Diese Arbeit konzentriert sich auf die relative syntaktische Position polnis- cher inhärenter Dative. In semantischer Hinsicht schlagen wir vor, dass alle dativmarkierten Argumente in polnischer Sprache eine Entität bezeichnen, die geistig von einer Veränderung, einem Zustand oder einem Prozess betroffen ist, der im persönlichen Bereich der als Dativ-DP lexikalisierten Entität stattfindet. In syntaktischen Begriffen schlagen wir vor, dass polnische Dativ-DP Applikative sind, die von einem Appl-Kopf lizenziert wurden, und dass sie je nach ihrer syntaktischen Position in zwei Typen vorkommen, tief und hoch. Tiefe Applikative verschmelzen unter v, während hohe Applikative darüber verschmelzen. Die Verschmelzungsposition eines Applikativs bestimmt sein syntaktisches Verhalten. Wir zeigen, dass im Gegensatz zu tiefen Applikativen hohe Applikative Anaphern vorangehen können, zusätzliche Partizipialsätze kontrollieren und sekundäre Prädikate darstellen können. Wir schlagen vor, dass diese Unterschiede eine zuverlässige Diagnose für die Anwendungstypen in polnischer Sprache darstellen. Mit diesen Tests analysieren wir polnische Rezipienten und Benefiziäre als tiefe Applikative und polnische Experiencer als hohe Applikative. Darüber hinaus unterscheiden wir zwischen freien Applikativen, z. B. Benefiziäre im Polnischen, und gewählten, z. B. Rezipienten im Polnischen. Vom Verb gewählte Applikative verschmelzen zuerst als Teil von v oder der Wurzel und werden bei der Bewegung zu [Spec;ApplP] zu Applikativen. Im Gegensatz dazu werden nicht gewählte Applikative direkt in [Sepc;ApplP] verschmolzen, d. h. sie werden als Applikative geboren. Wir schlagen einen Partizipanten-Implikationstest vor, um zwischen diesen beiden Typen zu unterscheiden. Wenn wir die Analyse über polnische Dative hinaus erweitern, nehmen wir an, dass es sprachübergreifend zwei Arten von Applikativen gibt: verb-intern, projiziert als Teil von vP / VP und verb-extern, projiziert als Teil von ApplP. Wir nehmen polnische Dative als letztere an. / This thesis focuses on the relative syntactic position of Polish inherent datives. In semantic terms, we propose that all dative-marked arguments in Polish de- note an entity mentally affected by a change, state or process which takes place within the personal sphere of the entity lexicalised as a dative DP. In syntactic terms, we propose that Polish dative DPs are applicatives, licensed by an Appl head, and that they come in two types, low and high, depend- ing on their syntactic position. Low applicatives merge below v while high applicatives merge above it. The merge position of an applicative determines its syntactic behaviour. In contrast to low applicatives, high applicatives can antecede anaphors, control adjunct participial clauses and depictive secondary predicates. We propose that these differences constitute reliable diagnostics for applicative types in Polish. With these tests, we analyse Polish recipients and benefactives as low applicatives and Polish experiencers as high applicatives. Moreover, we distinguish between applicatives that are free, e.g. benefactives in Polish, and those that are selected, e.g. Polish recipients. Applicatives selected by the verb merge first as part of v or the root, and they become applicatives on movement to [Spec;ApplP]. In contrast, non-selected applicatives merge directly in [Spec;ApplP], i.e. they are born as applicatives. We propose a participant im- plication test to differentiate between these two types. Moreover, extending the analysis beyond Polish data, we hypothesise that cross-linguistically, there exist two types of applicatives, verb-internal, projected as part of vP / VP, and verb-external, projected as part of ApplP. We take Polish datives to be of the latter type.

This research entitled "Applications in Mobile Devices: An Innovative Digital Lousa Proposal in Teacher Training", developed in research line Educational Technology Development Research Network, and in the Area of Concentration, Educational Technologies in Network for Innovation and Democratization of Education in the Master's degree in Educational Technology Network, in UFSM, focuses on the use of applications on mobile devices in the classroom. Such mobile devices appear as the most present contemporary technologies in everyday life and are used for many different activities, both personal and professional ones or are applied to education. In this approach, this research aimed to investigate the application possibilities of using a tablet computer on a methodology of interactive whiteboard, with an emphasis on interactivity, from training workshops for teachers from different areas of knowledge and who operate in high schools, analyzing considerations, comments and opinions of these teachers about the possibilities and uses of this proposal in teaching practices in the classroom as a facilitating resource in the processes of teaching and learning. Classified as a qualitative research, it was used as a methodological approach to the action-research. As a final product of the research, we have the methodological proposal for the use of interactive whiteboard from the tablet and its applications, with the development of online tutorials. It was found that the proposed methodology and the use of applications can enable contributions for the teaching practice and also enable interactivity in teaching and learning processes. / A presente pesquisa intitulada Aplicativos em Dispositivos Móveis: Uma Proposta Inovadora de Lousa Digital na Formação de Professores , desenvolvida na linha de pesquisa, Desenvolvimento de Tecnologias Educacionais em Rede e na Área de Concentração, Tecnologias Educacionais em Rede para Inovação e Democratização da Educação no curso de mestrado em Tecnologias Educacionais em Rede, na UFSM, centra-se sobre o uso dos aplicativos em dispositivos móveis em sala de aula. Os dispositivos móveis aparecem como as tecnologias contemporâneas mais presentes no cotidiano, sendo utilizados para as mais diversas atividades e aplicadas à educação. Nesse enfoque, a pesquisa teve como objetivo investigar as possibilidades de uso, na educação, de aplicativos no tablet, inicialmente, em uma proposta metodológica de lousa interativa, com ênfase na interatividade, a partir de oficinas de formação para professores de diversas áreas de conhecimento que atuam no ensino médio, analisando as considerações, observações e opiniões destes professores quanto às possibilidades e uso desta proposta em práticas docentes em sala de aula. Posteriormente, trabalhou-se nas possibilidades de divulgação e distribuição das propostas desenvolvidas, utilizando o aplicativo CODATA. Classificada como pesquisa qualitativa, utilizou-se como procedimento metodológico a pesquisa-ação. Como produto final resultante da pesquisa, tem-se a proposta metodológica interativa de lousa a partir do tablet e seus aplicativos, apresentada nessa dissertação, bem como em tutorias online desenvolvidos ao longo da pesquisa. Constatou-se que esta proposta metodológica com o uso de aplicativos pode possibilitar contribuições para a formação dos professores e, consequentemente, para sua prática docente ao inserir a interatividade nos processos de ensino e de aprendizagem.