A presente tese tem como objetivo compreender como ocorreu o processo de desenvolvimento da autonomia intelectual das estudantes no Curso de Licenciatura em Pedagogia a Distância de uma Universidade Pública Federal do sul do Brasil. As referências principais utilizadas estão relacionadas, de um lado, aos debates sobre a formação de professores de um modo geral, sobre a formação de professores à distância, e sobre a importância da pesquisa como um instrumento de aproximação entre teoria e prática nesses processos. Por outro lado, para fundamentar a análise foram utilizados os pressupostos teóricos construtivistas de Jean Piaget sobre as relações interindividuais, na perspectiva das trocas intelectuais realizadas no curso, e sobre a abertura de novos possíveis nas trajetórias cognitivas das estudantes. Trata-se, assim, de uma investigação que se insere no âmbito da pesquisa qualitativa na qual os dados se configuram nas produções escritas dos estudantes e das professoras (tutoras e pesquisadora). Além das produções escritas, foi realizada uma entrevista semi-estruturada com o professor que acompanhou a turma pesquisada no primeiro ano de curso. Para as trocas intelectuais, foram consideradas as postagens de todos os sujeitos (estudantes e professoras tutoras e pesquisadora) que participaram do curso no polo selecionado para a pesquisa. Já para a análise das trajetórias cognitivas, foram selecionadas três (03) estudantes do mesmo polo. A análise das trocas intelectuais evidenciou que houve um processo gradual de desenvolvimento da cooperação no qual alguns elementos construídos foram conservados: a formação do grupo (sistema comum de sinais); as proposições tidas como válidas e valorizadas nos debates, o respeito mútuo e a reciprocidade entre os parceiros. Já as trajetórias cognitivas foram marcadas por um processo de abertura sucessivas de novos possíveis. A análise realizada nos permite afirmar que o desenvolvimento da autonomia intelectual, no processo de formação no curso, esteve relacionado à transformação da noção de pesquisa (objeto e procedimento); a transformação de suas ideias prévias em relação a outras temáticas, e as trocas estabelecidas (leituras, colegas, professores, escola). O desdobramento da perspectiva adotada nessa tese foi que identificamos no processo que à medida em que as estudantes avançaram na abertura de novos possíveis também passaram a coordenar mais elementos a partir do contexto das trocas intelectuais e vice-versa, o que nos faz admitir, que de fato, assim como Piaget já havia elucidado, o sujeito se desenvolve na, a partir e para as relações sociais em que se insere. / This thesis aims at understanding how the process of intellectual autonomy development occurred in students of Pedagogy Graduation distance Course of a public federal university in the south of Brazil. The main references used are related to discussions on teacher training in general, on distance teacher training, and on the importance of research as an instrument to bring theory and practice together in such processes. On the other hand, to underpin the analysis, we used the constructivist theoretical assumptions of Jean Piaget about interindividual relations, in the perspective of intellectual exchanges performed in the course, and about the opening of new possibilities on the students’ cognitive trajectory. Hence, it is an investigation that is in the scope of qualitative research, in which the data is the written production of students and professors (tutors and researcher). Besides written production, semi-structured interview was performed with the Professor that monitored the group in the first year of the course. For the intellectual exchange, we considered the posts from all the subjects (students, tutor professors and researcher professor) that participated in the course in the center selected for the research. For the analysis of the cognitive trajectory, three (03) students of the same center were selected. Analysis of intellectual exchanges highlighted that there has been a gradual process of development of cooperation, in which some constructed elements were preserved: the formation of the group (common signal system); propositions regarded as valid and valued in the discussions; mutual respect and reciprocity among partners. The cognitive trajectories were marked by a process of successive openings of new possibles. The analysis performed allows us to state that the development of intellectual autonomy, in the process of formation in the course, was related to the transformation of the sense of research (object and procedure); the transformation of its previous ideas related to other themes, and the exchanges established (reading, classmates, professors, school). The unfolding of the adopted perspective in this thesis was that we identified in the process that as the students moved forward I the opening of new possibles, they also started coordinating more elements from the context of the intellectual exchanges and vice-versa, which makes us admit that, as Piaget had already elucidate, the subject develops in, from and to the social relations in which they are.

