Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais. / This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.

Cette thèse a pour objectif d'analyser et d'identifier les effets des investissements directs étrangers (IDE) sur le marché du travail français. Le premier chapitre dresse un état des lieux de la littérature récente sur cette question. Les autres chapitres analysent empiriquement et théoriquement l'effet des IDE sur le marché du travail. A l'aide de données récentes et détaillées sur les firmes et les employés français, plusieurs aspects du marché du travail sont abordés. Dans un premier temps, la thèse analyse l'effet des IDE sur l'emploi (chapitre 2), puis s'intéresse à leurs effets sur les salaires français (chapitre 3). Le chapitre 4 quant à lui, identifie un canal potentiel par lequel l'IDE affecterait le marché du travail. Ce canal est le changement organisationnel au sein de la maison mère. Enfin, le chapitre 5 identifie les conséquences du changement organisationnel en terme de mobilité de la main d’œuvre au sein des firmes multinationales. Les résultats montrent un effet sélectif de l'IDE sur l'emploi et les salaires. Seuls les IDE vers un pays à bas salaires affectent le marché du travail et seuls les cadres sont impactés positivement par les stratégies d'implantation à l'étranger des firmes. L'emploi semble être la variable d'ajustement en marge extensive, alors que les salaires s'ajustent en marge intensive. Les IDE sont également responsables d'un changement organisationnel au sein de la maison-mère, provoquant d'une part, un déplacement de l'autorité du chef d'entreprise vers les cadres et d'autre part, une augmentation de la mobilité des travailleurs qualifiés au sein de la firme. / This thesis aims to analyze and identify the effects of outward foreign direct investment (FDI) on the French labor market. The first chapter provides an overview of the recent literature on this topic. The other chapters of the thesis analyze empirically and theoretically the effect of FDI on the labor market. Thank to recent and detailed data on French firms and employees, the thesis looks at several aspects of the labor market. First, the study starts by analyzing the effect of FDI on employment (chapter 2) and then looks at the effects on French hourly gross wages (chapter 3). Chapter 4 identifies one possible channel through which FDI affects the labor market, which is organizational change. Finally, Chapter 5 identifies the impact of organizational change on labor mobility within multinational companies. The results show a selective effect of FDI on employment and wages. Only FDI to low-wage countries affect the labor market and only managers' employment is positively affected by offshoring strategies of their firm. Results also show that employment is the main adjustment variable at the extensive margin, while wage is the main adjustment variable at the intensive margin. Results of chapter 4 and 5 highlight the role of FDI on organizational change within the mother company, which is materialized on the one hand, by a decentralization of authority from the CEO to managers and, on the other hand, by an increase of inhouse labor-mobility of skilled workers.

This diploma thesis deals with the issue of creativity in the teaching of physics in elementary school. Creativity is first described in general. The reader will learn what are the aspects of creativity, what are the characteristics of creative solution of problems and how is creativity being developed in the course of live. Then, the thesis focused on the pedagogical concept of creativity. Didactic aspects of creativity teaching are presented here and creative teaching methods are characterized. Further is the work already focused on the teaching of physics itself. Besides traditional teaching methods are introduced mind maps, divergent physical tasks and advice for the realization of creativity teaching. The practical part of this thesis is the suggestion of the collection of divergent tasks and ?research probe?, i.e. the practical verification of several tasks. The tasks were given to two different groups of students, one of which had already had experience with solving these tasks, and for the second group it was something new. The results of both groups were compared and conclusions were made.

