This thesis explores the interaction between virtual and actual realms in architecture through digital design process and developing environment qualities thereby. The focus will be on the projects that are designed in digital medium to be generated in physical environment. By examining the design attitude of selected four projects in this context, this thesis claims that the two realms of virtual and actual are interdependent. The framework of the study is based on Gilles Deleuze&rsquo / s definitions of &ldquo / actualization of the virtual&rdquo / , and &ldquo / realization of the possible&rdquo / . In this study, besides its connotations of digital technology, the concept of virtual is highlighted with its meaning of &ldquo / potential&rdquo / . The philosophical discourse on virtual and actual proves that the relation between these two realms has a potential to generate new conceptual fields. According to this study, for architecture &ldquo / actualization of the virtual&rdquo / , cultivates the &ldquo / unforeseen relations and new connections&rdquo / in terms of new understandings of space and time. This study introduces the conceptual pairs of form-unform, autoplastic-alloplastic space and linear-nonlinear time to develop discussions on the concerned process. The aim is to explore new space and time considerations both in the design process and in the physical architectural environment generated by this process. The emphasis will be on how responsive and interactive environments speculate the established conceptions of space and time in-between virtual and actual realms. This thesis claims that the architectural projects between virtual and actual are subject to break the traditional understandings of space and time.

Made available in DSpace on 2016-04-27T16:57:36Z (GMT). No. of bitstreams: 1 Debora Reis Pacheco.pdf: 1849781 bytes, checksum: 7a6aae475bd2787603c010d3a7927458 (MD5) Previous issue date: 2015-04-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to investigate how two early year teachers of the São Paulo State relate to the specific curriculum materials: Space and Form. For this, we analyze which material s elements contribute to practice and how teachers interpret and use these materials. This is a qualitative research with three different data collection instruments: the analysis of curriculum materials developed by the Projeto Educação Matemática nos Anos Iniciais (EMAI), implemented by the São Paulo State Department of Education; data collection through teacher class observation of the 1st year of elementary school and of the 5th year of primary education and semi-structured interviews, realized with the same teachers. In order to understand the relationship among the teachers and curriculum materials, we rely on Brown studies (2009) which highlights the features of each side of this relationship and points out the different types of use: the reproduction, adaptation and creation. Complementing our theoretical framework, we search authors who discuss the topic Space and Form as Van Hiele (CROWLEY, 1994), Parzysz (1988;2006) and Piaget; Inhelder (1993). The results show that teachers use materials in different ways in a single class. They reproduce, adapt or create situations. And these ways of use may reflect teachers' conceptions and knowledge regarding to the material and the theme explored. We emphasize that the quality of teaching practice depends on the contributions of materials and teacher resources. Thus, we conclude that the teacher needs to be updated constantly in relation to content and teaching practices, appropriating the materials used in the classroom as tools that help the practice / Esta pesquisa tem como objetivo investigar como duas professoras dos anos iniciais, da Rede Estadual Paulista, se relacionam com materiais curriculares específicos do bloco Espaço e Forma. Para isso, analisamos quais elementos do material contribuem para a prática e como as professoras interpretam e utilizam os materiais. Trata-se de uma pesquisa qualitativa, tendo três instrumentos de coleta de dados: a análise dos materiais curriculares elaborados pelo Projeto Educação Matemática nos Anos Iniciais (EMAI), implementados pela Secretaria da Educação de São Paulo; a coleta de dados por meio de observações de aulas da professora do 1º ano do Ensino Fundamental e da professora do 5º ano do Ensino Fundamental e as entrevistas semiestruturadas realizadas com as mesmas professoras. Para compreender a relação das professoras com os materiais curriculares, nos baseamos nos estudos de Brown (2009), que destaca os recursos de cada lado da relação e aponta os diferentes tipos de uso: a reprodução, adaptação e criação. Complementando nosso referencial, buscamos autores que discutem o tema Espaço e Forma, como Van Hiele (CROWLEY, 1994), Parzysz (1988;2006) e Piaget e Inhelder (1993). Os resultados apontam que os professores utilizam os materiais de diferentes modos em uma única aula, reproduzem, adaptam ou criam situações. E que estes modos de uso podem refletir concepções e conhecimentos dos professores em relação ao material e a temática explorada. Destacamos que a qualidade da prática docente depende das contribuições do material e dos recursos do professor. Assim, concluímos que o professor precisa atualizar-se constantemente em relação aos conteúdos explorados e as práticas didáticas, apropriando-se dos materiais utilizados em sala como ferramentas que auxiliam a prática