Made available in DSpace on 2014-12-17T15:42:00Z (GMT). No. of bitstreams: 1 DenilsonAMS_DISSERT.pdf: 4236923 bytes, checksum: dd4ebe3332b6f4432550fc7a6a362f1b (MD5) Previous issue date: 2012-08-16 / PNLEM came out in 2004 and modified the view about schoolbook in Brazil. New perspectives pointed towards constitution of a more critical citizen as of an interdisciplinary and more contextualized teaching, made schoolbook understand these changes.But not always these alterations are checked up on by all means,because what we notice are adaptation of works have already known on market, where texts that are placed reveal environmental, socioeconomic, historical facts or daily phenomenon, or then scientific relevancy examples.We thus offer to analyse contents of chemical thermodynamics and physics for high school which are shown on schoolbook of chemistry and physics validated by PNLEM 2012, now called PNLD, studying the facts if these works bring these scientific sociocultural standpoint as well as their historical context,considering as analysis categories the following criteria: presentation of introduction, content contextualizing,presentation of concepts, thermodynamics historical context, representation in microscopic level and proposal of experiments.Eleven books were analysed,being five of chemistry and six of physics.So was applied a questionnaire with physics and chemistry teachers of high school to have an impression of their opinion about their teaching strategies and about schoolbook.This work grounded in orientations of legal documents about high school in Brazil (LDB,PCN,PCN+,OCEM) and in research on science teaching that regards specifically schoolbook and physics and chemical thermodynamics teaching.Were eleven books in number, only four denoted much coherence with new perspectives for high school, being two of chemistry and two of physics,whose concern about contextualizing and with a much integrated view of science to student s reality,indicating much social and critical character.The rest, when don t overlook,regard cultural and historical,socioeconomic contexts in isolated manner from presented concepts,aside from content / O PNLEM surgiu em 2004 e modificou o cen?rio em torno do livro did?tico no Brasil. As novas perspectivas voltadas para a forma??o de um cidad?o mais cr?tico a partir de um ensino mais contextualizado e interdisciplinar fez com que os livros did?ticos acompanhassem essas mudan?as. Mas nem sempre essas mudan?as s?o verificadas de modo mais profundo, pois o que vemos s?o adapta??es de obras j? conhecidas no mercado, onde se insere textos que levam a algum aspecto hist?rico, s?cio-econ?mico, ambiental ou cotidiano, ou ent?o a aplicabilidade daquele conte?do. Assim, nos propomos a analisar os conte?dos de Termodin?mica Qu?mica e F?sica para o Ensino M?dio abordada nos livros did?ticos de Qu?mica e de F?sica aprovados pelo PNLEM 2012, agora denominado PNLD,analisando se as obras trazem essa abordagem s?cio-cultural da ci?ncia como tamb?m o seu contexto hist?rico, tomando como categorias de an?lise os seguintes crit?rios: apresenta??o da introdu??o, contextualiza??o do conte?do, apresenta??o dos conceitos, contexto hist?rico da termodin?mica, representa??o em n?vel microsc?pico e proposi??o de experimentos. Foram analisados onze livros, sendo cinco de qu?mica e seis de f?sica. Tamb?m foi aplicado um question?rio com professores de qu?mica e f?sica do ensino m?dio para se ter uma impress?o da opini?o deles sobre suas estrat?gias de ensino e sobre o livro did?tico. Este trabalho se fundamentou nas orienta??es dos documentos legais sobre o Ensino M?dio no Brasil (LDB, PCN, PCN+, OCEM) e nas pesquisas em ensino de ci?ncias que trata especificamente do livro did?tico e do ensino de termodin?mica qu?mica e f?sica. Dos onze livros, somente quatro se mostraram mais coerentes com as novas perspectivas para o ensino m?dio, sendo dois de qu?mica e dois de f?sica, cuja preocupa??o com a contextualiza??o e com uma vis?o da ci?ncia mais integrada a realidade do aluno, mostra um car?ter mais cr?tico e social. Os demais, quando n?o omitem, tratam os contextos s?cioecon?micos, hist?ricos e culturais de forma isolada dos conceitos apresentados, ? margem do conte?do