Made available in DSpace on 2016-06-02T20:25:11Z (GMT). No. of bitstreams: 1 3883.pdf: 2717797 bytes, checksum: 640ba1f54870aea329d5f04ef4bbb07f (MD5) Previous issue date: 2011-07-27 / This qualitative, ethnographic-interpretative research aimed at analyzing the development of communicative competence of English Language undergraduate students of a private college in the center-western region of the state of São Paulo during their participation in a Thematic Task-Based Planning for English teaching and learning through classes guided by the use of a theme, the history of Great Britain, and communicative tasks with focus on meaning. The students' perceptions, feelings and how they behave throughout the process have also been investigated in this study. In order to collect the data, the following instruments have been used: initial and final cloze tests, three written evaluations throughout the process, audio recordings of tasks and written production of the tasks which have been previously performed orally and transcribed for analysis, plus questionnaires administered to students in different moments of the course. The framework is based on theoretical studies of theme and taskbased teaching of authors such as: Almeida Filho (1993, 1997, 1999, 2000, 2003, 2005, 2009); Barbirato (1999, 2005); Bygate, Skehan, Swain (2001); Candlin (1987, 2001); Crandall (1994, 2000, 2002, 2003, 2006); Ellis (2000, 2003); Nunan (1989, 2004); Prabhu (1987, 1990); Skehan (1998, 2001); Skehan, Foster (1997, 1999, 2001); Van den Braden (2006,2008); Willis (1996); Willis, Willis (2007), among others. The analysis has shown that the work combining theme-based teaching and communicative tasks could be an alternative for the teaching and learning of English in the context investigated, where it was previously found that most participants had limited linguistic and communicative competence in the target language. It was also possible to verify that the work with communicative tasks with focus on meaning and based on the theme of the history of Great Britain provided collaborative efforts among the students and opportunities for noticing the form, vocabulary or pronunciation of the target language. The data analysis also showed considerable improvement in the oral proficiency of the students in the target language. / A presente pesquisa, qualitativa e de base etnográfica interpretativista, teve como objetivo analisar como se dá o desenvolvimento da competência comunicativa (CC) em aprendizes de curso de Letras de contexto adverso de uma faculdade particular do centro-oeste paulista durante a sua participação em um Planejamento Temático Baseado em Tarefas para o ensinoaprendizagem de língua inglesa por meio de aulas pautadas pelo uso de um tema, a história da Grã-Bretanha, e tarefas comunicativas com foco no sentido. Também foram investigados a percepção dos alunos, os seus sentimentos e comportamentos ao longo do processo. Para a coleta de dados foram utilizados testes cloze inicial e final, avaliações escritas ao longo do processo, gravações em áudio das tarefas, posteriormente transcritas para análise, e questionários aplicados aos discentes em momentos diferentes do curso. O arcabouço teórico se fundamenta em estudos sobre tarefas e ensino temático de autores como: Almeida Filho (1993, 1997, 1999, 2000, 2003, 2005, 2009); Barbirato (1999, 2005); Bygate, Skehan, Swain (2001); Candlin (1987, 2001); Crandall (1994, 2000, 2002, 2003, 2006); Ellis (2000, 2003); Nunan (1989, 2004); Prabhu (1987, 1990); Skehan (1998, 2001); Skehan, Foster (1997, 1999, 2001); Van den Braden (2006,2008); Willis (1996); Willis, Willis (2007), entre outros. A análise dos resultados demonstrou que o trabalho em que coexistiram ensino temático e tarefas comunicativas pode ser uma alternativa para o ensino-aprendizagem de língua inglesa no contexto investigado, em que havia limitação linguístico-comunicativa prévia na línguaalvo na maioria dos participantes.Também foi possível averiguar que o trabalho com tarefas comunicativas com foco no sentido e baseadas no tema da história da Grã-Bretanha motivou os participantes e possibilitou esforço colaborativo entre eles e momentos de explicitação da forma, léxico ou pronúncia da língua-alvo. Houve indícios de que o ensino com base em conteúdo temático e tarefas problematizadoras é ponto importante para colaborar para a aquisição de LE no contexto estudado. A análise dos dados revelou ainda que o trabalho desenvolvido resultou em considerável melhora da proficiência oral dos alunos na línguaalvo.

