Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-02-17Bitstream added on 2014-06-13T21:06:17Z : No. of bitstreams: 1 lindino_tc_dr_mar.pdf: 696360 bytes, checksum: 4bb3af750e3cd96092d971446b09e4f2 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Pretendemos nessa pesquisa discutir e analisar os analogismos existentes entre as políticas educacionais e as diretrizes do Banco Mundial verificadas a partir das reformas ocorridas na década de 1990 e, em seguida, confrontá-las com as diretrizes utilizadas pela CAPES para este nível de ensino. Pretendemos também apresentar a discussão sobre a atual situação dos professores e pós-graduandos e dos Programas em Educação discutindo o seu entendimento sobre profissionalização do professor universitário; identificando e analisando as características atribuídas ao professor universitário mediante do mercado de trabalho docente atual; e discutindo as formas existentes e disponíveis para esta qualificação. Partimos de três hipóteses norteadoras: 1) A valorização dos profissionais da educação torna-se atrelada à progressão funcional baseada na titulação e na avaliação de desempenho, cujos critérios são elaborados exclusivamente pela CAPES; 2) a competitividade estabelecida pressiona a qualificação dos professores em curto prazo, fazendo com que a busca pelo curso de Pós-graduação stricto sensu em Educação seja baseada em critérios exclusivamente mercadológicos; 3) A titulação como forma de manutenção do posto de trabalho dos professores universitários está sendo guiada por um pensamento político-econômico hegemônico. A fim de comprovação dessas hipóteses, como procedimento metodológico, selecionamos textos relacionados aos documentos oficiais produzidos pelo Banco Mundial sobre o ensino superior, as reformas educacionais ocorridas nos anos 1990 e os tipos existentes de qualificação para o professor universitário. Selecionamos também textos sobre a formação dos cursos de Pós-graduação stricto sensu em Educação nas universidades públicas estudadas e sobre tendências para a qualificação docente no Brasil... . / Our intentions in this research is to discuss and analyze the existing analogies between educational politics and the directions of the World Bank, noticed from the changes occurred in the 90's, and comparing them to the ones used by CAPES for this teaching level. We also intend to present a discussion about the current situation of the professors and graduate students and situation of the Program coordinators in Education, their understanding about the professionalization of the university professor; identifying and analyzing the characteristics given to the university professor according to the current teaching job market; discuss the existing and available ways for this qualification. We start with three guiding hypothesis: 1) the evaluation of professionals in education is connected to the functional progression based on the title given and on the evaluation of their capacity, which the criteria are elaborated exclusively by CAPES; 2) the established competitiveness pressure the qualification of the professors in the short run, making that the search for a stricto sensu graduate course be based on exclusively marketable criteria; 3) the given title as a way of maintenance of the current job of the university professors is being guided by a hegemonic economical-political thought. To prove these hypothesis and as a methodological procedure, we selected some texts related to the official documents made by the World Bank about college teaching, the educational changes occurred in the 90's and the existing models of de qualification for a university professor. We also selected texts about the formation of the stricto sensu graduate course in Education at the public universities studied, and the tendencies to a teaching qualification in Brazil. Thus, we worked with a bibliography that looks for an understanding of the concepts of qualification and... (Complete abstract, click electronic address below).

Le potassium est un nutriment essentiel à la croissance et au développement des plantes. Les minéraux argileux dans les sols représentent un important réservoir de K disponible pour les plantes. L'extraction de K fixé à partir de l'espace interfoliaire des minéraux micacés 2:1 peut entraîner une augmentation de la distance feuillet à feuillet qui peut être mesurée par diffraction des rayons X . Des échantillons de l'expérience Morrow Plots continue avec du maïs (C) ou du maïs-avoine-foin (R), provenant de sous-parcelles fertilisées (F) et non fertilisées (U) pour les années 1904, 1957, 1980, 1997 et 2013-2014, ont été soumis au fractionnement granulométrique séquentiel pour obtenir la fraction limoneuse (50-2 um) et les sous-fractions argileuses (2-0,2, 0,2-0,05 et <0,05 um). Les résultats granulométriques montrent une hétérogénéité significative malgré la petite taille de la MP, et un gain de sous-fraction < 0,05 um avec le temps. La modélisation des diagrammes de diffraction des rayons X a été effectuée pour obtenir une identification concluante de l'assemblage de minéraux argileux et évaluer l'impact de 110 ans d'agriculture continue et de différentes pratiques