Made available in DSpace on 2014-12-17T15:48:06Z (GMT). No. of bitstreams: 1 AlineOPJ_DISSERT.pdf: 1977050 bytes, checksum: f61ea891da8fcdd8f7fc75d704edb944 (MD5) Previous issue date: 2013-03-01 / The activity of requirements engineering is seen in agile methods as bureaucratic activity making the process less agile. However, the lack of documentation in agile development environment is identified as one of the main challenges of the methodology. Thus, it is observed that there is a contradiction between what agile methodology claims and the result, which occurs in the real environment. For example, in agile methods the user stories are widely used to describe requirements. However, this way of describing requirements is still not enough, because the user stories is an artifact too narrow to represent and detail the requirements. The activities of verifying issues like software context and dependencies between stories are also limited with the use of only this artifact. In the context of requirements engineering there are goal oriented approaches that bring benefits to the requirements documentation, including, completeness of requirements, analysis of alternatives and support to the rationalization of requirements. Among these approaches, it excels the i * modeling technique that provides a graphical view of the actors involved in the system and their dependencies. This work is in the context of proposing an additional resource that aims to reduce this lack of existing documentation in agile methods. Therefore, the objective of this work is to provide a graphical view of the software requirements and their relationships through i * models, thus enriching the requirements in agile methods. In order to do so, we propose a set of heuristics to perform the mapping of the requirements presented as user stories in i * models. These models can be used as a form of documentation in agile environment, because by mapping to i * models, the requirements will be viewed more broadly and with their proper relationships according to the business environment that they will meet / A atividade de engenharia de requisitos ? vista nos m?todos ?geis como atividade burocr?tica tornando o processo menos ?gil. No entanto, a falta de documenta??o no ambiente de desenvolvimento ?gil ? apontada como um dos principais desafios da metodologia. Assim, observa-se a exist?ncia de um contrassenso entre o que a metodologia ?gil defende e o resultado que ocorre no ambiente real. Por exemplo, nos m?todos ?geis as hist?rias de usu?rio s?o a forma mais usual para descrever requisitos. No entanto, essa maneira de descrever requisitos ainda n?o ? suficiente, pois as hist?rias de usu?rio constituem um artefato muito restrito para representar e detalhar os requisitos. As atividades de verificar quest?es como o contexto do software e depend?ncias entre as hist?rias tamb?m s?o limitadas com o uso somente desse artefato. No contexto de engenharia de requisitos existem as abordagens orientadas a metas que trazem vantagens para a documenta??o de requisitos, entre elas, completude dos requisitos, an?lise de alternativas e suporte ? racionaliza??o de requisitos. Dentre essas abordagens destaca-se a t?cnica de modelagem i* que fornece uma vis?o gr?fica dos atores envolvidos no sistema e suas depend?ncias. Esta disserta??o prop?e um recurso complementar para diminuir essa car?ncia de documenta??o existente nos m?todos ?geis. Assim, o objetivo deste trabalho ? fornecer uma vis?o gr?fica dos requisitos do software e seus relacionamentos atrav?s de modelos i*, enriquecendo assim os requisitos nos m?todos ?geis. Para isso prop?e-se um conjunto de heur?sticas para realizar o mapeamento dos requisitos representados como hist?rias de usu?rio em modelos i*. Esses modelos poder?o ser utilizados como uma forma de documenta??o dos requisitos no ambiente ?gil, pois atrav?s do mapeamento para os modelos i*, os requisitos ser?o visualizados de maneira mais abrangente e com seus devidos relacionamentos de acordo com o ambiente de neg?cio que v?o atender

Made available in DSpace on 2014-12-17T14:35:47Z (GMT). No. of bitstreams: 1 AlessandraCF.pdf: 981500 bytes, checksum: 25ce1975b5e987d1ceb40cfae1225dd9 (MD5) Previous issue date: 2005-12-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The focus of this thesis is the discussion of stories from the fairy tales genre in reading classes of Children?s Literature. Its main purpose is to investigate the argumentative action in the mediation pedagogic process.The evidence from this study is that the argumentative action is a fundamental component of teacher?s mediation as far as story discussion is concerned. The concept of mediation in this thesis comes from principles of interacionist Psychology articulated with THE theory of argumentation. It is understood that argumentative action is a process that objectives to obtain and to intensify the interlocuter?s adhesion through speech. The analysis of the story discussion activity is based on Psycholinguistic, particularly on the study of prevision ability; on the Theory of reception with special reference to the theory of the aesthetic effect, which considers the reader?s reactions and reader?s replies to the text; and on sociocognitive conflict study highlighting conflicts modalities brought up by the discussion of texts. The corpus analysed is composed by discussion episodes of stories from reading classes of Children?s Literature realized through participative observation.The subjects were children aged five-six years old from a public pre-school located in Natal-RN, Brazil. The study highlights mediation acts of argumentative nature such as direct question; illustrations from the book; rereading that were used by the teacher-researcher in story discussion. Among its conclusions it is revealed that argumentative action in stories discussion favors and intensifies the agreement of children?s to the activity. It increases the interaction between text and reader; it favours children?s organization and explicitation of their thoughts. The analysed material shows children?s exposing their ability to argue when having adequade scaffolding by an argumentative mediator the teacher / Focalizamos nesta tese a atividade de discuss?o de hist?rias do g?nero contos de fadas em aula de leitura de textos de literatura infantil. O objetivo principal ? investigar a a??o argumentativa no processo de media??o pedag?gica na atividade de discuss?o de hist?rias. A constata??o que fazemos ? a de que a a??o argumentativa ? constituinte fundamental da media??o docente nessa atividade. A abordagem sobre a media??o nesta investiga??o orientou-se pelos postulados da psicologia interacionista em articula??o com a teoria da argumenta??o, como processo que visa obter e intensificar a ades?o do interlocutor por meio do discurso. A an?lise da atividade de discuss?o de hist?rias envolveu a psicoling??stica, particularmente o estudo sobre a habilidade de previs?o; a Est?tica da Recep??o, destacando-se a teoria do efeito est?tico, uma vez que esta considera as rea??es ou as respostas provocadas no leitor pelo texto; e os estudos sobre o conflito sociocognitivo, evidenciando-se as modalidades de conflitos provenientes da discuss?o de textos. O corpus analisado comp?e-se de epis?dios de discuss?o de hist?rias, resultantes de um trabalho de campo com a literatura infantil (2000), realizado por meio da observa??o participante. Os sujeitos envolvidos s?o crian?as na faixa et?ria entre 5 e 6 anos de idade, de uma escola p?blica, do munic?pio de Natal-RN. A pesquisa evidenciou a??es mediadoras de car?ter argumentativo utilizadas pela professora-pesquisadora em discuss?o de hist?rias. Dentre as conclus?es, destaca-se a de que a a??o argumentativa na atividade de discuss?o de hist?rias favorece e intensifica n?o s? a ades?o das crian?as nessa atividade. Potencializa a intera??o entre o leitor e o texto, favorece a organiza??o e explicita??o do pensamento das crian?as. O material analisado mostra que as crian?as exp?em sua habilidade para argumentar quando recebem andaimagem adequada de um mediador argumentativo - o professor

Made available in DSpace on 2014-12-17T14:36:13Z (GMT). No. of bitstreams: 1 HostinaMFN.pdf: 1261910 bytes, checksum: 23f648e7f8194be2e1a11b767c527f28 (MD5) Previous issue date: 2008-12-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / We make many journeys during our lifetime. In each of them we accumulate experiences that result in an amount of knowledge that constitutes our history. The dissertation presents one of these journeys: that one I took along with students of Pedagogia da Terra project from Universidade do Estado do Rio Grande do Norte UERN to think about the knowledge within their memories in their way from countryside to city seeking for education. I used as main references to this task the ideas of Edgar Morin about Method as Strategy, implication of the subject in knowledge, pertinent knowledge, and knowledge reconnection. And from Paulo Freire I used the concepts of cultural identity assumption and dialog. I built as resource of method the metaphor of the suitcase, called by me the trunk of memory treasures . The use of this cognitive operator makes possible for those students bring their memories to the surface and share them collectively, by the process I name as auto-social- biographical narratives. The explicitness of the memories they choose to reveal by means of these narratives permitted me to understand the metamorphosis of these knowledge since their childhood to nowadays. In order to present an archeology of knowledge within these life histories I chose a narrative writing style concerned with simplicity and lightness, where I use the description of facts and discussions occurred during this journey. My main arguments in systematizing this experience are: scientific production can and should be grounded on knowledge diversity and on a more sensible approach to phenomena; education and pedagogy need to take as starting point and fuel for their practices the singularities of the subjects, their life history, educational background and knowledge resulting from both. Teacher s formation programs which students have mixed, rural and urban, background should value cognitive experiences built in the interaction with that knowledge closer of a sensible logic, deeper grounded in land and nature. Doing so, education can contribute to join diverse knowledge against monocutural forms of thinking and educational practices / Durante nossa vida fazemos muitas viagens. Em cada uma delas vivenciamos experi?ncias que, acumuladas, resultam na bagagem de conhecimentos que comp?e a nossa hist?ria. A disserta??o apresenta uma dessas viagens: a que realizei ao encontro dos alunos do Projeto Pedagogia da Terra da Universidade do Estado do Rio Grande do Norte UERN para refletir sobre os saberes inscritos nas suas mem?rias durante o percurso que os conduziu para a cidade em busca de escolariza??o. Tomei como refer?ncias principais as id?ias de Edgar Morin sobre m?todo como estrat?gia, implica??o do sujeito no conhecimento, conhecimento pertinente e religa??o de saberes e, de Paulo Freire, os conceitos de assun??o da identidade cultural e de di?logo. Constru? como recurso de m?todo a met?fora da mala chamada por mim de ba? de tesouros memor?sticos. O uso deste operador cognitivo permitiu aos alunos do Projeto, trazerem ? tona suas mem?rias e compartilh?-las coletivamente atrav?s do que chamo narrativas auto-s?cio-biogr?ficas. A explicita??o das mem?rias que escolheram revelar atrav?s destas narrativas me permitiu compreender a metamorfose de seus conhecimentos desde crian?a at? os dias atuais. Para apresentar uma arqueologia dos saberes inscritos nestas hist?rias de vida, escolhi um estilo narrativo comprometido com a simplicidade e com a leveza. Baseei-me principalmente na descri??o e narra??o dos acontecimentos e nas reflex?es e saberes constru?dos durante a viagem. Meus principais argumentos ao sistematizar esta experi?ncia s?o: a produ??o cient?fica pode e deve se pautar na diversidade de saberes e num olhar mais sens?vel diante dos fen?menos; a educa??o e a pedagogia necessitam tomar como ponto de partida e alimento de sua pr?tica as singularidades dos sujeitos, sua forma??o, suas hist?rias de vida e os saberes delas resultantes; a forma??o de professores que t?m uma urbaniza??o mesclada com o rural deve valorizar experi?ncias cognitivas constru?das na intera??o com saberes mais pr?ximos da l?gica do sens?vel, mais enraizados na rela??o com a terra e com a natureza. Fazendo assim, a educa??o poder? contribuir para a religa??o de saberes diversos contra a monoculturaliza??o do pensamento e das pr?ticas educativas