Made available in DSpace on 2016-04-04T18:31:22Z (GMT). No. of bitstreams: 1 Gildevane Aparecido Ferreira.pdf: 3776872 bytes, checksum: 2024d74a9d885d3bc67ca267094d9d6c (MD5) Previous issue date: 2008-02-25 / This MSc. thesis presents new results of activities with the development and characterization on RF devices operating on the 2,4 GHz channel, which has been done using a flat fast fading emulator. This RF emulator has been developed with the use of electronic circuits between them, and the presence of an attenuator which can be controlled by software and another one controlled by a power supply. The performance and characterization of the emulator has been done with some tests of video streaming links. The essential purpose is to present a simple and efficient approach to implement a testbed emulation of flat fast fading that can allow the RF signal to be confined inside a coaxial cable, where there is a controlled ambient whose permits to investigate the performance over all wireless networks. We perform also in this work some comparison to evaluate the behavior of both the 802.11b and 802.11g standards in flat fast fading channel through a video transmission and a further analysis of the jitter in many different power levels of the signal by assuming that the emulator has a perfect control of the system. / An?lise comparativa do desempenho das redes locais sem fio (WLANs), padr?o IEEE 802.11b e 802.11g, na transmiss?o de fluxo cont?nuo de v?deo, tamb?m conhecido como streaming de v?deo, simulando caracter?sticas de uma transmiss?o de v?deo em formato IPTV, com o intuito de identificar qual dos dois padr?es tem melhor desempenho na transmiss?o desse tipo de tr?fego. Esse trabalho foi motivado pela necessidade de implanta??o da segunda fase do projeto Exibe da TV PUC Campinas, que prev? a distribui??o da programa??o do canal universit?rio, em formato IPTV, atrav?s de redes IP sem fio. Para simula??o desse sistema de distribui??o de v?deo, foram feitas an?lises das caracter?sticas de distribui??o, transmiss?o e formatos do v?deo transmitido. As transmiss?es foram realizadas com o uso de um emulador de R?dio Freq??ncia que disp?e de dois atenuadores, um controlado por software e outro por uma fonte de tens?o. O emulador pode proporcionar um ambiente controlado, onde todas as transmiss?es puderam ser realizadas utilizando os dois padr?es de rede, garantindo uma correta identifica??o do canal, controle das atenua??es e acompanhamento dos fen?menos de propaga??o.

Made available in DSpace on 2014-12-17T15:42:08Z (GMT). No. of bitstreams: 1 JarleyFSN_DISSERT.pdf: 2533548 bytes, checksum: 39d6d8830893aa00a9a6f864592c8d56 (MD5) Previous issue date: 2013-07-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In today`s society the use of so-called information technology and communication (ICT), is promoting a revolution in the forms of teaching and learning through the methods of distance learning courses, especially in higher education. Studies show that students in this way have great difficulties in the learning process, especially when dealing with experimental subjects that require high power of abstraction as chemistry. The goal of this work is to promote improvement in the teaching and learning in the discipline Chemistry of Life offered for the Bachelor`s Degree in Chemistry in distance UFRN. For this we analyzed evidence of the semester 2011.2, in order to identify what are the main difficulties of the students on the assessments. That`s why video lessons related to matters that create the majority of difficulties for students were developed, the final product this work. Being obtained the improvements by video classes in the learning process of the students, from a questionnaire answered by the students in the virtual learning environment, and from their success rate at the end of the course / Na sociedade atual, o uso das chamadas tecnologias da informa??o e comunica??o (TICs) est? promovendo uma revolu??o nas formas de ensinar e aprender atrav?s das modalidades de cursos ? dist?ncia, especialmente no ensino superior. Estudos mostram que alunos nesta modalidade apresentam grandes dificuldades no processo de aprendizagem, principalmente quando tratamos