[pt] O objetivo da presente dissertação é contribuir para o aprimoramento do debate que se trava, desde a promulgação da Constituição de 1988, sobre a cooperação preconizada pelo parágrafo único do artigo 23, como forma de se realizar as tarefas administrativas comuns a todos os quatro entes federados. Com efeito, avaliamos não só as competências contidas na atual Constituição - demonstrando que a competência comum é autônoma e, portanto, ao lado das demais, estabelece o regime atual de repartição constitucional de competências - como, também, as principais normas constitucionais relacionadas com as Cartas Políticas anteriores, com o intuito de construir um raciocínio que nos conduza ao modelo atual de cooperação advindo do acima mencionado parágrafo único do artigo 23. A partir daquela metodologia, constatamos que esse agir estatal cooperado estabelecido pela Constituição de 1988, não obstante possuir raízes nas Constituições anteriores, é inovador e contemporâneo, refletindo o regime cooperativo estatal de agir previsto nos artigos 91a e 91b da Lei Fundamental de Bonn, com a redação que lhes conferiu a reforma de 1969. A cooperação será voluntária até a edição da lei complementar anunciada pelo parágrafo único do artigo 23 da Carta de 1988. Após, será ela obrigatória, mas esta obrigatoriedade somente surtirá efeitos a partir do momento em que os entes federados façam a opção pelo agir integrado, ou seja, desde que optem por realizar as tarefas administrativas comuns de forma cooperada, pois aquela lei complementar não tem autorização constitucional para estabelecer normas que reflitam qualquer tipo de subordinação, já que isso violaria a autonomia política a eles constitucionalmente assegurada. / [en] The objective of this study is to present a contribution to the juridical debate over the issue of cooperation, between the Union, the states, the Federal District and the municipalities, to carry out common administrative functions assigned to federal, state and local governments. This legal discussion has been troublesome since the promulgation of the Federal Constitution of 1988, which introduced a provision, in the sole paragraph of article 23, to regulate the matter of cooperation between the four public entities comprised in the Federative Republic of Brazil. As a matter of fact, this study not only analyzes the power (or authority) granted by the Constitution of 1988, in common, to the four above mentioned public entities, but also evaluates provisions of former Brazilian Constitutions dealing with that subject to devise a legal perspective on the cooperative model introduced under the rule of the sole paragraph of article 23. Hence, it demonstrates that common power (or authority) is autonomous and constitutes, with other forms of governmental authority, part of the constitutional framework of separation of powers. Based on such premises the conclusion of this essay purports that, notwithstanding the fact that cooperation between public entities has its roots in past Brazilian constitutional regulations, the form of cooperative action designed by the Constitution of 1988 is innovative and up- to-date, reflecting the model of state cooperative form of action introduced in Germany, during the constitutional reform of 1969, through the discipline of articles 91a and 91b of the German Constitution. Cooperation between the Union, the states, the Federal District and the municipalities shall be voluntary until the enactment of a Supplementary Law prescribed in the rule of the sole paragraph of article 23 of the Brazilian Constitution. After the passing of such legislation cooperation shall became mandatory, if the public entities involved decide to carry out common administrative tasks in a combined fashion. It is to be noticed, however, that the Supplementary Law referred in the sole paragraph of article 23 shall not establish any kind of subordination or hierarchy between the Union, the states, the Federal District and the municipalities due to constitutional provisions granting political autonomy to each of those entities.

Cette thèse présente comment l’intégration de systèmes multi-agents au sein de systèmes embarqués peut permettre d’optimiser la gestion des tâches. Nous relevons un manque de flexibilité pour les systèmes embarqués et posons l’hypothèse d’une solution multi-agents permettant la prise en compte dynamique du contexte d’évolution du système. Les systèmes embarqués, intégrés à l’environnement utilisateur, sont contraints en termes d’espace physique et donc de ressources matérielles. Ces limites impliquent un besoin d’optimisation des ressources. Nous proposons d’expérimenter des algorithmes de négociation multi-agents pour déléguer des tâches entre les différentes ressources. Pour valider nos hypothèses, nous détaillons les caractéristiques des systèmes multi-agents, leurs comportements, leurs modèles,les plateformes sur lesquelles ils évoluent, leurs standards de communication et leurs algorithmes sociaux. Nous avons constaté que la majorité des travaux du domaine agent se concentraient sur d’autres problématiques. Par conséquent, nous avons proposé la formalisation de systèmes multiagents embarqués et d’une plateforme multi-agents adaptée. Nous avons ensuite expérimenté cette plateforme au sein de systèmes embarqués avec le cas d’étude du traitement d’images, notamment avec le calcul d’une interpolation de pixels. Nous avons mené des études de performances pour estimer le coût administratif d’une solution multiagents,puis avons considéré ces résultats au regard des gains de capacité de nos systèmes embarqués. Nos dernières expérimentations mettent à l’épreuve notre solution de délégation de tâches entre plusieurs cartes embarquées dans un contexte hétérogène. / This thesis shows how the integration of multi-agents systems within embedded systems can optimize tasks management. We notice a lack of flexibility for embedded systems and hypothesize that a multi-agents solution will allow the dynamic consideration of the system context of evolution. Embedded systems, being integrated into the user environment, are limited in terms of physical space and thus hardware resources. These limits involve the necessity to optimize the resources. We suggest experimenting multi-agents negotiation algorithms to delegate tasks between several resources. To validate our hypotheses, we detail the characteristics of multi-agents systems, their behavior, their models, the platforms on which they evolve, their communication standards and their social algorithms.We observed that the majority of the works of the multi-agents domain concentrated on other problems. Therefore, we proposed the formalization of embedded multi-agents systems and of anadapted multi-agents platform. We then experimented this platform within embedded systems with the case study of image processing, especially the calculation of a pixels interpolation.We led performance studies to estimate the administrative cost of a multi-agents solution, then considered these results in relation to the capacity earnings of our embedded systems. Our last experiments put to the test our solution of tasks delegation between several embedded cards within a heterogeneous context.

