Ce travail de thèse se situe dans la continuité des recherches sur les contacts de langues au Sénégal, pays multilingue. Le Sénégal à l’image des autres pays africains francophones présente un espace sociolinguistique caractérisé par des contacts entre les langues nationales et la langue officielle, le français donnant naissance à une forme de parler urbain appelé « wolof urbain » ou « franwolof ».Cette étude porte sur le wolof et le sérère, langues nationales du Sénégal, en contact avec le français, dans le cadre des usages qui en sont faits dans les Nouvelles Technologies de l'Information et de la Communication encore (NTIC). Les analyses seront menées en regard des pratiques orales et à partir de messages collectés sur Facebook et sur des forums de discussion.Comment les langues nationales que sont le wolof et le sérère sont valorisées dans les pratiques langagières et sur internet ? Cette principale interrogation sera associée aux différentes questions de recherche suivantes : Quels rapports les langues nationales (wolof et sérère) entretiennent-elles à l’oral et avec le français dans les échanges en ligne ? / Quelles différences avec les pratiques orales ? Le wolof et le sérère sont-ils valorisés dans les pratiques langagières et dans les échanges électroniques ? Comment les participants et internautes manifestent leurs identités dans leurs échanges ? Comment se matérialisent les représentations des locuteurs par rapport aux langues qu’ils parlent ? Quelle est la place des deux langues nationales au début du 21e siècle dans une société sénégalaise marquée par le multilinguisme ?Quelle est la place des langues dans la définition des identités de locuteurs multilingues ? / Quels intérêts (au point de vue matériel et symbolique) sont faits de l’usage de ces langues par les locuteurs ? Quels rôles pour leur valorisation ?Pour apporter des réponses à ces questions, l’analyse portera sur les notions d’identité, de représentations, de diglossie, sur les statuts de ces trois langues qui coexistent au sein du territoire sénégalais, sur l’aménagement, la politique linguistique menée au Sénégal etc.Ce travail s’appuiera sur une analyse d’entretiens réalisés auprès de participants wolophones et sérérophones scolarisés ou non, de données collectées sur Facebook et sur des forums de discussion. Cette approche permettra d’aborder les façons dont les participants recourent aux deux langues nationales en contact avec le français dans les entretiens et dans les écrits électroniquesMots clés : sociolinguistique, multilinguisme, alternances codiques, nouvelles technologies, wolof, sérère, valorisation. / This work of thesis is situated in the continuity of the searches on the contacts of languages in Senegal, multilingual country. Senegal just like the other French-speaking African countries presents a sociolinguistic space characterized by contacts between national languages and the official language, French giving birth to a form to speak urban called "urban Wolof" or "franwolof".This study concerns the Wolof and the sérère, the national languages of Senegal, in touch with French, within the framework of uses which are made in the New information technologies and of the Communication still (NTIC). Analyses will be led compared to the oral practices and from the messages collected on Facebook and on discussion forums.How the national languages that are the Wolof and the sérère are valued in the linguistic practices and on the Internet ? This main interrogation will be associated with the following various questions of research : what relationships national languages (Wolof and sérère) they do maintain in the oral and with French in the on-line exchanges? / What differences with the oral practices? The Wolof and the sérère are they valued in the linguistic practices and in the electronic exchanges ? How the participants and the Internet users show their identities in their exchanges? How materialize the representations of the speakers with regard to (compared with) the languages which they speak ? What is the place of both national languages at the beginning of the 21th century in a Senegalese society marked by the multilingualism? What is the place of the languages in the definition of the identities of multilingual speakers? / What interests (in the material and symbolic point of view) are made by the use of these languages by the speakers? What roles for their valuation?To bring answers to these questions, the analysis will concern the notions of identity, representations, diglossia, the statutes of these three languages which coexist within the Senegalese territory, on the arrangement, the linguistic politics led to Senegal etc.This work will lean on an analysis of conversations realized with participants wolophones and schooled sérérophones or not and of data collected on Facebook and on discussion forums. This approach will allow to approach the manners the participants of which resort to both national languages in touch with French in the conversations and in the electronic papersKey words: sociolinguistics, multilingualism, New technologies of information and the communication, Codeswitching, Wolof language, serere language, valorization.