de disciplinas experimentais e com alto poder de abstra??o como a Qu?mica. O objetivo do presente trabalho ? promover melhorias no processo de ensino e aprendizagem na disciplina Qu?mica da vida ofertada para o curso de licenciatura em Qu?mica na modalidade ? dist?ncia da UFRN. Para isto foram analisadas provas do semestre 2011.2, com o intuito de identificar quais s?o as principais dificuldades dos alunos nos aspectos conceituais abordados na disciplina. A partir dessas dificuldades foram desenvolvidas v?deo-aulas, referentes aos assuntos que geram maiores dificuldades aos alunos as quais foram o produto final deste trabalho. Sendo as melhorias promovidas pelos v?deos no processo de aprendizagem dos alunos, obtidas a partir de um question?rio respondido pelos mesmos no ambiente virtual de aprendizagem, e a partir da sua taxa de sucesso ao final da disciplina

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-20T21:14:31Z No. of bitstreams: 1 HugoBarrosCamboim_DISSERT.pdf: 2235324 bytes, checksum: ebcb1e19c35ba48ea27d27d8fce0b644 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-23T20:04:37Z (GMT) No. of bitstreams: 1 HugoBarrosCamboim_DISSERT.pdf: 2235324 bytes, checksum: ebcb1e19c35ba48ea27d27d8fce0b644 (MD5) / Made available in DSpace on 2017-02-23T20:04:37Z (GMT). No. of bitstreams: 1 HugoBarrosCamboim_DISSERT.pdf: 2235324 bytes, checksum: ebcb1e19c35ba48ea27d27d8fce0b644 (MD5) Previous issue date: 2015-12-17 / Vigil?ncia Inteligente desempenha um papel fundamental na assist?ncia tecnol?gica em cen?rios de seguran?a p?blica atrav?s de seu potencial em detectar objetos e eventos em tempo real. Essa tecnologia tem atra?do aten??o especial no campo de seguran?a p?blica, particularmente em ambientes veiculares pela habilidade em assistir cen?rios de miss?o cr?tica atrav?s de detec??o autom?tica por v?deo em tempo real(ex. assaltos, sequestros, atos de viol?ncia, etc.). Consequentemente, ? poss?vel permitir que autoridades realizem uma compensa??o entre reativa e pr?-ativa na tomada de a??es, buscando manter sistemas de alertas customizados, realizando um planejamento mais eficiente, e prover melhor qualidade de vida ? sociedade. Al?m disso, a associa??o de recursos de Computa??o em Nuvem ? suscept?vel de proporcionar perspectivas avan?adas para aplica??es de Vigil?ncia Inteligente, em termos de aprovisionamento refor?ado: (i) processamento, para permitir implanta??o de t?cnicas de computa??o inteligente para melhorar a precis?o; (ii) armazenamento, para adotar uma grande variedade de templates; (iii) e, acesso ub?quo para que qualquer dispositivo permane?a conectado em qualquer lugar. A investiga??o realizada neste trabalho ? focada na abordagem de Vigil?ncia Inteligente baseada em Computa??o em Nuvem conduzida para permitir execu??o de aplica??es m?veis baseadas em eventos no dom?nio de seguran?a p?blica. O objetivo ? permitir que aplica??es m?veis otimizadas, as quais explorando um esquema baseado em eventos, possam prover perspectivas de baixo consumo de recursos(energia, CPU e rede) em compra??o ? abordagem reativa cl?ssica. Uma avalia??o ? feita atrav?s de um conjunto de experimentos realizados em um testbed real, os quais demonstram que o trabalho proposto supera o esquema de computa??o m?vel cl?ssico. / Smart video surveillance plays a key role in offering technological assistance in public safety scenarios, due to its potential to allow events and objects to be automatically detected in realtime. The Smart video surveillance technology has attracted special attention in the field of public safety, particularly in vehicular environments by the ability in assisting mission critical scenarios through real-time video processing based automatic detections (e.g., assaults, kidnaps, acts of violence etc.). Hence, it is possible to enable a tradeoff to be made between reactive and pro-active authorities when taking action, seeking to keep customized alert systems, carry out more efficient planning, and thus provide society with a better quality of life. Moreover, the association to Cloud Computing capabilities, is likely to provide advanced perspectives to smart surveillance applications, in terms to provisioning enhanced: (i) processing, to