Um tema pouco estudado na literatura, mas frequentemente encontrado por empresas prestadoras de serviço, é o Problema de Escalonamento de Técnicos de Campos (Field Technician Scheduling Problem). O problema consiste em associar um número de tarefas - em diversos locais, com diferentes prioridades e com janelas de tempo - a uma quantidade de técnicos - com diferentes horários de expediente e com habilidades distintas - que saem no início do horário de trabalho da sede da empresa, para onde devem retornar antes do fim do expediente. Cada tarefa é atendida por um único técnico. Esse problema é estudado neste trabalho. A primeira parte do trabalho apresenta um modelo de programação linear inteira mista (PLIM) e, dada a complexidade do problema, heurísticas construtivas e meta-heurísticas foram desenvolvidas. Na função objetivo, procura-se principalmente maximizar o número ponderado de tarefas executadas em um dia de trabalho, de acordo com as suas prioridades. Em linhas gerais, as heurísticas construtivas ordenam as tarefas de acordo com um critério pré-estabelecido e, em seguida, designam cada uma a um dos técnicos capazes de realiza-la sem violar as restrições do problema. Tendo em conta o bom desempenho obtido em outros problemas semelhantes, foi adotado um Algoritmo Genético denominado Biased Random-Key Genetic Algorithms (BRKGA), que utiliza chaves aleatórias para codificar e decodificar as soluções. Codificadores e decodificadores adaptados ao problema foram desenvolvidos e testes computacionais são apresentados. As soluções obtidas em problemas de pequenas dimensões são comparadas com as soluções ótimas conhecidas e, para aprimorar a avaliação do desempenho nas instâncias médias e grandes, quatro procedimentos para obter limitantes superiores foram propostos. Testes computacionais foram realizados em 1040 instâncias. O BRKGA encontrou 99% das 238 soluções ótimas conhecidas e, nas 720 instâncias de dimensões médias e grandes, ficou em média a 3,8% dos limitantes superiores. As heurísticas construtivas superaram uma heurística construtiva da literatura em 90% das instâncias. A segunda parte do trabalho apresenta uma nova abordagem para o Problema de Escalonamento de Técnicos de Campo: um modelo biobjetivo, onde uma segunda função objetivo buscará que as tarefas prioritárias sejam realizadas o mais cedo possível. Uma versão multiobjectivo do BRKGA foi desenvolvida, considerando diversas estratégias para classificar a população do algoritmo e escolher as melhores soluções (estratégias de elitismo). Codificadores e decodificadores foram criados para o problema multiobjectivo. Os resultados computacionais obtidos são comparados com os resultados de um Algoritmo Genético conhecido na literatura, o Nondominated Sorting Genetic Algorithm II (NSGA II). Para instâncias de pequenas dimensões, os resultados da meta-heurística proposta também são comparados com a fronteira ótima de Pareto de 234 instâncias, obtidas por enumeração completa. Em média, o BRKGA multiobjectivo encontrou 94% das soluções da fronteira ótima de Pareto e, nas instâncias médias e grandes, superou o desempenho do NSGA-II nas medidas de avaliação adotadas (porcentagem de soluções eficientes, hipervolume, indicador epsílon e cobertura). / An important topic in service companies, but little studied until now, is the field technician scheduling problem. In this problem, technicians have to execute a set of jobs or service tasks. Technicians have different skills and working hours. Tasks are in different locations within a city, with different time windows, priorities, and processing times. Each task is executed by only one technician. This problem is addressed in this thesis. The first part of the research presents the mixed integer linear programming model (MILP) and, due to the complexity of this problem, constructive heuristics and metaheuristics were proposed. The objective function is to maximize the sum of the weighted performed tasks in a day, based on the priority of tasks. In general terms, in the proposed constructive heuristics, jobs are ordered according to a criterion and, after that, tasks are assigned to technicians without violating constraints. A Genetic Algorithm (the Biases Randon Key Genetic Algorithm - -RKGA) is applied to the problem, based on its success in