A presente tese tem como objetivo compreender como ocorreu o processo de desenvolvimento da autonomia intelectual das estudantes no Curso de Licenciatura em Pedagogia a Distância de uma Universidade Pública Federal do sul do Brasil. As referências principais utilizadas estão relacionadas, de um lado, aos debates sobre a formação de professores de um modo geral, sobre a formação de professores à distância, e sobre a importância da pesquisa como um instrumento de aproximação entre teoria e prática nesses processos. Por outro lado, para fundamentar a análise foram utilizados os pressupostos teóricos construtivistas de Jean Piaget sobre as relações interindividuais, na perspectiva das trocas intelectuais realizadas no curso, e sobre a abertura de novos possíveis nas trajetórias cognitivas das estudantes. Trata-se, assim, de uma investigação que se insere no âmbito da pesquisa qualitativa na qual os dados se configuram nas produções escritas dos estudantes e das professoras (tutoras e pesquisadora). Além das produções escritas, foi realizada uma entrevista semi-estruturada com o professor que acompanhou a turma pesquisada no primeiro ano de curso. Para as trocas intelectuais, foram consideradas as postagens de todos os sujeitos (estudantes e professoras tutoras e pesquisadora) que participaram do curso no polo selecionado para a pesquisa. Já para a análise das trajetórias cognitivas, foram selecionadas três (03) estudantes do mesmo polo. A análise das trocas intelectuais evidenciou que houve um processo gradual de desenvolvimento da cooperação no qual alguns elementos construídos foram conservados: a formação do grupo (sistema comum de sinais); as proposições tidas como válidas e valorizadas nos debates, o respeito mútuo e a reciprocidade entre os parceiros. Já as trajetórias cognitivas foram marcadas por um processo de abertura sucessivas de novos possíveis. A análise realizada nos permite afirmar que o desenvolvimento da autonomia intelectual, no processo de formação no curso, esteve relacionado à transformação da noção de pesquisa (objeto e procedimento); a transformação de suas ideias prévias em relação a outras temáticas, e as trocas estabelecidas (leituras, colegas, professores, escola). O desdobramento da perspectiva adotada nessa tese foi que identificamos no processo que à medida em que as estudantes avançaram na abertura de novos possíveis também passaram a coordenar mais elementos a partir do contexto das trocas intelectuais e vice-versa, o que nos faz admitir, que de fato, assim como Piaget já havia elucidado, o sujeito se desenvolve na, a partir e para as relações sociais em que se insere. / This thesis aims at understanding how the process of intellectual autonomy development occurred in students of Pedagogy Graduation distance Course of a public federal university in the south of Brazil. The main references used are related to discussions on teacher training in general, on distance teacher training, and on the importance of research as an instrument to bring theory and practice together in such processes. On the other hand, to underpin the analysis, we used the constructivist theoretical assumptions of Jean Piaget about interindividual relations, in the perspective of intellectual exchanges performed in the course, and about the opening of new possibilities on the students’ cognitive trajectory. Hence, it is an investigation that is in the scope of qualitative research, in which the data is the written production of students and professors (tutors and researcher). Besides written production, semi-structured interview was performed with the Professor that monitored the group in the first year of the course. For the intellectual exchange, we considered the posts from all the subjects (students, tutor professors and researcher professor) that participated in the course in the center selected for the research. For the analysis of the cognitive trajectory, three (03) students of the same center were selected. Analysis of intellectual exchanges highlighted that there has been a gradual process of development of cooperation, in which some constructed elements were preserved: the formation of the group (common signal system); propositions regarded as valid and valued in the discussions; mutual respect and reciprocity among partners. The cognitive trajectories were marked by a process of successive openings of new possibles. The analysis performed allows us to state that the development of intellectual autonomy, in the process of formation in the course, was related to the transformation of the sense of research (object and procedure); the transformation of its previous ideas related to other themes, and the exchanges established (reading, classmates, professors, school). The unfolding of the adopted perspective in this thesis was that we identified in the process that as the students moved forward I the opening of new possibles, they also started coordinating more elements from the context of the intellectual exchanges and vice-versa, which makes us admit that, as Piaget had already elucidate, the subject develops in, from and to the social relations in which they are.

