Compte tenu des évolutions technologiques et réglementaires actuelles, l’apparition de la technologie LED décuple lespossibilités de conception d’environnements lumineux adaptés aux attentes et besoins des usagers. Bien qu’ingénieurs etarchitectes accordent une importance croissante à la qualité de l’éclairage, peu d’éléments fondamentaux de l’environnementlumineux ont été scientifiquement identifiés au regard des attentes des clients dans le secteur de l’hôtellerie.Dans ce contexte, notre projet de recherche vise à mieux comprendre la perception des environnements lumineux de chambresd’hôtel du point de vue de l’usager, le client de l’hôtel lui-même. Nous faisons l’hypothèse que l’évaluation d’un environnementlumineux dépend à la fois des caractéristiques physiques de l’éclairage, de la situation dans laquelle il est perçu ainsi que descaractéristiques individuelles des usagers qui le perçoivent.Une méthodologie en trois phases a été construite pour tester cette hypothèse et accéder au jugement d’appréciation desusagers d’une chambre d’hôtel en situation réelle. La première phase de ce programme de recherche a permis de mettre enévidence l’importance que le client accorde à la lumière en fonction des situations d’usage qui ponctuent son séjour à l’hôtel,telles que la situation de détente ou de travail. La deuxième phase du programme a conduit à la sélection des paramètres del’éclairage pertinents dans la conception d’environnements lumineux de chambres d’hôtel, fondée sur les préférences de laclientèle. La troisième et dernière phase a permis de mesurer l’influence de la situation d’usage sur l’évaluation desenvironnements lumineux variables en termes de niveaux de lumière (30% et 100% du flux) et de températures de couleur(2700 K, 4200 K).Les résultats de cette étude ont montré que les environnements lumineux préférés des usagers sont caractérisés par une teintechaude et une faible quantité de lumière lors d’une situation de détente, contrairement à une situation de travail où une teintechaude et une forte quantité de lumière des environnements lumineux sont préférées. Des différences dans les caractéristiquesindividuelles, telles que le genre et l’âge, modulent les jugements d’appréciation.De plus, notre projet de recherche porte un enjeu méthodologique, celui de la construction d’un dispositif expérimentalpermettant la formulation et le recueil du jugement d’appréciation des usagers, relatif à l’environnement lumineux d’unechambre d’hôtel dans un contexte écologique. / Given the current changes in technologies and regulations, the emergence of LED technology multiplies the possibilities ofdesigning indoor and outdoor luminous environments adaptable to user’s needs and expectations. Although engineers andarchitects care about lighting quality, few fundamental elements of luminous environments have been evidenced as importantregarding customers’ expectations in the hospitality.In this context, our thesis aimed at better understanding the perception of light environments in hotel rooms from a users’perspective, the hotel customer itself. We assumed that the judgment of appreciation of a luminous environment depended onits lighting parameters, but also the situation during which the luminous environment was perceived and the individualcharacteristics of the users who perceived it.A three-step methodology was designed to test this hypothesis and to retrieve the judgment of appreciation of the users undera real situation in a hotel room. The first phase of this research program highlighted the importance attached by customers tolight depending on the activities undertaken during his/her stay, such as a situation of leisure or a situation of work. The secondenabled the selection of the relevant lighting parameters to design a luminous environment in a hotel room based oncustomers’ preferences. The third phase was set out to measure the influence of the situation on the assessment ofappreciation of luminous environments varying in terms of illuminance (30% of luminous flux vs 100%) and color temperature(2700K, 4200K).Overall, the users preferred the luminous environment characterized by warm white and dim light while relaxing, whereas theypreferred a warm white and bright light when working. Differences in individual characteristics like age and gender influencedthe assessment of appreciation.Moreover, the methodological issue of our project was to develop an experimental device allowing the formulation and thecollection of the users’ assessments of appreciation regarding luminous environments in a hotel room under an ecologicalcontext.