Este trabalho é composto pela tradução anotada do texto original em inglês Fyodor Dostoevski (1821 1881), que faz parte das aulas de literatura russa que o autor russo Vladímir Nabókov ministrou em universidades americanas de 1941 a 1959, bem como por uma introdução biobibliográfica e crítica sobre o autor, de um modo geral, e de um ensaio crítico sobre suas opiniões a respeito das principais obras de Fiódor Dostoiévski, em particular. Para tanto, serão comentadas as principais opiniões críticas de Nabókov sobre os romances Crime e Castigo, Memórias do Subsolo, O Idiota, Os Demônios e os Irmãos Karámazov de Dostoiévski à luz das concepções de Mikhail Bakhtin, Leonid Grossman, Joseph Frank, entre outros. / This research is composed of the annotated translation of the original text in English Fyodor Dostoevski (1821 - 1881), which is part of the lectures on Russian literature that the Russian author Vladimir Nabokov gave in American universities from 1941 to 1959, as well as by a biobibliographical and critical introduction about the author, in a general way, and a critical essay about his opinions concerning the major works of Fyodor Dostoevski, in particular. To accomplish this task, Nabokovs opinions about the novels Crime and Punishment, Memories from the Underground, The Possessed, The Idiot and The Brothers Karamazov have been studied in the light of Mikhail Bakhtin, Leonid Grossman, Joseph Frank, among others.

Com a rápida evolução tecnológica e o crescimento da aplicação de novas tecnologias digitais na educação - em especial em cursos a distância - o mais importante tem sido a criação de novos ambientes de aprendizagem que estimulam a interatividade, desenvolvem a capacidade de formular, de resolver questões e, acima de tudo, possibilitam a participação de forma colaborativa, embora estando fisicamente distante. A idéia de uma escola \"expandida\" visa atender a diversas áreas de ensino, entre elas a necessidade de treinamentos no setor corporativo para os profissionais que já estão no mercado de trabalho, a formação escolar para jovens e adultos que enfrentam dificuldades pela distância ou indisponibilidade de horário, ou mesmo a qualificação docente em grande demanda por aperfeiçoamento. Para atingir um nível bom de participação em encontros virtuais, faz-se necessário contar com tecnologias de comunicação e informação que medeiam a interação entre os envolvidos no processo de ensino. Afinal, a aprendizagem, que não é apenas individual mas coletiva, se baseia na convivência entre os participantes, na troca de informações entre eles. Quando um conteúdo é ministrado a distância, por meio da Internet, em videoconferência, permite-se criar um espaço ideal para uma colaboração distribuída. Por conta dessa necessidade, este trabalho apresenta um ambiente que oferece a comunicação por vídeo, voz e texto, para aulas ao vivo entre vários participantes, cuja participação é controlada pelo moderador, ao mesmo tempo em que conta com um sistema de registro de atividades para interação assíncrona. Além do ambiente desenvolvido, o trabalho introduz um breve estudo de conceitos envolvidos na videoconferência, as tecnologias disponíveis, bem como as utilizadas para o desenvolvimento deste projeto. Alguns resultados foram obtidos após realização de testes e utilização do ambiente, tal como a análise de desempenho a partir dos recursos disponíveis na rede. / With the fast technological evolution and the growth of the new digital technologies application in the education, in special in long-distance education courses is observed that the majority of these courses has favored great parcel of people. The most important it has been the creation of new learning environment that stimulates the participation, developing the capacity to formulate, to decide questions and all above of everything participating in a collaborative way. The idea of a expanded school aims at to take care of diverse areas of education, between them the necessity of training in the corporative sector for the professionals who already are in the work market, the formation pertaining to school for young and adult that faces difficulties for the distance or non-availability of schedule or the teaching qualification in great demand for perfectioning. A learning that is not only individual, but collective, is basead on the relationship between the participants, in the exchange of information between them. Therefore, in the long-distance education makes necessary the communication technologies and information that measured the interaction between the involved education process. When a content is given in the distance, by means of the Internet, video conferencing and video lessons, is allowed to create an ideal space for the distributed contribution. For this necessity, this work show an environment for lessons live between some participants, that offers the communication by video, voice and text. The participation is controlled by moderator, being able to be a professor or the person that give a lecture. Contains also a system of register of activities for asynchronous interaction. Beyond the developed environment, the work introduces a briefing study of involved concepts in the video conferencing, the available technologies, as well as the used ones for the development of this project. Some results had been gotten after accomplishment of tests, allowing to verify different performances depending on the available resources in the net.