Submitted by Leticia Schettini (leticia@ufrrj.br) on 2016-10-06T12:56:06Z No. of bitstreams: 1 2004 - Maria do Carmo Ferreira.pdf: 732238 bytes, checksum: 3529c6b0217ed6fa6db3e6fa39514831 (MD5) / Made available in DSpace on 2016-10-06T12:56:06Z (GMT). No. of bitstreams: 1 2004 - Maria do Carmo Ferreira.pdf: 732238 bytes, checksum: 3529c6b0217ed6fa6db3e6fa39514831 (MD5) Previous issue date: 2004-02-06 / Veterinary Parasitology teaching has becoming an important issue by several scientific magazines publications. However these studies are rare in Brazil. The current research had the purpose to set out the way knowledge changes and therefore the teaching-learning, can be reflecting on the pedagogic-didactic experience of the Veterinary Parasitology teaching in the Universidade Federal Rural do Rio de Janeiro (UFRRJ) Veterinary Medicine Graduation Course. The descriptive study was the methodology used. The research was developed with the Animal Parasitology Department Teachers and the Veterinary Medicine Students, from October 2000 to December 2000. The data was obtained by applying student questionnaires, teachers interviews and theoretical and practical classes survey. It was divided into three articulated chapters. First we look for the relation between the university knowledge and the society, the University history, the today University crisis and its renewal proposals. Second we tried to understand the teaching-learning process in the University. In the third chapter we linked the themes from the first and second to the questionnaires results. They reveal teachers and students points of view as well as the way practical and theoretical classes can dialogue with the teacher-student-knowledge in the UFRRJ Veterinary Parasitology teaching context. The results analysis indicate the teachers are considered competent at their functions. A better theoretical and practical classes time management is required in some cases. The practical classes became the most democratic forum for the pedagogical doing and a more progressive educational action. The results also indicate a study organization difficulty among the students, nevertheless they are aware of the parasitology knowledge importance for their professional lives. Testing was considered the best evaluation method. Practical evaluation with free consultation, CD ROM and specific revision aid utilization were initiatives praised by the students. The university teacher attributions go beyond the simply teaching by teachers points of view. They are all involved with research and, although they don?t have a pedagogic specific education, they consider themselves as full educators. Teaching changes, due to the new social realities, are also mentioned as an important necessity. A conjugation of conservative and emancipative pedagogic conceptions exists and the transforming of the teaching into a research field would be a direction to renew and amplify the Parasitology in UFRRJ. / O ensino de Parasitologia Veterin?ria no mundo tem se revelado importante tema de investiga??o, fato comprovado pelo grande n?mero de artigos publicados em revistas cient?ficas. Entretanto, ainda s?o raros estes estudos no Brasil. O presente trabalho teve como objetivos explicitar de que forma as mudan?as em rela??o ao conhecimento e, conseq?entemente, sobre o ensino-aprendizagem, podem estar se refletindo na viv?ncia did?tico-pedag?gica, do ensino de Parasitologia Veterin?ria, no Curso de Gradua??o em Medicina Veterin?ria da Universidade Federal Rural do Rio de Janeiro (UFRRJ). Utilizou-se, como metodologia, o estudo descritivo, sendo a pesquisa desenvolvida com os docentes do Departamento de Parasitologia Animal e discentes do referido curso, no per?odo de outubro de 2000 a dezembro de 2001. Os dados foram obtidos atrav?s da aplica??o de question?rios aos discentes, entrevistas com os docentes e observa??o de aulas te?ricas e pr?ticas. O estudo se organizou em tr?s cap?tulos articulados. No primeiro, buscou-se compreender a rela??o existente entre o conhecimento produzido pela universidade e a sociedade, bem como a trajet?ria desta institui??o, a crise vivenciada hoje e as propostas para a sua renova??o. No segundo, procurou-se entender o processo de ensino aprendizagem na universidade, reconhecendo-o como complexo. No terceiro, vincularam-se as tem?ticas dos dois primeiros cap?tulos, costurando-as aos resultados encontrados. S?o reveladas as vis?es dos discentes e docentes, bem como a configura??o das aulas te?ricas e pr?ticas no confronto professoraluno- conhecimento para o ensino de Parasitologia Veterin?ria da UFRRJ A an?lise dos resultados mostrou que os docentes s?o considerados profissionais competentes no trabalho que v?m realizando. Em alguns casos, observou-se que seria importante realizar a adequa??o melhor do tempo das aulas te?ricas e pr?ticas. As aulas pr?ticas se mostraram como o espa?o mais democr?tico do fazer pedag?gico, no que diz respeito ? possibilidade de uma a??o educacional progressista. Entre