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-06-14T12:40:00Z No. of bitstreams: 1 Aline R. da Silveira.pdf: 3230152 bytes, checksum: d6a475a47a49747c52af95d8b5076e61 (MD5) / Made available in DSpace on 2018-06-14T12:40:00Z (GMT). No. of bitstreams: 1 Aline R. da Silveira.pdf: 3230152 bytes, checksum: d6a475a47a49747c52af95d8b5076e61 (MD5) Previous issue date: 2018-02-28 / This dissertation deals with the governmental divulgation discourse of the secondary educational system reform in Brazil. To do so, it is affiliated with Pêcheux’s Discourse Analysis Theory (AD). Both Archive and corpus were compiled over the “News” section from the Ministry for Education website. The period comprehended by the analysis spans from May 12th, 2016, date of Michel Temer’s taken of government, to the publication of the decree that establishes the reform, in September of the same year. This dissertation is organized in four chapters. The first presents essential notions to an AD analyses, such as subject, meaning and interpretation. The second discusses our analyzed discourse’s production conditions. The third chapter approaches the governmental divulgation discourse, as well as the analytical dispositive construction. The fourth chapter is dedicated to the analysis, by developing a theoretical-analytical gesture. This latter chapter is composed by five analytical gestures, methodologically defined to reckon its specific objectives. This chapter departs from an approximation between journalism and Discourse Analyses. The functioning of: (i) the repeatability, (ii) the exteriority, (iii) the silencing are examined. From this analysis, it was possible to formulate the notion of an echo chamber, as well to comprehend this discourse functioning while propaganda and, therefore, to be constituted as a ‘langue du vent’. Such metaphor, translated as language of wind, describes, in AD, a language use specific to propaganda messages circulation, messages constituted by an emotional appeal and characterized by the ephemerality of the information it publicize. / Com filiação na Análise de Discurso pecheuxtiana, a dissertação trata do funcionamento do discurso de divulgação governamental sobre a reforma do Ensino Médio. O arquivo e também o corpus foram constituídos a partir da seção “Notícias” do portal do Ministério da Educação (MEC). O período compreendido pela análise tem início em 12 de maio de 2016, quando da tomada do poder pelo governo de Michel Temer, e vai até o contexto de promulgação da Medida Provisória que instituiu a referida reforma, em setembro do mesmo ano. A dissertação está organizada em quatro capítulos. No primeiro, são apresentadas noções essenciais para uma análise em AD, tais como sujeito, sentido e interpretação. No segundo, são abordadas as condições de produção do discurso em análise. O terceiro capítulo trata do discurso de divulgação governamental (DDG), bem como da construção do dispositivo analítico. O quarto capítulo ocupa-se com a análise, empreendendo um movimento teórico-analítico. Esse capítulo está formado por cinco gestos de análise, metodologicamente definidos de forma a contemplar os objetivos específicos. Nesse capítulo, parte-se de uma aproximação do jornalismo com a análise do discurso; examina-se o funcionamento: (i) da repetibilidade; (ii) da exterioridade; (iii) do silenciamento. A partir dessas análises, foi possível chegar a formular a noção de câmara de eco, bem como entender o funcionamento desse discurso enquanto propaganda e, por conseguinte, constituir-se como uma língua de vento. Tal metáfora, em AD, descreve o uso da linguagem para a circulação de mensagens que sirvam à propaganda de Estado, constituídas pelo apelo emocional e caracterizadas pela efemeridade das informações que veiculam – quando assim o fazem.

