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In common sense, modality measures the number of areas a model covers. Multi-modal or cross-modal models can handle two or more areas simultaneously. Some common cross-models include Vision-Language models, Speech-Language models, and Vision-Speech models. A Vision-Language (VL) model is a network architecture that can interpret both textual and visual inputs, which has always been challenging. Driven by the interest in exploring such an area, this thesis implements several VL models and investigates their performance on a specific VL task: The Image-Text Relation Task. Instead of using English as the context language, the thesis focuses on other languages where the available resources are less. Swedish is chosen as a case study and the results can be extended to other languages. The experiments show that the Transformer style architecture efficiently handles both textual and visual inputs, even trained with simple loss functions. The work suggests an innovative way for future development in cross-modal models, especially for VL tasks. / I vanlig mening är modalitet ett mått på hur många områden en modell täcker. Multimodala eller tvärmodala modeller kan hantera två eller flera områden samtidigt. Några vanliga tvärmodala modeller är vision-språk-modeller, tal-språk-modeller och vision-språk-modeller. En Vision-Language-modell (VL-modell) är en nätverksarkitektur som kan tolka både text- och visuell input samtidigt, vilket alltid har varit en utmaning. I denna avhandling, som drivs av intresset för att utforska ett sådant område, implementeras flera VL-modeller och deras prestanda undersöks på en specifik VL-uppgift: Uppgiften bild-text-relation. I stället för att använda engelska som kontextspråk fokuserar avhandlingen på andra språk där de tillgängliga resurserna är mindre. Svenskan har valts som fallstudie och resultaten kan utvidgas till andra språk. Experimenten visar att arkitekturen i Transformer-stilen effektivt hanterar både text- och visuella indata, även om den tränas med enkla förlustfunktioner. Arbetet föreslår en innovativ väg för framtida utveckling av intermodala modeller, särskilt för VL-uppgifter.

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Ao longo da trajetória histórica do Instituto Nacional de Educação de Surdos (INES), instituição pioneira na educação de surdos do Brasil, foi possível observar a existência de três abordagens na educação de surdos: o oralismo, a comunicação total e o bilinguismo, que caracterizaram e direcionaram as práticas pedagógicas da instituição. O bilinguismo, que se configura como a abordagem mais atual, concebe a Língua Brasileira de Sinais (Libras) como primeira língua do surdo e a Língua Portuguesa como segunda língua, a ser aprendida na modalidade escrita. Todavia, a educação de surdos na perspectiva bilíngue também entende que o processo de compreensão do mundo pelo surdo ocorre por meio da visualidade (PERLIN, 2013; SKLIAR, 2013; QUADROS, 2005). O fato da Libras se caracterizar como uma língua espaço-visual não significa que todas as experiências proporcionadas ao surdo no contexto educacional devam se restringir à percepção visual desse sujeito. Segundo MerleauPonty (1999), o corpo em movimento é a principal via de apreensão do mundo pelo ser humano. Dentro dessa perspectiva, entendemos que uma das áreas que pode contribuir para a compreensão e desenvolvimento da linguagem visual para o surdo é a Arte. A Arte, caracterizada como área do conhecimento que promove a construção de saberes por meio de diferentes linguagens, tais como: teatro, dança, artes visuais e música, envolve um processo de percepção do que está diante de si, de si mesmo e do entorno do sujeito, que transcende a utilização dos cinco sentidos do ser humano (MERLEAU-PONTY, 1999). Tendo isso em vista, o objetivo desse estudo foi conhecer e discutir a proposta de formação em Arte oferecida aos alunos surdos do 6º ao 9º ano do ensino fundamental, em escolas públicas para surdos do município de São Paulo. A pesquisa em questão tem abordagem qualitativa e, além da revisão bibliográfica, realizou uma pesquisa empírica. O instrumento utilizado para a coleta de dados foi a entrevista semiestruturada e os sujeitos participantes da pesquisa foram professores de Arte e coordenadores do Ensino Fundamental II das referidas escolas. A análise dos dados permitiu a compreensão de que os entrevistados reconhecem a importância da área na formação do surdo, mas, demonstram o desenvolvimento de um trabalho isolado, evidenciando a necessidade de uma prática mais integrada com a equipe escolar, além de formações que articulem as questões específicas da educação de surdos com o ensino da Arte. Todavia, também foi possível constatar a ênfase na utilização de recursos visuais nas aulas de Arte, a qual foi atribuída à facilidade dos surdos em relação à linguagem visual. As discussões tecidas possibilitaram destacar o lugar da Arte como campo de conhecimento, bem como a importância do corpo como primeira via de apreensão do mundo pelo surdo, portanto, participante no processo de construção de novos saberes. / Throughout the