Information technology (IT) have for several decades been used in university education. An increasing number of classrooms today are built around a concept which uses IT in collaboration with the room itself. However, little is known about the experience of university teachers when working in such classrooms. This study examines the views and opinions of teachers at a Swedish university regarding using and interacting with these classrooms. Furthermore, we identify possible underlying factors that influence these views. Using data from qualitative interviews we apply Technology acceptance model (TAM) and Activity theory (AT) used in both education and human computer interaction to identify how different factors interact to form these opinions. Our study finds that teachers experience a lack of proper training in the use of classrooms as a concept and tend to stay in established norms of how education is to be conducted. These results leads to questions whether education in the use of these classrooms is adequate for teachers or if education needs to focus more on outcomes of the concept and changing established norms rather than to focus on the use of technology. Our study also shows that teachers do not view the classrooms as a whole where artefacts enable and form each other. Rather they view the physical room, the technology and themselves as separate entities that operate separately from each other.

New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

This study aims to investigate how three Spanish language teachers working in face-to-face basic teaching and as teachers/tutors in distance learning in a in Spanish language degree course build their professional identity, considering the convergences and divergences between these two realities in which they act and how they stand before the various aspects of professional framework from the perspective of the Holistic Activity Theory (HAT). The research is qualitative. The generation of the corpus was performed by the action-research method, through questionnaires and interviews conducted in a virtual environment. As tools, we used Skype, closed group interactions on Facebook and face-to-face interactions guided by the perspective of focus groups and operative groups. Data selection was then performed by Ginzburg’s (2003) indiciary paradigm in order to indicate the way taken by the informants and the researcher to situate themselves in relation to roles and attributions in their professional teaching development. Finally, we made the analysis and interpretation of the data, based on the theoretical discussions focused on the following factors of parameterization of the professional teaching activity: attribution factors, mediating factors and control factors, proposed in the HTA, version 4.3, by Richter (2013) and aspects of professional representation of teachers, based on the theoretical assumptions of Luhmann (2009) and Richter (2010, 2013). The corpus of the research was generated in three phases. The first one focused on investigating the identity of teachers, their professional recognition and the use of technological resources. The aim was to make teachers: demonstrate their conceptions of what it is to be a teacher, their attributions, rights and duties; show what they perceived in relation to professional recognition from their relationship with students, colleagues, management teams, community and institutions to which they belong; report how the technological resources are used in teaching activity in the two working modalities in which they are inserted. In the second phase, carried out from the perspective of operative groups, they should explain how they develop their teaching activities in a foreign language in both work contexts, considering the complexity of the two systems of education and how they felt about it, as well as describe their relationship with the college professors in order to receive theoretical and practical support in face-to-face formation courses. In the third phase, theoretical support was first made available for reading and reflection and, through focus groups, the themes that involved professional fragmentation and the conflicts generated as a result of this fragmentation, as well as the strategies of resilience to face them were discussed. The reflections were directed to relate this theoretical contribution to the concepts of regulated and unregulated professions that suppose autopoietic and allopoietic systems, which result in endogenous and exogenous discourses. At the end of the research, it can be said that the teachers show little awareness of the professional fragmentation which they are subjected to as language educators. They show negative feelings in various aspects of their profession and few demonstrations of resilience towards them. The origin of this context is related to the fact that the educators are not yet aware that the professional framework, which can be achieved through the Co-responsible Professional Development (CPD), proposed by the HTA in Richter (2015), can become the factor of construction and institutionalization of their professional identity, as well as promote resilience factors desired to adapt or overcome the adversities they face. / O objetivo deste estudo é investigar de que modo três professoras de Língua Espanhola que atuam no ensino básico presencial e enquanto professoras/tutoras no ensino a distância em um curso de licenciatura em Letras Espanhol constroem sua identidade profissional, considerando-se as convergências