The current paper presents a study conducted at CERN, Switzerland, to investigate visitors' and tour guides' use and appreciation of existing panels at visit itinerary points. The results were used to develop a set of recommendations for constructing optimal panels to assist the guides' explanation.

Made available in DSpace on 2016-04-28T18:22:17Z (GMT). No. of bitstreams: 1 Rogerio da Costa Neves.pdf: 14600102 bytes, checksum: 1253ccf6b9d3df808eb871b68c46f462 (MD5) Previous issue date: 2011-05-05 / The objective of this research is to investigate and understand the phenomenon of complex issue treatment held during English classes in a public school in Rio de Janeiro taking into consideration students and teachers perspective. Complex issues are topics brought to the school environment through the use of determined materials, students request and teachers decision. These issues when dealt with allow numerous unfolding that may lead teachers and students to discuss topics that do not find in society a clear and defined positioning. Thus, they may arouse unexpected reactions from the part of those involved directly or indirectly in their treatment within school boundaries. This study was carried out with an initial group of 30 teachers who declared to hold this type of activity with their students. From this initial group, a focal group was created with 18 participants. There were also 37 students involved in this study who were able to discuss these issues during their English classes. With the intent of better understanding what really happened in my teaching practice I examined the official Brazilian documents (PCN, 1998; PCN-LE, 1998; OCEM, 2006) and also school documents (PPP, 2000). Based on these documents I tried to understand the paradigmatic changes that had taken place and that made realize the unsuitability of my own background education in relation to my present teaching practice. This led me to the study of the complexity theory (Morin, 1997/2008; Moraes, 1997/2006; Mariotti, 2007) which served as a theoretical-methodological basis for this research, the grounds on which all actions, interactions, and retroactions of lived experiences took place. In search of a better understanding of my own practice I also made use of the global/localized knowledge concept (Canagarajah, 2004; Celani, 2004). The objective in using questionnaires, face-to-face interviews, e-mails, exchange of messages by means of a social network and Moodle was to discuss the relevance, appropriateness, frequency and objectives of complex issue treatment. I was able to describe and interpret the phenomenon making use of a hermeneutic-phenomenological methodological approach (van Manen, 1990; Freire, 2003, 2007). The interpretation of the phenomenon revealed the existence of only one phenomenon in which students and teachers present their perspectives on what it is to discuss complex issues. Teachers in their texts brought about four themes: precaution, choice, absence and the other. These themes signal to a number of precautions taken and choices made by teachers when developing these activities. Teachers also reveal what they perceive as to be inexistent, or insufficient when dealing with these issues. Students texts unveiled three themes: impressions, changes and the other. These themes comprise what they believe to be the role of school and the results that could be achieved by activities like the ones developed during this research / O objetivo desta tese é investigar e compreender o fenômeno da discussão de assuntos complexos durante as aulas de Inglês de uma escola pública do Rio de Janeiro na perspectiva de seus professores e alunos. Assuntos complexos (ACs) são questões levadas para o ambiente escolar por meio dos materiais utilizados, pela sugestão dos alunos e decisão dos professores, que ao serem tratadas permitem desdobramentos que suscitarão a discussão de tópicos que não possuem na sociedade um posicionamento claro e definitivo, sendo assim difícil de prever as reações que essas discussões suscitarão. A pesquisa foi conduzida com um grupo inicial de 30 professores que declararam manter este tipo de atividade com seus alunos, dos quais 18 fizeram parte um grupo focal. Os alunos, trinta e sete, eram, por sua vez, todos alunos de língua inglesa e em suas aulas tinham a oportunidade de discutir esses assuntos. Com o propósito de melhor compreender aquilo que ocorria em minha prática busquei os documentos oficiais PCN (Brasil, 1998), PCN-LE (Brasil, 1998), OCEM (Brasil, 2006) e por fim o PPP (2000) da escola onde se desenvolveu a pesquisa e a partir desses documentos procurei entender as mudanças paradigmáticas que ocorreram e que fizeram com que minha formação escolar e acadêmica não mais satisfizesse o que vivia em minha prática docente. O estudo desses documentos e das razões que levaram a uma mudança paradigmática me levaram à teoria da complexidade (Morin, 1997/2008; Moraes, 1997/2006; Mariotti, 2007) que serviu de fundamentação teórico-metodológica para esta pesquisa, o terreno onde se desenvolveram todas as ações, interações, retroações das experiências vividas por aqueles que participaram dessas experiências. Buscando uma maior compreensão de minha prática naquilo que diz respeito à discussão de assuntos complexos, lancei mão também do binômio saber global/localizado (Canagarajah, 2004, 2005/2008; Celani, 2004a). Os questionários, entrevistas presenciais e por e-mail; e as discussões mantidas em um site de relacionamentos e no Moodle, tiveram por objetivo discutir a pertinência da discussão de assuntos complexos no ambiente escolar, sua frequência, sua importância e seus objetivos. A partir da abordagem hermenêutico-fenomenológica (van Manen, 1990; Freire, 2003, 2007) pude descrever e interpretar o fenômeno. A interpretação das experiências textualizadas revelou que o fenômeno da discussão de assuntos complexos pode ser compreendido como um único fenômeno no qual professores e alunos revelam suas perspectivas sobre o mesmo. Professores revelam quatro temas principais que são: cuidados, escolhas, ausências e o outro. Esses sinalizam para um número de cuidados que professores tomam e as escolhas que têm de fazer ao desenvolverem este tipo de atividade; revelam ainda, aquilo que percebem não existir, ou ser insuficiente ao tratar desses assuntos. Por fim, expressam a importância que seus pares e seus interlocutores têm ao buscar parâmetros que determinem seus comportamentos. Os alunos, por sua vez, manifestam em seus textos três temas principais: impressões, mudanças e o outro. Neles manifestam aquilo que acreditam ser o papel da escola e o que percebem como sendo o resultado da inserção das discussões de assuntos complexos no ambiente escolar

This study examines how complex issues can be appropriately communicated to children aged 3-6 years through the empirical research of five illustrators. Based on the empirical findings, three proposals for spreads that convey complex issues in the form of the global sustainability goals in Agenda 2030 are created. The study also investigates which creative design process is most suitable to apply in the design. This is examined by comparing two predetermined models that frame the design process in relation to the illustrators' experiences and approaches. Based on the findings, an appropriate approach is applied to the study. The study concluded that framing the creative design process within predetermined frameworks does not appear to be beneficial. All illustrators use individual approaches tailored to personal preferences and past experiences. Regarding the communication of complex issues to children, all illustrators agreed that these are topics that can and should be communicated to children. An appropriate approach in communication was to achieve a balance between the simple and the complex. It also proved important to prioritize children's positive reading experiences and to ensure that the communication is characterized by hope for the future. Based on these results, the study has created its own proposals for materials that communicate the global sustainability goals in Agenda 2030.