historical trajectory of the Instituto Nacional de Educação de Surdos (INES), a pioneer institution in the education of the deaf in Brazil, it was possible to observe the existence of three approaches in the education of the deaf: oralism, total communication and bilingualism, which characterized and directed the pedagogical practices of the institution. Bilingualism, which is the most current approach, conceives the Língua Brasileira de Sinais (Libras) as the first language of the deaf and the Portuguese Language as the second language, to be learned in the written mode. However, the education of the deaf in the bilingual perspective also considers that the process of understanding the world by the deaf occurs through visuality (Perlin, 2013, SKLIAR, 2013, QUADROS, 2005). The fact that Libras characterizes itself as a space-visual language does not mean that all experiences provided to the deaf in the educational context should be restricted to the visual perception of this individual. According to Merleau-Ponty (1999), the body in movement is the main way of apprehension of the world by the human being. From this perspective, we understand that one of the areas that can contribute to the understanding and development of the visual language for the deaf is Art. Art, described as an area of knowledge that promotes the construction of knowledge through different languages, such as: theater, dance, visual arts and music, involves a process of the perception of what is in front of oneself, a self-perception and the perception of one´s environment, which transcends the use of the five senses of the human being (MERLEAU-PONTY, 1999). Having this in mind, the objective of this study was to investigate and discuss the proposal of training in Art offered to deaf students from the 6th to the 9th grade of elementary education, in bilingual public schools for the deaf in the city of São Paulo. The research in question has a qualitative approach and, in addition to the bibliographic review, has carried out an empirical research. The instrument used for data collection was the semi-structured interview and the individuals that participated in the research were Art teachers and coordinators of Elementary School II of the referred schools. The analysis of the data allowed the understanding that the interviewees recognize the importance of the area in the formation of the deaf, but demonstrate the development of an isolated work, emphasizing the need for a more integrated practice with the school team, as well as trainings that articulate the specific issues of the education of the deaf with the teaching of Art. Nevertheless, it was also possible to note the emphasis on the use of visual resources in Art classes, which was attributed to the ease of the deaf in relation to the visual language. The discussions made it possible to highlight the place of Art as a field of knowledge, as well as the importance of the body as the first way of apprehension of the world by the deaf, therefore, participant in the process of the construction of new knowledge.

As the world becomes smaller through advances in telecommunications, the need for communication between speakers of different languages becomes greater. Concerns about cultural and economic hegemony argue against the use of any natural language, and machine translation is not yet perfected and available to speakers of all languages. With the technological developments of the last decade, such as powerful computers, graphical interfaces, and the World Wide Web, an excellent opportunity has been created for a computer-mediated visual interlingua to meet this need. An iconic language could be designed to take advantage of the technology. People would be able to communicate with an iconic language without the need to draw pictures themselves, since they could choose these pictures from the screen. This dissertation describes VIL, an iconic visual interlingua based on the notion of simplified speech. Similar to pidgins, languages arising from the prolonged contact between people speaking two or more languages, VIL utilizes features that are in the 'greatest common denominator' of features in different languages. This allows its complexity to be significantly reduced; for example, it has no inflection, no number, gender, or tense markers, and no articles. VIL has no linear order. This is possible because it was designed as a visual language, in contrast to written languages which are the result of a transfer to visual modality of spoken language, which evolved in the context of auditory modality where sequencing and ordering is critical. After reviewing previous research on universal languages that are artificial, non-artificial, and visual, VIL is described in detail, including its parts of speech, its grammar, and its organization for verbs, nouns, and adjectives. Throughout the discussion a set of principles is proposed, some of which are relevant to any universal language, others specific to visual or iconic languages. The development of a set of icons is also presented. Finally, the evaluations of the icons, language, and the system itself are described.