os discentes, os resultados mostraram dificuldades na organiza??o dos estudos, mas, mesmo assim, eles possuem consci?ncia da import?ncia do conhecimento em Parasitologia para o seu exerc?cio profissional. A prova foi considerada a melhor forma de avalia??o, embora n?o fosse a ?nica. A realiza??o da avalia??o pr?tica, com consulta, utiliza??o de CD-ROM e apostilas espec?ficas, foi iniciativa elogiada pelos alunos. Na concep??o dos docentes, as atribui??es do professor universit?rio v?o al?m do mero ensinar, estando todos envolvidos com pesquisa e, mesmo sem terem tido uma forma??o pedag?gica espec?fica, consideram-se educadores. Revelaram, tamb?m, a necessidade de mudan?as no ensino, frente ?s novas realidades sociais. Conclui-se que existe uma conjuga??o de concep??es pedag?gicas conservadoras e emancipadoras, e que transformar o ensino em campo de pesquisa seria um dos caminhos para a renova??o e amplia??o da Parasitologia na UFRRJ.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T18:38:07Z No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:49:03Z (GMT) No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Made available in DSpace on 2017-04-06T18:49:03Z (GMT). No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) Previous issue date: 2016-08-29 / This research, qualitative nature, had its origin intertwined in the autor???s life story and its educational reflections of fragmenting phenomena of art, education and life, therefore, the essence of what is human. Given this context was elected the object of study in Teacher Training in Competency Based Professional and Technological Education: a didactic strategy transdisciplinary. Thus, in the light of the articulation of theoretical frameworks of the Complex Thought, the Transdisciplinary Approach and Teaching Competencies based, the objective is to contribute to the construct of a paradigm of integral education and integrated, by means of a proposal for teacher training in vocational and technological education, using innovative proposal of didactic strategy transdisciplinary. Is Justified by the need for systematic teacher training in professional education and its required new competency, which will help in teaching practice to cope with new social constructions forged within the schools established as worthy, organic and alive to the processes of teaching and learning. The research was conducted on the premises of the Institute of Meta-ArteDesign - IMAD, the Federal District. The investigative method was a survey participant dialog between theory and practice, which began in the elaboration and implementation of the program of teacher training from the formation of a group Ethnofocused of 16 teachers professionals active in courses of Art and Design in general and other related courses. Data collection took place: by observing and recording the systematization of experience by the investigator; by electronic submission of questionnaires to teachers participating in the training program; and by conducting interview complement at the time of the receipt of the questionnaire. The data collection and results were analyzed by categories of transdisciplinary cognitive operators and other subcategories, demonstrating conclusive synthesis in Professional and Technological Education: there is a meaning and teaching openness to the basics of Complex Thinking and transdisciplinary approach in conjunction with assumptions of competency based education possible by optics teaching, through use of transdisciplinary didactic strategy proposed and used in the teacher education program, contributing in teachinglearning processes to the development of competency based education and also to favors the comprehensive training and integrated; no need for systematization of teacher education that breaks with the prevails of the Cartesian model of teaching and learning with today's focus on the object, making possible answers to social and academic demands subject of redemption that are required in a complex world; there is a distance between trotted epistemologies for a transdisciplinary education and sharp boundaries and obstacles of training for competences development, which makes the teaching practice in new practices by Paradigm of Complexity, articulating the knowledge of myth, philosophy, theology and of modern science, art, religious traditions, and life experiences. / Esta pesquisa, de car??ter qualitativo, teve sua origem entrela??ada na hist??ria de vida do autor e nas suas reflex??es educacionais dos fen??menos fragmentadores da arte, da educa????o e da vida, logo, da ess??ncia do que ?? o ser