A presente tese tem como objetivo compreender como ocorreu o processo de desenvolvimento da autonomia intelectual das estudantes no Curso de Licenciatura em Pedagogia a Distância de uma Universidade Pública Federal do sul do Brasil. As referências principais utilizadas estão relacionadas, de um lado, aos debates sobre a formação de professores de um modo geral, sobre a formação de professores à distância, e sobre a importância da pesquisa como um instrumento de aproximação entre teoria e prática nesses processos. Por outro lado, para fundamentar a análise foram utilizados os pressupostos teóricos construtivistas de Jean Piaget sobre as relações interindividuais, na perspectiva das trocas intelectuais realizadas no curso, e sobre a abertura de novos possíveis nas trajetórias cognitivas das estudantes. Trata-se, assim, de uma investigação que se insere no âmbito da pesquisa qualitativa na qual os dados se configuram nas produções escritas dos estudantes e das professoras (tutoras e pesquisadora). Além das produções escritas, foi realizada uma entrevista semi-estruturada com o professor que acompanhou a turma pesquisada no primeiro ano de curso. Para as trocas intelectuais, foram consideradas as postagens de todos os sujeitos (estudantes e professoras tutoras e pesquisadora) que participaram do curso no polo selecionado para a pesquisa. Já para a análise das trajetórias cognitivas, foram selecionadas três (03) estudantes do mesmo polo. A análise das trocas intelectuais evidenciou que houve um processo gradual de desenvolvimento da cooperação no qual alguns elementos construídos foram conservados: a formação do grupo (sistema comum de sinais); as proposições tidas como válidas e valorizadas nos debates, o respeito mútuo e a reciprocidade entre os parceiros. Já as trajetórias cognitivas foram marcadas por um processo de abertura sucessivas de novos possíveis. A análise realizada nos permite afirmar que o desenvolvimento da autonomia intelectual, no processo de formação no curso, esteve relacionado à transformação da noção de pesquisa (objeto e procedimento); a transformação de suas ideias prévias em relação a outras temáticas, e as trocas estabelecidas (leituras, colegas, professores, escola). O desdobramento da perspectiva adotada nessa tese foi que identificamos no processo que à medida em que as estudantes avançaram na abertura de novos possíveis também passaram a coordenar mais elementos a partir do contexto das trocas intelectuais e vice-versa, o que nos faz admitir, que de fato, assim como Piaget já havia elucidado, o sujeito se desenvolve na, a partir e para as relações sociais em que se insere. / This thesis aims at understanding how the process of intellectual autonomy development occurred in students of Pedagogy Graduation distance Course of a public federal university in the south of Brazil. The main references used are related to discussions on teacher training in general, on distance teacher training, and on the importance of research as an instrument to bring theory and practice together in such processes. On the other hand, to underpin the analysis, we used the constructivist theoretical assumptions of Jean Piaget about interindividual relations, in the perspective of intellectual exchanges performed in the course, and about the opening of new possibilities on the students’ cognitive trajectory. Hence, it is an investigation that is in the scope of qualitative research, in which the data is the written production of students and professors (tutors and researcher). Besides written production, semi-structured interview was performed with the Professor that monitored the group in the first year of the course. For the intellectual exchange, we considered the posts from all the subjects (students, tutor professors and researcher professor) that participated in the course in the center selected for the research. For the analysis of the cognitive trajectory, three (03) students of the same center were selected. Analysis of intellectual exchanges highlighted that there has been a gradual process of development of cooperation, in which some constructed elements were preserved: the formation of the group (common signal system); propositions regarded as valid and valued in the discussions; mutual respect and reciprocity among partners. The cognitive trajectories were marked by a process of successive openings of new possibles. The analysis performed allows us to state that the development of intellectual autonomy, in the process of formation in the course, was related to the transformation of the sense of research (object and procedure); the transformation of its previous ideas related to other themes, and the exchanges established (reading, classmates, professors, school). The unfolding of the adopted perspective in this thesis was that we identified in the process that as the students moved forward I the opening of new possibles, they also started coordinating more elements from the context of the intellectual exchanges and vice-versa, which makes us admit that, as Piaget had already elucidate, the subject develops in, from and to the social relations in which they are.