similar problems; the BRKGA uses random keys and a decoder transforms each chromosome of the Genetic Algorithm into a feasible solution of the problem. Decoders and encoders adapted to the problem were developed and computational tests are presented. A comparison between the solutions of the heuristic methods and optimal solutions values was also conducted for small instances and, to analyze medium and large instances, four upper bound models were proposed. Computational experiments with 1040 instances were carried out. The BRKGA reached 99% of the 238 optimal solutions and, for 720 medium and large instances, the average upper bound gap was 3,8%. Constructive heuristics overcame a heuristic of the literature in 90% of the instances. The second part of this research presents a new approach of the Field Technician Scheduling Problem: a multiobjective model, with a second objective function to execute the priority tasks as soon as possible. A multiobjective BRKGA was developed, with different strategies to classify the Genetic Algorithm population and to select the elite solutions (elite strategies). Decoders and encoders were developed for the multiobjective problem too. The results were compared with a known Genetic Algorithm, the Nondominated Sorting Genetic Algorithm II (NSGA II). For 234 small instances, the results were compared with the Pareto optimal solutions, obtained by complete enumeration. On average, the BRKGA found 94% of the Pareto optimal solutions and, for 720 medium and large instances, outperformed the NSGA-II by means of the measures adopted (percentage of efficient solutions, hypervolume, epsilon and coverage).

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-21T17:40:56Z No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-21T18:40:52Z (GMT) No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-21T18:41:01Z (GMT) No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) / Made available in DSpace on 2016-09-21T18:45:31Z (GMT). No. of bitstreams: 1 DissVNB.pdf: 7200504 bytes, checksum: 0d66223e654bec924871b68991656af7 (MD5) Previous issue date: 2015-08-28 / Não recebi financiamento / This research has focused primarily on teaching trigonometric sine and cosine functions. The proposal is to organize the teaching of these functions, in order to improve good learning situations to students, to encourage the transition of trigonometric ratios in right triangle to the trigonometric circle with the use of manipulative materials and GeoGebra software. Based on the theoretical assumptions described in the High School National Curriculum Standards and Curriculum of the State of São Paulo seeking to outline for the teacher, the skills and expertise that student must acquire to be made in basic education, are presented educational alternatives. It aims to help students understand the need and the practical applicability of Trigonometric Functions. Analyzing how these functions are covered in the curriculum documents and books of the National Textbook Program (PNLD 2015), we tried to develop a pioneering work and research including mathematical modeling and taking as reference the exploratory and investigative activities. / Esta pesquisa apresenta como foco principal o ensino das funções trigonométricas seno e cosseno. A proposta é organizar o ensino dessas funções, de forma a potencializar boas situações de aprendizagens aos alunos, que favoreçam a transição das razões trigonométricas no triângulo retângulo para a circunferência trigonométrica com o uso de materiais manipulativos e do software GeoGebra. Partindo dos pressupostos teóricos descritos nos Parâmetros Curriculares Nacionais do Ensino Médio e no Currículo do Estado de São Paulo que procuram delinear para o professor, as habilidades e competências que seu aluno deve adquirir ao ser formado na educação básica, apresentam-se alternativas de ensino que visam contribuir para que os alunos percebam a necessidade e a aplicabilidade prática das Funções Trigonométricas. Analisando como essas funções são abordadas nos documentos curriculares e nos livros do Programa Nacional do Livro Didático (PNLD 2015), procurou-se desenvolver um trabalho de exploração e investigação incluindo a modelagem matemática e tendo como referencial as atividades exploratório-investigativas.