L’enseignement supérieur fait l’objet d’un nombre croissant de recherches à l’échelle internationale. On peut toutefois remarquer que les pratiques pédagogiques des enseignants universitaires, en particulier en physique, en cours magistral et selon une approche didactique, demeurent plutôt inexplorées. Notre recherche s’inscrit dans ce contexte. En tant qu’heuristique, elle vise la création d’une méthodologie d’analyse qualitative des cours magistraux conçus et délivrés par des enseignant.e.s-chercheur.e.s physicien.ne.s. Nous avons fait le choix de nous concentrer sur l’analyse de pratiques pédagogiques effectives de quatre enseignant.e.s-chercheur.e.s de physique en France et en Colombie lors d’un cours magistral de première année de licence (enseignement de mécanique newtonienne) en appuyant notre exploration sur la question suivante : quelles stratégies les enseignant.e.s utilisent-ils / elles pour amener les étudiant.e.s à la compréhension du contenu prévu dans le cours ? La notion de "proximités discursives" est ici mobilisée pour enrichir des approches modélisantes par cartes conceptuelles notamment ; elle permet de spécifier et de comparer chacun des discours analysés / Higher education is nowadays the subject of a growing body of research at the international level. It should be noted, however, that the pedagogical practices of university teachers, particularly in Physics, giving lectures and from a didactic approach, remain rather unexplored. Our research is developed in this context. This research aims to create a methodology for qualitative analysis of lectures taught and delivered by physicist professors. We chose to concentrate on the analysis of actual teaching practices of four physics teachers in France and Colombia during a first-year undergraduate course (teaching Newtonian mechanics). Our exploration was guided by the following question: What strategies do teachers use to help students understand the content of the course? The notion of "discursive proximities" is here mobilized to enrich modeling approaches, particularly using conceptual maps; this notion makes it possible to specify and compare each discourse that was analyzed / La educación superior es el objeto de un número creciente de investigaciones a nivel internacional. Sin embargo, cabe resaltar que las prácticas pedagógicas de los profesores universitarios, en articular en física, en cursos magistrales y con un enfoque didáctico, siguen estando inexploradas. Nuestra investigación se inscribe en ese contexto. En tanto que heurística, busca la creación de una metodología de análisis cualitativo de cursos magistrales diseñados y desarrollados por profesores universitarios de física. Escogimos concentrarnos en el análisis de las prácticas pedagógicas efectivas de cuatro profesores universitarios de física en Francia y en Colombia en el marco de un curso magistral de primer año (enseñanza de la mecánica Newtoniana) apoyándonos en la pregunta: ¿Cuáles son las estrategias que los profesores universitarios utilizan para llevar a los estudiantes a la comprensión de los contenidos previstos en el curso? La noción de “proximidades discursivas” se moviliza acá para enriquecer los enfoques de modelización por intermedio de mapas conceptuales ya que permite especificar y comparar cada uno de los discursos analizados

Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.

The main part of the thesis is a research focused on describing research activities at Czech universities since 1989 to the present time, i.e. until the end of 2013. The thesis describes the work and publications of all personalities who participated in the research within the field of Bible Studies.

The aim of the thesis is an analysis of Czech university study programs for teaching German language at the 2nd grade basic schools and comparison of the results. Information about development of Czech educational policy since 1989 is summarized in the theoretical section, where I also presented the most important documents affecting current educational policy as well as the language policy. The practical part is dedicated to the study itself. All universities keep their study programs in line with the Bologna process, conceived as structured. The subject of my analysis is Bachelor's degree and follow-up master's degree study. I have chosen only a specific part of the field, which is devoted to preparing students for German language teaching at basic schools. Emphasis is placed on the comparison of offered subjects, thematic composition of subjects and the way of obtaining didactic knowledge and teaching skills.

