The experimental alloy powders of 1% Mg treated Al-8Fe-1.8V-8Si were obtained by air atomization. The screen analysis of powders was made by sieves with meshes ranging from +90&micro / m, +63&micro / m, +53&micro / m, +45&micro / m, +38&micro / m to -38&micro / m. Unreinforced and TiC particulate reinforced specimens were produced by hot dynamic consolidation which is known as hot swaging. Powders were canned into pure aluminium tubes of about 10cm length and 2.2cm diameter. Single action and double action cold pressing were applied to some of the specimens before hot dynamic compaction and some specimens of canned loose powder were also processed. The diameters of the hot compacts were decreased in a two step process by swaging machine (rotary dynamic compaction). During the first step, after canning, compacts had been held at 480&deg / C for 1 hour and swaged, thus the diameter decreased from 2.2 cm to 1.97cm. Secondly, the compacts were reheated to 480&ordm / C and held for 1 hour and further swaged to obtain a diameter decrease from 1.97cm to 1.54cm. Generally, the microstructures of the hot dynamic compacted specimens were homogeneous except the specimens produced by using -63 &micro / m +53 &micro / m powder size fraction. By SEM study, a vanadium free cross like AlFeSi phase was observed near the outer regions of the specimen. No considerable coarsening of the dispersoids was observed after hot dynamic compaction of +63 &micro / m size powder. For -90&micro / m +63&micro / m size powders, maximum flexural strength values obtained by three point bending test increased by addition of 10% TiC to from 152 MPa to 285 MPa at double pressed condition and from 76MPa to 190MPa at loose powder canning condition. By hardness tests, it was observed that hardness values were inversely proportional to powder size and increased from 107 BHN to 147 BHN for corresponding powder size range of +90&micro / m to -38&micro / m. Porosity values obtained by Archimedes principle for single pressing varied between 0.03 % and 1.10% for corresponding size range of +38&micro / m to +90&micro / m. No considerable porosity was detected for double pressing. Porosity values of canned loose powder were between 3% and 10% for the range of +38 &micro / m- +45 &micro / m. By X-Ray analysis, it was revealed that Mg2Si reaction did not form after artificial aging of specimens up to 8 hours at 190&deg / C. Also, x-ray analysis of individual powders and specimens obtained by hot dynamic compaction of the same powder showed that / after hot dynamic compaction, the alloy powders were stable and no new phase formation was detected for +63&micro / m size. DSC examination of the specimens produced from +90&micro / m, +63&micro / m, +53&micro / m, -38&micro / m powder confirmed the microstructure stability up to the melting temperature. Melting temperature was detected to be in the range of 560&deg / C-575&deg / C by DSC.

L'administration tunisienne vit des transformations considérables au niveau de ses moyens de fonctionnement et de gestion dues à l'implantation générale des TIC dans son mode d'organisation.À l'heure où de nombreuses équipes se mobilisent pour organiser ou pérenniser cette implantation dans leur structure, il nous parait intéressant de faire un état des lieux de l'existant sur les TIC et les différentes modalités d'évolution.Notre recherche est focalisée plus exactement sur l'analyse du processus du changement organisationnel engendré par les technologies d'information et de communication dans l'organisation. Les TIC en tant que moyen de communication et d'information à l'intérieur de l'organisation ont suscité notre curiosité scientifique. Nous avons essayé, à travers quatre administrations tunisiennes, de retracer les modalités d'appropriation ou de résistance des TIC à travers une analyse méticuleuse des jeux d'acteurs, des formes de perception des TIC pour comprendre par la suite les différentes formes d'usages des TIC et les attitudes des salariés envers ce nouveau modèle d'organisation dans l'administration tunisienne.Le discours promotionnel sur les TIC en Tunisie, soutient l'idée, selon laquelle, ces outils contribueraient à l'amélioration des conditions de travail et à l'accroissement de la productivité des salariés. Ce discours “prophétique” nous allons le confronter à la réalité de l'administration tunisienne et aux usages réels des salariés. Usages “réels” et usages “prescrits”, un écart perceptible dans l'administration tunisienne digne d'analyse et d'approfondissement. / The Tunisian government saw significant transformations in its means of operation and management due to general ICT implementation in itsorganization. At a time when many teams are working to organize and sustain this presence in their structure,it seems interesting to do an inventory of the existing ICT and the different ways of evolution.Our research is focused more specifically on the analysis of organizational change caused by information and communication technologies in the organization process. ICT as a means of communication and information within the organization has raised our scientific curiosity. We tried,through four Tunisian offices to trace the methods of appropriation or resistance of ICT through a deep analyzing office's actors,forms of perception to understand ICT thereafter, the different types of use ICT and employee attitudes toward this new model organization in the Tunisian government.Promotional discourse on ICT in Tunisia supports the idea that these tools contribute to improving working conditions and increasing employee productivity. This "prophetic" speech we will confront the reality of the Tunisian government and the actual use of employees. Uses "real" and uses "prescribed" a perceptible difference in the Tunisian administration worthy of analysis and deepening.