humano. Diante deste contexto elegeu-se o recorte e o objeto de estudo na Forma????o Docente na Educa????o e Tecnol??gica por Compet??ncias: uma estrat??gia did??tica transdisciplinar. Assim, ?? luz da articula????o dos referenciais te??ricos do Pensamento Complexo, da Abordagem Transdisciplinar e do Ensino por Compet??ncias, objetiva-se contribuir com o construto de um paradigma de educa????o integral e integrada, por meio de uma proposta de forma????o docente na Educa????o Profissional e Tecnol??gica, utilizando-se de inovadora proposta de estrat??gia did??tica transdisciplinar. Justifica-se pela necessidade de sistematiza????o da forma????o docente na educa????o profissional e suas requeridas novas compet??ncias, que auxilie em pr??xis did??ticas ao enfrentamento por novas constru????es sociais forjadas dentro das escolas constitu??das como dignas, org??nicas e vivas aos processos de ensino-aprendizagem. A investiga????o foi realizada nas depend??ncias do Instituto de Meta-ArteDesign ??? IMAD, no Distrito Federal. O m??todo investigativo foi uma pesquisa participante de di??logo entre teoria e pr??tica, que se iniciou na elabora????o e realiza????o do programa de forma????o docente a partir da constitui????o de um Grupo Etnofocalizado de 16 docentes profissionais atuantes em cursos de Artes e Design em geral e outros cursos correlatos. A coleta de dados deu-se: pela observa????o e registro da sistematiza????o da experi??ncia pelo investigador; pelo envio eletr??nico de question??rio aos docentes participantes do programa de forma????o; e pela realiza????o de entrevista complementar no momento do recebimento do question??rio. Os dados e resultados foram analisados pelas categorias referendadas nas teorias aqui elencadas, demonstrando em s??ntese conclusiva que, na Educa????o Profissional e Tecnol??gica: existe uma significa????o e abertura docente aos fundamentos do Pensamento Complexo e da abordagem transdisciplinar em articula????o aos pressupostos da educa????o por compet??ncias, poss??veis, pela ??tica docente, via utiliza????o de estrat??gia did??tica transdisciplinar proposta e utilizada no programa de forma????o docente, contribuindo nos processos de ensino-aprendizagem ao desenvolvimento de compet??ncias profissionais e, tamb??m, ao favorecimento da forma????o integral e integrada; h?? necessidade de sistematiza????o da forma????o docente que rompa com a preval??ncia do modelo cartesiano de ensino-aprendizagem hodierno com foco no objeto, facilitando poss??veis respostas as demandas sociais e acad??micas de resgate do sujeito que s??o requeridas num mundo complexo; h?? uma dist??ncia entre as epistemologias apregoadas para uma educa????o transdisciplinar e por acentuados limites e obst??culos da forma????o para o desenvolvimento de compet??ncias, que dificulta a pr??tica docente em novas pr??ticas pelo Paradigma da Complexidade, articulando os conhecimento do mito, da filosofia, da teologia e da ci??ncia moderna, da arte, das tradi????es religiosas, e das experi??ncias de vida.

Submitted by Verena Bastos (verena@uefs.br) on 2015-08-04T12:34:56Z No. of bitstreams: 1 DISSERTA??O T?NIA.pdf: 1171799 bytes, checksum: be8d4d8522e1a3c4e22a62e52b94f4bb (MD5) / Made available in DSpace on 2015-08-04T12:34:56Z (GMT). No. of bitstreams: 1 DISSERTA??O T?NIA.pdf: 1171799 bytes, checksum: be8d4d8522e1a3c4e22a62e52b94f4bb (MD5) Previous issue date: 2015-03-19 / This research aims to investigate the teaching practice undertaken by teachers with training in Portuguese, turning their attention to the development of activities in the classroom, with more specific interest in knowing how these teachers with training in Learning Management Program - Gestar make use of their knowledge to perform the Didactic Transposition. The research develops from three questions: a) Do the teachers who participate in Gestar formation program have their practice founded on the epistemological guiding principles of the course? b) What is the conception of language that permeates the Portuguese language these teachers' teaching activities? c) How do the teachers with training in Gestar Program appropriate the knowledge and performs the Didactic Transposition? The research fits the principles of qualitative research and based on that foundation the individual interviews content and data collected during the observations of the Portuguese classes from four teachers were analyzed. The research aligns with the theoretical contributions of Applied Linguistics and uses the concept from Bakhtin?s Theory on Language (2012), specifically the interactions between subject and language as a