Com a rápida evolução tecnológica e o crescimento da aplicação de novas tecnologias digitais na educação - em especial em cursos a distância - o mais importante tem sido a criação de novos ambientes de aprendizagem que estimulam a interatividade, desenvolvem a capacidade de formular, de resolver questões e, acima de tudo, possibilitam a participação de forma colaborativa, embora estando fisicamente distante. A idéia de uma escola \"expandida\" visa atender a diversas áreas de ensino, entre elas a necessidade de treinamentos no setor corporativo para os profissionais que já estão no mercado de trabalho, a formação escolar para jovens e adultos que enfrentam dificuldades pela distância ou indisponibilidade de horário, ou mesmo a qualificação docente em grande demanda por aperfeiçoamento. Para atingir um nível bom de participação em encontros virtuais, faz-se necessário contar com tecnologias de comunicação e informação que medeiam a interação entre os envolvidos no processo de ensino. Afinal, a aprendizagem, que não é apenas individual mas coletiva, se baseia na convivência entre os participantes, na troca de informações entre eles. Quando um conteúdo é ministrado a distância, por meio da Internet, em videoconferência, permite-se criar um espaço ideal para uma colaboração distribuída. Por conta dessa necessidade, este trabalho apresenta um ambiente que oferece a comunicação por vídeo, voz e texto, para aulas ao vivo entre vários participantes, cuja participação é controlada pelo moderador, ao mesmo tempo em que conta com um sistema de registro de atividades para interação assíncrona. Além do ambiente desenvolvido, o trabalho introduz um breve estudo de conceitos envolvidos na videoconferência, as tecnologias disponíveis, bem como as utilizadas para o desenvolvimento deste projeto. Alguns resultados foram obtidos após realização de testes e utilização do ambiente, tal como a análise de desempenho a partir dos recursos disponíveis na rede. / With the fast technological evolution and the growth of the new digital technologies application in the education, in special in long-distance education courses is observed that the majority of these courses has favored great parcel of people. The most important it has been the creation of new learning environment that stimulates the participation, developing the capacity to formulate, to decide questions and all above of everything participating in a collaborative way. The idea of a expanded school aims at to take care of diverse areas of education, between them the necessity of training in the corporative sector for the professionals who already are in the work market, the formation pertaining to school for young and adult that faces difficulties for the distance or non-availability of schedule or the teaching qualification in great demand for perfectioning. A learning that is not only individual, but collective, is basead on the relationship between the participants, in the exchange of information between them. Therefore, in the long-distance education makes necessary the communication technologies and information that measured the interaction between the involved education process. When a content is given in the distance, by means of the Internet, video conferencing and video lessons, is allowed to create an ideal space for the distributed contribution. For this necessity, this work show an environment for lessons live between some participants, that offers the communication by video, voice and text. The participation is controlled by moderator, being able to be a professor or the person that give a lecture. Contains also a system of register of activities for asynchronous interaction. Beyond the developed environment, the work introduces a briefing study of involved concepts in the video conferencing, the available technologies, as well as the used ones for the development of this project. Some results had been gotten after accomplishment of tests, allowing to verify different performances depending on the available resources in the net.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-10-10T14:05:56Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-26T21:45:35Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / Made available in DSpace on 2017-10-26T21:45:35Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / A Inclusão é um tema que cada vez mais vem sendo discutido na Sociedade. Como consequência, a inserção de pessoas que possuem qualquer tipo de necessidade educacional especial em salas de aulas regulares vem aumentando de forma progressiva. Embora existam muitas leis que garantam aos alunos com algum tipo de necessidade educacional especial a educação adequada num ambiente escolar inclusivo, a mesma muitas das vezes não é obedecida. Um dos motivos para esse problema é a falta de formação adequada dos professores para que consigam lidar com esses alunos. Por isso, foi proposta nessa dissertação uma maneira de colaborar com esses professores em sua prática docente. Produziu-se entre os anos de 2016-17 um conjunto de três vídeoaulas, disponibilizadas gratuitamente através do Youtube, onde cada aula possui um tema que auxilia o professor de Química a lidar com turmas inclusivas e com alunos deficientes visuais. Os vídeos foram filmados de maneira informal, seguindo um roteiro previamente estabelecido, e divulgados através do próprio site, redes sociais e uma oficina com alunos do PIBID (Programa Institucional de Bolsa de Iniciação à Docência) de Química da UFF. A primeira videoaula discute brevemente inclusão, mostrando alguns conceitos e leis, a segunda mostra como professores podem lidar com alunos deficientes visuais, através do uso de materiais didáticos inclusivos, mostrando como produzi-los e a última vídeoaula exibe alguns exemplos desses materiais já produzidos para o Ensino de Química. A análise dos vídeos foi realizada em 2016 por vinte e cinco professores voluntários de diferentes áreas do ensino já formados ou em formação. Todos avaliaram positivamente, indicando algumas melhorias com relação a alguns aspectos técnicos da gravação, como iluminação e áudio. Dessa forma, chegou-se à conclusão que as vídeoaulas alcançaram seu objetivo principal, indo além da sua meta inicial, atingindo também professores de outras disciplinas. / Inclusion is a subject that is increasingly being discussed in the society. As consequence, the insertion of people who have any kind of special educational need in regular classrooms has been increasing progressively. Although there are many laws guaranteeing pupils with some special educational need of adequate education in an inclusive school environment, it is often not obeyed. One of the reasons for this problem is the lack of adequate teacher training so that they can deal with these students. Therefore, it was proposed in this dissertation a way of collaborating with these teachers in their teaching practice. Between the years 2016-17, a set of three videotapes was made available for free through Youtube, where each class has a theme that helps the chemistry teacher to deal with inclusive classes and with visually impaired students. The videos were filmed in an informal way, following a previously established script and disseminated through the site itself, social networks and a workshop with UFF PIBID (Institutional Program of Initiation to Teaching) chemistry students. The first videotape briefly discusses inclusion, showing some concepts and laws, the second shows how teachers can deal with visually impaired students through the use of inclusive teaching materials, showing how to produce them, and the last videotape shows some examples of such materials already produced for teaching chemistry. The videos were analyzed in 2016 by twenty-five volunteer teachers from different areas of education already trained or in training. All evaluated positively, indicating some improvements regarding some recording technical aspects, such as lighting and audio. In this way, it was concluded that videotapes reached their main goal, going beyond their initial goal, reaching teachers from other disciplines as well.