allow for deploying smart computing techniques for improved accuracy; (ii) storage, to adopt a wide variety of templates; (iii), and ubiquitous access, to keep connected everywhere and to any device. The investigation carried in this work focus in deploying a smart surveillance driven cloud-enabled approach to allow for event-based mobile applications in the public safety field. The objective is to allow optimized mobile applications, by which exploiting event-based scheme to provide to low resource consumption (energy, CPU and network usage) perspectives in comparison to the classic reactive approach. The evaluation is carried out in a set of experiments over a real testbed, which demonstrates that the proposal outperforms the classical mobile computing scheme.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-04T12:09:26Z No. of bitstreams: 1 HertaJanineBatistaCosta_DISSERT.pdf: 1722649 bytes, checksum: f76b6d868dbd593d399a9e5f9130e4d3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-11T14:43:49Z (GMT) No. of bitstreams: 1 HertaJanineBatistaCosta_DISSERT.pdf: 1722649 bytes, checksum: f76b6d868dbd593d399a9e5f9130e4d3 (MD5) / Made available in DSpace on 2017-07-11T14:43:49Z (GMT). No. of bitstreams: 1 HertaJanineBatistaCosta_DISSERT.pdf: 1722649 bytes, checksum: f76b6d868dbd593d399a9e5f9130e4d3 (MD5) Previous issue date: 2017-02-23 / Introdu??o: O Acidente Vascular Cerebral (AVC) ? a principal causa de incapacidade a longo prazo no mundo resultando em defici?ncias sensoriomotoras que comprometem a funcionalidade dos indiv?duos nas Atividades de Vida Di?ria (AVD?s). Assim, tecnologias de realidade virtual veem sendo cada vez mais usadas visando ? reabilita??o motora. No entanto, h? poucas evid?ncias de que os movimentos realizados em ambientes virtuais se assemelhem aos realizados em ambientes f?sicos. Objetivo: Analisar os componentes cinem?ticos do membro superior em pacientes com AVC durante um jogo de dardos em ambientes virtual e real. Metodologia: Estudo quase experimental, com amostra de 11 hemipar?ticos cr?nicos, com idade entre 40-65 anos, tempo de les?o de seis meses a tr?s anos. O ambiente virtual foi apresentado no XBOX 360 Kinect e o ambiente real usou um jogo de dardo profissional. Os participantes realizaram 15 tentativas de cada jogo e a cinem?tica do membro superior foi registrada em v?deo para an?lise no Software Kinovea. Os ambientes foram comparados usando o teste t-Student pareado. Resultados: Houve diferen?a significativa entre os ambientes virtual e real. O jogo real apresentou maior ?ngulo de extens?o de cotovelo (p=0,008), maior flex?o de ombro (p=0,008) e maior velocidade m?dia da trajet?ria do ombro (p=0,001), cotovelo (p=0,0001) e punho (p=0,001). Quantos aos picos de velocidade e acelera??o, valores m?ximos foram encontrados no jogo real para velocidade de ombro (p=0,04), cotovelo (p=0,002) e punho (p=0,002) e acelera??o de cotovelo (p=0,004) e punho (p=0,028). As velocidades de flex?o e extens?o foram maiores no jogo real para ombro (p=0,021), cotovelo (p=0,004; p=0,005) e punho (p=0,009; p=0,039). O jogo virtual obteve maior tempo de flex?o (p=0,0001) e extens?o (p=0,021) e maior desempenho (p<0,0001). Conclus?es: O jogo de dardo pode ser empregado na reabilita??o do membro superior ap?s AVC de acordo com os objetivos que a terapia quer atingir. Se for para aumentar a amplitude de movimento, velocidade e acelera??o o jogo de dardo real ? mais indicado. O jogo virtual pode contribuir para a precis?o do movimento, controle dos graus de liberdade e ajustes posturais, porque necessita de menor tempo para realiza??o do movimento. / Introduction: Stroke is the leading cause of long-term disability worldwide resulting in sensorimotor impairments that compromise functionality of individuals in Activities of daily living (ADLs). Thus, virtual reality technologies have been used increasingly aimed at motor rehabilitation. However, there is little evidence that the movements performed in virtual environments are similar to those made in physical environments. Objective: Analyze kinematics components of the upper limb in stroke patients during a game of darts in virtual and real environment. Methodology: The quasi-experimental study