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-09-23T20:37:37Z No. of bitstreams: 1 TeseJRS.pdf: 7666309 bytes, checksum: 3a8ee354e833dd02b3a1e2bf0ef32125 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T18:37:53Z (GMT) No. of bitstreams: 1 TeseJRS.pdf: 7666309 bytes, checksum: 3a8ee354e833dd02b3a1e2bf0ef32125 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-26T18:38:03Z (GMT) No. of bitstreams: 1 TeseJRS.pdf: 7666309 bytes, checksum: 3a8ee354e833dd02b3a1e2bf0ef32125 (MD5) / Made available in DSpace on 2016-09-26T18:38:13Z (GMT). No. of bitstreams: 1 TeseJRS.pdf: 7666309 bytes, checksum: 3a8ee354e833dd02b3a1e2bf0ef32125 (MD5) Previous issue date: 2015-03-31 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / This thesis’ general goal was to investigate the emergency conditions and the progressive rise of the imagery usage as didactic nature in Portuguese language textbooks. One of the specific goals was to study the theoretical assumptions, which have guided the teaching/learning of reading and the text comprehension, altogether, and the imagery, in a particular way, considering the historical overview of the linguistics studies’ institutionalization in Brazil – established in the educational politics started in the military government. The guiding question of our research has as proposal to answer: which changes occurred in the didactic texts’ production before the 1960’s, specially in relation to the usage exploration of the image, and which factors guided these changes in the Portuguese teaching? We guided theoretically in the French discourse analyses, in especial in the undertaken in theoretical development by discourse linguists, to avail themselves from the archaeological approach of Michel Foucault. Besides of that, we joined up in a history conception developed by Christian Puech for a history of ideas and of the knowledge representations in language science. Between the key concepts of these two complementary approaches, we mobilize, in especial, the “enunciation”, “discourse”, “archive” and “semiology”, while we define “imagery”, considering our interest in to understand the semiological nature and discourse history in images in pedagogic context. This also allowed to observe their contemporary usages in didactic and evaluative texts produced and put into circulation in Brazil in the latest five decades. Then, our archive was constituted by politic-pedagogical documents (anthology, books, manuals, official documents), whose snipped was defined in a corpus represented by an anthology and twelve textbooks. As results of this research, we found three discursive determination orders which enable the emergency progressive of imagery in the Portuguese teaching: i) historical-political determination when we notice that the educational project of the military regime influenced directly the entrance of the visual languages in the teaching; ii) theoretical-scientific determination of a lot of orders that presents extension of the language concept and, in the same time, contradictions from a conceptual point of view in a same book (language = communication instrument = feeling history constitution). In this aspect, the communication theory, implemented vertically in the military regime leads to the school a language conception, of text and of language as conditioning instrument and individual practices, being gradually modified by others scientific discourses concomitant movement of new official documents since 1996; iii) technical-cultural determination that put in scenery the importance of usage and of the reading of many languages in the scholar environment (specially, the imagery in textbooks), enabling an abuse of fixed images in the last ten years. / L'objectif général de cette thèse est d'étudier les conditions d’émergence et l'augmentation progressive de l'emploi de l'imagerie de caractère didactique dans les manuels de langue portugaise. L'un des objectifs spécifiques était d'étudier les présupposés théoriques qui guident l'enseignement / apprentissage de la lecture et l'interprétation de textes, en général, et de l'imagerie, en particulier, en tout considérant le panorama historique de l'institutionnalisation des études linguistiques au Brésil - établi en politiques éducatives initiées dans le gouvernement militaire. La question principale de notre recherche vise à répondre: quelles sont les changements dans la production de manuels scolaires après les années 1960, en particulier par rapport à l’usage de l'image, et quels facteurs ont guidé ces changements dans l'enseignement de la langue portugaise ? Nous nous guidons théoriquement au terrain d'analyse du discours français – en particulier dans les apports théoriques menés par les linguistes du discours – et l’approche archéologique présenté par Michel Foucault. En outre, nous suivons une conception d’histoire développée par Christian Puech à propos de l’histoire des idées et des représentations des savoirs en Sciences du Langage. Parmi les concepts clés de ces deux approches complémentaires, nous avons mobilisé, en particulier, ceux d’« énoncé », « discours », «archive » et « sémiologie ». Nous présentons aussi la définition d’« imagerie », dans la mesure qu’il faut comprendre la nature sémiotique et historique du discours dans le contexte pédagogique. Cela nous a également permis d'observer leurs usages contemporains dans textes scolaires et d'évaluation produits et mis en circulation au Brésil au cours de cinq dernières décennies. Notre corpus a été constitué de documents politiques et pédagogiques (anthologie, livres, manuels, documents officiels) : une anthologie et douze manuels scolaires. A propos des résultats : nous avons trouvé trois ordres