Made available in DSpace on 2016-01-26T18:49:35Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 1247555 bytes, checksum: f332f61651d6a03a355f63728b4e93c0 (MD5) Previous issue date: 2010-09-23 / The present research called The Continuing Education of English Teachers through Technologies and Change in Teaching Practice had, as purposes, to investigate the process of continuing education of English teachers through special programs, accomplished through Technologies of Information, offered to teachers in São Paulo State, such as: Interaction Teachers, Interaction Students, A Rede aprende com a Rede, and to analyze the relevance of such courses in the educator s continued formation, in the change of their educational practice and the contribution of such courses in the improvement of English teaching-learning in the state public school, in the elementary and high school. The research was developed under the optics of the qualitative research and it involved the study of thirty five English teachers of the state public school in São Paulo State, belonging to Diretoria de Ensino de Ourinhos, that took part of courses of e-learning modality. To collect data, questionnaires and documental analysis of reports, plans of class and documents from Secretaria da Educação (SEE) were used. The analyses of the data of qualitative and interpretative stamp had as a reference the Analysis of Content, whereas, through this type of analysis, it is possible to accomplish a desirable level of understanding of the perceptions, beliefs and personal relationships of the participants of the research, being considered the context of the courses of continuing education. The analyzed data demonstrated the importance of the continuing education for the change of the teaching practice of English language teaching. / A presente pesquisa, intitulada A Formação Continuada de Professores de Inglês por meio de Tecnologias e a Mudança na Prática Docente , teve como objetivos: investigar o processo de formação continuada de professores de língua inglesa por intermédio de programas especiais, realizados por meio de Tecnologias da Informação, oferecidos a professores da rede estadual de ensino de São Paulo como: Interaction Teachers, Interaction Students, A Rede Aprende com a Rede e analisar a relevância de tais cursos na formação continuada do educador, na mudança de sua prática docente e a contribuição de tais cursos na melhoria do ensino-aprendizagem de inglês na escola pública estadual, no ensino fundamental e médio. A pesquisa foi desenvolvida sob a ótica da pesquisa qualitativa e envolveu o estudo de caso de trinta e cinco professores de inglês da rede pública estadual de ensino do estado de São Paulo, pertencentes à Diretoria de Ensino de Ourinhos, que participaram de cursos de formação continuada na modalidade e.learning. Para levantamento dos dados foram utilizados questionários e análise documental de relatórios, planos de aula, documentos da Secretaria Estadual de Educação (SEE). A análise dos dados, de cunho qualitativo e interpretativo, tiveram como referência a Análise de Conteúdo, visto que, através deste tipo de análise, pode-se alcançar um nível desejável de compreensão das percepções, crenças e relações pessoais dos participantes da pesquisa, considerando-se o contexto dos cursos de formação continuada. Os dados analisados demonstraram a importância da formação continuada para a mudança da prática docente de ensino de língua inglesa.

Made available in DSpace on 2016-07-18T17:54:10Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 1247555 bytes, checksum: f332f61651d6a03a355f63728b4e93c0 (MD5) Previous issue date: 2010-09-23 / The present research called The Continuing Education of English Teachers through Technologies and Change in Teaching Practice had, as purposes, to investigate the process of continuing education of English teachers through special programs, accomplished through Technologies of Information, offered to teachers in São Paulo State, such as: Interaction Teachers, Interaction Students, A Rede aprende com a Rede, and to analyze the relevance of such courses in the educator s continued formation, in the change of their educational practice and the contribution of such courses in the improvement of English teaching-learning in the state public school, in the elementary and high school. The research was developed under the optics of the qualitative research and it involved the study of thirty five English teachers of the state public school in São Paulo State, belonging to Diretoria de Ensino de Ourinhos, that took part of courses of e-learning modality. To collect data, questionnaires and documental analysis of reports, plans of class and documents from Secretaria da Educação (SEE) were used. The analyses of the data of qualitative and interpretative stamp had as a reference the Analysis of Content, whereas, through this type of analysis, it is possible to accomplish a desirable level of understanding of the perceptions, beliefs and personal relationships of the participants of the research, being considered the context of the courses of continuing education. The analyzed data demonstrated the importance of the continuing education for the change of the teaching practice of English language teaching. / A presente pesquisa, intitulada A Formação Continuada de Professores de Inglês por meio de Tecnologias e a Mudança na Prática Docente , teve como objetivos: investigar o processo de formação continuada de professores de língua inglesa por intermédio de programas especiais, realizados por meio de Tecnologias da Informação, oferecidos a professores da rede estadual de ensino de São Paulo como: Interaction Teachers, Interaction Students, A Rede Aprende com a Rede e analisar a relevância de tais cursos na formação continuada do educador, na mudança de sua prática docente e a contribuição de tais cursos na melhoria do ensino-aprendizagem de inglês na escola pública estadual, no ensino fundamental e médio. A pesquisa foi desenvolvida sob a ótica da pesquisa qualitativa e envolveu o estudo de caso de trinta e cinco professores de inglês da rede pública estadual de ensino do estado de São Paulo, pertencentes à Diretoria de Ensino de Ourinhos, que participaram de cursos de formação continuada na modalidade e.learning. Para levantamento dos dados foram utilizados questionários e análise documental de relatórios, planos de aula, documentos da Secretaria Estadual de Educação (SEE). A análise dos dados, de cunho qualitativo e interpretativo, tiveram como referência a Análise de Conteúdo, visto que, através deste tipo de análise, pode-se alcançar um nível desejável de compreensão das percepções, crenças e relações pessoais dos participantes da pesquisa, considerando-se o contexto dos cursos de formação continuada. Os dados analisados demonstraram a importância da formação continuada para a mudança da prática docente de ensino de língua inglesa.

Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c). / À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal.

Ce mémoire cherche à concevoir en théorie la dialectique socialisa-tion/individualisation à l’œuvre dans la formation et la transmission des goûts et pratiques culturels chez les jeunes adultes. L'analyse de dix entretiens conduits auprès de jeunes Montréalais âgés de 18 à 24 ans révèle que la socialisation sous l’égide de la famille et de l’école reste active sans être coercitive du fait qu’elle s'avère propice à la capacité des jeunes à se concevoir sous leur propre gouverne et à développer leurs propres goûts en matière de pratiques culturelles. Les pairs jouent également un rôle à cet égard, rôle amplifié par les moyens numériques. Les relations entre pairs génèrent une espèce de tension entre conformité au groupe et volonté d’être soi-même et de pouvoir agir à sa guise. Les nouvelles technologies d’information et de communication, quant à elles, se révèlent de nos jours sources de socialisation et d’individualisation en donnant accès à des « réseaux » en vertu desquels s’infléchissent les goûts et les préférences qui façonnent la pratique de la culture tout en permettant aux jeunes d’avoir les coudées franches pour les développer par eux-mêmes. / This dissertation seeks to conceptualize the socialization/individualization dialectic at work in the formation and transmission of cultural tastes and practices among young adults. The analysis of ten interviews, conducted with young Montrealers aged 18 to 24, reveals that socialization operating within the family and school remains active without being coercive, because it proves favourable to the aptitude of young people to define themselves autonomously and to develop their own tastes in cultural practices. Peers also play a role in this regard, a role amplified by digital means. Relationships between peers generate tensions between group conformity and willingness to be authentic and to act upon one’s behalf. New technologies of information and communication, furthermore, appear as a source of socialization and individualization by providing access to "networks" that inflect the tastes and preferences shaping the practice of culture, while simultaneously allowing young adults the freedom to develop themselves.

Ce mémoire cherche à concevoir en théorie la dialectique socialisa-tion/individualisation à l’œuvre dans la formation et la transmission des goûts et pratiques culturels chez les jeunes adultes. L'analyse de dix entretiens conduits auprès de jeunes Montréalais âgés de 18 à 24 ans révèle que la socialisation sous l’égide de la famille et de l’école reste active sans être coercitive du fait qu’elle s'avère propice à la capacité des jeunes à se concevoir sous leur propre gouverne et à développer leurs propres goûts en matière de pratiques culturelles. Les pairs jouent également un rôle à cet égard, rôle amplifié par les moyens numériques. Les relations entre pairs génèrent une espèce de tension entre conformité au groupe et volonté d’être soi-même et de pouvoir agir à sa guise. Les nouvelles technologies d’information et de communication, quant à elles, se révèlent de nos jours sources de socialisation et d’individualisation en donnant accès à des « réseaux » en vertu desquels s’infléchissent les goûts et les préférences qui façonnent la pratique de la culture tout en permettant aux jeunes d’avoir les coudées franches pour les développer par eux-mêmes. / This dissertation seeks to conceptualize the socialization/individualization dialectic at work in the formation and transmission of cultural tastes and practices among young adults. The analysis of ten interviews, conducted with young Montrealers aged 18 to 24, reveals that socialization operating within the family and school remains active without being coercive, because it proves favourable to the aptitude of young people to define themselves autonomously and to develop their own tastes in cultural practices. Peers also play a role in this regard, a role amplified by digital means. Relationships between peers generate tensions between group conformity and willingness to be authentic and to act upon one’s behalf. New technologies of information and communication, furthermore, appear as a source of socialization and individualization by providing access to "networks" that inflect the tastes and preferences shaping the practice of culture, while simultaneously allowing young adults the freedom to develop themselves.

À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal. / Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c).