Submitted by Rodolfo Fernandes Esteves (luz_das_nacoes@hotmail.com) on 2018-10-17T15:21:08Z No. of bitstreams: 1 TESE DE DOUTORADO - RODOLFO FERNANDES ESTEVES - POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO TECNOLÓGICA NA EDUCAÇÃO ESCOLAR.pdf: 1448450 bytes, checksum: 617568ec23e964b85bb9224282844648 (MD5) / Rejected by Aline Aparecida Matias null (alinematias@fclar.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: 1) Excluir a página em branco que aparece antes do sumário. 2) Numeração das páginas: as páginas pré-textuais devem ser contadas, com exceção da capa e da ficha catalográfica, mas a numeração deverá aparecer somente a partir da primeira página textual, que no seu caso é a Introdução, que será a página 14. 3) Sumário: após a renumeração das páginas será preciso refazer o sumário para que ele reproduza fielmente a paginação do trabalho. ATENÇÃO: Será preciso também refazer as listas de figuras, quadros e tabelas baseado na nova numeração ao trabalho. Agradecemos a compreensão. on 2018-10-17T15:53:55Z (GMT) / Submitted by Rodolfo Fernandes Esteves (luz_das_nacoes@hotmail.com) on 2018-10-17T17:23:25Z No. of bitstreams: 1 TESE DE DOUTORADO - RODOLFO FERNANDES ESTEVES - POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO TECNOLÓGICA NA EDUCAÇÃO ESCOLAR.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-10-17T20:26:10Z (GMT) No. of bitstreams: 1 esteves_rf_dr_arafcl.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) / Made available in DSpace on 2018-10-17T20:26:10Z (GMT). No. of bitstreams: 1 esteves_rf_dr_arafcl.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) Previous issue date: 2018-08-31 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A tese apresenta evidências de que a implementação da Lousa Digital Interativa (LDI) em escolas da rede municipal de ensino em Araraquara não foi acompanhada de uma política pública que garantisse condições pedagógicas adequadas para sua utilização no processo de ensino e aprendizagem. Essas evidências decorrem de uma pesquisa-ação conduzida em parceria com professoras e coordenação ao longo de três anos, com o uso de Objetos de Aprendizagem (OA) e outros recursos. Foram explorados conceitos, teorias, relatórios e outros instrumentos analíticos oriundos das ciências sociais e da educação, com foco especial nas políticas públicas. Os resultados permitem supor que faltou, no caso estudado, um programa efetivo de formação de professores, uma oferta de OA selecionados de acordo com os conteúdos tratados em sala de aula, infraestrutura de conexão adequada nas escolas, entre outros recursos necessários. Para mitigar, propõe-se: dar foco ao uso das LDI nas séries iniciais do ensino fundamental, desenvolver um repositório de OA próprio, corrigir os problemas técnicos quanto ao funcionamento da internet da rede municipal de ensino seja com a ampliação das redes wi-fi ou com implementação de redes cabeadas, melhorar o suporte técnico quanto a manutenção das LDI e outras TIC, promover cursos de formação continuada para uso das TIC, buscando não apenas desenvolver as capacidades das professoras quanto ao uso diário das tecnologias, mas, principalmente, para o desenvolvimento de métodos e práticas de ensino específicos, entre outras coisas. / The thesis presents evidence that the implementation of the Interactive Whiteboard (IWB) in schools of the municipal school network in Araraquara was not accompanied by a public policy that guaranteed adequate pedagogical conditions for its use in the teaching and learning process. Such evidence derives from action research conducted in partnership with teachers and coordination over three years using Learning Objects (LO) and other resources. Concepts, theories, reports and other analytical tools from the social sciences and education were explored, focusing especially on public policies. The results suggest that, in the case studied, there was a lack of effective teacher training program, offer of LOs selected according to classroom content, adequate connection infrastructure in schools, and other necessary resources. To mitigate, it is proposed: to focus on the use of IWB in the initial grades of elementary education, to develop a repository of LO itself, to correct technical problems regarding the functioning of the internet of the municipal school network, either with the expansion of wi-fi networks or with the implementation of wired networks, to improve technical support for the maintenance of IWB and other ICT, to promote continuing education courses for the use of ICT, seeking not only to develop the teachers' capacities regarding the daily use of technologies, but mainly for the development of methods and practices of teaching, among other things. / FAPESP: 2014/25460-7