de déterminations discursives qui ont permis l'émergence progressive de l'imagerie dans l'enseignement de la langue portugaise : i) la détermination historique et politique lorsqu’on observe que le projet d’éducation de la Dictature Militaire brésilienne (1964 à 1985) a directement influencé l'entrée de langages visuels dans l'éducation de langues ; ii) la détermination théorique et scientifique de divers ordres qui dispose d'élargissement de la notion de la langue et du langage et, à la fois, des contradictions d'un point de vue conceptuel, dans le même livre (langue = outil de communication = constitution historique des sens). À cet égard, la théorie de la communication, mis en place verticalement par le régime militaire conduit à l’école la notion de langue, de texte et de langage comme un outil de conditionnement des comportements et des pratiques individuelles ; cela est progressivement modifié par d'autres discours scientifiques simultanées aux circulations de nouveaux documents officiels (LDB, PCN et DCNEB) depuis 1996 ; iii) la détermination technique et culturel met en jeu l'importance de l'utilisation et de lecture de différentes langages à l'école (en particulier l'imagerie dans les manuels scolaires), en permettant un grand nombre d'images fixes dans les dix dernières années. / O objetivo geral desta tese foi investigar as condições de emergência e o aumento progressivo do emprego da imageria de natureza didática em livros de língua portuguesa. Um dos objetivos específicos foi estudar os pressupostos teóricos que têm orientado o ensino/aprendizado de leitura e a interpretação de textos, de modo geral, e da imageria, de modo particular, considerando o panorama histórico de institucionalização dos estudos linguísticos no Brasil – estabelecida nas políticas educacionais iniciadas ainda no Governo Militar. A questão norteadora de nossa pesquisa tem como propósito responder: que mudanças ocorreram na produção dos textos didáticos após a década de 1960, particularmente em relação à exploração do uso da imagem, e que fatores nortearam essas mudanças no ensino de língua portuguesa? Pautamo-nos teoricamente na Análise de Discurso de filiação francesa, em especial nos desdobramentos teóricos empreendidos por linguistas do discurso, ao valerem-se da abordagem arqueogenealógica de Michel Foucault. Além disso, filiamo-nos a uma concepção de história desenvolvida por Christian Puech para uma história das ideias e das representações dos saberes em ciências da linguagem. Entre os conceitos-chave dessas duas abordagens complementares, mobilizamos, em especial, os de “enunciado”, “discurso”, “arquivo” e “semiologia”, ao passo que definimos “imageria”, haja vista nosso interesse em compreender a natureza semiológica e histórica do discurso em imagens em contexto pedagógico. Isso permitiu também observar seus usos contemporâneos nos textos didáticos e avaliativos produzidos e postos em circulação no Brasil nas últimas cinco décadas. Nosso arquivo foi então constituído de documentos político-pedagógicos (antologia, livros, manuais, documento oficial), cujo recorte foi definido em um corpus representado por uma antologia e doze Livros Didáticos. Como resultados desta pesquisa, constatamos três ordens de determinações discursivas que possibilitaram a progressiva emergência da imageria no ensino de língua portuguesa: i) determinação histórico-política ao observamos que o projeto educacional do regime militar influenciou diretamente na entrada das linguagens visuais no ensino; ii) determinação teórico-científica de várias ordens que apresenta ampliação do conceito de língua e de linguagem e, ao mesmo tempo, contradições do ponto de vista conceitual num mesmo livro (língua = instrumento de comunicação = constituição histórica dos sentidos). Nesse aspecto, a teoria da comunicação, implementada verticalmente no regime militar leva à escola uma concepção de língua, de texto e de linguagem como instrumento condicionante de comportamentos e práticas individuais, sendo aos poucos modificada por outros discursos científicos concomitantes à circulação de novos documentos oficiais (LDB, PCNs e DCNEB) desde 1996; iii) determinação técnico-cultural que coloca em cena a importância do uso e da leitura de diversas linguagens no ambiente escolar (particularmente, a imageria em Livro Didático), possibilitando um número expressivo de imagens fixas nos últimos dez anos.

The thesis aims to stimulate the debate on the need of improvement of the history education in the Czech Republic. It concentrates on describing the consequences of current historical situation, defined by the dealing with the communist past discourse, to history education. First, it analyses the very concept of dealing with the communist past, using available linguistic and statistic tools (e.g. Czech National Corpus and Mediasearch archive) and multidisciplinary literature. Then the three studies follow. The first case study explores the public debates on teaching of communist history that took place in the public since 1989 and included some criticism of the quality of history education. It also analyses conceptualizations of history education within the national curriculum since 1989. As a result, two dominant discursive types that have had an influence on the public debate about history education and teaching practice are defined. The second study explores the memory, pedagogical and discursive practices related to the application of oral history method for both remembrance and history education. It examines both positive but also problematic aspects of memory practice in education related to the stories of 1950's persecution. The third study discuses results of empirical research aimed on...