with a sample of 11 chronic hemiparesis, aged 40-65 years, time injury of six months to three years. The virtual environment was presented at the XBOX 360 Kinect? and the real environment used a professional dart game. Participants performed 15 trials of each game and the kinematics of the upper limb was recorded on video for analysis in Kinovea Software. The environments were compared using the t-Student test. Results: There were significant differences between the virtual and real environments. The real game showed higher elbow extension angle (p = 0.008), greater shoulder flexion (p = 0.008) and a higher mean speed of the shoulder (p = 0.001), elbow (p = 0.0001) and wrist (p = 0.001) path. As to velocity and acceleration peaks, maximum values were found in the real game shoulder (p = 0.04), elbow (p = 0.002) and wrist (p = 0.002) velocity, and elbow (p = 0.004) and wrist (p = 0.028) acceleration. The flexion and extension speeds were higher in the real game shoulder (p = 0.021), elbow (p = 0.004; p = 0.005) and wrist (p = 0.009; p = 0.039). The virtual game got longer flexion (p = 0.0001) and extension (p = 0.021) and a higher performance (p <0.0001). Conclusions: The dart game can be used in rehabilitation of the upper limb after stroke according to the goals that the therapy wants to achieve. If it is to increase the range of motion, speed and acceleration, the actual dart game is more indicated. The virtual game can contribute to the accuracy of movement, control of degrees of freedom and postural adjustments, because it requires less time to perform the movement.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T19:29:15Z No. of bitstreams: 1 WguineumaPereiraAvelinoCardoso_DISSERT.pdf: 3264434 bytes, checksum: ced67dd2365a0f817c41c18c2171f9e4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-10T00:13:50Z (GMT) No. of bitstreams: 1 WguineumaPereiraAvelinoCardoso_DISSERT.pdf: 3264434 bytes, checksum: ced67dd2365a0f817c41c18c2171f9e4 (MD5) / Made available in DSpace on 2017-10-10T00:13:50Z (GMT). No. of bitstreams: 1 WguineumaPereiraAvelinoCardoso_DISSERT.pdf: 3264434 bytes, checksum: ced67dd2365a0f817c41c18c2171f9e4 (MD5) Previous issue date: 2017-07-21 / No Brasil, no final da segunda metade do s?culo XX, pesquisas em Educa??o Matem?tica (EM) despontaram em v?rios Programas de P?s-Gradua??o. No estado do Rio grande do Norte (RN) n?o foi diferente, uma vez que a Universidade Federal do Rio Grande do Norte (UFRN) possui Programas de P?s-Gradua??o que contemplam pesquisas nessa ?rea, a saber: o Programa de P?s-Gradua??o em Educa??o (PPGED), vinculado ao Centro de Educa??o (CE) e o Programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica (PPGECNM), vinculado ao Centro de Ci?ncias Exatas e da Terra (CCET). Neste contexto, elaboramos nossa quest?o-foco: Como iniciou e se consolidou a pesquisa em Educa??o Matem?tica, no Estado do RN? Para responder a esta quest?o, tra?amos como objetivo geral fazer uma descri??o historiogr?fica, no per?odo de 1995 a 2015, dos modos de institui??o e consolida??o de pesquisas em Educa??o Matem?tica presentes nos dois Programas citados. Isto posto, essa pesquisa se justifica pelo fato de, em 1995, ser criada no PPGED a Linha de Pesquisa intitulada Educa??o Matem?tica e, em 2002, desde a cria??o do PPGECNM, ter Linhas de Pesquisas que contemplavam pesquisas nessa ?rea. Para configurar esta pesquisa historiogr?fica, utilizamos a Hist?ria Cultural e as novas tend?ncias metodol?gicas da escrita da hist?ria, entendendo que esta se volta ao estudo da dimens?o cultural de uma determinada sociedade historicamente localizada (BURKE, 2011). Nossas fontes de pesquisa foram os documentos institucionais dos referidos Programas, esses vistos ? luz da teoria de Le Goff (2003), bem como os depoimentos dos professores que foram os percursores nas pesquisas em Educa??o Matem?tica na UFRN. Esses depoimentos foram colhidos por meio de entrevistas semiestruturadas (LAVILLE; DIONNE, 1999), realizadas com eles, que, inclusive autorizaram, por meio de uma carta de cess?o, a divulga??o de seus verdadeiros nomes. Al?m disso, por estarmos em um Programa de um Mestrado Profissional, produzimos um v?deo, atrelado a nossa quest?o-foco, como