Made available in DSpace on 2016-03-15T19:46:26Z (GMT). No. of bitstreams: 1 Brunelly Lopes da Silva.pdf: 5188587 bytes, checksum: e7f05a5a421e1e83a212a1222d20cf51 (MD5) Previous issue date: 2015-03-25 / The object of analysis of the research concerned is four advertisements of Veja magazine, part of the campaign who reads Veja understands both sides. Therewith, we will comprehend the current function of lettering and typography in the context of advertising language as a key element in the construction of meaning and, therefore, support of the verbvisuality. The word form, by the way, is usually linked to the visual esthetics when, actually, it contributes to meaning construction as much the proper textual content. What is proposed, then, is the perception of the graphic element as a sign transposing Gestalt psychology and therefore carries in its interior a lot of voices that interact with each other and with the socio-historical context. There are many typography fonts or letters design that are part of the history and represent this relationship in its form. The question behind this proposal, in short, is knowing how to see , ie a distinct visual perception. For this, we ll use as a foundation for the considerations in this research authors such as João Gomes Filho, Paulo Heitlinger, Adilson Citelli, Ellen Lupton, Erik Spiekermann, Donis Dondis, Petter Bonnici, Maria Fernanda Lopes Almeida, among others. / O objeto de análise da pesquisa em questãosão quatro anúncios publicitários da Revista Veja, que fazem parte da campanhaQuem lê Veja entende os dois lados. Com isso, abarcaremos afunção atual da tipografiae do letteringno contexto da linguagem publicitáriacomo elemento-chave na construção de sentido e, portanto, pilar de sustentação da verbovisualidade. A forma da palavra, aliás, geralmente está atrelada à estética visual quando, na realidade, ela contribui para a construção de sentido tanto quanto o próprio conteúdo textual. O que se propõe, então, é a percepção do elemento gráfico como um signo que transpõe a psicologia da Gestalte, por conseguinte, traz consigo, em seu interior, diversas vozes que dialogam entre si ecom o contexto sócio-histórico. Há muitas fontes tipográficasou desenho de letrasque fazem parte da própria história e representam essa relação em sua forma. A questão por detrás dessa proprosta, em suma, é o saber ver , ou seja, uma percepção visualdistinta. Para tanto, utilizaremos como alicerce para as considerações tecidas nesta pesquisa autores como João Gomes Filho,Paulo Heitlinger, Adilson Citelli, Ellen Lupton, Erik Spiekermann,Donis Dondis, Petter Bonnici, Maria Fernanda Lopes Almeida, entre outros.

A relação entre os aspectos fílmicos e lúdicos dos jogos vão muito além da palavra videogame. Essa terminologia frente à humanidade é muito recente, apenas com algumas dezenas de anos, porém, trata-se de algo que converge em símbolos, técnicas e práticas, revestindo tais itens contemporâneos e impactando a sociedade significativamente. Logo, configura-se como um objeto de estudo capaz de promover reflexões diversas. No caso desta pesquisa, consideramos que nessa expressão do ato de jogar existe muito de game e pouco de vídeo. As abordagens focando as narrativas e as mecânicas muitas vezes deixam uma lacuna referente aos processos audiovisuais. Em função desta observação, foi realizado um estudo de cunho hipotético-dedutivo e metapórico preconizando uma visão integradora de três métodos distintos: a Ludologia, a Narratologia e a Linguagem Audiovisual. A motivação do título escolhido para o estudo de caso, Super Street Fighter IV, ocorreu por ser um jogo popular, dentro de um gênero típico de jogabilidade, que há mais de duas décadas se reinventa para agradar os fãs. Além disso, dialoga diretamente com temas culturais (costumes asiáticos e artes marciais) e temas cinematográficos (filmes de luta e o ícone representado por Bruce Lee). O estudo focou os resultados visando contribuir para uma compreensão do videogame, de modo que a pesquisa realizada pudesse trazer parâmetros tanto para aprofundar elementos presentes em sua linguagem quanto para o desenvolvimento de questões de ligadas à sua realização. / The relation between cinematographic and ludic aspects of games go well beyond the Word videogame. This term is very recent in human history, having appeared only a few decades ago. However, it is something the converges in symbols, techniques and practices, labelling these contemporary items and significantly impacting society. For this reason, it presents itself as a study subject that is capable of promoting diverse reflections and discussions. In this research, we considered that in this expression of the act of playing there is much more game than video. Approaches that focus on narratives and mechanics often don\'t refer to audiovisual processes. Based on this observation, we devised a hypothetic-deductive, and metaphoric study that considers three distinct methods: Ludology, Narratology, and Audiovisual Language. The motivation behind the chosen subject of study, Super Street Fighter IV, comes form it being a popular game, from a genre that is mainly based on playability, with more than two decades of reinvention in order to please fans. Besides, it directly dialogs with cultural (Asiatic costumes and martial arts) and cinematographic themes (fight movies and the popular icon Bruce Lee). The study focused the results in order to contribute to a comprehension of video-games, in a way that the research could bring parameters both to deepen elements that help better understanding this language, and to aid the development of questions concerned to realization.