agronomiques. Un assemblage complexe de minéraux argileux a été identifié avec jusqu'à onze contributions différentes nécessaires pour reproduire les données expérimentales de sous-fractions de moins de 2 um, y compris jusqu'à six couches mixtes d'illite-smectite-chlorite. L'analyse de phase quantitative pour toutes les sous-parcelles et toutes les années, a montré que l'assemblage minéral du MP est similaire entre les différentes sous-parcelles, quel que soit le traitement agronomique. Aucune preuve significative d'altération ou de transformation des phases minérales argileuses n'a été observée au fil du temps. La nature dioctaédrique des minéraux argileux de la MP désavantage l'extraction du K et donc la dissolution est le mécanisme privilégié pour l'absorption du K et la perte de sous-fractions 2-0,2 et 0,2-0,05 um est attribuée à ce processus. / Potassium is an essential nutrient for plant growth and development. Clay minerals in soils represent an important reservoir of plant-available K. Extraction of fixed K from the interlayer space of micaceous 2:1 minerals can lead to an increase in the layer-to-layer distance which can be measured by X-ray diffraction. Samples from the Morrow Plots continuous corn (C) and corn-oats-hay (R) experiment, from fertilised (F) and non-fertilised (U) subplots for the years 1904, 1957, 1980, 1997 and 2013-2014 were subjected to sequential size-fractionation to obtain the silt fraction (50-2 um) and clay-sized subfractions (2-0.2, 0.2-0,05 and <0.05 um). Granulometric results show siginificant heterogeneity despite the small size of the MP, and a gain in <0.05 um subfraction with time. Full-profile fitting of X-ray diffraction patterns was performed to obtain conclusive identification of the clay mineral assemblage and assess the impact of 110-years of continuous agriculture and different agronomic practices. A complex clay mineral assemblage was identified with up to eleven different contributions necessary to reproduce the experimental data of <2 um subfractions, including up to six illite-smectite-chlorite mixed-layers. Quantitative phase analysis for all subplots and years showed that the mineral assemblage of the MP is similar between different subplots, regardless of agronomic treatment. No significant evidence of alteration or transformation of clay mineral phases was observed over time. The dioctahedral nature of the clay minerals of the MP disfavours K-extraction and thus dissolution is the favoured mechanism for K-uptake and the loss of 2-0.2 and 0.2-0.05 um subfractions is attributed to this process.

Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 FranciscoRLVM.pdf: 1001794 bytes, checksum: 69146edd36ce1e31deba2dbd903696f5 (MD5) Previous issue date: 2006-06-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Compte tenu de l importance de la formation des enseignants pour r?pondre, de nos jours, aux besoins des ?l?ves dont les caract?ristiques marquantes sont la diversit? et la diff?rentiation, desquels n?cessairement font partie , ? un ?chelon croissant, des personnes atteintes d une d?ficience quelconque ; devant le constat que les actuelles politiques d ?ducation, en fonction de leurs limitations, peuvent ?tre consid?r?es comme un des principaux facteurs qui entravent la concr?tisation d un vrai processus d inclusion de ces personnes ; compte tenu, encore, que le confront des situations ?ducatives concernant le processus d inclusion de ceux ayant des d?ficiences physiques, notamment lorsqu il s agit d ?l?ves atteints de paralysie c?r?brale, engendre chez les enseignants un ?tat de troublante inqui?tude du fait de ne se sentir convenablement pr?par?s pour se confronter avec des situations pareilles, cette recherche, centr?e sur cette probl?matique, a chosi comme objectif planifier, mettre en marche et analyser un programme d intervention p?dagogique dans une ?cole r?guli?re de la ville de Natal/RN, aupr?s de quatre enseignants de l ?cole fondamentale (7e S?rie) qui avaient re?u, dans leur classe, deux ?l?ves atteints de paralysie c?r?brale. S utilisant comme recours m?thodologique de la recherche-action, le programme d intervention s est structur? autour de troix axes th?matiques : l attitudinal, le p?dagogique et le v?cu en milieu scolaire, sous la forme de discussions th?oriques et la mise en oeuvre de ces th?matiques. Les donn?es qui devraient ?tre soumises ? l analyse ont ?t? collect?es ? partir des proc?d?s d observation, d entretiens avant et apr?s l intervention, du r?gistre de photos et d un questionnaire. Les interpr?tations faites, bas?es dans la comparaison du discours des sujets ont signal? que les enseignants ont progress? dans la ma?trise des savoirs scienfiques concernant la paralysie c?r?brale et dans la connaissance des personnes atteintes par cette d?ficience. Par rapport aux valeurs et significations attribu?es par les enseignants ? ce programme d intervention ? partir de leur choix des photos dans l ensemble du d?roulement de ce processus formatif, elles s expriment par une prise de conscience tr?s marqu?e, de la part des enseignants, par rapport :aux besoins ?ducatifs des ?l?ves atteints de paralysie c?r?brale ; ? l importance