Produto Educacional, que tem por objetivo informar e motivar os professores da Educa??o B?sica e graduandos da licenciatura em Matem?tica, quando formados, a lan?arem m?o de uma forma??o continuada, agregando a sua forma??o inicial melhorias salariais, culturais, sociais, entre outras, assim como fizeram os egressos do PPGED, da ?rea de EM. Ap?s an?lise e triangula??o das fontes (ALBUQUERQUE J?NIOR, 2007) vimos que no PPGED e no PPGECNM h? pesquisas que se voltam para a EM e percebemos que em cada um deles houve uma forma singular do desenvolvimento dessas. Vimos tamb?m que, no PPGED, a Linha EM foi inserida pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) na estrutura do Programa em fun??o da exist?ncia dos projetos de pesquisa que estavam sendo desenvolvidos pelo ent?o professor do PPGED, PhD John Andrew Fossa. As contribui??es deste professor ajudaram significativamente na cria??o da Linha EM, como tamb?m ampliaram novas possibilidades de pesquisas em Educa??o Matem?tica no RN, conforme podemos visualizar a partir de uma ?rvore geneal?gica (MENDES, 2015a) que constru?mos, mostrando alguns egressos, orientandos do professor John Andrew Fossa e de outros professores contratados pelo Departamento de Matem?tica da UFRN, que tamb?m contribu?ram de forma significativa para o avan?o na pesquisa na ?rea de EM. Nossas an?lises tamb?m mostraram que, atualmente, h? egressos do PPGED que d?o continuidade ?s pesquisas na ?rea de EM no ?mbito da UFRN. Por fim, ao contarmos essa hist?ria, esperamos ter contribu?do para o entendimento do percurso, da constitui??o e da consolida??o da pesquisa em Educa??o Matem?tica no RN. / In Brazil, at the end of the second half of the twentieth century, research in Educa??o Matem?tica - EM (Mathematics Education) emerged in several Post-Graduate Programs.In the state of Rio Grande do Norte (RN) it was not different, since the Universidade Federal do Rio Grande do Norte - UFRN (Federal University of Rio Grande do Norte) has post-graduate programs that contemplate research in this area, namely: the Programa de P?s-Gradua??o em Educa??o - PPGED (Post-graduate Program in Education), linked to the Centro de Educa??o - CE (Education Center) and the Programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica - PPGECNM (Post-graduate Program in Teaching Natural Sciences and Mathematics), linked to the Centro de Ci?ncias Exatas e da Terra - CCET (Center of Exact and Earth Sciences). In this context, we elaborated our question-focus: How did the research in Educa??o Matem?tica (Mathematics Education) start and consolidate in the State of RN? In order to answer this question, we have as general objective to make a historiographical description, from 1995 to 2015, of the ways of institution and consolidation of research in Educa??o Matem?tica (Mathematics Education) present in the two Programs mentioned. Therefore, this research is justified by the fact that in 1995 the Research Line was created in PPGED entitled Educa??o Matem?tica (Mathematics Education) and in 2002, since the creation of the PPGECNM, there were lines of research that included research in this area. To configure this historical research, we used the cultural history and new methodological trends in history writing, understanding that this is about the study of the cultural dimension of a certain historically located society (BURKE, 2011). Our sources of research were the institutional documents of these Programs, those seen in the light of Le Goff's theory (2003), as well as the statements of the professors who were the forerunners of research in Educa??o Matem?tica (Mathematics Education) at UFRN. These statements were collected through semi-structured interviews (LAVILLE; DIONNE, 1999) with them, including authorizing, through a letter of assignment, a disclosure of their real names. In addition, because we are in a Program of a Professional Master's Degree, we produced a video, linked to our question-focus, as Produto Educacional (Educational Product), which aims to inform and motivate Basic Education teachers and undergraduate students in Mathematics, when graduated, to take on a continuous formation, adding to their initial formation salary, cultural and social