La plupart des experts s’accordent à dire que le big data marque une rupture. Peut-être ont-ils raison. Mais cette rupture n’est pas vraiment matérielle, ni même organisationnelle. Cela fait déjà longtemps que les grands acteurs du web explorent et exploitent quotidiennement de grandes masses de données. Si révolution il y a, elle se joue ailleurs, à la périphérie de la grande disruption que mettent en scène la plupart des promoteurs du big data. Pour s’en rendre compte, il suffit de se poser la question qui suit : en pointant le caractère révolutionnaire des mégadonnées et des dispositifs permettant de les traiter, que font ces acteurs ? Ils préparent une intégration massive des intelligences artificielles au sein des différentes sphères de la société. S’il existe une rupture, elle se trouve donc plutôt ici : dans ce mouvement que nous connaissons aujourd’hui et qui consiste, pour une grande diversité d’acteurs socioéconomiques, à s’approprier des agents de calcul qui sont toujours plus autonomes et puissants. Aussi, afin de mieux saisir les enjeux de cette démocratisation, nous proposons dans cette thèse d’étudier le cas des machines à produire des futurs économiques : quel est leur rôle au sein de ces collectifs sociotechniques que composent les marchés ? Pour répondre à cette question, nous nous appuierons sur une ethnographie multi-située que nous avons conduite de 2012 à 2015 selon une posture se trouvant à la croisée des sociologies des marchés, des sciences et des techniques. Plus précisément, nous mobiliserons un corpus d’archives ainsi qu’un important matériau d’enquête recueilli auprès de plusieurs professionnels, entreprises et salons afin d’examiner la fabrication et le fonctionnement de ces machines à prédire les avenirs marchands. Nous verrons ainsi qu’au niveau de l’environnement de conception, ces dernières sont intéressantes dans la mesure où elles sont généralement dotées d’une intelligence locale qui doit faire advenir, dans le présent, des futurs permettant d’optimiser les intérêts économiques de ceux qui les implémentent. À partir d’une série d’études et d’expérimentations portant sur les usages d’un agent de recommandation, nous montrerons que cette forme d’intelligence est toutefois discutable puisqu’elle peut comporter d’importantes ambivalences du point de vue des utilisateurs. Ceci nous permettra de souligner qu’aux niveaux cognitif et relationnel, la pertinence des machines à produire des futurs économiques doit faire l’objet d’une mise en question systématique. Les enjeux sont importants puisqu’il n’est pas impossible que leur avènement massif au sein des organisations instaure de nouvelles asymétries sur les marchés qui ne sont pas un bien pour la communauté. / The majority of experts agree to say that the big data is a rupture. Maybe are they right. But this rupture is not really material, nor even organizational. It has already been a long time that the big web actors daily exploring and exploiting the big data. If revolution there is, it is happening elsewhere, at the periphery of the great disruption that depict most of big data promoters. To being aware of, simply ask the following question: pointing the revolutionary nature of big data and devices are provided to treat, what these actors are they doing? They are preparing a massive integration of artificial intelligences within the various spheres of society. If there is a rupture, it is therefore rather here: in this movement that we know today and which consists, for a great diversity of socioeconomic actors, to appropriate of the calculation agents that are increasingly autonomous and powerful. So in order to better understand the issues of this democratization, we propose in this thesis to study the case of machines to produce of the economic futures: what is their role within the socio-technical collectives that compose the markets? To answer this question, we will draw on a multi-situated ethnography we conducted