The present work deals with a qualitative research in the modality of a case study on the insertion of the mobile technologies (tablets and smartphones) as didactic strategy, in order to investigate how these resources favor the learning of the mathematical contents of the additive field and the multiplicative field in elementary school. The study was carried out with the students of the courses of Pedagogy and of the Degree in Mathematics in the classroom mode of the Federal University of Alagoas (UFAL), Campus AC Simões in Maceió - Alagoas, Institute of Mathematics - IM, in the Laboratory of Mathematics Teaching - LMAT. The analysis of the data was based on the work of Gerard Vernaug (2014), Borba (2014) and Bairral (2015), in order to base analyzes on the training of mathematics teachers with mobile technologies. Of official MEC Brazil documents (1997, 1998, 1999, 2002a, 2002b, 2006a, 2006b and 2015). To collect data, we used two questionnaires: direct and participative observation, field diary, interview, pedagogical workshop and course documents as didactic resource. The results obtained indicated the students' interest in the possibilities and limitations of the use of mobile technologies as teaching and learning resources, as well as the understanding of the mathematical contents of the conceptual fields worked through their participation in the discussions and reflections of the activities proposed during the workshop. In the analysis of the interviews it is indicated by the students that much of the training received is lacking a curriculum that addresses the educational context in which these individuals are inserted (digital information society), because the pedagogical practices still focus on "traditional" didactics and curriculum , Whose classes are often based on a reproduction / transfer of knowledge and not on a formation in which the future teacher acts in an innovative way and with a meaningful learning approach. / O presente trabalho trata de uma pesquisa qualitativa na modalidade de um estudo de caso sobre a inserção das tecnologias móveis (tablets e smartphones) como estratégia didática, a fim de investigar como esses recursos favorecem a aprendizagem dos conteúdos matemáticos do campo aditivo e do campo multiplicativo no ensino fundamental. O estudo foi realizado com os alunos dos cursos de Pedagogia e da Licenciatura em Matemática na modalidade presencial da Universidade Federal de Alagoas (UFAL), Campus A.C. Simões em Maceió - Alagoas, no Instituto de Matemática – IM, no Laboratório de Ensino de Matemática - LEMA. As análises dos dados foram pautadas nos trabalhos de, Carvalho (2009, 2015), Gerard Vernaug (2014), além de Borba (2014) e Bairral (2015) para fundamentar as análises sobre a formação de professores de matemática com tecnologias móveis, além de documentos oficiais do MEC Brasil (1997, 1998, 1999, 2002a, 2002b, 2006a, 2006b e 2015). Para a coleta de dados, utilizamos como instrumentos dois questionários, observação direta e participativa, diário de campo, entrevista, oficina pedagógica e documentos do curso como recurso didático. Os resultados obtidos sinalizaram o interesse dos alunos, em formação, nas possibilidades e limitações do uso das tecnologias móveis como recursos de ensino e aprendizagem, da mesma forma, a compreensão dos conteúdos matemáticos dos campos conceituais trabalhados por meio de sua participação nas discussões e reflexões das atividades propostas durante a oficina. Nas análises das entrevistas é indicado pelos alunos que boa parte da formação recebida é carente de um currículo que aborde o contexto educacional no qual esses indivíduos estão inseridos (sociedade da informação digital), pois as práticas pedagógicas ainda focam em didática e currículo ―tradicionais‖, cujas aulas muitas vezes são baseadas em uma reprodução/transferência de conhecimentos e não numa formação na qual o futuro professor atue de maneira inovadora e com uma abordagem de aprendizagem significativa.