improvements, among others, as did the graduates of PPGED, From the EM area. After analyzing and triangulating the sources (ALBUQUERQUE J?NIOR, 2007), we have seen that in PPGED and PPGECNM there are researches that turn to EM and we noticed that in each of them there was a unique form of the development of these. We also saw that in the PPGED, the EM Line was inserted by the Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior ? CAPES (Coordination for the Improvement of Higher Education Personnel) in the structure of the Program due to the existence of the research projects being developed by the PPGED professor, PhD John Andrew Fossa. The contributions of this professor helped significantly in the creation of the EM Line, but also expanded new possibilities of research in Mathematics Education in the RN, as we can see from a genealogical tree (MENDES, 2015a) that we built, showing some graduates of the master's degree, masters orientated by Professor John Andrew Fossa and other professors hired by the Departamento de Matem?tica da UFRN (Department of Mathematics of UFRN), who also contributed significantly to the advancement in research in the field of EM. Our analyzes also showed that, currently, there are graduates of the PPGED who continue the researches in the area of EM within the UFRN. Finally, as we tell this story, we hope to have contributed to the understanding of the course, constitution and consolidation of the research in Educa??o Matem?tica (Mathematics Education) in the RN.

Made available in DSpace on 2014-12-17T15:48:13Z (GMT). No. of bitstreams: 1 LaurindoSBN.pdf: 1520391 bytes, checksum: 86f5072a56e661766a5174bce88b82d5 (MD5) Previous issue date: 2007-09-21 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Non-Photorealisitc Rendering (NPR) is a class of techniques that aims to reproduce artistic techniques, trying to express feelings and moods on the rendered scenes, giving an aspect of that they had been made "by hand". Another way of defining NPR is that it is the processing of scenes, images or videos into artwork, generating scenes, images or videos that can have the visual appeal of pieces of art, expressing the visual and emotional characteristics of artistic styles. This dissertation presents a new method of NPR for stylization of images and videos, based on a typical artistic expression of the Northeast region of Brazil, that uses colored sand to compose landscape images on the inner surface of glass bottles. This method is comprised by one technique for generating 2D procedural textures of sand, and two techniques that mimic effects created by the artists using their tools. It also presents a method for generating 21 2D animations in sandbox from the stylized video. The temporal coherence within these stylized videos can be enforced on individual objects with the aid of a video segmentation algorithm. The present techniques in this work were used on stylization of synthetic and real videos, something close to impossible to be produced by artist in real life / Renderiza??o N?o Fotoreal?stica (NPR) ? uma classe de t?cnicas que almejam reproduzir t?cnicas art?sticas, tentado expressar sentimentos e emo??es nas cenas renderizadas, dando um aspecto de que foram feitas "manualmente". Outra forma de definir a NPR ? como o processamento de cenas, imagens ou v?deos para gera??o de trabalhos de arte, gerando cenas, imagens ou v?deos que podem ter o atrativo visual de pe?as art?sticas, expressando caracter?sticas visuais e emocionais do estilo art?stico. Esta disserta??o apresenta um novo m?todo de NPR para estiliza??o de imagens e v?deos baseado em uma express?o art?stica t?pica da regi?o Nordeste do Brasil, que usa areia colorida para compor imagens de paisagens na superf?cie interna de garrafas de vidro. Este m?todo possui uma t?cnica para gera??o de texturas procedurais de areia 2D, e duas t?cnicas que imitam os efeitos criados pelos artes?es usando sua ferramenta. Al?m disso, essa disserta??o apresenta tamb?m um m?todo para gera??o de anima??es 21 2D em caixas de areia a partir do v?deo estilizado. A coer?ncia temporal nos v?deos estilizados pode ser for?ada nos objetos individuais do v?deo com aux?lio de um algoritmo de segmenta??o de v?deo. As t?cnicas apresentadas neste trabalho s?o usadas na estiliza??o de v?deos reais e sint?ticos, algo quase imposs?vel de ser produzido pelo artes?o na vida real