from 2012 to 2015 according to a posture situated at the intersection of market, science and technology sociologies. Specifically, we will be mobilizing a corpus of archives and an important investigative material collected from several professionals, companies and salons to discuss the design and operation of these machines to predict merchant futures. We will see at the level of design environment, these machines are interesting in so far as they generally have a local intelligence that has to happen, in the present, of futures allowing to optimize the economic interests of those that implement. Starting from a series of studies and experimentations dealing with the use of a recommendation agent, we will show that this intelligence is debatable because it may entail of considerable ambivalences from the users point of view. This will allow us to emphasize that cognitive and relational levels, the relevance of the machines to produce of the economic futures must be the subject to a systematic questioning. The stakes are high because it is not impossible that the massive advent of these machines within the organizations introduces new asymmetries in markets that are not a good for the community.

La recherche présentée s’intéresse à l’implication des Technologies de l’Information et de la Communication (TIC) dans le développement de l’autoformation des professeurs des écoles stagiaires. Elle s’inscrit dans un double contexte. D’une part, celui de la mise en place de la réforme de la formation initiale des enseignants – la masterisation –, ayant eu cours, en France, de 2010 à 2013. D’autre part, celui des problématiques contemporaines liées à la question des usages du numérique à des fins d’autoformation. Dans cette perspective, ce travail s’appuie sur les données d’entretiens individuels, réalisés auprès de professeurs des écoles stagiaires issus de la masterisation, afin d’explorer leur rapport au métier, au(x) savoir(s) et aux technologies de l’information et de la communication. Il vise à mieux comprendre ce que représente, pour eux, l’autoformation aux et par les TIC et à saisir ce que cela soulève d’enjeux, en termes de construction et de développement professionnel. Il en ressort qu’à la complexité de cette période tout à fait particulière d’entrée dans le métier, s’ajoute aujourd’hui pour les enseignants débutants, celle d’enseigner mais également de se former et de s’autoformer dans un « monde numérique ». Il semble que les potentialités qu’offrent les technologies ne font que renforcer l’importance fondamentale d’une formation initiale solide, passant avant tout par un renforcement des interactions humaines, par un accompagnement éclairé et éclairant des enseignants débutants, leur permettant de développer au plus tôt leurs compétences professionnelles et d’être à même de les faire évoluer tout au long de leur carrière. / The present research treats of the involvement of Information and Communication Technologies in the development of the self-training of to-be primary school teachers. The context in which this research settles is double. Firstly, that of the setting up of the teachers’ training reform – masterisation – which took place in France from 2010 to 2013. Secondly, that of the contemporary problems related to the use of digital technology for self-training. The following work is based on data which was gathered during individual interviews with primary school teacher trainees who originated from masterisation, in order to explore their views on the profession, on the knowledge as well as on Information and Communication Technologies. Its goal is the better understanding of what self-training via ITCs represents for them, and also to bring into light the stakes engendered, in terms of career building and development. What stands out from this, is that the complexity of this rather peculiar pre-teaching phase is doubled by that of teaching and of self-training in a “digital world”. It appears that the infinite possibilities which are offered by these technologies only strengthen the need for a very solid initial training. This implies the reinforcement of human interaction through an enlightened and enlightening guidance for beginning teachers, enabling them to develop all the sooner their professional competence and to continue to make them evolve all along their career.