social, historical and dynamic phenomenon, and refers also to the Didactic Transposition Theory following Chevallard?s assumption (1991) and Rafael?s discussions (2001), and other relevant theorists to the discussion. As a result of our analysis we found that the Gestar formation imprints a low range in changing on the Portuguese teaching classroom practices, although it exert high influence in teacher?s education and understanding of the language and education concepts that should guide professional practice. The results lead us to reflect the need for strengthening and deepening the discussions about the transposition of academic knowledge into school knowledge. / Esta pesquisa prop?e investigar a pr?tica docente assumida por professores com forma??o em L?ngua Portuguesa voltando sua aten??o para o desenvolvimento de atividades em sala de aula, com interesse mais espec?fico em conhecer de que modo esses professores com forma??o no Programa de Gest?o da Aprendizagem Escolar - Gestar) se apropriam do conhecimento adquirido para realizar a Transposi??o Did?tica. A pesquisa se desenvolve a partir de tr?s questionamentos: a) Em que princ?pios epistemol?gicos professores que participam da forma??o do Gestar alicer?am sua pr?tica? b) Qual a concep??o de linguagem que permeia as atividades de ensino de l?ngua portuguesa dos professores que participam do Gestar? c) De que modo o professor com forma??o no Programa Gestar se apropria do conhecimento e realiza a Transposi??o Did?tica? A investiga??o se enquadra nos princ?pios da pesquisa qualitativa e com base nessa fundamenta??o foram analisados conte?dos das entrevistas individuais e dados coletados durante as observa??es das aulas de L?ngua Portuguesa de quatro professoras. A pesquisa se alinha com os aportes te?ricos da Lingu?stica Aplicada e recorre a teoria da concep??o de l?ngua de Bakhtin (2012), especificamente a rela??o entre sujeito e linguagem como um fen?meno social, hist?rico e din?mico e recorre, ainda ? teoria da Transposi??o Did?tica seguindo os pressupostos de Chevallard (1991) e as discuss?es de Rafael (2001), al?m de outros te?ricos pertinentes ?s demais discuss?es. Em decorr?ncia de nossa an?lise constatamos que a forma??o do Gestar imprimi baixo alcance na mudan?a das pr?ticas de sala de aula no ensino de L?ngua Portuguesa, embora exer?a alta influ?ncia na forma??o do professor e na compreens?o a respeito das concep??es de linguagem e de ensino que devem orientar o exerc?cio profissional. Os resultados nos levam a refletir a necessidade de fortalecimento e aprofundamento das discuss?es a respeito da transposi??o do saber acad?mico em saber escolar.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-10T18:03:08Z No. of bitstreams: 1 2017 - S?rgio Dias da Silva.pdf: 9403214 bytes, checksum: df4ce14ff65aba9d6d0751bebc73f146 (MD5) / Made available in DSpace on 2018-05-10T18:03:10Z (GMT). No. of bitstreams: 1 2017 - S?rgio Dias da Silva.pdf: 9403214 bytes, checksum: df4ce14ff65aba9d6d0751bebc73f146 (MD5) Previous issue date: 2017-06-13 / CAPES / This thesis sought to observe how Brazilian Mathematics textbooks, in the period from 1931 to 2004, reflect the influences (pedagogical, political and legislative) of the time for the teaching of Geometry. To that end, the chosen method in this research was a documental analysis, using a qualitative approach, through which we observed parts of didactic books regarding the forms of treatment for Geometry. For each period analyzed, a panel was created that presents the social context, the educational legislation, the proposal for the teaching of Mathematics and the specific approach that was given to the teaching of Geometry, in order to mediate the observation of textbooks. From the observations made, there is evidence that the approach to Geometry in textbooks was linked more to political-social projects than to educational legislation. / Essa disserta??o buscou observar de que forma o livro did?tico de Matem?tica brasileiro traduziu, no per?odo de 1931 a 2004, as influ?ncias (pedag?gicas, pol?ticas e da legisla??o) da ?poca para o ensino da Geometria. Para isso, o m?todo utilizado na pesquisa foi a an?lise documental, usando uma abordagem qualitativa, por meio da qual observamos partes de livros did?ticos no que se referia ?s formas de tratamento para a Geometria. Para cada per?odo analisado foi constru?do um painel que apresenta o contexto social, a legisla??o educacional, a proposta para o ensino de Matem?tica e a abordagem espec?fica que era dada ao ensino da Geometria, com o objetivo de mediar a observa??o dos livros did?ticos. Mediante as observa??es realizadas h? ind?cios de que a abordagem ? Geometria nos livros did?ticos estava interligada mais a projetos pol?tico-sociais do que propriamente ? legisla??o educacional.