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L’objectif général de cette thèse était de caractériser les trajectoires de déclin cognitif et fonctionnel dans les phases précliniques et précoces de la maladie d’Alzheimer, faisant appel à deux grandes approches: l’étude du trouble cognitif léger dans la maladie d’Alzheimer sporadique et l’étude du phénotype cognitif d’individus porteurs de mutations autosomiques dominantes dans la maladie d’Alzheimer familiale. La thèse comprend 6 articles, dont 4 empiriques. Le premier article (Chapitre II) visait à faire une revue de littérature sur le trouble cognitif léger, son contexte historique, ses critères diagnostiques et les connaissances actuelles dans les domaines cognitif, génétique et de neuroimagerie. L’objectif de la deuxième étude (Chapitre III) visait à caractériser les différents domaines cognitifs (mémoire épisodique, fonctions exécutives, mémoire de travail, traitement visuospatial et langage) et leurs trajectoires dans le temps, chez des personnes avec un trouble cognitif léger, en distinguant celles qui ultérieurement progressent vers une démence, ou progresseurs, et celles qui ne progressent pas vers une démence, ou non-progresseurs. Les résultats indiquent que, chez les progresseurs, les trajectoires de déclin se distinguent selon le domaine cognitif : une fonction quadratique (fonction polynomiale de second degré, qui peut être interprétée comme représentant un plateau suivi d’un déclin accéléré) caractérise le rappel différé en mémoire épisodique et la mémoire de travail/vitesse de traitement de l’information et une fonction linéaire (plus graduelle et progressive) caractérise le rappel immédiat en mémoire, les fonctions exécutives et les habiletés visuospatiales. L’objectif de la troisième étude (Chapitre IV) était de caractériser les trajectoires de déclin des capacités à réaliser les activités de la vie quotidienne instrumentales chez ces mêmes individus ayant un trouble cognitif léger qui ont progressé vers une démence et de comparer ces trajectoires à celles que l’on retrouve chez les individus avec un trouble cognitif léger n’ayant pas progressé. Les résultats montrent que les capacités autorapportées à réaliser les activités de la vie quotidienne suivent une trajectoire quadratique chez les progresseurs (ont rencontré les critères de démence au cours de l’étude), linéaire chez les déclineurs (ont présenté un déclin cognitif sans rencontrer les critères de démence au cours de l’étude) et n’ont pas changé à travers le temps chez les stables (sont demeurés cognitivement stables au cours de l’étude). Les résultats indiquent que ces patrons peuvent être surtout expliqués par une catégorie d’activités, les activités complexes (p.ex. gérer le budget), qui suivent les mêmes trajectoires. L’objectif du quatrième article (Chapitre V) était de présenter les différentes composantes (génétique, imagerie et cognition) d’un projet de collaboration initié en 2012 entre le Canada et la Chine, ayant pour but d’étudier les phrases précliniques de la maladie d’Alzheimer de type familial. L’objectif de la cinquième étude (Chapitre VI) était d’examiner l’apparition et l’évolution des atteintes cognitives dans la maladie d’Alzheimer de type familial, en distinguant les personnes porteuses de mutations PSEN1 menant à un diagnostic de démence de celles non-porteuses de ces mutations. Les résultats montrent que, chez les porteurs de mutation, le temps estimé au diagnostic suit une trajectoire quadratique pour le rappel différé et la reconnaissance en mémoire épisodique et une trajectoire linéaire pour le rappel immédiat en mémoire, la fluence verbale sémantique/catégorielle et les habiletés visuoconstructives. Enfin, l’objectif de la sixième étude (Chapitre VII) était de présenter les données d’imagerie préliminaires de la cohorte canadienne avec mutations PSEN1, avec une série de cas. Chez les porteurs de