et au vrai r?le que l ?cole doit jouer face aux politiques d ?ducation inclusive ; aux difficult?s v?cues par ces personnes, qui r?clament le plus profond respect de leurs ingularit?s ; la reconstruction d une nouvelle image concernant ces personnes ; la constatation qu il est possible aux enseignants d adapter et m?me de cr?er ? l ?cole des ressources et mat?riaux p?dagogiques envisageant la qualit? du processus d enseignement et apprentissage de l ?l?ve atteint de paralysie c?r?brale ; finalement, la perception de l importance du travail en ?quipe, d un milieu scolaire accessible ? ces personnes et de l appuis de la famille dans le contexte de l ?ducation inclusive. Les r?sultats obtenus, issus de ce programme d intervention, d apr?s l ?valuation finale des sujets, de part de t?moigner de son efficacit?, montrent que l intervention a ?t? une excellente opportunit? d habiliter ces enseignants et d am?liorer le processus d enseignement ? l ?cole choisie comme le locus de cette recherche / Considerando a relev?ncia da forma??o dos professores para o atendimento das necessidades educacionais de um alunado cada vez mais caracterizado pela diversidade e pela diferencia??o, do qual fazem parte, em escala crescente, pessoas com defici?ncia; diante da constata??o, tamb?m, de que as atuais pol?ticas educativas de nosso pa?s, em suas limita??es, ainda se apresentam como um dos principais fatores dificultadores para se efetivar, na escola, um aut?ntico processo de inclus?o dessas pessoas; considerando, ainda, que o enfrentamento das situa??es educativas referentes ao processo de inclus?o de pessoas com defici?ncia f?sica, e, mais particularmente, quando se trata de alunos com paralisia cerebral, gera grande inquieta??o junto ao corpo docente, que n?o se sente preparado para lidar, adequadamente, com tais situa??es, esta pesquisa centrou-se em torno desse problema, elegendo como objetivo geral planejar, aplicar e analisar um programa de interven??o em uma escola regular da cidade do Natal/RN, junto a 4 professores do Ensino Fundamental (7? s?rie) que atuavam em sala de aula com dois alunos com paralisia cerebral. Utilizando a metodologia da pesquisa-a??o, o programa desenvolvido se estruturou em tr?s eixos tem?ticos: o atitudinal, o pedag?gico e o ambiental envolvendo discuss?es te?ricas e pr?ticas. Os dados para an?lise foram coletados a partir de observa??es, de entrevistas antes e ap?s a interven??o, do registro fotogr?fico e de question?rio. As interpreta??es realizadas com base na compara??o dos discursos dos sujeitos evidenciaram que os professores conseguiram aprofundar conhecimentos espec?ficos e avan?ar no entendimento acerca da educa??o do aluno com paralisia cerebral. Quanto ao significado atribu?do pelos professores ao programa de interven??o, a partir de suas escolhas fotogr?ficas e dos desdobramentos do processo formativo revelam que houve por parte dos mesmos uma maior conscientiza??o em rela??o: ?s necessidades educacionais dos alunos com paralisia cerebral; a real import?ncia e o papel que a escola especial deva assumir diante da pol?tica educacional inclusiva; as dificuldades vivenciadas por esses educandos, resultando no respeito as suas singularidades; a reconstru??o de uma nova imagem de pessoas com paralisia cerebral; a constata??o da possibilidade da adapta??o e cria??o de recursos pedag?gicos para a qualidade do processo de ensino-aprendizagem do aluno com paralisia cerebral; a percep??o da import?ncia do trabalho em equipe, de um ambiente escolar acess?vel e do apoio familiar no contexto da educa??o inclusiva. Os resultados obtidos com o programa de interven??o sinalizaram ter sido este satisfat?rio a partir de sua avalia??o final pelos professores contribuindo para a capacita??o dos mesmos e a melhoria do ensino junto ao aluno com paralisia cerebral na escola l?cus da investiga??o

Esta pesquisa foi desenvolvida dentro da temática sobre motivação para aprender música e teve como objetivo geral investigar a interação entre os fatores individuais e ambientais que motivam os alunos para continuar seus estudos em música fora da escola. Segundo a literatura, os fatores individuais referem-se às crenças, às percepções e às características pessoais dos alunos, enquanto os fatores ambientais relacionam-se às experiências em determinado local e momento de vida, bem como com as interações estabelecidas com as pessoas desse ambiente. Como objetivos específicos, esta pesquisa verificou o papel do ambiente (pais, família, professores, pares e contexto escolar) e investigou os fatores individuais (metas e autoconceito) que possuem relação com a motivação para continuar os estudos em música fora da escola. O referencial teórico adotado foi o modelo de motivação em música (HALLAM, 2002, 2005, 2006), pois contempla a interação entre os dois tipos de fatores: individuais e ambientais. O método utilizado foi o estudo de entrevistas, com alunos das séries finais do ensino fundamental que possuíam aula de música na escola desde as séries iniciais e que optaram por estudar música fora da escola após a quinta série. Apoiada na literatura da educação e da educação musical, esta pesquisa justifica-se pela possibilidade