Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Innovations in building systems over the years have raised the masonry, through large and important works built in the past, allowing the understanding of logic and design of the elements and materials used, as well as its constructive process. The aim of this is to research on the technological process of structural masonry in the course of human history and present it through the project-book called, Structural Masonry: Building Knowledge. With the following objectives: to propose the organization and sequencing for the structural masonry education; provide an overview of the technical principles for the design of architectural design; demonstrate the correlation between technical and adopted system, addressing the advantages and disadvantages to the system, linked to performance quality; and propose equipment designed for architects, engineers and technicians in buildings with didactic, based on a graphical tool. The research methodology is divided into two stages: the first exploratory, from a literature review to determine the basics of building system. The second stage consists of the construction of so-called project-book, Structural Masonry: Building knowledge, grounded in theory the initial research and the use of graphics resources devoted to visual understanding of the system. As a result, the book obtained is developed in chapter 4: Chapter 1 - Historical aspects; Chapter 2 - Materials: Components and elements; Chapter 3 - Project Structural Masonry; and Chapter 4 - Execution of works Structural Masonry. Completing the dissertation is observed that the project-book in question is regarded as an introductory teaching resource to the system in Structural Masonry. Therefore, seeks its verbal content in a clear and clean arrangement, which scored well parts that should be highlighted, bringing dynamism and interactivity to the reader. The continuity in evaluating the use of the book in educational institutions become necessary for insertion of the same in the social context be it under construction, universities, teaching methods, design, and so on. / As inovações nos sistemas construtivos ao longo dos anos fizeram surgir a alvenaria estrutural, por meio das grandes e significativas obras construídas no passado, permitindo o entendimento da lógica e da concepção dos elementos e materiais empregados, bem como o seu processo construtivo. O objetivo geral deste trabalho é pesquisar sobre o processo tecnológico da Alvenaria Estrutural no decorrer da história da humanidade e apresentá-lo através do projeto-livro denominado Alvenaria Estrutural: Construindo Conhecimento. Os objetivos específicos são: propor a organização e sequenciamento para o ensino da alvenaria estrutural; fornecer uma visão geral dos princípios técnicos para a concepção do projeto arquitetônico; demonstrar a correlação entre técnica e sistema adotado, abordando as vantagens e desvantagens para o sistema, vinculado à execução de qualidade; e propor material destinado a arquitetos, engenheiros e técnicos em edificações, com caráter didático, baseado em uma ferramenta gráfica. A metodologia da pesquisa divide-se em duas etapas: a primeira de cunho exploratório, a partir de uma revisão bibliográfica para determinação dos conceitos básicos do sistema construtivo. A segunda etapa consiste na construção do projeto-livro denominado Alvenaria Estrutural: Construindo conhecimento, embasado teoricamente pela pesquisa inicial e pela utilização de recursos gráficos voltados à compreensão visual do sistema. Como resultado, obtém-se o livro desenvolvido em 4 capítulos: Capítulo 1 - Aspectos históricos; Capítulo 2 - Materiais: Componentes e elementos; Capítulo 3 - Projeto em Alvenaria Estrutural; e Capítulo 4 - Execução de obras em Alvenaria Estrutural. Concluindo a dissertação, observa-se que o projeto-livro em questão é encarado como recurso de ensino introdutório ao sistema em Alvenaria Estrutural, pois, busca seu conteúdo verbal em um arranjo claro e limpo, pontuando partes que deveriam ser destacadas e trazendo dinamismo e interatividade para o leitor. A continuidade em avaliar a utilização do livro em instituições de ensino torna-se necessária para inserção do mesmo no contexto social, seja ele em obras e universidades, seja em métodos de ensino, projeto, entre outros.