Tem como objetivo geral documentar, registrar e analisar o método de trabalho artesanal com o couro do artesão cearense Espedito Seleiro e suas relações com o design, além de analisar as técnicas artesanais do couro utilizadas pelo artesão e, respectivamente, neste contexto, a memória cultural, identidade e tradição no Sertão do Ceará. O estudo expressa relevância cultural e econômica, envolvendo a pesquisa do valor simbólico dos bens produzidos com base em metodologias tradicionais, como, também, é a investigação de aspectos econômicos por se tratar da colaboração entre a metodologia tradicional e o design para o desenvolvimento de novas propostas. Os procedimentos metodológicos seguidos foram: pesquisa qualitativa e exploratória com embasamento no método etnográfico, em que constam levantamentos bibliográficos dos eixos design, artesanato e identidade; entrevista de história de vida com o método biográfico e visita à cidade e oficina (Ateliê / loja) do artesão; análise das características dos desenhos no trabalho do artesão, fazendo uma ligação com os pontos da linguagem visual; elaboração teórica das relações do artesão com a moda e o design, além da abordagem também do método da pesquisa-ação, com projeto prático desenvolvido pela autora ou além das contribuições para a área de Design de Moda; este trabalho também poderá auxiliar na divulgação, para outros povos, da tradição cultural nordestina, no trato da superfície do couro dentro da confecção de acessórios em geral e nortear pesquisas arrimadas noutras experiências com artesãos que trabalham com outras metodologias. A pesquisa é um resgate, em vida, da memória das técnicas do ofício com o couro para o próprio artesão, que terá a oportunidade de presenciar seus saberes socializados / It has as main objective documenting, recording and analyzing the artisanal way of working with leather of Espedito Seleiro, a craftsman from Ceará, and his relations with design, besides analyzing the craft techniques used by the leather craftsman and respectively in this context, cultural memory, identity and tradition in the countryside of Ceará. The study presents cultural and economic relevance, involving research of the symbolic value of goods produced by \"traditional\" methods, but it is also the investigation of economical aspects because it is the collaboration between traditional methodology and design for the development of new proposals. The methodological procedures followed were: qualitative and exploratory research with grounding in the ethnographic method, in which is listed literature surveys of areas: design, craftsmanship and identity. Life history interview with the biographical method and a visit to the city and atelier (atelier / store) of the artisan; analysis of characteristics of the drawings in the artisan work, making a connection with the points of visual language; theoretical construction of the craftsman\'s relationship with fashion and design, as well as the approach of action research method, with practical project developed by author, or in addition to the contributions to the area of Fashion Design, this work may also aid in spreading the Northeastern cultural tradition to other people, concerning the tract of leather surface in the production of accessories in general and guide research from other experiences with craftsmen working with other methodologies. The research is a rescue alive, of the memory of craft techniques with leather for the craftsman himself who will have the opportunity to witness their socialized knowledge

During the fall of 2015, Sweden had the biggest incoming refugee wave since 19921, where more than 80 0002 people searched refuge in Sweden, unfortunately it will not be the last. Using 2015 as a case study, I explore the question: Can visual language facilitate entry into Swedish society for preliterate? Preliterate tends to be set aside in many situations like in 2015. There have been several debates and claims on improving the happenings of 2015, but how come that no one has taken preliterate into consideration? How can we in modern society adjust to this quite huge new group of people? How can we make the entry in to society more ef cient, and how can we provide important information for preliterate – is visual language the answer? To answer these questions, I have collaborated with Merit utbildning Malmö AB (Merit AB), a company that through various assignments like SFI (Swedish for immigrants) and Stöd och matchning (Vocational support, skills and employment matching services), helps newly arrived to nd their place in Swedish society. They allowed me to conduct several workshops with their students, this to ensure that the end result would be by the target group and for the target group. The workshops were primarily based on metadesign methods like 5 levels of storytelling and Designing miracles. After conducting several workshops with both research groups (focus group and reference group), the experience taught me to trust in the process and take a step back as a designer, and let the participants, design the result. The process concluded in an app called Welcome to Sweden, whose content is re ected at Malmö Central Station. While designing the app, the methods to reach out to preliterate were taken in to account. The information is provided in visual language as well as audio, and translated into the most common languages of those who came to Sweden 2015. The app is not the whole solution to the problematics, but my studies show that it would work better for many more in the target group and, in particular, information provided in this way would be more appropriate for the target group preliterate.