de compreender tanto os diferentes fatores envolvidos na interação entre o indivíduo e o ambiente durante a aprendizagem musical quanto a maneira pela qual esses fatores incentivam o aluno a continuar os estudos em música. Os resultados apontaram para uma forte relação entre os fatores individuais e ambientais e para a correspondência entre a motivação para aprender música dentro da escola e a motivação para continuar os estudos em música fora da escola. Esses resultados poderão colaborar para o aprimoramento pedagógico dos professores de música, além de permitir reflexões e oferecer subsídios que possam melhorar a motivação dos alunos para aprender música, dentro e fora da escola. / This research is about motivation to learn music. Its general aim was to investigate the interaction between individual and environmental factors which motivate students to continue their studies in music outside school. According to literature, individual factors refer to students’ beliefs, perceptions and personal characteristics, whilst environmental factors are related to life experiences in some places and at some times, as well as the interaction with others. The specific aims to this research was to verify the role of environment (parents, family, teachers, peers and school context), as well as investigate individual factors (goals and self-concept about abilities) in students’ choice in continuing to learn music outside school. The theoretical framework adopted was the model of motivation in music (Hallam, 2002, 2005, 2006), because it considers the interactions between individual and environmental factors. The method chosen was the interview study, with middle school students who attended music classes at school since first cycle of fundamental education, and opted to study music outside school after the fifth grade. Based both on the education and the music education literature, the reason of this research is the possibility of understanding not only the different factors involved in the interaction between the individual and the environment during the musical learning, but also the way these factors motivate the student to continue studying music. The results of this research revealed a close link between individual and environmental factors. Moreover, data showed the relation between motivation to learn music inside school and motivation to continue music outside school.

Made available in DSpace on 2017-07-10T18:56:08Z (GMT). No. of bitstreams: 1 rosemary_turkiewicz.pdf: 5349409 bytes, checksum: 5d9adfb6c71a7ad78fa58abf6393c8f3 (MD5) Previous issue date: 2016-09-13 / Since the 1980s, the Portuguese Language teaching has been discussed by scholars and researchers, based on language s supposed dialogue and interaction, as defended by the Bahktin Circle, which is the theory found in the official Curricular Guidelines (DCE) of Parana State (Brazil), which recognize the mentioned text as a teaching unit that happens in a certain discursive genre. Thus, the proposals of text productions in school should prioritize interaction, considering that for Bakhtin/Volochinov (2014[1929]), language is materialized only in concrete enunciates within a process of dialogue. The distance of such premises comprehension by Portuguese Language teachers leads to the inference that such premises were not fully understood, perhaps by the absence of adequate training and/or a period of time sufficient to articulate theory and practice, according to the document s requirements. Being part of this school reality, teaching classes in public schools, we have chosen to develop a critical-collaborative-action-research involving two 6th to 9th graders teachers of middle school, in a Northwestern city in Parana State. Therefore, the focus was specifically to the following theme: collaborative actions in the teaching practice concerning to the production and texts rewriting. Such option is justified by an understanding that continued training, based in principles of collaborative actions can help with theory-methodology premises of writing and rewriting texts, which guarantees a safer pedagogical practice development. Such investigation purpose is sustained by the following questions: a) How do 6th to 9th graders teachers understand the theory and methodology premises present in the DCE? b) What have 6th to 9th graders teachers been doing regarding to the orientation for writing and rewriting texts? c) how can we researchers develop collaborative actions focused on teachers difficulties related to their orientation for writing and rewriting texts, as to consider the theory and methodology orientations present in the DCE? d) What changes in theory and methodology are introduced based on the researcher s mediation actions? In such a way, this paper s main purpose was to think about the collaborative actions developed in the theory and methodology orientations regarding the practice of production and text rewriting and their contributions to the theory and methodology orientations in the final grades of middle school. This research is has its foundations in Applied Linguistics, under the conception of language as presented by the Bakhtin Circle, supported