La Francophonie qui présentait autrefois un regroupement entre la France et ses anciennes colonies, et la francophonie qui signifiait le partage en commun de la langue française, et le projet de défendre cette dernière, connaissent aujourd'hui une sorte de « bouleversement » des concepts et des objectifs.Le Liban, qui est le contexte de cette étude, est un pays considéré comme le plus important des pays francophones de la région et parmi les pays arabes, hors Maghreb. L'idée de culture globale est bien répandue dans la société libanaise, soit dans les villes, ou dans les villages qui sont majoritairement modernisés.Notre étude s'intéresse à la Francophonie et la francophonie dans leurs techniques de l'information et de la communication, voire leurs outils d'action, dans leur activité dans la mondialisation et dans leurs objectifs. Plus spécifiquement, notre objectif est d'étudier, à partir du contexte libanais, la francophonie médiatique et notamment les sites web francophones dans les sociétés francophones et face aux enjeux et défis de la mondialisation. / In the past, “Francophonie” spelled with a capital “F”, was used to signify the union between France and its ancient colonies, and “francophonie”, with a small “f”, meant sharing the French language and the project of preserving it. The concepts and objectives behind these two perceptions are currently undergoing "disruption".Lebanon, on which the context of this study revolves, is considered as the most important French-speaking country in the region and among Arab countries, excluding North Africa. The idea of a global culture is widespread in the Lebanese society, whether in the cities or the villages, which are mostly modernized.Our study focuses on both “Francophonie” and “francophonie” in terms of information and communication technologies, their tools of action, their activity in globalization and their objectives. More specifically, the objective of this paper is to study, via the Lebanese context, French-speaking media including French-speaking websites in francophone societies, versus the challenges of globalization.

This article is about the telework, which is an atypical form of work organization, characterized by the use of the information and communication technologies, and the performing of the activities outside the workplace. This type of work can be used as a tool for the inclusion of people into the labor market and the reconciliation between work and family time. Also, we carry out a review and analysis of the current regulations on the subject in Peru. / El presente artículo trata acerca del teletrabajo, el cual es una forma atípica de la organización del trabajo, caracterizado por el uso de las tecnología de la comunicación e información, y por realizar la prestación laboral fuera del centro de trabajo, cuya implementación pueda ser aprovechada como una herramienta de inclusión laboral y de conciliación de la vida personal y laboral. Asimismo, realizamos un repaso y análisis de la regulación existente sobre el particular en el Perú.

Given, on the one hand, the poor results obtained by Peruvian children in the national and international reading assessments. And on the other hand, the increased investment intechnology for schools in the country, this study aimed to develop and test an online tool to improve reading comprehension. In order to do this, the reading comprehension strategies and vocabulary activities from the research-based digital environment ICON were adapted to design the platform LEO. A total of 88 fifth graders from urban middle-to-low-income private schools from Lima participated in this quasi-experimental study, which involved acontrol group and a treatment group that participated in a 12-week teacher-mediated digital intervention. All participants were administered reading and vocabulary assessments pre and post intervention. Results revealed that students who participated in the intervention achieved higher comprehension scores for narrative texts and higher vocabulary scores than those of the control group. / Frente a los bajos resultados que los niños peruanos obtienen en las pruebas nacionales e internacionales de comprensión de lectura y tomando en consideración el aumento de inversión en tecnología en las instituciones educativas del país, el presente estudio buscó desarrollar y evaluar una herramienta virtual para mejorar la comprensión de lectura. Para ello, se adaptaron las estrategias de comprensión de lectura y ejercicios de vocabulario del entorno virtual ICON y se diseñó la plataforma LEO. Un total de 88 estudiantes de quinto grado de primaria, provenientes de colegios privados de nivel socioeconómico medio-bajo de Lima Metropolitana, participaron en este estudio cuasi-experimental, con un grupo control y un grupo que participó en la intervención digital a lo largo de 12 semanas. Todos los participantes fueron evaluados utilizando pruebas de entrada y salida de comprensión de lectura y vocabulario. Los resultados revelaron que los estudiantes que interactuaron con la plataforma LEO obtuvieron resultados significativamente más altos en la comprensión de textos narrativos y vocabulario luego de finalizada la intervención, respecto a sus puntajes al inicio de la misma y también en comparación con el grupo que no empleó la plataforma.

