Made available in DSpace on 2015-03-03T15:47:47Z (GMT). No. of bitstreams: 1 PatrickCAT_DISSERT.pdf: 4794202 bytes, checksum: 05088b21ff2be2b3c2ccec958e7e6b62 (MD5) Previous issue date: 2013-06-03 / Logic courses represent a pedagogical challenge and the recorded number of cases of failures and of discontinuity in them is often high. Amont other difficulties, students face a cognitive overload to understand logical concepts in a relevant way. On that track, computational tools for learning are resources that help both in alleviating the cognitive overload scenarios and in allowing for the practical experimenting with theoretical concepts. The present study proposes an interactive tutorial, namely the TryLogic, aimed at teaching to solve logical conjectures either by proofs or refutations. The tool was developed from the architecture of the tool TryOcaml, through support of the communication of the web interface ProofWeb in accessing the proof assistant Coq. The goals of TryLogic are: (1) presenting a set of lessons for applying heuristic strategies in solving problems set in Propositional Logic; (2) stepwise organizing the exposition of concepts related to Natural Deduction and to Propositional Semantics in sequential steps; (3) providing interactive tasks to the students. The present study also aims at: presenting our implementation of a formal system for refutation; describing the integration of our infrastructure with the Virtual Learning Environment Moodle through the IMS Learning Tools Interoperability specification; presenting the Conjecture Generator that works for the tasks involving proving and refuting; and, finally to evaluate the learning experience of Logic students through the application of the conjecture solving task associated to the use of the TryLogic / A disciplina de L?gica representa um desa o tanto para docentes como para discentes, o que em muitos casos resulta em reprova??es e desist?ncias. Dentre as dificuldades enfrentadas pelos alunos est? a sobrecarga da capacidade cognitiva para compreender os conceitos l?gicos de forma relevante. Neste sentido, as ferramentas computacionais de aprendizagem s?o recursos que auxiliam a redu??o de cen?rios de sobrecarga cognitiva, como tamb?m permitem a experi?ncia pr?tica de conceitos te?ricos. O presente trabalho prop?e uma tutorial interativo chamado TryLogic, visando ao ensino da tarefa de Demonstra??o ou Refuta??o (DxR) de conjecturas l?gicas. Trata-se de uma ferramenta desenvolvida a partir da arquitetura do TryOcaml atrav?s do suporte de comunica??o da interface web ProofWeb para acessar o assistente de demonstra??o de teoremas Coq. Os objetivos do TryLogic s?o: (1) Apresentar um conjunto de li??es para aplicar estrat?gias heur?sticas de an?lise de problemas em L?gica Proposicional; (2) Organizar em passo-a-passo a exposi ??o dos conte?dos de Dedu??o Natural e Sem?ntica Proposicional de forma sequencial; e (3) Fornecer aos alunos tarefas interativas. O presente trabalho prop?e tamb?m apresentar a nossa implementa??o de um sistema formal de refuta??o; descrever a integra??o de nossa infraestrutura com o Ambiente Virtual de Aprendizagem Moodle atrav?s da especi ca??o IMS Learning Tools Interoperability ; apresentar o Gerador de Conjecturas de tarefas de Demonstra??o e Refuta??o e, por m, avaliar a experi?ncia da aprendizagem de alunos de L?gica atrav?s da aplica??o da tarefa de DxR em associa??o ? utiliza??o do TryLogic

L'objectif de cette recherche est d'identifier et d'analyser des dispositions et des logiques d'actions des enseignants lorsqu'ils se trouvent face à une situation liée à la question religieuse dans deux pays qui se définissent comme laïque, à savoir, le Brésil et la France. Il s'agit d'une étude d'inspiration ethnographique dans une perspective d'étude comparée. La recherche se situe dans le cadre de la Sociologie de l'éducation et utilise la sociologie de la socialisation et la sociologie pragmatique comme principaux cadres théoriques. A partir de cela, nous analysons les les dispositions et les principes de justice dans la pratique des enseignements brésiliens et français aux collèges publics. Ainsi les questions qui ont motivées la recherche sont : comment les enseignants traitent-ils une situation impliquant la question religieuse ? Pourquoi agissent-ils de cette façon ? Quelle(s) logique(s) d'action sont mobilisées dans les pratiques enseignantes? Quelles dispositions contribuent au "choix" de la logique d'action ? Comment les configurations sociales influencent-elles la question religieuse ? Existe-t-il des différences entre la pratique enseignante liée aux situations impliquant la question religieuse et la pratique enseignante tout court ? Pour répondre à ces questions une trentaine d'entretiens ont été effectués avec des enseignants brésiliens et français et trois établissement public ont été le cadre d'un travail d'observation (deux établissement au Brésil et Un en France), Les deux méthodes donnant accès à la description de situations professionnelles concernant les religions. La façon ont les enseignants gèrent la question religieuse privilégie la logique libérale au Brésil et la logique civique en France. En ce qui concerne les dispositions des enseignants, nous avons identifié des dispositions hybrides dans les actions brésiliennes et des dispositions professionnelles dans l'activité enseignante française. Enfin, nous avons mis au jour une logique d'action propre à la profession enseignante dans les deux pays, ce que nous appelons la logique professorale. / The purpose of this research is to identify and analyze the teachers' dispositions and logic of actions when faced with a sotuation related to the religious question in two countries that define themselves as secular,such a Brazil and France. this is an ethnographic-inspired study wich mobilizes a comparative education perspective. The research is situated within the field of the Sociology of Education and uses the sociology of socialization and pragmatic sociology as the main theoretical frameworks. Therefore, we analyze the provisions and pinciples of justice in the pratice of Brazilian and French teachers at public colleges. Thus, the queestions that motived the research are : how do the teachers deal with a situation involving the religious question ? Why do they act this way ? What logic(s) of action are mobilized in teaching pratices ? Wich dispositions contribute to the "choice" of the logic action ? How social configurations influence teaching practice with regard to the religious question ? Are there differences between the teaching pratice itself ? To answer these questions,approximately thirty interviews were conducted with Brazilian and french teachers and three public institutions were part of a field observation (two institutions in Brazil and one in France), the two methods giving access to the description of professional situations concerning religions. The liberal logic identified in the pratices of Brazilian teachers and the civic logic favored in France in situations involving the religious questions are different wayss to guarantee secularism. Regarding teachers' dispositions, we have identified hybrid dispositions in Brazilian actions and professional dispositions in the French teaching practice. Finally, we have brought to light a logic of action peculiar to the teaching profession in both countries, what we call the teaching logic.