by the principles of historical and cultural theory, from the studies of Vygotsky, Luria, and Leontiev, and from the text writing premises proposed first by Geraldi (2007[1984]), passing by some other researchers in this field. We assume, as a methodology proceeding, the methodology principle of critical-collaborative-action research, as we promote reflections with middle school teachers on their own practice, in order to build new knowledge about the methodology orientations on production and rewriting of a text. The results of the whole research process show: a) the understanding of the process of text writing which comprehends the steps of planning, actual writing, revising, and rewriting; b) the improvement of activities of development for writing and 9 rewriting texts; c) the internalization and appropriation of the theoretical and methodological premises concerning the concept of language as interaction and dialogue; d) the need to review the way how to continue to offer teacher´s training in the middle school context; e) the need to invest in collaborative theory and methodology orientations regarding the work with writing, which enables the follow-up of the pedagogical practice in this teaching context. / Desde a década de 1980, o ensino de Língua Portuguesa vem sendo discutido por estudiosos e pesquisadores, sustentados pelo pressuposto dialógico e interacionista da linguagem, conforme defendido pelo Círculo de Bakhtin, escopo teórico presente nas Diretrizes Curriculares do estado do Paraná, que reconhecem o texto-enunciado como unidade de ensino que se configura em determinado gênero discursivo. Logo, as propostas de produção de texto na escola deveriam priorizar a interação, haja vista que para Bakhtin/Volochinov (2014[1929]), a língua só se concretiza em enunciados concretos dentro de um processo de interlocução. O distanciamento, entre os professores de Língua Portuguesa, dessa compreensão, faz-nos inferir que tais pressupostos não foram compreendidos, talvez pela ausência de formação adequada e/ou período de tempo suficiente para articular teoria e prática conforme o que rege os documentos. Ao fazermos parte dessa realidade escolar, atuando como docente da rede estadual, optamos por desenvolver uma pesquisa-ação-crítica-colaborativa envolvendo duas docentes de 6° e 9° anos do ensino fundamental, de um município da região noroeste do estado do Paraná. Assim, nosso olhar se voltou mais especificamente para o seguinte tema: ações colaborativas da prática docente no que se refere aos encaminhamentos da produção e da reescrita textual. Essa opção se justifica por acreditarmos que uma formação continuada embasada nos princípios da ação colaborativa pode auxiliar com a fundamentação teórico-metodológica acerca dos processos de produção e reescrita textual, de modo a garantir mais segurança para o desenvolvimento de sua prática pedagógica. Esse propósito investigativo sustentou-se nas seguintes indagações: a)Como um grupo de professores do 6º ao 9°ano compreende os pressupostos teórico-metodológicos previstos nas DCE? b)O que tem feito o professor do 6º ao 9°ano, em termos de encaminhamentos para a produção, correção e reescrita de textos? c)Como nós, pesquisadora, podemos desenvolver ações colaborativas focadas nas dificuldades docentes para o encaminhamento da produção, e reescrita textual, de modo a contemplar as orientações teórico-metodológicas que constam nas DCE? d)Que alterações teórico-metodológicas são apresentadas a partir das ações de mediação da pesquisadora? Assim, nosso objetivo geral foi Refletir sobre as ações colaborativas desenvolvidas em orientações teórico-metodológicas sobre a prática de produção e reescrita de texto e suas contribuições nos encaminhamentos didático-pedagógicos nas séries finais do Ensino Fundamental. A pesquisa circunscreveu-se na área da Linguística Aplicada, sob a concepção de linguagem explicitada pelo Círculo de Bakhtin, pautando-se nos princípios da teoria histórico-cultural, a partir dos estudos de Vygotsky e Leontiev, e nas propostas de ensino da produção textual abordadas, primeiramente, por Geraldi (2007[1984]), passando por vários pesquisadores da área. Assumimos, como procedimento metodológico, a pesquisa-ação-crítico-colaborativa, ao promovermos reflexões com as professoras do ensino fundamental sobre a própria prática a fim de construírem novos conhecimentos a respeito dos encaminhamentos da produção e da reescrita textual. Os resultados de todo processo da pesquisa demonstram: a) a compreensão do 7 caráter processual da escrita, que compreende as etapas de planejamento, efetivação da escrita, revisão e reescrita; b) o aprimoramento no desenvolvimento de atividades de produção e reescrita textual; c) a internalização e a apropriação dos pressupostos teórico-metodológicos concernentes à concepção de linguagem interacionista e dialógica; d) necessidade de rever a forma pontual como se organizam as formações continuadas no contexto do ensino fundamental; e) necessidade de se investir em orientações teóricas e metodológicas colaborativas quanto ao trabalho com a escrita, que possibilitem acompanhar a prática pedagógica nesse contexto de ensino.

