude, so that the tool just happened to be a support. In this process they found his mistakes, sought to correct them, were testing and learned the concepts involved in solving problems.

abstract: The purpose of the iE3 Project was to explore the effect of using a collaborative apprenticeship model on the integration of student-owned mobile devices into classroom instruction. The iE3 Project was designed to overcome perceived barriers that prevented teachers from using student-owned mobile devices in the classroom. Based on earlier work, teachers suggested those barriers were support, time, resources, and professional development. Thus, the iE3 Project was conducted to empower teachers initiating the use of student-owned mobile devices as instructional tools. The study is grounded in situated cognition theory, situated learning theory, social cultural theory, and extends Evan Glazer's study of collaborative apprenticeship in a "bring your own technology" (BYOT) school environment. The literature review includes relevant studies from such areas as providing teacher support, employing collaborative planning time, using mobile technology resources, and offering authentic professional development within situated contexts. Participants included K-8th grade teachers. The 11 "non-user" participants established roles as peer-teachers (PT) and worked collaboratively with 11 "mobile device user" teacher leaders (TL) for twelve weeks during the iEngage, iEducate, and iEmpower phases of the iE3 Project. Participants completed pre- and post-intervention Stages of Concern Questionnaires and Innovation Configuration Maps, engaged in collaborative planning time, posted collaborative weekly reflections and descriptions of digital images online, completed a Perceived User Level retrospective survey, and participated in semi-structured interviews. The results of the project indicated a collaborative apprenticeship model as implemented in the current project was successful in addressing perceived barriers and empowered teachers to use student-owned mobile devices as instructional tools. Generally, results showed PT made substantial gains in using student-owned devices during instruction; reduced instructional, management, and other concerns about using mobile devices; and transformed them in terms of their thinking about using mobile devices for classroom instruction. Moreover, the perceived barriers were mitigated by using the collaborative apprenticeship model. In the discussion, complementarity of the quantitative and qualitative data were discussed and connections were made to the extant literature. Additionally, lessons learned, limitations, implications for practice, and implications for additional action research were discussed. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

O Programa Institucional de Bolsa de Iniciação à Docência (PIBID) foi criado com o objetivo de fomentar a iniciação à docência, a fim de qualificá-la, por meio de projeto específico para o desenvolvimento de atividades dos licenciandos bolsistas junto às escolas públicas parceiras do programa. Ao tomar o PIBID como objeto de estudo, esta pesquisa teve por objetivo principal investigar, junto a licenciandos bolsistas dos subprojetos de Matemática, se a estrutura e o funcionamento do programa impactam na sua formação inicial de professores de Matemática. Os referenciais da pesquisa são compostos por revisão documental relativa às diretrizes para a formação de professores da Educação Básica e do PIBID, e por revisão bibliográfica relativa à formação de professores; à Teoria da Cognição Situada; e a aspectos dos saberes docentes. O desenvolvimento deste trabalho respaldou-se na análise dos referenciais da pesquisa e nos dados levantados por meio de questionário e entrevistas. Como principais resultados, destacam-se: as evidências de que a participação no PIBID proporciona aos licenciandos de Matemática, aprendizados relevantes para ser professor, por meio da participação e vivências no contexto escolar, bem como da problematização de questões relacionadas ao ensino e à aprendizagem; e a percepção dos licenciandos bolsistas, quanto a impactos do programa na sua formação inicial de professores de Matemática. / The Institutional Scholarship Program for Beginning Teachers (PIBID) was created with the purpose of fostering early teaching, in order to qualify new professionals by means of a specific project where activities are conducted by undergraduate scholarship holders in the public schools which are partners in the aforementioned program. Taking PIBID as my object of study, this research had the main objective of investigating among undergraduates from the Mathematics sub-project whether the structure and operation of the program have an impact on their basic training as Mathematic teachers. The references taken by the research consist of documental review regarding the guidelines for the early training of Basic Education teachers and PIBID, and a bibliographical review regarding teacher education; the Theory of Situated Learning; and aspects of teaching knowledge. The development of this work was based on the analysis of the research references and on the data collected by means of a questionnaire and interviews. The main results include the following highlights: the evidence that taking part in PIBID provides Mathematics undergraduates with learning that is relevant to someone who is becoming a teacher, through the contact and experience taking place in the school context, as well as the problematizing issues that involve teaching and learning; and the perception of undergraduate scholarship holders about the impacts of the program on their basic training as Mathematics teachers.