Made available in DSpace on 2016-06-02T19:14:26Z (GMT). No. of bitstreams: 1 5516.pdf: 2961406 bytes, checksum: eb5d8e218d81d0294cc08025592ba178 (MD5) Previous issue date: 2013-08-21 / The object of this work is the Orkut as a mean of politic socialization. The goal is to analyze the role of new communication and information technologies, specially the Orkut communities Government and Politic , to identify if there are any contribution for expansion and strengthening of a democratic political culture. Our hypothesis is that the Orkut, faced with the possibility of virtual communities creation and discussion referring to political issues, end out creating a public space which corroborates as an agent of political socialization, contributing to amplify politic discussions and for democratic politic culture consolidation. The criterion for selection of communities related to political issues in the Orkut was realized focusing in the diversity of political issues positioning, such as support, rejection and evaluation about politic and democracy. The methodology for this analyze correspond to DAIA criterion , once this criterion is not limited only in thinking communication in terms of instrumentalization and technique, but as a process of social relationship. In this way, we aimed trough this Orkut study, mainly of its communities, to investigate the role of NTCI s in the consolidation of a democratic politic culture and to contribute for the investigation about digital democracy in democratic process. / O objeto desta pesquisa é o Orkut como um meio de socialização política. O objetivo é analisar o papel das novas tecnologias de informação e comunicação, sobretudo as comunidades Governo e Política do Orkut, no sentido de perceber se há uma contribuição para a expansão e fortalecimento de uma cultura política democrática. A nossa hipótese é de que o Orkut, diante da possibilidade de criação de comunidades virtuais e de discussões em referência a assuntos políticos, acaba por criar um espaço público que corrobora como um agente de socialização política, contribuindo, assim, para uma ampliação das discussões políticas e para a consolidação de uma cultura política democrática. O critério de seleção das comunidades relacionadas a assuntos políticos no Orkut foi realizado tendo em vista a diversidade de posicionamentos frente às questões políticas, como exemplo, o apoio, o repúdio e as avaliações a respeito da política e da democracia. A metodologia para a análise em questão corresponde ao critério DAIA , uma vez que tal critério não se limita apenas em pensar a comunicação em termos de instrumentalização e técnica, mas sim como um processo de relação social. Neste sentido, procuramos através desse estudo do Orkut, sobretudo de suas comunidades, investigar o papel das NTIC s na consolidação de uma cultura política democrática e contribuir para a análise sobre a democracia digital nos processos democráticos.

This study, conducted in the context of the Research Line Training, Knowledge and Professional Development, the Graduate Program in Education at Universidade Federal de Santa Maria (UFSM) aims at investigating the impact of experiences of Presencial Teaching and Virtual Teaching in the training of the university teacher. The specific objectives of the research are: to analyze the significant experiences narrated by professors of Presencial Teaching and Virtual Teaching and possible influences on their (trans) formation; understand the strategic markers present in Teaching Choreography and their transformation/reconstruction for Classroom Teaching to Virtual Teaching and vice versa and identify the possible interrelationships between Teaching Choreographies submitted in the Presencial Teaching in the Virtual Teaching from the experiences narrated. Regarding the theoretical review, we discuss fields of studies, themes and theories such as Teacher Education, the Teaching Choreography in Teaching in Higher Education, Digital Technologies of Information and Communication, Virtual Environments for Teaching and Learning, Theory History-Cultural including Activity Theory and Study Activity. In this research with qualitative approach and narrative feature, we seek the information through narrative interviews with professors of the Department of Documentation (UFSM), who teach the course Archivology (UFSM) and Postgraduate Course-Specialization of Distance Learning-Management in Archives (UAB/UFSM). The information were analyzed through discursive textual analysis. Among the search results, highlight the influences of Virtual Teaching on the Presencial Teaching, the (re) construction of teacher knowledgein the preparation of Teaching Choreographies and the role of distance tutors and monitors the training of teachers. / Este estudo, realizado no contexto da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM) tem por objetivo geral investigar as repercussões das experiências de Docência Presencial e Docência Virtual na formação do professor universitário. Os objetivos específicos da pesquisa são: analisar as experiências significativas narradas pelos professores universitários de Docência Presencial e na Docência Virtual e as possíveis influências em sua (trans) formação; compreender os marcadores estratégicos presentes nas Coreografias Didáticas e a sua transposição/reconstrução da Docência Presencial para a Docência Virtual e vice-versa e identificar as inter-relações possíveis entre as Coreografias Didáticas apresentadas na Docência Presencial e na Docência Virtual a partir das experiências narradas. Em relação à revisão teórica, abordamos campos de estudos, temas e teorias como a Formação de Professores, as Coreografias Didáticas, a Docência na Educação Superior, as Tecnologias Digitais da Informação e da Comunicação, os Ambientes Virtuais de Ensino-Aprendizagem, a Teoria Histórico-Cultural, incluindo a Teoria da Atividade e a Atividade de Estudo. Nesta pesquisa, de abordagem qualitativa, cunho narrativo, buscamos as informações por meio de entrevistas narrativas, com os professores do Departamento de Documentação (UFSM), que lecionam no Curso de Arquivologia (UFSM) e no Curso de Pós-Graduação Especialização a Distância-Gestão em Arquivos (UAB/UFSM). As informações foram analisadas por meio da Análise Textual Discursiva. Dentre os resultados da pesquisa, destacamos as influências da Docência Virtual sobre a Docência Presencial, a (re) construção dos saberes docentes na elaboração das Coreografias Didáticas e o papel dos tutores a distância e dos monitores na formação dos professores.