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-16T18:31:56Z No. of bitstreams: 1 2013 - Diuliano Azeredo Gouv?a.pdf: 3074684 bytes, checksum: 1637a9c9273f537aed4b0b6fadefe6f8 (MD5) / Made available in DSpace on 2018-10-16T18:31:56Z (GMT). No. of bitstreams: 1 2013 - Diuliano Azeredo Gouv?a.pdf: 3074684 bytes, checksum: 1637a9c9273f537aed4b0b6fadefe6f8 (MD5) Previous issue date: 2013-07-17 / CAPES / This study aims to present the importance of the history of mathematics for teaching and learning, seeking to provide opportunities for readers to approach the topic with a historical bias, in order to understand what potential that is replaced when under a historical perspective; it would have with respect to the learning process. To achieve this goal, we conducted an analysis of four (4) textbooks, chosen by PNLD in order to see how these books had the logarithms, it was the presence of the History of Mathematics and presenting this approach as this, suggestions for authors to improve their work. Then we conducted a field study where we applied two questionnaires, one designed for teachers and another for students. In order to get the opinion of these two groups on the approach of logarithms from a bias in the history of mathematics and also to check the view that these two groups have the relationship of mathematics with its own history in loco history of logarithms, as well as open avenues for the emergence of new research. Conducted surveys present our methodology for the analysis of the same. We also made a brief analysis of dissertations related in order to make a reading that was measured and developed by colleagues who studied the same order subject. For analyze the results, we gave our suggestions to create a conclusion about the topic / Este estudo tem como objetivo chamar a aten??o para a import?ncia da Hist?ria da Matem?tica no ensino-aprendizado dos logaritmos, buscando apresentar possibilidades de abordagem do tema com um vi?s hist?rico. Para atingir esse objetivo, realizamos uma an?lise de 4 (quatro) livros did?ticos, escolhidos pelo PNLD, a fim de verificar como esses livros apresentavam os logaritmos, se havia a presen?a da Hist?ria da Matem?tica nesta abordagem no que acreditamos possa ser mais atrativas e adequadas ao ensino deste importante t?pico. Ap?s uma an?lise n?o exaustiva, apresentando, com isso, sugest?es para que os autores possam melhorar suas obras. Realizamos uma pesquisa de campo, onde aplicamos dois question?rios, um destinado para os professores e outro destinado aos alunos. Com o objetivo de obter a opini?o desses dois grupos sobre a abordagem dos logaritmos a partir de um vi?s da hist?ria da Matem?tica e tamb?m de verificar a vis?o que esses dois grupos tem da rela??o da matem?tica com sua pr?pria hist?ria in loco a hist?ria dos logaritmos, assim como abrir caminhos para o surgimento de novas pesquisas. Fizemos tamb?m uma breve an?lise de disserta??es correlatas com objetivo de fazer uma leitura do que foi aferido e desenvolvido por colegas que estudaram o mesmo assunto. Por fim analisamos os resultados, demos nossas sugest?es a fim de criar uma conclus?o sobre o tema abordado.

Gegenstand dieser Diplomarbeit ist die Untersuchung der Dynamik in dünnen Polymerfilmen anhand von einzelnen Molekülen. Zu diesem Zweck wurden dünne Filme (kleiner 100nm) hergestellt und mittels Einzelmoleküldetektion und zeitaufgelöster Einzelphotonenzählung analysiert, was eine orts- und zeitaufgelöste Untersuchung einzelner Farbstoffmoleküle ermöglicht. Ziel war es, festzustellen ob, und auf welchem Weg, die Dynamik der Umgebung in Fluktuationen der Fluoreszenzlebensdauer einzelner Moleküle sichtbar wird. Neben der Evaluierung der Untersuchungsmethoden wurden in dieser Arbeit zwei Arten von Sensormolekülen - DiD und Malachit Grün - näher untersucht. / The subject of this diploma thesis is the analysis of dynamics in thin polymer films using single molecules. Thin polymer films (less than 100nm) were produced and analysed by Single Molecule Detection (SMD) and Time Correlated Single Photon Counting (TCSPC). This allows a spatial and time resolved investigation of the single dye molecule. The aim was to ascertain if, and in which way, the dynamics of the environment are reflected by fluctuations of the fluorescence lifetime of the single molecule. In addition to evaluating the investigation methods two kinds of molecules - DiD and Malachite Green - were also analysed.

