Made available in DSpace on 2016-07-27T13:53:15Z (GMT). No. of bitstreams: 1 MARIA WILMA APARECIDA DA SILVA TRAJANO ANDRADE.pdf: 661541 bytes, checksum: 225eaa27de8cb6191be2a041a6f2fa28 (MD5) Previous issue date: 2014-08-20 / This master dissertation consists on a theoretical study and is about the reflexive practitioner approach - elaborated by Donald Schön - and Jean-Jacques Rousseau s reflexive entrepreneurship, well explored in the book Confessions and on his experience as a teacher (exposed in the Project of education for Mr. Mably s sons as well as on the book Emile or on education). The study tried to highlight the importance of autoreflexion for those under teaching studies, since it was linked to the Theories of education and pedagogic processes as the Graduate Program s area of research. Then pointing to the following questions: Does the educational project of Rousseau really focus a reflexive practice? Can the autoreflexion of the book Confessions be compared to Emile? If so, in what extent? Is it possible to compare Rousseau s reflexion to the reflexive approach of Schön? Are those analysis a good contribution to teaching process and teachers pedagogic practices? According to the study conducted, the answer is affirmative. Moreover, the authors ideas are proximate, despite the distance of time, mainly on the importance of practical and personal experiences to knowledge development. They also agree that the interactional relationship is of key importance to a substantial learning through an interactive dialogue between the master and the disciple (teacher-student for Schön, and tutor and disciple for Rousseau) mainly in order to solve problems. This study also highlights both authors concern on the finalities of knowledge. Is it to be used as instrument of transformation? Something to ameliorate the conditions of everyone involved? To improve social relations to better? As those questions may be updated to our times, Rousseau s philosophy and Schön s reflexions are not without importance. By the contrary, they are extremely necessary to think about the education problems we face nowadays. / O presente trabalho, inscrito na linha de pesquisa Teorias da Educação e Processos Pedagógicos, objetivou estudar a teoria da reflexividade desenvolvida pelo pedagogo estadunidense Donald Schön - especificamente na ação do professor que desenvolve a prática reflexiva no projeto de ateliê - em comparação com as ideias pedagógicas desenvolvidas pelo filósofo genebrino Jean-Jacques Rousseau, nas obras que evidenciam a autorreflexão, tais como as Confissões, o Projeto para educação dos filhos do Senhor Mably e no Emílio ou da Educação, numa leitura pedagógica de ação e reflexão, contidas nas referidas obras. A partir daí, o trabalho buscou refletir sobre a importância da reflexão e da autorreflexão na formação inicial de professores. Foram elencadas algumas questões norteadoras como: O projeto pedagógico de Rousseau resgata a essência da reflexão? A autorreflexão contida em as Confissões servem de parâmetros para pensarmos a autorreflexão da ação educativa no Emílio? É possível perceber nas reflexões pedagógicas de Rousseau a prática reflexiva abordada por Donald Schön? A prática reflexiva contribui na produção dos saberes do professor referenciando a reflexão como meio de ressignificar a prática de ensino? A abordagem é de um estudo teórico de caráter bibliográfico, comparando o tema reflexividade nas concepções teóricas de Rousseau e Schön. Os resultados deste estudo indicaram que as ideias pedagógicas dos autores mais se aproximam do que se distanciam, pois em ambos há a preocupação com o conhecimento a partir da vivência do aluno e reflexão sobre o objeto de ensino, pela dimensão interacional entre preceptor e o aluno em Rousseau e o instrutor e o aluno em Schön. Nesse aspecto observou-se um diálogo reflexivo e interativo, principalmente em busca da solução de um problema. Ambos os autores corroboram a preocupação com o conhecimento, com suas finalidades e possibilidades do conhecimento ser utilizado como instrumento de transformação da pessoa que conhece, da sua ação sobre os outros e dos outros sobre o contexto. Portanto, ao relacionar os princípios pedagógicos de Rousseau e os saberes necessários à prática reflexiva de Schön, foram observados alguns pontos em comum. As concepções pedagógicas de ambos os autores revelam-se atual e relevante para analisarmos as relações entre o professor e o aluno no processo de aquisição do conhecimento por meio do ensino-aprendizado, delineando vínculos com a práxis educativa na atualidade pertinente a qualquer contexto ou nível de ensino na concepção da formação humana por meio da realização pessoal e profissional.

Reflektionsgrupperna har nu under några år varit ett obligatoriskt moment av socionomutbildningen på Malmö högskola. Detta är dock den första utvärderingen som har gjorts. Uppsatsens syfte är att få fram studenternas bild av reflektionsgrupperna efter att de slutfört de tre terminerna. Deras svar används i samband med bland annat gruppteori, symbolisk interaktionism och begreppet reflekterande praktiker för att få en tydlig bild på vad som är bra och dåligt med reflektionsgrupperna. Det som studenterna anser som positivt är att det finns ett forum för reflektion oc det som anses som negativt är bland annat att de är ostrukturerade och inte uppfyller deras förväntningar. Deras svar är varierane och förvånande men har gett oss en bra bild av hur reflektionsgrupperna kan förbättras och uppfylla de förväntningar och behov som studenterna och socionomutbildningen har på dem.

