Este trabalho apresenta a análise de uma atividade realizada através de um grupo na rede social Facebook, a qual foi realizada com alunos de um curso pré-vestibular popular de Porto Alegre. O Objetivo geral deste grupo era discutir e desenvolver conceitos matemáticos. A pesquisa realizada tem como objetivo principal responder a seguinte pergunta: Como o aluno organiza a resolução de problemas de matemática em termos de esquemas via rede social Facebook? As respostas se encontram ao longo das análises das discussões realizadas no grupo do Facebook. Essas análises foram realizadas sob o olhar da teoria dos campos conceituais. Também são apresentadas justificativas para a utilização de tecnologia de informática no ensino de matemática, baseando-se principalmente nas ideias de Seymour Papert. No fim do trabalho é apresentado um tutorial sobre como criar um grupo na rede social e algumas considerações importantes sobre cuidados que se deve ter ao se criar uma proposta semelhante. / This paper presents the analysis of an activity performed by a group on the social network Facebook. The activity was carried out with students of a popular pre-university course of Porto Alegre. The overall goal of this group was to discuss and develop mathematical concepts. The research aims to answer the following question: How does the student to organize the resolution of math problems by schemes on social network? The answers lie along the analyzes of the discussions on the Facebook group. These analyzes were performed under the gaze of the Conceptual Fields Theory. Justifications for the use of computer technology in teaching mathematics, relying mainly on the ideas of Seymour Papert are also presented. After work a tutorial on how to create a group on the social network and some considerations it deems important to create a similar proposal is submitted.

Este trabalho apresenta a análise de uma atividade realizada através de um grupo na rede social Facebook, a qual foi realizada com alunos de um curso pré-vestibular popular de Porto Alegre. O Objetivo geral deste grupo era discutir e desenvolver conceitos matemáticos. A pesquisa realizada tem como objetivo principal responder a seguinte pergunta: Como o aluno organiza a resolução de problemas de matemática em termos de esquemas via rede social Facebook? As respostas se encontram ao longo das análises das discussões realizadas no grupo do Facebook. Essas análises foram realizadas sob o olhar da teoria dos campos conceituais. Também são apresentadas justificativas para a utilização de tecnologia de informática no ensino de matemática, baseando-se principalmente nas ideias de Seymour Papert. No fim do trabalho é apresentado um tutorial sobre como criar um grupo na rede social e algumas considerações importantes sobre cuidados que se deve ter ao se criar uma proposta semelhante. / This paper presents the analysis of an activity performed by a group on the social network Facebook. The activity was carried out with students of a popular pre-university course of Porto Alegre. The overall goal of this group was to discuss and develop mathematical concepts. The research aims to answer the following question: How does the student to organize the resolution of math problems by schemes on social network? The answers lie along the analyzes of the discussions on the Facebook group. These analyzes were performed under the gaze of the Conceptual Fields Theory. Justifications for the use of computer technology in teaching mathematics, relying mainly on the ideas of Seymour Papert are also presented. After work a tutorial on how to create a group on the social network and some considerations it deems important to create a similar proposal is submitted.

Este trabalho apresenta a análise de uma atividade realizada através de um grupo na rede social Facebook, a qual foi realizada com alunos de um curso pré-vestibular popular de Porto Alegre. O Objetivo geral deste grupo era discutir e desenvolver conceitos matemáticos. A pesquisa realizada tem como objetivo principal responder a seguinte pergunta: Como o aluno organiza a resolução de problemas de matemática em termos de esquemas via rede social Facebook? As respostas se encontram ao longo das análises das discussões realizadas no grupo do Facebook. Essas análises foram realizadas sob o olhar da teoria dos campos conceituais. Também são apresentadas justificativas para a utilização de tecnologia de informática no ensino de matemática, baseando-se principalmente nas ideias de Seymour Papert. No fim do trabalho é apresentado um tutorial sobre como criar um grupo na rede social e algumas considerações importantes sobre cuidados que se deve ter ao se criar uma proposta semelhante. / This paper presents the analysis of an activity performed by a group on the social network Facebook. The activity was carried out with students of a popular pre-university course of Porto Alegre. The overall goal of this group was to discuss and develop mathematical concepts. The research aims to answer the following question: How does the student to organize the resolution of math problems by schemes on social network? The answers lie along the analyzes of the discussions on the Facebook group. These analyzes were performed under the gaze of the Conceptual Fields Theory. Justifications for the use of computer technology in teaching mathematics, relying mainly on the ideas of Seymour Papert are also presented. After work a tutorial on how to create a group on the social network and some considerations it deems important to create a similar proposal is submitted.

Title: Internet marketing and social network of Počítačová pohotovost s.r.o. Objective: Analysis of using social network Facebook in Internet Marketing company Počítačová pohotovost s.r.o., evaluation of corporate and client advertising campaigns presented on the social network Facebook. Methods: Qualitative research, analysis using of social networks Results: It was found that company Počítačová pohotovost s.r.o. use social network Facebook as an additional tool of internet marketing. Its use does not meet the full potential that social networks have, and there is space for further improvement. Keywords: internet marketing, social network marketing on social networks, social network Facebook

Nos travaux se situent dans le cadre des recherches en Sciences de l’Information et de la Communication et étudient l’utilisation des outils et des médias de communication numérique, en particulier le téléphone mobile et le réseau social facebook qui sont très utilisés dans le milieu de la jeunesse tunisienne. De plus en plus enracinés dans les pratiques des jeunes, l’imaginaire collectif et les mentalités, les usages sociaux du téléphone mobile et du réseau social facebook ont favorisé l’échange d’expérience, de savoir et d’information et se sont infiltrés dans les différentes sphères de la vie sociale. Il s’agit, pour ces jeunes, non seulement de s’approprier ces outils de communication mais également de faire de ces médias des territoires où sont expérimentés d’autres cultures et où se créent de nouveaux modèles d’engagement politique. Nous étudions, dans une perspective dynamique, la montée en puissance et la propagation de l’utilisation de ces technologies par la jeunesse estudiantine tunisienne tout en mettant l’accent sur le caractère évolutif et distinctif de trois phases (avant, pendant et après la révolution tunisienne) au cours desquelles se déploient les pratiques culturelles, communicationnelles et informationnelles des étudiants tunisiens. / Our works are in the context of researching in Information Sciences, Communication and investigating the use of tools and digital communications media, especially the phone mobility and the social networking as Facebook, which are widely used in the middle Tunisian youth. Increasingly rooted in the practices of young people, the collective imagination and mentalities, the social uses of mobile phone and social networking like facebook facilitated the exchange of experience, knowledge and information and have infiltrated the different spheres of social life. It is for these young people, not only to capture these communication tools but also to make these territories where media are experienced other cultures and where to create new models of political commitment. We study, in a dynamic perspective, the rise and spread the use of these technologies by the Tunisian student, youth while focusing on the evolving and distinctive character of three phases (before, during and after the revolution Tunisia) during which unfold cultural, communication and information practices of Tunisian students.