Title from second page of PDF document. Includes bibliographical references (p. 197-204).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-26T23:00:35Z No. of bitstreams: 1 FranciscoLeilsonDaSilva_DISSERT.pdf: 12710659 bytes, checksum: 770d8803c8befd145aba07751b0b6c14 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-30T21:35:59Z (GMT) No. of bitstreams: 1 FranciscoLeilsonDaSilva_DISSERT.pdf: 12710659 bytes, checksum: 770d8803c8befd145aba07751b0b6c14 (MD5) / Made available in DSpace on 2016-08-30T21:35:59Z (GMT). No. of bitstreams: 1 FranciscoLeilsonDaSilva_DISSERT.pdf: 12710659 bytes, checksum: 770d8803c8befd145aba07751b0b6c14 (MD5) Previous issue date: 2016-02-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este trabalho analisa a presen?a dos g?neros discursivos orais em quatro livros did?ticos do nono ano do Ensino Fundamental, assim subdivididos: dois livros de L?ngua Portuguesa e dois de Hist?ria. Realiza a investiga??o a partir da an?lise do texto escrito, com o objetivo de identificar como os referidos manuais tratam a oralidade em sua fun??o de indicadora de atividades em sala de aula. Para conduzir a reflex?o sobre o trabalho com esses g?neros discursivos orais e como evidenciam a presen?a da fala como objeto de aprendizagem, fundamentamo-nos nos seguintes autores: Bakhtin (2011), Vieira (2007) e Dolz, Scheneuwly, Pietro, Zahnd, (2011). Com base nesses estudos, constatamos que a presen?a da oralidade no livro did?tico ainda apresenta limita??es. Por?m, j? identificamos avan?os em compara??o a um passado n?o muito distante em que a oralidade estava condenada ao ostracismo ou apenas citada como uma possibilidade de realiza??o do texto por meio da fala. Entendemos que passados mais de quinze anos da publica??o dos Par?metros Curriculares de L?ngua Portuguesa (1998), os livros did?ticos de L?ngua Portuguesa iniciam um trabalho com atividades que estimulam o di?logo e promovem oportunidades de reflex?o sobre o uso de estrat?gias que orientam e potencializam a habilidade oral no ensino dos g?neros (formais e informais), a fim de promover uma intera??o que passe pela escuta e pela fala do outro. De forma latente, os livros de Hist?ria apresentam uma leve transforma??o especificando os g?neros discursivos orais. Em algumas atividades, tenta preparar o aluno e, assim, corrobora para o nosso entendimento de que ensinar a ler, a escrever ea falar ? dever de todas as ?reas, tendo como resultado uma aprendizagem mais efetiva da oralidade por meio de uma rela??o dial?gica do processo de organiza??o e produ??o dos g?neros discursivos orais. / This work analyzes oral genres in four textbooks from ninth level of Elementary school that consists in two books of Portuguese language and two of the History. The research investigates written text, in order to identify how the manuals referred treats orality as an indicator function in the classroom. To reflect about this work with oral genres it has bases on Bakhtin (2011), Rojo (2005) and Dolz, Scheneuwly, Pietro, Zahnd (2011). Based on these studies, it finds out that the presence of orality in the textbook also has limitations. However, it presents major advances compared to a past not too distant when orality is ostracized or it is only mentioned as a possibility for realization of the text through speech. It understands that after more than fifteen years since the publication of the Par?metros Curriculares de L?ngua Portuguesa (1998), Portuguese textbooks start activities that stimulate a dialogue and promote opportunities to reflect about the use of strategies that guide and enhance the oral ability in the teaching of genres (formal and informal), aiming to promote interaction that involves listening and talking to the other. Latently, History books show a slight transformation related to the oral genres. In some activities, they try to prepare the student and thus corroborate the understanding that to teach reading, writing and speaking is the duty of all areas, resulting in a more effective learning of orality through a dialogic relation of the process of organization and production of oral discursive genres.