Ce travail de thèse vise à décrire et à comprendre les éléments qui participent de la construction de la « culture d'action » des enseignants de primaire au Chili. En fondant notre réflexion sur les notions de culture d'action (Barbier, 2010) et de culture-propre (Theureau, 2011), nous avons fait l'hypothèse, que la culture « se montre » aux acteurs dans des situations où celle-ci est « remise en question ». Ainsi quatre situations dites « perturbantes » ont été étudiées : (1) l'affectation dans un niveau de classe dont les enseignantes avaient peu (ou pas) d'expérience préalable ; (2) le travail en classe avec un autre professionnel ; (3) la mise en oeuvre d'une prescription visant l'amélioration des pratiques et ; (4) l'influence de l'organisation de l'espace sur des choix pédagogiques des enseignantes. Ces situations ont été analysées en référence au cadre théorique et méthodologique du programme empirique du cours d'action (Theureau, 2004, 2006). En privilégiant une démarche qualitative, trois types de données ont été recueillies auprès de six enseignantes travaillant dans des écoles publiques : des enregistrements vidéographiques en situation de classe, des enregistrements vidéographiques lors des séances en autoconfrontation avec les enseignantes et des notes d'observation de classe. Les résultats rendent compte du « poids » différent que prennent les composantes culturelles dans la construction de l'expérience selon les contextes d'activité, l'histoire des institutions et l'histoire personnelle des acteurs. En même temps, ils prolongent des travaux qui révèlent l'inscription culturelle des objets (Adé et de De Saint-Geoges, 2004) et des configurations d'activité collective (Veyrunes, 2011). Enfin, ces résultats contribuent au développement d'une anthropologie énactive, tout en proposant une définition de la culture qui rende compte du caractère dynamique et complexe du travail enseignant comme activité humaine. / The aim of this work is to describe and understand the elements involved in the construction of the "culture of action" in the case of primary school teachers in Chile. By basing our thinking on the concepts “culture of action” (Barber, 2010) and own-culture (Theureau, 2011), we have made the hypothesis that Culture "shows" itself to the participants in situations where culture is questioned. Based on this premise, four situations seen as " unsettling " were studied: (1) the designation of a teacher in a class level with which the teacher had little (or no) experience; (2) Working in a classroom with another professional; (3) the implementation of a program to improve teaching practices and; (4) the influence of the organization of space on educational strategies. These situations have been analyzed in relation to the theoretical and methodological framework of the empirical program “course of action” (Theureau, 2004, 2006). By favoring the qualitative approach, three types of data were collected from six teachers working in public schools: audiovisual records of the classes, audiovisual records during sessions in self-confrontation with the teachers, and classroom observation notes. The results reveal that the "weight" of cultural components vary depending on the context, the history of institutions and the personal history of the participants. At the same time, these results add to the works that reveal a cultural registration of the objects (Adé et de De Saint-Geoges, 2004) and the collective activity configurations (Veyrunes, 2011). Finally, these results contribute to the development of enactive anthropology, while providing a definition of Culture that reflects the dynamic and complex nature of the human activity of teaching. / La presente tesis tiene como objetivo describir y comprender los elementos que participan en la construcción de la "culture de la acción" de los docentes de primaria en Chile. Fundando nuestra reflexión en la nociones de « culture de la acción » Barbier, 2010) et de cultura-propia (Thereau, 2011), hemos hecho la hipótesis que la cultura « se muestra » a los actores en las situaciones en que ella es « cuestionada » . De esta forma, fueron estudiadas cuatro situaciones entendidas como "perturbadoras": (1) la asignación en una nueva clase en que los profesores no tienen (o tienen muy poca) experiencia previa ; (2) el trabajo en clases con otro profesional; (3) la aplicación de una prescripción que busca mejorar las practicas docentes y (4) la influencia de la organización del espacio sobre las estrategias pedagógicas. Estas situaciones fueron analizadas en referencia al cuadro teórico y metodológico del programa empírico del « curso de la acción » (Theureau, 2004, 2006). Privilegiando una entrada cualitativa, tres tipos de datos fueron recogidos durante las clases de seis profesoras de escuelas publicas: registros audiovisuales de las clases, registros de entrevistas en auto confrontación y notas de observación de clases. Los resultados muestran que los componentes culturales "pesan" de maneras diferentes según los contextos, la historia de las instituciones y la historia personal de los actores. Al mismo tiempo, estos resultados prolongan los trabajos que dan cuenta de una inscripción cultural de los objetos (Adé y De Saint Georges, 2004) y de las configuraciones de actividad colectiva (Veyrunes, 2011). Finalmente, nuestros resultados contribuyen al desarrollo de una antropología enactiva al proponer una definición de cultura que pone en evidencia el carácter dinámico y complejo del trabajo docente como actividad humana.

The aim of the research was to explore perceived stigmatization of People with Bipolar Disorder to deepen the knowledge for Glocal Social Work Practice by means of an Interview and Literature Study. The data of the research was gathered from the perspective of people with bipolar diagnosis and a peer within the field, about whether stigma is experienced by people with bipolar disorder and how their resilience factors i.e. strength factors can be supported and enhanced. A qualitative study was conducted with the purpose of expanding the evidence-based knowledge base by exploring how people with bipolar disorder with resilience experienced stigmatization, and the factors that supported their resilience versus inhibited their resilience in their adversity. The research results were analyzed through literature reviews and interviews to gain an in-depth knowledge of the phenomena. The findings indicated that stigma was experienced by the people with bipolar disorder, and was experienced as affecting recovery negatively, creating reluctance to seek help and adding more stress factors. It was mentioned that a healthy social network for support (spouses, relatives, friends andprofessionals) i.e. inclusion along with an active lifestyle, defined goals in life andpurpose, spirituality, nature, faith and hope for a better tomorrow assisted in building and cementing resilience. The findings also indicated that education and anti-stigmainterventions helped in establishing better attitudes revolving around mental illness, especially interventions with personal encounters with people with mental illness.

The aim of the research was to explore perceived stigmatization of People with Bipolar Disorder to deepen the knowledge for Glocal Social Work Practice by means of an Interview and Literature Study. The data of the research was gathered from the perspective of people with bipolar diagnosis and a peer within the field, about whether stigma is experienced by people with bipolar disorder and how their resilience factors i.e. strength factors can be supported and enhanced. A qualitative study was conducted with the purpose of expanding the evidence-based knowledge base by exploring how people with bipolar disorder with resilience experienced stigmatization, and the factors that supported their resilience versus inhibited their resilience in their adversity. The research results were analyzed through literature reviews and interviews to gain an in-depth knowledge of the phenomena. The findings indicated that stigma was experienced by the people with bipolar disorder, and was experienced as affecting recovery negatively, creating reluctance to seek help and adding more stress factors. It was mentioned that a healthy social network for support (spouses, relatives, friends andprofessionals) i.e. inclusion along with an active lifestyle, defined goals in life andpurpose, spirituality, nature, faith and hope for a better tomorrow assisted in building and cementing resilience. The findings also indicated that education and anti-stigmainterventions helped in establishing better attitudes revolving around mental illness, especially interventions with personal encounters with people with mental illness. / <p>Godkända - Studie resultat: D</p>