mutation, l’amyloïde est un marqueur précoce, significatif même chez les individus non symptomatiques. Le marqueur tau est significatif uniquement près de l’âge estimé du diagnostic chez les porteurs et semble être davantage associé aux déficits cognitifs. / The main objective of this thesis was to characterize the trajectories of cognitive and functional decline in the preclinical and early stages of Alzheimer's disease, using two methodological approaches: the study of mild cognitive impairment in sporadic Alzheimer's disease and the study of the cognitive phenotype of individuals with autosomal dominant mutations in familial Alzheimer's disease. The thesis comprises 6 articles, 4 of which are empirical. The first article (Chapter II) aimed to review the literature on mild cognitive impairment, its historical context, its diagnostic criteria and current knowledge in the cognitive, genetic and neuroimaging fields. The objective of the second study (Chapter III) was to characterize the different cognitive domains (episodic memory, executive functions, working memory, visuospatial processing and language) and their trajectories over time, in individuals with mild cognitive impairment, by distinguishing those who progressed to dementia, or progressors, and those that did not progress to dementia, or non-progressors. The results indicate that, in the case of progressors, the trajectories of decline are distinguished according to the cognitive domain: a quadratic function (a plateau followed by an accelerated decline) characterizes the delayed recall in episodic memory and working memory/processing speed and a linear function characterizes immediate recall, executive functions and visuospatial abilities. The objective of the third study (Chapter IV) was to characterize the trajectories of decline in the ability to perform instrumental activities of daily living in these same individuals with mild cognitive impairment who progressed to dementia and to compare these trajectories with those found in individuals with mild cognitive impairment who did not progress. The results show that the self-reported abilities to perform activities of daily living follow a quadratic trajectory in the progressors (met the dementia criteria during the study), a linear trajectory in the declinors (presented a cognitive decline without meeting the dementia criteria during the course of the study) and did not change over time in the stable (remained cognitively stable during the study). The results indicate that these patterns can be mainly explained by a category of activities, the complex activities (e.g. managing the budget), which follow the same trajectories. The objective of the fourth article (Chapter V) was to present the different components (genetics, imaging and cognition) of a collaborative project initiated in 2012 between Canada and China, aimed at studying the preclinical phases of familial Alzheimer’s disease. The objective of the fifth study (Chapter VI) was to examine the onset and course of cognitive impairment in familial Alzheimer's disease, by distinguishing individuals with PSEN1 mutations leading to a diagnosis of dementia from those not carrying these mutations. The results show that, in mutation carriers, the time to the estimated age of onset follows a quadratic trajectory for delayed recall and recognition in episodic memory and a linear trajectory for immediate recall, semantic/categorical verbal fluency and visuospatial abilities. Finally, the objective of the sixth study (Chapter VII) was to present preliminary imaging data for the Canadian cohort with PSEN1 mutations, using a case series. In mutation carriers, amyloid is an early marker, with a significant deposition, even in non-symptomatic individuals. The tau marker is significant only near the estimated age of onset in mutation carriers and appears to be more associated with cognitive deficits.