Notre recherche porte sur la manière dont les médecins développent leurs connaissances dans les dispositifs de mise en circulation des savoirs que sont les congrès médicaux, et plus particulièrement, au sein de ces derniers, pendant les sessions tournées vers le partage de l’expérience/expertise. Autrement dit, nous nous intéressons aux processus d’enseignement/apprentissage dans le cadre de la formation professionnelle continue. Sur le plan théorique, nous avons convoqué des travaux issus d’une part de la didactique professionnelle (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) et d’autre part de la linguistique interactionnelle (Mondada, 2001). Sur le plan empirique, notre recherche s’est déroulée en deux temps. Dans un premier temps, nous avons réalisé des observations directes et interrogé des spécialistes de l’organisation de congrès afin d’identifier les caractéristiques de ce type d’événement. Dans un deuxième temps, nous avons réalisé de nouvelles observations et proposé des questionnaires aux congressistes-médecins. Notre objectif était alors premièrement d’identifier les ressources que les médecins-communicants mobilisent pour accompagner leur pair dans leur processus d’apprentissage – quel(s) support(s) choisissent-ils et comment construisent-ils leur discours lorsqu’ils rendent compte de leur expérience/expertise ? – et deuxièmement, de mieux comprendre comment les congressistes-médecins acquièrent des connaissances utiles à l’exercice de leur métier, lors de ces sessions tournées vers le partage d’expérience/expertise. / The research presented in this PhD thesis concerns the professional development of physicians in the context of medical congresses, particularly, during sessions dedicated to sharing experience and expertise. We study this situation as a teaching/learning tool for continuing education. We use theoretical frameworks from professional didactics (Pastré, Mayen et Vergnaud, 2006 ; Fillietaz, 2006) and interactional linguistics (Mondada, 2001). We conducted this research in two phases. During the first phase, of an exploratory nature, we have explored congress as an event through direct observation and inquiry of professional congress organisers. During the second phase, of systematic enquiry, we have first identified the resources expert physicians in teaching position use to accompany their peer physicians in their learning process. Which teaching support do they use, how do they build the learning experience? Second, we have studied how physicians as learning persons do convert congress sessions dedicated to the sharing of experience and expertise into useful knowledge for their daily work.

La ventilation joue un rôle important dans le confort thermique des occupants d'un bâtiment en climat chaud, en contribuant au rafraîchissement de l'air qui les entoure. Qu'elle soit mécanique ou naturelle, la ventilation doit être maîtrisée pour ne pas gêner l'occupant et respecter des normes ou réglementations en vigueur. Ces gênes sont liées à des vitesses d'air ou à une intensité turbulente trop élevée. Les concepteurs doivent alors faire appel à l'outil numérique pour une prédiction fine des écoulements d'air. La simulation de configurations à l'échelle du bâtiment peut se faire par une approche moyennée des équations de Navier-Stokes en complément d'un modèle de turbulence. Ces simulations sont utilisées par les chercheurs comme des outils de dimensionnement, ou encore, d'optimisation des composants de ventilation. De plus, la forme des bouches de ventilation peut contribuer passivement à l'optimisation de certains phénomènes aérauliques. L'amélioration de ces formes peut ainsi se faire par l'utilisation de méthodes d'optimisation de forme. L'optimisation topologique par ajout de matière permet de trouver des formes pour optimiser des fonctionnelles objectifs définies sur le fluide ou sur ses frontières. C'est sur cette méthode que ces travaux de thèse se concentrent pour proposer un outil de contrôle des écoulements d'air dans le bâtiment par la recherche de formes optimales de bouches de ventilation. Ces travaux de thèse proposent une contribution à l'optimisation topologique d'écoulements turbulents dans le bâtiment. Dans un premier temps, la méthode par ajout de matière est appliquée pour minimiser les pertes de charge dans une conduite d'aération en forme de Té. Le modèle adjoint développé est soumis à l'hypothèse de turbulence gelée. Dans un second temps le modèle adjoint complet est proposé pour le modèle de turbulence standard k-epsilon pour la réduction des pertes de charge d'une part et de l'intensité turbulente d'autre part. Enfin, ces outils sont appliqués à l'optimisation de forme de bouches de ventilation. Les résultats montrent ainsi un bon potentiel de l'optimisation topologique par ajout de matière pour l'orientation des écoulements d'air mais ne garantissent pas la maîtrise des vitesses d'air dans la pièce. De plus, la minimisation de l'intensité turbulente grâce à l'approche complète développée a contribué à la réduction du taux d'insatisfaction lié à une intensité turbulente trop élevée dans la pièce. / Ventilation plays a key role in thermal comfort of building's occupants in hot climates by refreshing air surrounding them. Mechanical or natural ventilation must be controlled for two reasons: do not disturb the bulding's occupants and comply with the regulations