Le jeu casual est un phénomène majeur de l’industrie vidéoludique, pourtant il reste peu étudié et mal considéré. Les quelques définitions scientifiques recensées présentent des divergences importantes, ainsi qu’un décalage par rapport aux jeux produits. Les modèles théoriques en design de jeu, centrés sur le gameplay, semblent inadéquats face à ce phénomène. En utilisant le modèle du praticien réflexif de Donald Schön, l’objectif de notre recherche est d’apporter un nouvel éclairage sur le jeu casual grâce au savoir professionnel des designers de jeux. Notre approche est qualitative, d’inspiration phénoménologique : nous avons recueilli l’expérience de huit designers de jeux par l’intermédiaire d’entretiens semi-dirigés proches du récit de pratique. Nos résultats montrent que les concepts utilisés dans les modèles vidéoludiques traditionnels restent pertinents pour définir le jeu casual, mais demandent à être retravaillés afin de rendre compte des mutations de l’expérience de jeu. Ainsi, un challenge dans un jeu casual n’est pas un obstacle mais une opportunité d’action pour le joueur. De plus, la progression se fait par la variation des challenges plutôt que par l’augmentation de la difficulté. Ensuite, certains concepts qui semblaient pertinents pour définir les jeux casual, tels que la fiction positive, ont été rejetés par nos participants. Enfin, notre étude a permis de rassembler des informations sur le rôle du designer de jeu casual et le contexte dans lequel il exerce, ce qui permet d’expliquer certaines causes de la vision péjorative du jeu casual. / Casual games are one of the main phenomena in the video game industry, but remain under-explored and are not highly regarded. Scientific definitions are scarce, inconsistent, and often disconnected from actual games. Further, theoretical models for game design, centered on gameplay, often fall short in defining casual games. The objective of this study is to use Donald Schön's model of the reflective practitioner to shed a new light on casual games through the collection of professional knowledge of game designers. This study follows a qualitative approach with phenomenological inspiration. Eight one-on-one semi-structured interviews were conducted with casual game designers who were asked to provide a narrative of their professional practice. Results show that traditional game design concepts remain relevant for understanding and defining casual games, but need to be reworked in the light of new experiences and contexts in gaming. Namely, challenge is no longer synonymous with obstacle, but should be considered as an opportunity of a player’s action. Progression should be based on the variation of challenges instead of increasing difficulty. In addition, participants rejected some concepts that were previously considered appropriate for defining casual games, like positive fiction. Finally, this study provides insight into the role of casual game designers and the context of their work, which can help explain the often negative perception of casual games.

This essay will identify the importance of reflection, where it has its most significant place in the design process and how the reflection develops with experience. Though there is theories, there is a lack studies about reflection during the design process within digital media production. Based on Donald Schöns theory (1983) about reflection and Löwgren and Stolterman (2004) description of the design process, this essay will bring an understanding of the complexity of a design situation. It is a qualitative study where five respondents working with digital media production have been taking part in interviews regarding their design process. Introspection is used to get further understanding of the importance and development of reflection, where two practitioners writes diaries during a concept-development of a commercial. The practitioners and respondents ability to reflect will be analysed using King and Kitcheners “reflective judgement stages” (1994, referred in Hoare, 2006, 76-77) and Dreyfus and Dreyfus “five steps from novice to expert” (1986, 21- 35). The result will show how communication is a crucial component not only for the individual designer but also for the design team. Further the result shows that the ability to reflect differs in relation to experience and the importance as a designer to be open for flaws in its own creating in order to develop its practice.

Le jeu casual est un phénomène majeur de l’industrie vidéoludique, pourtant il reste peu étudié et mal considéré. Les quelques définitions scientifiques recensées présentent des divergences importantes, ainsi qu’un décalage par rapport aux jeux produits. Les modèles théoriques en design de jeu, centrés sur le gameplay, semblent inadéquats face à ce phénomène. En utilisant le modèle du praticien réflexif de Donald Schön, l’objectif de notre recherche est d’apporter un nouvel éclairage sur le jeu casual grâce au savoir professionnel des designers de jeux. Notre approche est qualitative, d’inspiration phénoménologique : nous avons recueilli l’expérience de huit designers de jeux par l’intermédiaire d’entretiens semi-dirigés proches du récit de pratique. Nos résultats montrent que les concepts utilisés dans les modèles vidéoludiques traditionnels restent pertinents pour définir le jeu casual, mais demandent à être retravaillés afin de rendre compte des mutations de l’expérience de jeu. Ainsi, un challenge dans un jeu casual n’est pas un obstacle mais une opportunité d’action pour le joueur. De plus, la progression se fait par la variation des challenges plutôt que par l’augmentation de la difficulté. Ensuite, certains concepts qui semblaient pertinents pour définir les jeux casual, tels que la fiction positive, ont été rejetés par nos participants. Enfin, notre étude a permis de rassembler des informations sur le rôle du designer de jeu casual et le contexte dans lequel il exerce, ce qui permet d’expliquer certaines causes de la vision péjorative du jeu casual. / Casual games are one of the main phenomena in the video game industry, but remain under-explored and are not highly regarded. Scientific definitions are scarce, inconsistent, and often disconnected from actual games. Further, theoretical models for game design, centered on gameplay, often fall short in defining casual games. The objective of this study is to use Donald Schön's model of the reflective practitioner to shed a new light on casual games through the collection of professional knowledge of game designers. This study follows a qualitative approach with phenomenological inspiration. Eight one-on-one semi-structured interviews were conducted with casual game designers who were asked to provide a narrative of their professional practice. Results show that traditional game design concepts remain relevant for understanding and defining casual games, but need to be reworked in the light of new experiences and contexts in gaming. Namely, challenge is no longer synonymous with obstacle, but should be considered as an opportunity of a player’s action. Progression should be based on the variation of challenges instead of increasing difficulty. In addition, participants rejected some concepts that were previously considered appropriate for defining casual games, like positive fiction. Finally, this study provides insight into the role of casual game designers and the context of their work, which can help explain the often negative perception of casual games.