The presence of learning in organizations is important for success and survival. Recent research into open source software developers has primarily suggested a social constructivist view where knowledge is constructed in the social relationships within the team culture. I report results from a case study that investigated the presence of situated learning among open source developers at an earlier time of a project. Thirty-eight developers were systematically selected and examined on their performance, experience and roles during ten months of maintenance work. I followed a model of learning curve effects that associated the improvement in the average resolving time with the accumulated experience. I found a strong relationship between the two variables and confirmed the presence of learning. In addition, I found a less convincing evidence to affirm knowledge depreciated among open source software developers. The depreciation factor was estimated to be 94 percent, compared to other studies which ranged between 65 to 85 percent. An additional investigation was conducted around the organization structure to understand whether core and peripheral members have different average resolving time. The finding was inconclusive to claim both groups have different means towards issue resolution. The consistency in the result of this thesis and several other related research efforts suggests that learning is likely to be an intrinsic characteristic of open source software development rather than just a speculation in the literatures.

This thesis purpose is to compare the effectiveness of collaborative learning against individual learning applied at the context of environment awareness. The game consists in a treasure hunt for wastes: the wastes are hidden all over the world; the task is to find them and recycle them correctly. To study the aforementioned situation, the game has two versions: a single player and a multiplayer mode. The latter based on collaboration as essential element to reach the goal. The project idea is to sensitize the player by placing him in a world, which is coherent with his own environment. The world is set up from official sources of what world’s condition are in order to give an immersive sensation; this choice is due to the concept of situated learning for which the learning is set in an environment that is similar to where the learning material will be applied in future.

Philosophiae Doctor - PhD / This study is an extension of work previously performed by Linder et al. (1997). It sought to explore university Physics I tutors’ conceptualization of Physics I tutorials and their conceptualization on issues relating to observations and interactions during tutoring, through involvement in a reflective practicum. The study was premised on socio-cultural constructivism, co-operative learning, situated learning theory and reflective practice.The study developed over two phases. In phase one the reflective thinking processes of the tutors were explored. Upon reflection on the literature the research context was further developed which allowed a final exploration into the tutors’ conceptualisations of the Physics I tutoring context. During this final exploration, i.e. the second phase, tutors were exposed to an organized, longitudinal sensitisation session, i.e. tutor-training over a period of nine months. Tutors were introduced to co-operative learning and the various processes of reflective practices namely, follow-me, modelling and joint experimentation, reflection-inaction and reflection-on-action.Analysis of the data was carried out using the phenomenographic research perspective. Ananalysis of the categories of description was used to demonstrate the tutors’ ability to reflect,based on their conceptual understanding of and interactions during the physics tutoring. These categories favoured the development of extended criteria to enhance reflection amongst physics tutors. These extended criteria were then used as a basis to suggest a model to support reflection amongst Physics I tutors.

Magister Educationis - MEd / In this research study I investigate the nature and dynamics of learning amongst learners in a National Certificate Training Programme for community health workers who are caregivers in a home-based care prgoramme. The study analyses the relationship between experience, participation and learning and seeks to establish how the experience of adult learners can be mobilised through active participation and how situational conditions can either facilitate or inhibit participation and learning amongst the learners. Another dimension of the study seeks to establish what caregivers learn and the processes through which they learn and how such learning contributes to changes in behaviour and relationships. In this study, the nature and dynamics of learning amongst adult learners in the NCTP programme at community level is explored as an example of socio-cultural theory and situated learning which hold that learning results from participation in various socio-cultural situations – the act of participation is seen as crucial in the learning. The study focused on a group of 10 learners in the National Certificate Training Programme for community health workers who are also caregivers in the Nokuthembeka Home-based Care Programme in New Crossroads in the Cape Town metropole and used a qualitative research design and interpretive approach to understand the situations in which they learn. An interpretive approach allowed for deeper insight into the socio-cultural contexts that influence the social interactions of caregivers with peers as well as their learning. In the study I argue that the experience of caregivers forms a critical resource and the foundational basis for learning. The research study confirmed that the training programme in which caregivers interact and engage with peers and facilitators creates a learning context and that active participation in the situation facilitates learning. The study further confirmed that the informal settings of the home and community are important sites for learning and gaining experience and that situational conditions such as language, personal attributes and culture of learning/teaching can influence participation and learning.

In an era that sees sports clubs facing a crisis, a few still grow and attract new members. They use technology for their benefit and provide a place where the members have fun, become aware of their competence, set goals for improvement and experience empowerment. The present qualitative study, conducted with a road cycling club in Germany, investigates how membership is negotiated and confirmed. By exploring the factors that influence the degree of belonging, this research aims to provide some answers on how active members of a cycling hobby club experience becoming part of such a community, what it takes to substantiate membership, and how individual and collective identities are formed and constantly negotiated. The situated learning perspective and Etienne Wenger's Communities of Practice concept have been adopted, and semi-structured interviews with ten participants were conducted. Moreover, observations and conclusions from a stimulated focus group discussion were used. The analysis shows that cycling in a group is a complex, multifaceted learning experience. Power, speed, or cycling skills do not suffice without the will and active efforts to harmonise with a group. Belonging grows parallel to competence, and the degree of competence gets constantly evaluated by the community in their practice, as a combination of contribution to the common goal and ability to be a trusted partner. Competence is thus a “becoming”, reflecting the members’ engagement with the sport and on an interpersonal level.