CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Um dos desafios das pesquisas na Ãrea de Processamento de Linguagem Natural (PLN) à prover recursos semÃntico-linguÃsticos que expressem conhecimento de mundo para suportar tarefas como: extraÃÃo de informaÃÃo, recuperaÃÃo de informaÃÃo, sistemas de perguntas e respostas, sumarizaÃÃo de textos, anotaÃÃo semÃntica de textos, dentre outras. Para esse desafio este trabalho propÃe estratÃgias para aquisiÃÃo de conhecimento de mundo. Propomos dois mÃtodos. O primeiro à um mÃtodo semiautomÃtico que tem como ideia principal utilizar um processo de raciocÃnio semÃntico sobre o conhecimento prÃ-existente em uma base semÃntica. O segundo à um mÃtodo de aquisiÃÃo automÃtica que utiliza a WikipÃdia para a geraÃÃo de conteÃdo semÃntico. A WikipÃdia foi utilizada como fonte de conhecimento devido à confiabilidade, dinamicidade e abrangÃncia de seu conteÃdo. Neste trabalho propomos um mÃtodo para aquisiÃÃo de relaÃÃes semÃnticas entre conceitos a partir de textos de artigos da WikipÃdia que faz uso de um conhecimento implÃcito existente na WikipÃdia e em sistemas hipermÃdia: os links entre artigos. Ao longo do texto descritivo de um artigo da WikipÃdia aparecem links para outros artigos que sÃo evidÃncias de que hà uma relaÃÃo entre o artigo corrente e o outro artigo referenciado pelo link. O mÃtodo proposto objetiva capturar a relaÃÃo semÃntica expressa no texto entre eles (artigo corrente e link para outro artigo), sem expressÃes regulares identificando relaÃÃes similares atravÃs de uma medida de similaridade semÃntica. / One of the challenges of research in Natural Language Processing(NLP) is to provide semantic and linguistic resources to express knowledge of the world to support tasks such as Information Extraction, Information Retrieval systems, Questions & Answering, Text Summarization, Annotation Semantics of texts, etc. For this challenge this work proposes strategies for acquiring knowledge of the world. We propose two methods. The first is a semi-automatic method that has main idea of using a semantic reasoning process on pre-existing knowledge base semantics. The second is an acquisition method that utilizes automatic Wikipedia for generating semantical content. Wikipedia was used as a source of knowledge because of the reliability, dynamism and scope of its content. In this work we propose a method for acquiring semantic relations between concepts from the texts of Wikipedia articles that makes use of an implicit knowledge that exists in Wikipedia and in hypermedia systems: links between articles. Throughout the descriptive text of a Wikipedia article appear links to other articles that are evidence that there is a relationship between the current article and another article referenced by the link. The proposed method aims to capture the semantic relationship expressed in the text between them (current article and link to another article), no regular expressions identifying similar relationships through a semantic similarity measure.

Over the last decade, the rapid growth and adoption of the World Wide Web has further exacerbated user needs for e±cient mechanisms for information and knowledge location, selection, and retrieval. How to gather useful and meaningful information from the Web becomes challenging to users. The capture of user information needs is key to delivering users' desired information, and user pro¯les can help to capture information needs. However, e®ectively acquiring user pro¯les is di±cult. It is argued that if user background knowledge can be speci¯ed by ontolo- gies, more accurate user pro¯les can be acquired and thus information needs can be captured e®ectively. Web users implicitly possess concept models that are obtained from their experience and education, and use the concept models in information gathering. Prior to this work, much research has attempted to use ontologies to specify user background knowledge and user concept models. However, these works have a drawback in that they cannot move beyond the subsumption of super - and sub-class structure to emphasising the speci¯c se- mantic relations in a single computational model. This has also been a challenge for years in the knowledge engineering community. Thus, using ontologies to represent user concept models and to acquire user pro¯les remains an unsolved problem in personalised Web information gathering and knowledge engineering. In this thesis, an ontology learning and mining model is proposed to acquire user pro¯les for personalised Web information gathering. The proposed compu- tational model emphasises the speci¯c is-a and part-of semantic relations in one computational model. The world knowledge and users' Local Instance Reposito- ries are used to attempt to discover and specify user background knowledge. From a world knowledge base, personalised ontologies are constructed by adopting au- tomatic or semi-automatic techniques to extract user interest concepts, focusing on user information needs. A multidimensional ontology mining method, Speci- ¯city and Exhaustivity, is also introduced in this thesis for analysing the user background knowledge discovered and speci¯ed in user personalised ontologies. The ontology learning and mining model is evaluated by comparing with human- based and state-of-the-art computational models in experiments, using a large, standard data set. The experimental results are promising for evaluation. The proposed ontology learning and mining model in this thesis helps to develop a better understanding of user pro¯le acquisition, thus providing better design of personalised Web information gathering systems. The contributions are increasingly signi¯cant, given both the rapid explosion of Web information in recent years and today's accessibility to the Internet and the full text world.