in force. Discomfort is linked to too high air velocities or turbulent intensity. Designers can use the numerical tools for a finer prediction of airflow. The simulation of configurations at the building scale can be done using averaged Navier-Stokes equations approach in addition to a turbulence model. These simulations are used by researchers as sizing tools or for the optimization of ventilation components. In addition, the shape of the ventilation nozzle can passively contributes to the optimization of some aeraulics phenomena. The improvement of these ventilation components can be achieved by the use of shape optimization methods. Topological optimization by addition of material makes it possible for the optimization of cost functions defined on the fluid or on its boundaries. The main objective of this manuscript is to propose a tool to control airflows in building by the search for optimal shape of ventilation nozzle. This work proposes a contribution to the topological optimization of turbulent flows in buildings. In a first step, topological optimization by adding material is applied to minimize pressure losses in a T-shaped pipe. The developed model is subjected to the hypothesis of the frozen turbulence. In a second step, the complete adjoint model is proposed for the standard turbulence model k-epsilon for the minimization of the total pressure losses on the one hand and the turbulent intensity on the other hand. Finally, these tools are applied to the shape optimization of ventilation nozzle. The results of topological optimization by adding virtual material show good potential for the orientation of the airflows but does not guarantee the control of the air velocities in the room. Moreover, the minimization of turbulent intensity through the complete approach contributed to the reduction of the dissatisfaction rate due to excessive turbulent intensity in the room.

L’objectif de la thèse est de parvenir à élaborer un modèle d’acquisition de la compétence du médecin. La question de recherche a été libellée ainsi : quelles implications peuvent avoir les expériences professionnelles, la vie quotidienne, les échanges entre pairs, enfin, tout ce qui peut correspondre à des ressources pédagogiques dites « informelles» dans l’amélioration des compétences professionnelles des étudiants en médecine et des médecins. J’ai fait l’hypothèse suivante : dans tout apprentissage, il y a du formel et de l’informel. Et cet informel pourrait être repéré dans un dispositif pédagogique de type coopératif, expérientiel et réflexif ; le contexte d’apprentissage « informel» et « non formel » a certainement un rôle dans l’acquisition des connaissances et des compétences des professionnels de santé.Trois dispositifs pédagogiques fréquemment utilisés au cours du 3e cycle de la formation initiale des médecins et en formation médicale continue ont été proposés à des étudiants en médecine et des médecins installés en milieu ambulatoire. De tels dispositifs basés sur la mobilisation de l’expérience, la réflexion et la coopération entre les participants seraient susceptibles de contribuer à l’amélioration de la compétence des étudiants en médecine et des médecins.Il existe, dans chacun des dispositifs d’apprentissages éprouvés, et en tenant compte des cadres de références et des connaissances propres à chaque participant, des savoirs formels et informels. Ces savoirs ont contribué dans leur globalité à la transformation des apprenants. Cependant, la distinction entre ces deux modes d’apprentissages formels,informels est surtout théorique. Elle est notamment fonction des lieux et des moments où ces apprentissages ont été dispensés. Il existe en réalité un véritable continuum entre ces différents apprentissages. / This thesis attempts to offer a model for the acquisition of knowledge and skills amongphysicians. The research undertook to explore the role of professional experiences, dailylife, exchanges between peers, and all other forms of so-called « informal » learning inenhancing the professional skills of medical students and physicians. The author laboredunder the following hypothesis: all learning involves both formal and informal aspects,and the informal aspects can be found in cooperative, experiential and reflexive typepedagogical constructs. Finally, « informal » and « non-formal » learning opportunitiescertainly play a role in the acquisition of knowledge and skills among health care professionals.Three teaching mechanisms frequently used during the 3rd cycle of initial medical trainingas well as in medical continuing education programs were made available to medicalstudents and physicians working in ambulatory setting. These tools, which encourageparticipants to marshal their own experiences, to reflect thoughtfully and to cooperatewith each other, can improve the skills of medical students and physicians.Each of the three teaching mechanisms studied herein, factoring in individual backgroundsand proficiencies, contain both formal and informal knowledge and skills which,as a whole, contributed to the transformation of the participants. However, it is importantto note that the distinction between formal and informal learning is primarily theoretical,and may simply depend on context or location. Therefore, rather than opposethem, it may be more appropriate to consider that these types of learning lie on a continuum.