This day of age when an increasing demands for better and more environmental friendlymaterial is requested. At the same time is also higher demands on the designers todevelop new products for the future. To design new products which express a futuristicfeeling and a “must-have-feeling”. Therefore is there a need to educate better designersand architects for the future a better knowledge for material. Both for existing designersand architects but also for new designers. To encourage learning and discover newmaterial is new tools important, a tool such as a meeting point in which people meet, talkand discover new materials. A meeting place in which a material library has its naturalplace, a place designers, architects and laymen can visit. The great advantages of a material library is the possibility to touch and feel the materialsamples. To invite people to use their senses and learn about materials. This report focus on how to best build and present a material library in the facility of apublic place. But also how to construct a mobile module used as a tool for education.Each scenario has their own dilemma and needs, for example, in the University library atJönköping has criterion for a module that fits into the regular exhibition. To present newand innovative material samples in a manner that reminds of how people search forbooks on the shelves. For the mobile module is focus more towards presenting material samples used in theproduction today. The presentation is more focus on presenting material samples during alecture in which the teacher stands in front of a class and pointing towards the materialand students are allowed to touch and feel the material samples when they have thepossibility to do so. Besides this will the mobile module also work as mobile storagelocation for each department’s material samples.

Covid-19 medförde att skolundervisningen behövde flytta sin verksamhet till distans, för att minska på smittspridningen. Det resulterade i att alla studenter och lärare behövde flytta arbetet till det digitala. Rapportens syfte är undersöka hur kommunikationen mellan lärare och studenter har påverkats när utbildning sker digitalt. Rapporten undersöker även hur inlärningsprocessen hos studenter påverkas av att utbildningen är på distans. Studien bygger på en induktiv ansats där intervjuer genomfördes med nio stycken studenter och tre stycken lärare samt en dokumentundersökning. Dokumentundersökningen utgjorde rapportens litteraturkapitel och intervjuerna som genomfördes bildade rapportens empiri. Empirin användes sedan för att analysera den litteratur som samlades in. Resultatet visar på skillnader hur studenter uppfattar att kommunikationen är i dagsläget samt hur lärarna uppfattar situationen. Studentens kommunikation med läraren har försämrats då den har uteblivit helt eller övergått till en svårtolkad textkonversation. Lärarnas upplevelser är att kommunikationen har förflyttats till Zoom. Studentens inlärning har visats sig ha en negativ effekt under en digital utbildning då hemmiljön har många störningsmoment. / Covid-19 resulted in schools needing to move their operation to a distance education, to reduce the spread of the Covid-19 virus. It resulted in all students and teachers needing to adapt to a digital environment. The purpose of the report is to gain an increased understanding on how the communication between a teacher and a student is affected, when the education takes place remotely. The report also examines how the learning process affects students when they have to study remotely. The report builds on an inductive approach where interviews were conducted with nine students and three teachers and also a document survey. The document survey constituted the literature chapter and the interviews who were conducted formed the reports empirical. The empirical was later used for analyzing the literature that was collected. The result points out the difference between how students perceive the communication today and how the teacher perceives the situation. The student's communication with the teacher has deteriorated as it has disappeared completely or turned into a difficult text interpretation conversation. The teachers' experiences are that the communication has been moved to Zoom. Student's learning has shown to have a negative effect during a digital education, because in a home environment there are a lot of distractions.