e divergências entre as duas realidades em que atuam e como se situam diante dos vários aspectos do enquadramento profissional na perspectiva da Teoria Holística da Atividade (THA). de Richter (2008). A pesquisa é de caráter qualitativo. A geração do corpus foi realizada pelo método de investigação-ação, por meio de questionários e entrevistas realizadas em ambiente virtual. Como ferramentas, utilizou-se Skype, interações em grupo fechado no Facebook e interações presenciais guiadas pela perspectiva de grupos focais e grupos operativos. A seguir, a seleção de dados operou-se pelo paradigma indiciário, proposto por Ginzburg (2003), para indicar o percurso percorrido pelas informantes e pela pesquisadora com o intuito de situar-se em relação aos papéis e às atribuições no desenvolvimento profissional docente. Por último, foram feitas a análise e a interpretação dos dados, fundamentadas nas discussões teóricas, focando-se nos seguintes fatores de parametrização da atividade profissional docente: fatores de atribuição, fatores de mediação e fatores de controle, propostos na THA, versão 4.3, de Richter (2013) e nos aspectos da representação profissional dos professores, com base nos pressupostos teóricos de Luhmann (2009) e Richter (2010, 2013). O corpus da pesquisa foi gerado em três fases. A primeira teve como foco investigar a identidade do professor, o reconhecimento profissional e o uso de recursos tecnológicos. O objetivo era fazer com que as professoras: demonstrassem as concepções que tinham sobre o que é ser professor, suas atribuições, os direitos e deveres; revelassem o que percebiam em relação ao reconhecimento profissional a partir da sua relação com alunos, colegas, equipes diretivas, comunidade e instituições às quais pertencem; relatassem como se dá o uso dos recursos tecnológicos na atividade docente, nas duas modalidades de trabalho em que elas estão inseridas. Na segunda fase, realizada sob a perspectiva de grupos operativos, deveriam explicar como desenvolvem as suas atividades de docência em língua estrangeira nos dois contextos de trabalho, considerando a complexidade dos dois sistemas de ensino e como se sentiam em relação a isso, bem como descrever a sua relação com os professores da academia no sentido de receber suporte teórico e prático nos cursos de formação do ensino presencial. Na terceira fase, primeiramente, foi disponibilizado suporte teórico para leitura e reflexão e, por meio de grupos focais, foram discutidos os temas que envolviam a fragmentação profissional e os conflitos gerados em consequência dessa fragmentação e as estratégias de resiliência para enfrentá-los. As reflexões foram dirigidas no sentido de relacionar esse aporte teórico com os conceitos de profissões regulamentadas e não regulamentadas que supõem sistemas autopoiéticos e alopoiéticos, os quais resultam em discursos endógenos e exógenos. Ao finalizar a pesquisa, pode-se afirmar que as docentes mostram escassa conscientização da fragmentação profissional a que estão sujeitas enquanto educadoras linguísticas. Apresentam sentimentos negativos em vários aspectos da profissão e poucas demonstrações de resiliência em relação a eles. A origem desse contexto se relaciona com o fato de as educadoras ainda não estarem conscientes de que o enquadramento profissional, que pode ser concretizado por meio do Desenvolvimento Profissional Corresponsável (DPC), proposto pela THA em Richter (2015), pode transformar-se no fator de construção e institucionalização da sua identidade profissional, bem como promover os fatores de resiliência desejados para a adequação ou superação das adversidades que enfrentam.

Under många år har det pratats om ämnesintegrering i den svenska skolan. Detta skulle enligt forskare, Skolverket och Skolinspektionen vara ett sätt att öka engagemanget för matematik och förhoppningsvis öka kunskapsnivån i matematik hos Sveriges skolungdomar. Vår studie undersöker om elever på gymnasiets Restaurang- och livsmedelsprogram angriper matematikproblem olika beroende på graden av ämnesintegrering av programmets karaktärsämnen. Hela matematikkursen har präglats av denna typ av uppgifter för att sätta matematiken i en kontext som eleverna möter i sina karaktärsämnen och kommande yrkesliv.   Genom att både observera elever, då de löst större karaktärsämnesnära matematikuppgifter, och genomföra före-efter-diagnoser studerar vi hur eleverna formar sina lösningar men även hur deras kunskapsnivå i matematik påverkats av att kursen integrerats med karaktärsämnen.   Observationerna har analyserats med hjälp av boundary objects och boundary crossings mellan matematik och karaktärsämne. Dessa har tagits fram med hjälp av Engeströms (2005; 2015) aktivitetsteori samt Star och Griesemers (1989) utveckling av boundary crossing-teori.   Vi har i våra observationer sett att om uppgifter ligger nära elevernas kunskaper i karaktärsämnen har de lättare att hitta alternativa lösningsmetoder för matematikproblemen. Uppgifter kan vara färgade av karaktärsämnet men det är elevernas trygghet i sina karaktärsämneskunskaper som spelar störst roll huruvida de löser uppgiften med en traditionellt matematisk metod eller om de prövar alternativa metoder.   Elevernas kunskapsnivå i matematik förändras till största delen positivt, men inte så markant att det går att dra slutsatsen att ämnesintegrerad undervisning kan revolutionera svensk matematikundervisning.   Denna studie kan vara av intresse för fortsatt forskning kring ämnesintegrering samt för matematikkollegor som undervisar yrkeselever.