De nombreuses industries ont mené des recherches en vue de choisir la méthode appropriée afin d'améliorer les résultats, notamment Lean manufacturing et Six Sigma. Ce travail de thèse s’intéresse principalement à l’influence de l’implémentation de ces méthodes au sein des entreprises françaises, selon trois critères : financier, opérationnel et innovation. Les résultats de nos recherches montrent que les entreprises, appliquant Lean manufacturing et Six Sigma, sont plus efficacies pour l'amélioration des performances en matières financière et opérationnelle. Par ailleurs, les entreprises qui utilisent juste une partie des pratiques de Lean manufacturing et/ou de Six Sigma ont montré des améliorations limitées. En ce qui concerne le volet innovation, nous avons montré que l’implémentation de Lean manufacturing est suffisante pour avoir une amélioration des performances. En outre, nous avons constaté que les pratiques de Lean manufacturing et Six Sigma, telles que One Piece Flow, Kanban, 5S, etc. contribuent fortement à l’amélioration des performances. Les résultats statistiques montrent également que les facteurs clés, de la réussite de la mise en place de Lean et Six Sigma, peuvent être significativement différents selon la méthode. / Many industries conduct research in order to decide on the appropriate methodology for delivering optimal performance outcomes such as Lean Manufacturing or Six Sigma. Therefore, this research shows the influence of different categories based on the implementation method against three criteria: financial performance, operational performance and innovation performance. Research results indicate that companies implementing Lean Manufacturing and Six Sigma were more effective in improving company performance across financial and operational dynamics. Additionally, it shows companies who implemented Lean Manufacturing only saw improvements in innovation performance. Moreover, we found that Lean Manufacturing and Six Sigma practices such as One Piece Flow, Kanban, 5S, etc, supported increases in companies’ performance. The statistical results also show that the key factors for the success of Lean Manufacturing and Six Sigma implementation could differ depending on the method employed.

Des ensembles complexes, tels que les foules de piétons peuvent être soumis à de très fortes fluctuations de vitesses et de densités. Les individus formant ces ensembles sont les propres vecteurs de leur mouvement. Ils répondent à des règles locales microscopiques de déplacement qui, sous certaines conditions de densité, peuvent avoir un impact macroscopique sur la dynamique de l'ensemble. A la différence des animaux purement collectifs, comme ceux composant les bancs de poissons, les nuées d'oiseaux ou bien les troupeaux de gnous, les piétons partagent des intentions à la fois collectives et individuelles. De cette nature particulière apparaissent des comportements d'auto-organisation singuliers, dépendant de la nature cognitive des interactions entre les piétons, de la géométrie de l'espace, de la pluralité des objectifs, ainsi que la densité et la vitesse. L'objectif de cette thèse a été de reproduire via la simulation numérique les principaux phénomènes observés à l'aide d'hypothèses physiques et comportementales. Nous avons adopté une approche microscopique continue prenant en compte leur capacité d'anticipation via la recherche des différents temps de collision et l'utilisation d'une fonction d'estimation des angles de déviation possibles. Nous avons alors comparé notre modèle avec ceux dont il s'inspire face à différentes géométries. Nous avons aussi étudié des situations types comme l'évacuation à travers une porte avec différents jeux de paramètres : la taille de la porte, la vitesse et l'injection d'un bruit. Enfin, nous avons reproduit le phénomène d'oscillation de passages de deux groupes autour d'une porte en introduisant quelques règles de priorité. / Complex bodies, as crowds of pedestrian can present Strong Velocity and Density fluctuations. The persons shaping theses bodies are their own Drive motors. They follow local microscopic motion rules which, under certains Density conditions, can play a major role on the whole dynamics at the macroscopic scale. Unlike the purely collective animals, as those composing schools of fish, flocks of birds or herds of wildebeest, the pedestrians share at the same time collective and individual intentions. From this particular nature appear singular self-organisation behaviors, depending on the cognitive aspect of the pedestrian interactions, the geometry of the space, the plurality of targets, as well as the density and the velocity. The goal of this thesis has been to reproduce via numerical simulation tools the principal observed phenomena using physical and behavioral hypothesis. For that, we have adopted a continuous microscopic approach. The dynamics for each pedestrian is done locally trough a Newton-like equation which takes in account their anticipation ability via the search of the different collision time and the use of an estimation function of the possible deviation angles. Then, we have compared the behaviour differences between our model and those that inspired it in differents Spatial geometries. We have also studied generic situations as the evacuation trough a door with different sets of parameters : the size of the door, the velocity and the injection of a noise in the equation of forces. Finally, we have reproduced the oscillation phenomena of passings of two groups around a door by introducing some priority rules.