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-10-03T14:25:06Z No. of bitstreams: 1 DissFLDT.pdf: 1554021 bytes, checksum: 28c7654694d750ca266b52ad8a7cb79c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T19:50:48Z (GMT) No. of bitstreams: 1 DissFLDT.pdf: 1554021 bytes, checksum: 28c7654694d750ca266b52ad8a7cb79c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T19:50:59Z (GMT) No. of bitstreams: 1 DissFLDT.pdf: 1554021 bytes, checksum: 28c7654694d750ca266b52ad8a7cb79c (MD5) / Made available in DSpace on 2016-10-10T19:51:10Z (GMT). No. of bitstreams: 1 DissFLDT.pdf: 1554021 bytes, checksum: 28c7654694d750ca266b52ad8a7cb79c (MD5) Previous issue date: 2016-03-24 / Não recebi financiamento / The objective of this work was to verify the difficulties of treatments and conversions (natural language, algebraic expressions, tables and graphical form) function of teaching-learning in order to students of the first high school grade of a private school in the city Sorocaba - SP. The study was conducted by means of tasks implemented in three stages; a group of twenty-six students, divided into thirteen doubles. Therefore, we took care to put to task steps, different forms of representation. The theoretical framework was marked in the study of semiotic representation registers, developed by Raymond Duval, and exploratory and investigative tasks, which served also based on the proposal to diversify the methodological procedures used in the teaching function in order. The written production analysis of research subjects sought answer how students of the first high school series have mobilized and coordinated semiotic representation registers in solving exploratory-investigative tasks involving the concept of affine function? The articulation of exploratory-investigative tasks, with the mobilization and coordination of semiotic representation registers, instigated the students to the process of generalization of the concept and characterization of affine function through the use of natural language record in the form of justification. The objective of this work was to verify the difficulties of treatments and conversions (natural language, algebraic expressions, tables and graphical form) function of teaching-learning in order to students of the first high school grade of a private school in the city Sorocaba - SP. The study was conducted by means of tasks implemented in three stages; a group of twenty-six students, divided into thirteen doubles. Therefore, we took care to put to task steps, different forms of representation. The theoretical framework was marked in the study of semiotic representation registers, developed by Raymond Duval, and exploratory and investigative tasks, which served also based on the proposal to diversify the methodological procedures used in the teaching function in order. The written production analysis of research subjects sought answer how students of the first high school series have mobilized and coordinated semiotic representation registers in solving exploratory-investigative tasks involving the concept of affine function? The articulation of exploratory-investigative tasks, with the mobilization and coordination of semiotic representation registers, instigated the students to the process of generalization of the concept and characterization of affine function through the use of natural language record in the form of justification. / O objetivo desta dissertação foi verificar as dificuldades de tratamentos e conversões (língua natural, expressões algébricas, tabelas e forma gráfica) de ensino-aprendizagem da função afim aos alunos da primeira série do Ensino Médio de uma escola particular na cidade Sorocaba - SP. O trabalho foi desenvolvido, por meio de tarefas aplicadas em três etapas; junto a uma turma com vinte e seis alunos, divididos em treze duplas. Para tanto, tomou-se o cuidado de se colocar nas etapas das tarefas, diferentes formas de representação. O referencial teórico foi pautado no estudo dos registros de representação semiótica, desenvolvido por Raymond Duval, e das tarefas exploratório-investigativas, as quais serviram também de base na proposta de se diversificar os procedimentos metodológicos utilizados no ensino de função afim. A análise da produção escrita dos sujeitos da pesquisa buscou responder; Como alunos da primeira série do Ensino Médio mobilizaram e coordenaram registros de representação semiótica na solução de tarefas exploratórias-investigativas envolvendo o conceito de função afim? A articulação das tarefas exploratórias-investigativas com a mobilização e coordenação dos registros de representação semiótica instigaram os alunos ao processo de generalização do conceito e caracterização da função afim, por meio do uso do registro da língua natural na forma de justificativas.