[pt] A Gestão de Processos de Negócios (em inglês, Business Process Management – BPM) tem obtido uma importância significativa tanto para os acadêmicos quanto para os participantes no mundo industrial. Contudo, um maior número de pesquisas empíricas se faz necessário para preencher uma lacuna existente na literatura acadêmica, especialmente no que diz respeito em como as organizações estão desenvolvendo as tarefas relacionadas à gestão de seus processos, como estão identificando as barreiras enfrentadas nesta gestão e os principais facilitadores usados para superar tais barreiras. Neste contexto, este estudo apresenta os achados empíricos e as lições aprendidas em uma pesquisa-ação sobre a evolução da gestão dos processos logísticos de uma multinacional do ramo de entretenimento que teve duração de aproximadamente dois anos e meio. O estudo contou com a participação de membros da academia, profissionais da organização e consultores externos. A partir da literatura em BPM, foram estudados diversos ciclos de vida da gestão de processos de negócios propostos por distintos autores e um modelo conceitual é proposto para orientar o desenvolvimento das tarefas realizadas na gestão de processos. Diferentes fatores críticos são analisados e discutidos nesta tese de Mestrado a partir da abordagem de ciclo de vida escolhida para a gestão dos processos logísticos da companhia com foco nas dimensões organizacionais, de recursos humanos e da tecnologia da informação da organização, resultando em contribuições tanto para acadêmicos quanto para os profissionais no mercado. / [en] Business process management (BPM) has obtained significant importance for both academics and practitioners. However, the academic literature needs additional empirical researches to fulfill research-practice gaps, especially on how organizations are developing BPM tasks, identifying the barriers faced and main enablers adopted. Within this context, this paper presents the empirical findings and lessons learnt from an action research on the evolution of the logistics processes management for a multinational entertainment company. Different critical factors are analyzed and discussed within the Master Thesis regarding the entire BPM development from a life cycle approach, focusing in the organizational, people and IT dimensions, resulting in contributions for both academics and practitioners.

Studiens syfte var att undersöka vilken betydelse införandet av grannsamverkan har på antalet bostadsinbrott. Den försökte även besvara vilka typer av åtgärder inom grannsamverkan som används samt likheter och skillnader mellan dessa, kopplat till områden i Södermalms stadsdelsområde. Ett matchat urval skapades varpå data insamlades genom strukturerade intervjuer med ombudsmän för grannsamverkan. I resultatet framställdes hur nivåerna över bostadsinbrott såg ut fem år innan-, samt ett till fem år efter, grannsamverkan implementerats. Materialet analyserades genom komparativ analys, varpå slutsatserna drogs att åtgärder som främst används var skyltning, säkerhetsdörrar, god belysning, god kontakt med boende i området, koll när granne reser bort samt uppmärksamhet på misstänkta i området. Skillnader och likheter mellan använda åtgärder fanns, vilket gör att generella slutsatser kring skillnader och likheter inte går att dra då inga områden är identiska. Gällande införande av grannsamverkan och dess betydelse för bostadsinbrott är resultaten tvetydiga då det skiljer sig hos områdena. / The aim of this study was to examine if the introduction of neighborhood watch affects the number of burglary. The questions asked were; which types of methods of neighborhood watch were used, and what kind of differences there were between selected areas in Södermalm, Stockholm. We created a matched sample of areas and contacted mediators of neighborhood watch in these areas. We conducted a quantitative study using structured interviews and presented data per burglary rates in the areas five years before and one to five years after neighborhood watch was implemented. The results were analyzed by comparative analysis and concluded that common methods of neighborhood watch were e.g. signage, security doors, good contacts between neighbors and attention to suspects in the area. The differences between the methods used means that general conclusions about differences and similarities cannot be concluded. The impact of neighborhood watch differed, and the results were ambiguous.

Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-29Bitstream added on 2014-06-13T19:03:19Z : No. of bitstreams: 1 luvizarimurad_lh_dr_sjrp.pdf: 1010453 bytes, checksum: 4bc34d764dbee69788fccf84d328e28e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta investigaçao está vinculada ao projeto Teletandem Brasil (UNESP-FAPESP 2006/03204-2) e tem por objetivo investigar a atividade de aprendizagem colaborativa de alemão e português via Teletandem (doravante TTD). A aprendizagem de línguas via TTD é mediada pelo computador e envolve o esforço de dois interagentes para aprenderem a língua um do outro, utilizando recursos de vídeo conferência. A presente pesquisa tem suas bases teóricas nos pressupostos da teoria histórico-cultural da atividade (CHAIKLIN, 1999; DANIELS, 2003; DAVYDOV, 1999; ENGESTRÖM et. al. 1993; ENGESTRÖM et. al. 1999; ENGESTRÖM, 1999a; ENGESTRÖM, 1999b; LETORSKY, 1999), entendida como pressupostos teórico-metodológicos de análise da atividade humana. Este trabalho investiga, portanto, uma parceria de TTD formada por um interagente alemão e uma interagente brasileira, que também é autora desta tese. Mais especificamente, este estudo analisa como se configuram os componentes desta atividade, suas dinâmicas de organização, bem como as potencialidades deste contexto pedagógico inovador para que a transformação dos participantes ocorra. Trata-se de uma pesquisa qualitativa de base etnográfica (ANDRE, 2000, 2001; BRYMAN, 1988; CAVALCANTI & MOITA LOPES, 1991; MOITA LOPES, 1986; ERICKSON, 1986), cujos dados foram gerados por meio de registros de interações, notas pessoais da interagente brasileira e uma entrevista com o interagente alemão. A análise dos dados mostrou a formação de um sistema de atividade complexo em termos dos elementos que o compõem e das relações que entre eles se estabelecem. No tocante à constituição dos sujeitos interagentes, foi possível observar que compartilham as regras de cooperação, mas organizam sua aprendizagem de maneira independente, a partir das suas percepções divergentes a respeito do que julgam ser mais eficaz para se aprender uma língua estrangeira... / This thesis is linked to Teletandem Brazil reseach project (UNESP-FAPESP 2006/03204-2) and it aims to investigate the foreign languages collaborative learning activity of German and Portuguese. Language learning through teletandem is computer mediated and it involves two interacting partners and their effort to learn each other’s languages, using SKYPE and its audio and video resources. This research has its theoretical foundations based on Activity Theory (CHAIKLIN, 1999; DANIELS, 2003; DAVYDOV, 1999; ENGESTRÖM et. al. 1993; ENGESTRÖM et. al. 1999; ENGESTRÖM, 1999a; ENGESTRÖM, 1999b; LETORSKY, 1999), understood as theoretical and methodological assumptions for the analysis of human activity. This study investigates, therefore, the partnership between a German teletandem practitioner learning Portuguese, and his Brazilian TTD partner learning German. More specifically, this research investigates the configuration of the activity components and its organization dynamics as well as the potential for the participants’ transformations in this innovative pedagogical context. It is a qualitative ethnographic study (ANDRE, 2000, 2001; BRYMAN, 1988; CAVALCANTI & MOITA LOPES, 1991; MOITA LOPES, 1986; ERICKSON, 1986), and the data were generated by the records of TTD sessions, personal notes of the Brazilian participant and an interview with the German participant. Data analysis showed a complex activity system in terms of its components and the relationships that were established among them. Regarding the interacting subjects, it can be observed that share cooperation rules, but organize their learning independently, based on their differing perceptions about most effective ways of learning a foreign language. To overcome the activity contradictions two rules were established a) The learner decides what and how he wants to learn; b) the helper is supposed to do as requested... (Complete abstract click electronic access below)

Building on a growing body of research linking an opportunity framework to drops in acquisitive crime and most recently, acquisitive violence, the present thesis extends this framework to the downward trajectory of nighttime economy violence in England and Wales, during the phenomenon of the crime drop. Using secondary data analysis of the Crime Survey for England and Wales, the rate of stranger and acquaintance violence within the night-time economy is found to have halved between 1995 and 2011/12; mirroring the dramatic declines experienced by other crime types within England and Wales, and more widely across other westernised countries. Disaggregating this overarching trend by offence and victim characteristics reveals a reduction in alcohol-fuelled, common assaults between young males, occurring in and around the drinking venues of the night-time economy, and during weekends, to be the main driver of the drop. Boden, Fergusson and Horwood (2013) argue that to date there is limited knowledge surrounding the nature