El propósito y objetivo principal de ésta tesis doctoral consiste en entender por qué las emociones tienen una fuerte relación con el lenguaje, y cómo es posible expresar estas emociones a través del uso de las Tecnologías de la Información y de la Comunicación (TIC). Después de haber realizado una exhaustiva revisión bibliográfica sobre el tema de la relación entre emociones y lenguaje, y la relación entre emociones y TIC, nos hemos centrado en la consolidación de nuestro marco teórico y en la elaboración de una metodología ad hoc que nos ha servido para el análisis de nuestras entrevistas hechas a usuarios de locutorios y cybercafés en las ciudades de Barcelona, Manchester y Milán. Con estas premisas se ha encauzado la investigación que fundamenta las diferentes aportaciones de esta Tesis doctoral. Ha sido a partir de ellas que se han estructurado y compuesto cuatro artículos de investigación, cada uno de los cuales, aisladamente y por sí mismo, tiene pleno sentido e independencia. No obstante, esta Tesis doctoral sigue una línea argumental que conecta los diferentes textos a través de la misma matriz de investigación dotándolos de unidad. Combinando esta independencia y unidad, pero en aras de favorecer la continuidad de la lectura, la Tesis ha sido pautada según cuatros capítulos específicos, cuyos títulos respetan el título original de cada artículo de investigación: 1) El estudio psicosocial de las emociones: una revisión y discusión de la investigación actual; 2) The construction of an emotion (love) and its relationship with language: A review and discussion of an important area of Social Sciences; 3) Educación y sexualidad en las nuevas Tecnologías de la Información y la Comunicación. Sexo y emociones delante de una pantalla plana, y4) Emotions in Technoscience: the performance of velocity. / The purpose and objective of this dissertation is to understand why emotions have a strong relationship with language, and how it is possible to express these emotions through the use of Information Technology and Communication (ICT). We have completed an exhaustive review of the literature on the subject of the relationship between emotions and language, and the relationship between emotions and ICT, we have focused on consolidating our theoretical framework and the development of an ad hoc methodology that has served us for the analysis of our interviews with users of call centers and cybercafes in the cities of Barcelona, Manchester and Milan. With these premises has been directed research that underlies the different contributions of this PhD dissertation. It was from them that are structured and composed four research papers, each of which, alone and by itself, makes perfect sense and independence. However, this doctoral thesis follows a story line that connects the different texts through the same array of research by providing it with unity. Combining this independence and unity, but for the sake of facilitating the continuation of the reading, the thesis has been scheduled in four specific chapters, whose titles respecting the original title of each research paper: 1) Psychosocial study of emotions: a review and discussion of current research, 2) The construction of an emotion (love) and its relationship with language: A review and discussion of an important area of Social Sciences; 3) Education and sexuality in the new Information Technology and Communication . Sex and emotions in front of a flat screen, and 4) Emotions in Technoscience: the performance of velocity.

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-22T14:31:47Z No. of bitstreams: 1 Fernanda Zorzi_.pdf: 2029138 bytes, checksum: ec645e5845b9ba9ce294c50037fff4c2 (MD5) / Made available in DSpace on 2019-03-22T14:31:47Z (GMT). No. of bitstreams: 1 Fernanda Zorzi_.pdf: 2029138 bytes, checksum: ec645e5845b9ba9ce294c50037fff4c2 (MD5) Previous issue date: 2018-12-21 / Nenhuma / Este estudo tem por objetivo analisar como professoras que atuavam na Educação Básica e eram estudantes de um curso de Pós-Graduação lato sensu expressavam a relação entre matemática escolar e tecnociência. Participaram da pesquisa trinta alunas do Curso de Especialização em Ensino de Matemática para a Educação Básica, realizado no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves, no período de fevereiro de 2017 a julho de 2018. Os aportes teórico-metodológicos que deram sustentação ao estudo encontram-se nas teorizações de Masschelein, Simons, Arendt, Dussel, Días, Larrosa, Bensaude-Vincent, Sibilia, Martins e Sennet, entre outros. O material de pesquisa foi composto por narrativas produzidas pelas participantes do estudo na prova do Processo Seletivo do referido Curso, nos diários de bordo propostos para registro de suas vivências durante o Curso e por uma atividade realizada em um dos componentes curriculares. Foram consideradas somente as produções realizadas no primeiro semestre do Curso. O exercício analítico sobre o material de pesquisa possibilitou mostrar que, para as participantes do estudo, na Educação Básica, matemática escolar e tecnociência apresentam-se interligadas, uma vez que, para acessar os avanços tecnocientíficos que marcam a contemporaneidade, é necessário aprender a matemática formal e essa aprendizagem se qualifica na medida em que é realizada com o uso das tecnologias digitais de informação e comunicação, isto é, com o uso de artefatos tecnocientíficos. Esse posicionamento indica o assujeitamento das participantes do estudo ao dispositivo da tecnocientificidade. / This study aims to anals how the teachers, who worked in the Basic Education and were lato sensu Postgraduate students, expressed the relation between the school mathematics and technoscience. Thirty students of the Specialization Course in Mathematics for the Basic Education participated in the research, which took place at Instituto Federal de Educação, Ciência e Tecnologia of Rio Grande do Sul – Bento Gonçalves campus, from February 2017 to July 2018. The theoretical-methodological contribution which supported this study is found in the propositions of Masschelein, Simons, Arendt, Dussel, Días, Larrosa; Bensaude-Vincent, Sibilia, Martins, Sennet, among others. The research data was composed by narratives made by the participants of the study in the Selection Process Test of the referred Course, the journal proposed for its experience during the Course and by an activity done in one of the curricular subjects. Only the works done in the first semester were taken into consideration. The analytical exercise showed that, for the participants of the study, in Basic Education, school mathematics and technoscience are linked, since accessing technoscientifical advances that marks contemporaneity requires the learning of formal mathematics knowledge and this learning is qualified with the use of information and communication digital technologies, in other words, with the use of technoscientifical artifacts. This statement indicates that the participants of the study are subjected to the dispositive of technoscientificity.