Las tecnologías de información y comunicación se han incorporado en los diversos ámbitos de nuestra sociedad, y el sector educación no debe ser ajeno a ello. Como profesores debemos considerar incorporarlas en nuestras aulas, sean éstas físicas o virtuales; una adecuada integración de las TIC en el proceso de enseñanza-aprendizaje requiere de alfabetizaciones múltiples, entre las que se destacan la alfabetización digital e informacional, lo que nos permitirá desempeñarnos en el nuevo rol que debemos cumplir como docentes, investigadores y/o gestores educativos.

?rea de concentra??o: Educa??o e gest?o de institui??es educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-02-13T16:49:10Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) mara_christiani_pimenta.pdf: 1791452 bytes, checksum: 6ee881a5e98b27a0c694bf6c56c8d152 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-02-23T12:36:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) mara_christiani_pimenta.pdf: 1791452 bytes, checksum: 6ee881a5e98b27a0c694bf6c56c8d152 (MD5) / Made available in DSpace on 2017-02-23T12:36:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) mara_christiani_pimenta.pdf: 1791452 bytes, checksum: 6ee881a5e98b27a0c694bf6c56c8d152 (MD5) Previous issue date: 2016 / A sociedade contempor?nea, midiatizada pelas tecnologias da informa??o e comunica??o, exige escolas que repensem suas proposi??es metodol?gicas no uso das TIC's no processo de ensino-aprendizagem, de forma que essas possam promover novos contextos de aprendizagem. As tecnologias da informa??o e comunica??o proporcionam oportunidades para desenvolver novas maneiras de intera??o, de ensinar e de aprender, exigindo uma maior inser??o dos recursos tecnol?gicos instrucionais na pr?tica pedag?gica das institui??es escolares. A pesquisa teve como objetivo analisar a utiliza??o de tecnologias da informa??o e comunica??o no desenvolvimento das pr?ticas pedag?gicas do IFNMG- Campus Montes Claros. Do ponto de vista metodol?gico optou-se pela realiza??o de uma pesquisa de car?ter qualitativo e se assemelha a um estudo de caso. As t?cnicas de investiga??o incluem: entrevista, question?rio e an?lise de documentos orientados por quatro indicadores: Disponibilidade de TIC?s; Organiza??o da escola para uso das TIC?s; Forma??o dos educadores para uso das TIC?s e Presen?a das TIC?s na pr?tica pedag?gica. O resultado evidencia que o IFNMG/Campus Montes Claros encontra-se em um ?entrelugar?, isto ?, mostra-se como uma institui??o de ensino ocupante de um ?entre? a contemporaneidade e a solidez da tradi??o, ou seja, em um est?gio de transi??o, em que se busca o novo, mas ainda se identifica a coexist?ncia do tradicional. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The contemporary society, mediated by the information and communication technologies, requires schools to rethink their methodological proposals in the use of ICT in the teaching- learning process, so that these can promote new learning contexts. Information and communication technologies provide opportunities to develop new ways of interaction, teaching and learning, requiring a greater integration of instructional technological resources in educational practice of schools. This dissertation analyzes the reality of the Federal Institute of the North of Minas Gerais - Campus Montes Claros, in relation to the use of information and communication technologies in its teaching practice. The research was not the sole purpose of analyzing the use of ICTs in that Campus, but also provide reflections for future actions of its faculty, regarding the use of these technologies in teaching practice, as these technologies can promote the institutionalization an education that prepares students for the demands of the contemporary society. The methodology includes interviews, questionnaires and document analysis guided by four indicators: availability of ICT; school organization for the use of ICT; Training of teachers to use ICT and presence of ICT in teaching practice. The result shows that the IFNMG / Campus Montes Claros is located in a "between place", that is , it shows how an educational institution occupant of a 'between' the contemporary and the strength of tradition, that is, at a stage transition, which seeks the new, but still identifies the coexistence of traditional.