Made available in DSpace on 2016-12-06T17:06:48Z (GMT). No. of bitstreams: 1 Leticia Cardoso Rodrigues.pdf: 1052434 bytes, checksum: 2855c165092fbfd27da3b53880390646 (MD5) Previous issue date: 2012-03-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Although there is some degree of motor recovery after stroke, many individuals don t have functional use of upper limb (UL), even in the chronic phase. In this context, the bilateral training with visual feedback through a mirror has shown promising results, although few studies had used this treatment approach. The aim of this study was to analyze the effects of training with bilateral symmetrical tasks and systematic progression in addition to mirror visual feedback (MVF) on the quality of movement and function of the paretic UL in individuals with chronic hemiparesis. The study included 16 patients post stroke, with UL moderate recovery, which were randomly divided into experimental (EG, n = 8) and control group (CG, n = 8). Both groups performed one hour sessions, 3 times a week, during 4 weeks, involving functional bilateral symmetrical exercises with systematic progression, but the EG performed the tasks observing the movement of the non paretic UL reflected on the mirror, while the CG observed paretic UL directly. The Test d Évaluation des Membres Supérieurs de Personnes Âgées (TEMPA) was used as a primary outcome measure to check the function and quality of movement of the paretic UL. As secondary measures, we used the modified Ashworth Scale, Fugl-Meyer Scale (FMS) and the sense of movement as part of the sensory evaluation of the FMS. The variables analyzed did not show differences between groups, however the TEMPA total score showed main time effect (p = 0.01). When analyzed separately, bilateral tasks also showed a time effect on total score (p = 0.01), functional graduation (p = 0.01) and task analysis (0.01). The FMS also showed a time effect (p = 0.02), without differences between groups. Both groups showed gains after the intervention, without differences between groups. It was observed that the gains were most important in the bilateral tasks of TEMPA, which can influence the quality and function while performing tasks of daily living involve both upper limbs. Probably, these results were due to the similarity of both training and MVF or bilateral training using functional movements could help in the recovery of UL, with no apparent effect over the use of the mirror. / Embora haja algum grau de recuperação motora após o Acidente Vascular Encefálico (AVE), muitos indivíduos permanecem sem uso funcional do membro superior (MS), mesmo na fase crônica. Nesse contexto, surge o treino bilateral com feedback visual através do espelho, que vem mostrando resultados promissores, apesar de poucos estudos utilizando esta abordagem de tratamento. O objetivo deste estudo foi analisar os efeitos do Treino com o Espelho utilizando tarefas bilaterais simétricas e progressão sistematizada sobre a qualidade do movimento e a função do MS parético em indivíduos com hemiparesia crônica. Participaram deste estudo 16 indivíduos com comprometimento moderado do MS, divididos em grupo experimental (GE, n=8) e controle (GC, n=8). Os dois grupos realizaram sessões de 1 hora, 3 vezes por semana, durante 4 semanas, envolvendo exercícios bilaterais simétricos funcionais com progressão sistematizada O GE realizou as tarefas observando o MS não parético refletido no espelho, enquanto o GC observava o MS parético diretamente. Foi utilizado o Teste de avaliação funcional dos membros superiores (TEMPA) para verificar a função e qualidade do movimento do MS parético, Escala modificada de Ashworth, Escala de Fugl-Meyer (EFM) e o sentido de movimento como parte da avaliação sensorial da EFM. As variáveis analisadas não mostraram diferenças entre os grupos, entretanto a pontuação do TEMPA total mostrou efeito principal de tempo (p=0,01). Quando analisadas separadamente as tarefas bilaterais também mostraram efeito de tempo na pontuação total (p=0,01), graduação funcional (p=0,01) e análise das tarefas (0,01). A EFM também apresentou efeito de tempo (p=0,02), sem diferenças entre os grupos. Observou-se que os ganhos foram mais importantes nas tarefas bilaterais do TEMPA, o que pode influenciar a qualidade e a função durante a realização de tarefas do dia-a-dia que envolvam os dois membros superiores. Acredita-se que os resultados encontrados foram devido à similaridade do treino e tanto o efeito produzido pelo espelho quanto o treino bilateral utilizando movimentos funcionais podem auxiliar na recuperação do MS, sem aparente efeito superior do uso do espelho.