of alcohol-related violence. The present research explores the nexus between alcohol and violence through a situational lens. The opportunistic nature of night-time economy violence is identified through offenders' choice of tools (weapons) and selection of targets, as well as the clustering of violence along certain spatial, temporal, and individual, dimensions. The opportunity structure of night-time economy violence is established using multivariate modelling techniques designed to isolate the role of opportunity in assault-victimisation, and resultant severity, from the personal characteristics of the actors involved. Measures of a 'risky lifestyle', characterised by an increase in routine activities that take respondents away from the safety of the home, are found to be the strongest predictors of assault victimisation-risk across every available sweep of the survey. A significant shift in population lifestyle - namely a significant net decline in routine engagement with the drinking venues of the night-time economy, as well as a shift in the gender and age composition of drinking venue patronage - co-varies with the decline in night-time economy violence. However, residual effects of respondents' socio-demographic characteristics on victimisation-risk, after mediating for differences in lifestyle, presents violent victimisation in the night-time economy as a result of a process by which personal traits interact with criminogenic environments. Personal characteristics, however, are weaker in their prediction of offence severity in the night-time economy. Rather, the present research supports a collection of research identifying the context of violence to be the strongest predictor of violent dispute escalation (Brennan, Moore & Shepherd, 2010; Marcus and Reio, 2002).

Recent, and ongoing, research has been addressing the general problem of representing complex human activities for the purpose to provide intelligent software agents with a way to identify, reason, and evaluate human activities. Reliable evaluation of complex human activities requires the intelligent agent to obtain a representation that comprises distinguishing features of an activity. This is a challenging task, since a person´s activity is driven by goals, motives, and norms that may be conflicting in a situation. In order to provide knowledge about human activities to an intelligent software agent, we require tools that can allow us modeling human activities enabling knowledge elicitation. This study has evaluated a software prototype of a graphical modeling language with the overall research question to find the minimum language elements required to elicit the knowledge of activities from a domain expert. Eight participants tested the prototype through think aloud usability sessions were their understanding of the structure of the language was tested. Qualitative data analysis was conducted using a Grounded theory approach, which validity has been discussed. The findings indicated that characteristics of the hierarchical structure of Activity Theory are a supportive theoretical framework for the graphical language that resembles the way occupational therapists reason when analyzing human activities. The study proposes a set of minimum elements for the graphical language. A focus a for future study is to target the intelligent software system to further expand and tune the language by the systems requirements. / Pågående forskning har tagit upp det generella problemet med att representera komplexa mänskliga aktiviteter för att tillhandahålla intelligenta mjukvaruagenter med ett sätt att identifiera, resonera och utvärdera mänskliga aktiviteter. Tillförlitlig utvärdering av komplexa mänskliga aktiviteter kräver att den intelligenta agenten erhåller en representation med definierande särdrag hos aktiviteten. Det är en svår uppgift då en persons aktiviteter drivs av mål, motiv och normer som kan vara motstridiga i en situation. För att kunna ge kunskap om mänskliga aktiviteter till en intelligent mjukvaruagent behöver vi verktyg som kan tillåta oss att modellera mänskliga aktiviteter. Denna studie har utvärderat en prototyp av ett grafiskt modelleringsspråk där den övergripande forskningsfrågan var att hitta minsta antalet modelleringskomponenter som krävs för att representera kunskapen om aktiviteter från en domänexpert. Åtta deltagare testade prototypen genom användbarhetstester med tänka högt metodik där deras förståelse av språkets struktur testades. Grundad teori avändes för att analysera den kvalitativa datan. Validitet har diskuterats. Resultaten visade att den hierarkiska strukturen hos Activity theory är en stödjande teoretisk grund för det grafiska språket som liknar hur arbetsterapeuterna resonerar när de analyserar mänskliga aktiviteter. Studien föreslår minsta antalet modelleringskomponenter som krävs för det grafiska språket. Ett fokus för framtida studier är att rikta in sig på det intelligenta mjukvarusystemet för att ytterligare expandera och justera språket efter agentens krav och hitta en komplexitetsnivå i språket som båda parter kan förstå.