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2017-06-20T17:15:13Z No. of bitstreams: 1 TESE - RITA DE CACIA SANTOS CHAGAS PARA ENCADERNAR.pdf: 718621 bytes, checksum: e07ebaf75df2772e81aefc8508b9b896 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-06-29T19:21:09Z (GMT) No. of bitstreams: 1 TESE - RITA DE CACIA SANTOS CHAGAS PARA ENCADERNAR.pdf: 718621 bytes, checksum: e07ebaf75df2772e81aefc8508b9b896 (MD5) / Made available in DSpace on 2017-06-29T19:21:09Z (GMT). No. of bitstreams: 1 TESE - RITA DE CACIA SANTOS CHAGAS PARA ENCADERNAR.pdf: 718621 bytes, checksum: e07ebaf75df2772e81aefc8508b9b896 (MD5) / Nesta pesquisa é problematizada a “educação do educador”, tendo como ponto de partida a crítica ao currículo e às concepções vigentes nos processos de ensino e aprendizagem e como tais processos são mediados nos cursos de formação de professores na educação superior. Neste contexto, busco estabelecer uma compreensão das bases filosóficas dos processos formativos de professores empreendidos pela pedagogia na atualidade, ao mesmo tempo em que proponho, como objetivo específico, a possibilidade de (re)construção destes saberes visando a elaboração do que denominei de “ação pedagógica formadora-criadora”. Para tanto, igualmente defino e discuto especificamente os conceitos de (a) “conhecimento-de-si-mundo” e (b) “subjetividade criadora”, em minha compreensão como próprios da condição humana, e cuja articulação se constitui no fundamento da ação pedagógica formadora-criadora. A relação entre a minha experiência profissional nas escolas do campo e no curso de Pedagogia da Universidade Federal do Recôncavo da Bahia (dimensão prática ou concreta desta pesquisa que foi teorizada), a análise do currículo em seus aspectos subjetivos (dimensão teórica a ser posta em prática) e o objeto de estudo que foi investigado, tornam-se elementos motivadores para o desenvolvimento do conceito de “ação pedagógica formadora-criadora”. Busquei este modo, possíveis caminhos para uma aproximação entre o processo formativo do educador (futuro professor) e sua ação pedagógica no chão da escola básica, tendo como elemento de ligação e catalisador a criatividade. / ABSTRACT In this research I discuss the “education of educators”, having as a starting point a critique of the curriculum and existing concepts in teaching and learning processes, and how such processes are mediated in teachers’ training courses in higher education. In this context, I seek to establish an understanding of the philosophical bases of teachers’ training courses undertaken by modern Brazilian pedagogy while proposing, as a specific objective, the possibility of (re)construction of this knowledge for the development of what I will call “a formative-creative educational action.” To this end, I intend not only to define but also to specifically discuss the concepts of (a) “Self-world knowledge,” and (b) “creative subjectivity,” to my mind characteristic of the human condition, whose articulation is the basic principle of a formative-creative educational action. The interweaving of my professional experience in field schools and in the pedagogy course at the Federal University of the Recôncavo of Bahia (the practical or concrete dimension of this research to be theorized), the curriculum analysis in its subjective aspects (theoretical dimension to be put into practice), and the main object of the study to be investigated, become the motivating factors for the development of the concept of “formative-creative educational action.” Through this method, I intend to find possible paths to bring the formative process of educators (future teachers) closer to their pedagogical action at the grassroots of the basic school, having creativity as a catalyzing and connecting factor. / RESUMEN En esta investigación es problematizada la “educación del educador”, teniendo como punto de partida la crítica a la hoja de vida y las concepciones vigentes en los procesos de enseñanza y aprendizaje y como tales procesos son mediados en los cursos de formación de profesores de educación superior. En este contexto, se buscó establecer una compresión de las bases filosóficas de los procesos formativos de los profesores emprendidos por la pedagogía en el Brasil actual, al mismo tiempo en el que propongo, como objetivo específico, la posibilidad de (re)construcción de estos saberes teniendo en vista la elaboración de lo que denominare de “acción pedagógica formadora-creadora”. Para tanto, pretendo igualmente definir y discutir específicamente los conceptos (a) “conocimiento-de-si-mundo” e (b) “subjetividad creadora”, en mi entender como propios de la condición humana, y cuya articulación se constituyó en el fundamento de la acción pedagógica formadora-creadora. El entrelazamiento entre mi experiencia profesional en las escuelas del campo e en curso de Pedagogía de la Universidad Federal del Reconcavo de la Bahia (dimensión práctica o concreta de esta investigación a ser teorizada), el análisis de la hoja de vida en sus aspectos subjetivos (dimensión teórica a ser puesta en práctica) y el objeto de estudio a ser investigado, se convierte en elemento motivador para el desarrollo del concepto de “acción pedagógica formadora-creadora”. Busco de este modo, posibles caminos para una aproximación entre el proceso formativo del educador (futuro profesor) y su acción pedagógica la base de la escuela elementar, teniendo como dispositivo de enlace y catalización la creatividad.