Submitted by PPG Comunica??o Social (famecos-pg@pucrs.br) on 2018-04-24T10:42:22Z No. of bitstreams: 1 RAFAEL_ROSINATO_VALLES_TES.pdf: 4997803 bytes, checksum: 305c1c0d476913fdfc9c6514f3196432 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-07T18:51:24Z (GMT) No. of bitstreams: 1 RAFAEL_ROSINATO_VALLES_TES.pdf: 4997803 bytes, checksum: 305c1c0d476913fdfc9c6514f3196432 (MD5) / Made available in DSpace on 2018-05-07T19:29:39Z (GMT). No. of bitstreams: 1 RAFAEL_ROSINATO_VALLES_TES.pdf: 4997803 bytes, checksum: 305c1c0d476913fdfc9c6514f3196432 (MD5) Previous issue date: 2018-03-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis carries out a study of the diary in the work of Jonas Mekas, throughout three formats: the written diary, the diary-film and the video diary. The aim is to analyze how Mekas?s work contributes to an understanding of the diary as a narrative form, and how the author constructs his process of self-representation by means of the diaries. This work seeks to establish a definition for the diary, by means of theoretical references related to the spheres of literature (Braud, 2006; Simonet-Tenant, 2004; Girard, 1986; Lejeune, 2015; Blanchot, 2005) and of audiovisual work (James, 2013; Renov, 1996). As object of study, we analyze the book I had nowhere to go (1991), the diary-films Lost Lost Lost (1976), Walden ? Diaries, Sketches & Notes (1969), Reminiscences of a Journey to Lithuania (1972), and video diaries from the 365 Day Project (2007). This thesis takes weavings (Daney, 2007; Benjamin, 1994) and rends (Daney, 2007; Didi-Huberman, 2014, 2015) as its methodology, grounding itself on the way in which Mekas elaborates his narrative choices and his historical condition. We conclude that Mekas?s work points to an understanding of the diary not solely as literary genre, but as a narrative that affirms itself in a plurality of forms, following the shifts done by the author in his relation to time, space, and the use of different technical devices. We also conclude that Mekas, in his diaries, builds an intrinsic relation between narrating the lived and living the narrated, which reveals how the diaries not only document a certain socio-historical context, but are also themselves part of that context and of the subjectivity built by their author. / Esta tese realiza um estudo sobre o di?rio, que aparece na obra do cineasta Jonas Mekas em tr?s formatos: o di?rio escrito, o filme-di?rio e o v?deo-di?rio. O objetivo ? analisar como essa obra contribui para um entendimento sobre o di?rio enquanto forma narrativa e como o autor constr?i o seu processo de autorrepresenta??o por meio dos di?rios. Este trabalho procura construir uma defini??o de di?rio, a partir de referenciais te?ricos relacionados ao ?mbito liter?rio (Braud, 2006; Simonet-Tenant, 2004; Girard, 1986; Lejeune, 2015; Blanchot, 2005) e audiovisual (James, 2013; Renov, 1996). Como objetos de estudo, s?o analisados o livro I had nowhere to go (1991), os filmes-di?rio Lost Lost Lost (1976), Walden ? Diaries, Sketches & Notes (1969), Reminisc?ncias de uma viagem para a Litu?nia (1972) e os v?deos-di?rio pertencentes a 365 Day Project (2007). Esta tese assume como metodologia os conceitos de teceduras (Daney, 2007; Benjamin, 1994) e rasgaduras (Daney, 2007; Didi-Huberman, 2014, 2015), a partir da forma como Mekas realiza as suas escolhas narrativas e apresenta a sua condi??o hist?rica. Este trabalho conclui que a obra em pauta aporta um entendimento sobre o di?rio n?o somente como um g?nero liter?rio, mas como uma narrativa que se afirma na sua pluralidade de formas, de acordo com os deslocamentos que o autor efetua na sua rela??o com o tempo, com o espa?o e com o uso de diferentes dispositivos t?cnicos. Tamb?m conclui que Mekas constr?i, nos seus di?rios, uma rela??o intr?nseca entre narrar o vivido e viver o narrado, o que revela como os registros documentam um determinado contexto s?cio-hist?rico e, ainda, como esses registros fazem parte do pr?prio contexto e da subjetividade constru?da pelo seu autor.