Nowadays the special education is gaining increasing prominence in the educational and political scenario, consolidating itself as a profitable field of research and bringing to discussion numerous issues that point out its potentiality. Among those issues, the matter of learning alternatives and new approaches is brought up, a complex notion that involves a multiplicity of conceptions and functions, specially within the ambit of the multifunctional-feature classroom. That being said, the present dissertation research is bound to the Special Education Line of Research of the Program of Post-Graduate Studies in Education and to the Group of Studies and Research in Educational Psychology and Inclusive Education (GEPEIN) and its purpose is to investigate and analyse, through the eyes of the teachers, parents and/or legal guardian, how the AME (Cinotherapy) can develop a student‟s cognitive functions as a mediator feature for support in the multifunctional classroom, involving the learning process in multiple areas of development. Aiming to comprehend the nature of this field of research in a historical and theoretical perspective, we based our research on the studies of Vygotsky (1991, 1993, 1997,1998, 2007), Baptista (2011), Becker (2002), Bardin (2011), Gatti (2006), Costas (2012), Dotti (2014) and others. The methodological basis adopted for this study is guided by a qualitative approach, using as research technique the Analysis of Content and as a collecting instrument for semi-instructed interviews along with teachers and parents and/or legal guardians. The investigation field was a public school in Santa Maria/RS and another public school in the city of Itaara/RS. Thereby, six categories were stablished: attention, memory, perception, language, logic and autonomy, which were indicated during the analysis and conducted this study, therefore, they are relevant and potent for making us realise the relevance of exchanging and the work developed and mediated in collectivity, mainly with the AME (Cinotherapy) diferential, in which this activity was interacting in a motivating way with students and leading to the exercise of interaction and the experience of new things in the classroom environment. / A educação especial vem se destacando cada vez mais no cenário educacional e político, consolidando-se como um profícuo campo investigativo e trazendo para a pauta inúmeras questões que revelam a sua potencialidade. Dentre estas, emerge a temática de conceito que envolvem uma multiplicidade de concepções e finalidades, especialmente no âmbito da sala de recursos multifuncional. Assim, esta pesquisa de dissertação está vinculada à Linha de Pesquisa em Educação Especial do Programa de Pós-Graduação em Educação e ao Grupo de Estudos e Pesquisas em Psicologia da Educação e Educação Inclusiva – GEPEIN e pretendeu investigar e analisar por meio do olhar dos professores, pais e/ou responsáveis como a Educação Mediada por Animais (EMA), especificamente com a Cinoterapia pode desenvolver as funções cognitivas dos estudantes com deficiência, sendo um recurso mediador para o atendimento na sala de recursos e envolvendo aprendizagem em diversas áreas do desenvolvimento. Na busca por compreender a constituição do campo de pesquisa em perspectiva histórica e teórica, a pesquisa apoiou-se nos estudos de Vygotsky (1991, 1993, 1997,1998, 2007), Baptista (2011), Becker (2002), Bardin (2011), Gatti (2006), Costas (2012), Dotti (2014), dentre outros. A base metodológica adotada para este estudo pauta-se em uma abordagem qualitativa, utilizando como técnica de pesquisa a Análise de Conteúdo e como instrumento para coleta a entrevista semiestruturada junto a professores e pais e/ou responsáveis. O espaço de investigação constitui-se de uma escola municipal de Santa Maria-RS e de outra escola municipal no município de Itaara-Rs. Desse modo, foram estabelecidas seis categorias de análise: atenção, memória, percepção, linguagem, raciocínio e autonomia, que foram indicadas durante a análise e que conduziram este estudo. Portanto, foram relevantes e potentes para que se percebesse a pertinência das trocas e o trabalho desenvolvido e mediado na coletividade, principalmente com o diferencial da EMA (Cinoterapia), onde essa atividade estava a todo o momento interagindo envolventemente de maneira motivadora com os estudantes, provocando o exercício de interagir e experienciar novidades no ambiente e sala de aula.