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-29T23:08:38Z No. of bitstreams: 1 MarianaFreireRodrigues_DISSERT.pdf: 3779157 bytes, checksum: f345ec94d135b9c7cf8e8c0217761059 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-09-06T23:09:30Z (GMT) No. of bitstreams: 1 MarianaFreireRodrigues_DISSERT.pdf: 3779157 bytes, checksum: f345ec94d135b9c7cf8e8c0217761059 (MD5) / Made available in DSpace on 2016-09-06T23:09:30Z (GMT). No. of bitstreams: 1 MarianaFreireRodrigues_DISSERT.pdf: 3779157 bytes, checksum: f345ec94d135b9c7cf8e8c0217761059 (MD5) Previous issue date: 2015-08-24 / Este trabalho teve como objetivo analisar produ??es (re)escritas de alunos de uma escola p?blica da rede estadual do Rio Grande do Norte, resultantes de uma interven??o pedag?gica, isto ?, um conjunto de atividades organizadas e aplicadas em sala de aula. Desenvolvemos, ent?o, uma Sequ?ncia Did?tica que possibilitou a??es de linguagem, estimulando nos alunos uma reflex?o dos elementos constitutivos do coment?rio cr?tico, ressaltando a relev?ncia do uso adequado de operadores lingu?sticos da argumenta??o com vistas ao estabelecimento da coer?ncia textual em suas produ??es escritas. Assim, de modo espec?fico, pretendeu-se investigar o uso dos operadores argumentativos na produ??o de argumentos em coment?rios cr?ticos, escritos por alunos do 9? ano do Ensino Fundamental II, e considerar o impacto dessa a??o metodol?gica no exerc?cio da compet?ncia argumentativa nas produ??es textuais. O trabalho de campo consistiu de seis encontros, de duas horas cada, abrangendo apresenta??o da proposta aos alunos, produ??o inicial, oficinas e produ??o final, desenvolvidas na Escola Estadual Dr. Graciliano Lord?o, junto a uma classe de 9? ano, do turno Matutino. O estudo da bibliografia ancora-se na teoria de Bronckart, Dolz, Schneuwly, Noverraz e Bakhtin, te?ricos que defendem uma perspectiva s?cio-discursiva e interacionista do ensino de l?ngua e que fundamentam interven??es pedag?gicas apropriadas e qualificadas adotadas como eficientes ferramentas de aprendizagem. Quanto aos conceitos da Teoria da Argumenta??o, baseamo-nos em (DUCROT, 1988), (KOCH 2004), entre outros autores. Esperava-se, para este estudo que, mediante a participa??o efetiva na interven??o desenvolvida pela professora, os estudantes conseguissem produzir textos nos quais apresentassem que refor?assem o seu ponto de vista, utilizando os operadores argumentativos de forma adequada, o que foi comprovado com a avalia??o dos resultados. Ao finalizar o trabalho, pudemos concluir que os alunos conseguem construir argumentos para a defesa de um ponto de vista, sem interfer?ncias de ensino sobre argumenta??o, entretanto, isso por si s? n?o assegura produ??es ditas ?bem elaboradas?, que a escola exige desses estudantes. Dessa forma, entendemos que uma interven??o pedag?gica voltada para o desenvolvimento de uma postura cr?tica e reflexiva frente ao texto pode alcan?ar resultados significativos quando leva em considera??o a realidade dos alunos, respeitando e considerando os movimentos deles em todas as fases desse processo de apropria??o do conhecimento. / This study aimed to analyze (re)written productions of students from a public school of Rio Grande do Norte State, resulting from a pedagogical intervention, ie, a set of activities organized and applied in the classroom. We developed a didactic sequence that enabled language actions, stimulating in students a reflection of the constituent elements of critical commentary, emphasizing the importance of proper use of linguistic operators of argumentation towards the establishment of textual coherence in their written productions. Specifically, the aim was to investigate the use of argumentative operators in critical commentary productions written by students of the 9th grade of elementary school II, and consider the impact of this methodological action in the exercise of argumentative competence in textual creations. Fieldwork consisted of six meetings, two hours each, covering transmission of the proposal to the students, initial production, workshops and final production, developed at Dr. Graciliano Lord?o State School, applied on a 9th grade class. The study of bibliography is anchored in Bronckart-theory, Dolz, Schneuwly, Noverraz, theorists who advocate a socio-discursive and interactionalist perspective of language teaching that underlie appropriate and qualified pedagogical interventions adopted as effective learning tools. As for the concepts of the Theory of Argumentation, we have relied on (DUCROT, 1988), (KOCH 2004), among other authors. It was expected that through an effective participation of the teacher in the intervention, students were able to produce texts in which presented the reinforcement of their point of view using the argumentative operators properly. Therefore, the assessment effect was positive based on tests results. At the end of the work, we concluded that students can construct arguments to defend a point of view without teaching interferences of argumentation, however, this alone does not ensure enough polished and elaborated productions that school requires from these students .Thus, we understand that an educational intervention aimed at the development of a critical and reflective attitude towards the text can achieve significant results when it takes into account the reality of the students, respecting and considering their movements at all stages of this knowledge appropriation process.