Abstracts This thesis will address current problems in terms of school feeding in the Czech Republic. Its purpose is to summarize the situation from the point of view of the heads of school cafeterias and to determine the greatest difficulties for further functioning of the system. School feeding system is a part of educational and learning process and its effects relate to proper fulfilling of schools' educational programmes. At the same time, it is an environment for application of informal learning in terms of correct eating habits and social interactions during meals. By participating in the process, the pupils gain socio-psychological competences for entire life. Not only they gain practical knowledge in terms of nutrition, they learn as well how to interact during meals in an unforced way. Using the questionnaire method, some of the problems of school feeding system were identified. Some of the most severe problems might become a risk to this whole unique system. The outcome of the research are findings which point out the problems, such as old age of the personnel in the school feeding system, as well as the absence of new young people, who would continuously take on the experiences and replace the retiring workers. The results of the research revealed that the case of these problems are mainly...

Dans ce travail de recherche, nous nous intéressons à la question de la pérennité de l’usage des systèmes de gestion des connaissances (SGC) dans les entreprises. Les SGC sont ces environnements informatiques qui sont mis en place dans les entreprises pour mutualiser et construire l’expertise commune grâce aux collaborateurs. Le constat montre que, malgré la rigueur employée par les entreprises pour la mise en œuvre de ces SGC, le risque d’échec des initiatives de gestion des connaissances, notamment lié à l’acceptation de ces environnements par les utilisateurs professionnels ainsi qu’à leur usage continu et durable, reste d’actualité. La persistance et l’ampleur de ce constat dans les entreprises a motivé notre intérêt d’apporter une contribution à cette question générale de recherche. Comme propositions de réponse à cette problématique, nous avons donc 1) dégagé à partir de l’état de l’art, quatre facettes qui sont requises pour favoriser l’usage pérenne d’une plateforme gérant la connaissance ; 2) proposé un modèle théorique de régulation mixte qui unifie des outils de stimulation pour l’autorégulation et des outils soutenant l’accompagnement au changement et qui permet la mise en œuvre continue des différents facteurs stimulants l’usage pérenne des SGC ; 3) proposé une méthodologie de conception, adaptée à ce modèle et basée sur les concepts Agile, qui intègre une méthode d’évaluation mixte de la satisfaction et de l’usage effectif ainsi que des outils d’IHM pour l’exécution des différentes itérations de notre méthodologie ; 4) implémenté la méthodologie en contexte réel, à la Société du Canal de Provence, ce qui nous a permis de tester sa faisabilité et de proposer des ajustements/recommandations génériques aux concepteurs pour son application en contexte. L’outil résultant de notre implémentation a reçu un accueil positif par les utilisateurs en termes de satisfaction et d’usages. / In this research, we are interested in the question of sustainability of the use of knowledge management systems (KMS) in companies. KMS are those IT environments that are set up in companies to share and build common expertise through collaborators. Findings show that, despite the rigor employed by companies in the implementation of these KMS, the risk of knowledge management initiatives being unsuccessful, particularly related to the acceptance and continuous use of these environments by users remains prevalent. The persistence of this fact in companies has motivated our interest to contribute to this general research question. As contributions to this problem, we have 1) identified from the state of the art, four facets that are required to promote the perennial use of a platform managing knowledge; 2) proposed a theoretical model of mixed regulation that unifies tools for self-regulation and tools to support change, and allows the continuous implementation of the various factors that stimulate the sustainable use of CMS; 3) proposed a design methodology, adapted to this model and based on the Agile concepts, which incorporates a mixed evaluation methodology of satisfaction and effective use as well as CHI tools for the completion of different iterations of our methodology; 4) implemented the methodology in real context at the Société du Canal de Provence, which allowed us to test its feasibility and propose generic adjustments / recommendations to designers for its application in context. The tool resulting from our implementation was positively received by the users in terms of satisfaction and usages.

La littérature scientifique internationale montre la réalité des apprentissages informels des enseignants sur leur lieu de travail, au sein des établissements scolaires. Toutefois ces apprentissages présentent plusieurs limites et sont qualitativement de moins bonne qualité que les apprentissages réalisés en environnement organisé. La présente recherche a précisément pour objet le développement professionnel des enseignants expérimentés à travers un dispositif de formation continue prenant en compte leurs apprentissages informels. Cette étude s’inscrit dans un programme de recherche anthropoculturel (Bertone, 2011 ; Chaliès, 2012) dont les principaux présupposés théoriques sont empruntés à la philosophie du langage ordinaire (Wittgenstein, 2004). Elle a été menée dans le cadre de deux dispositifs innovants de formation permettant à un enseignant expérimenté (le pair formateur) d’enseigner ostensivement l’une de ses pratiques spécifiques jugées efficaces à un pair enseignant expérimenté (le pair formé). Les principaux résultats de la recherche montrent la modélisation de l’activité professionnelle des pairs formateurs et contribuent ainsi à documenter la recherche internationale sur les apprentissages informels des enseignants du primaire. Ils montrent également l’apprentissage de nouvelles pratiques professionnelles de la part des pairs formés entendu comme l’acquisition de nouveaux systèmes de règles. Les résultats montrent enfin le développement professionnel des pairs formés entendu comme l’interprétation des règles apprises dans des circonstances nouvelles ainsi que le développement réflexif de l’activité professionnelle des pairs formateurs. / The international scientific literature shows the reality of teachers' informal learning in the workplace, within schools. However, these learnings have several limitations and are of lower quality than those that are carried out in an organized environment. The purpose of this research is precisely the professional development of experienced teachers through a professional development program that considers their informal learning.This study is part of an anthropocultural research program (Bertone, 2011; Chaliès, 2012) whose main theoretical assumptions are borrowed from the philosophy of ordinary language (Wittgenstein, 2004). It was conducted within the framework of two innovative training devices allowing an experienced teacher (the peer trainer) to ostensibly teach one of his specific practices considered effective to an experienced peer teacher (the trained peer). The main research results show the modelling of the professional activity of peer trainers and thus contribute to documenting international research on informal learning by primary school teachers. They also show the learning of new professional practices from trained peers understood as the acquisition of new rule systems. Finally, the results show the professional development of the trained peers understood as the interpretation of the rules learned in new circumstances as well as the reflexive development of the professional activity of the trained peers.

This diploma thesis elaborates on the topic of informal learning within volunteering activities with children and youth. It is based on the concept of lifelong learning and describes characteristics of informal learning and volunteer work. It pays attention to types of motivation for volunteering and shows the possibilities of informal learning within volunteering activities with children and youth. The empirical research uses the questionnaire to examine the forms of self-directed learning. In particular, it examines the areas in which the self-directed learning is most frequently carried out and the impact of the most frequently held function on choice of areas of self-directed learning. The research also focuses on the impact of reciprocal motivation on the proportion of self-directed learning realized within volunteering activities and on the perception of selected activities as the source of new incentives and information. The ending part of the thesis contains interpretation of results and recommendation for future research in the field.

Made available in DSpace on 2016-03-15T19:25:53Z (GMT). No. of bitstreams: 1 Cristiane Gomes de Carvalho Fontana.pdf: 1000696 bytes, checksum: 8345609c2a95280c9ebf3af8b3187574 (MD5) Previous issue date: 2012-03-01 / Fundo Mackenzie de Pesquisa / This research had as an objective to understand the learning process of associate deans in private institutions of tertiary education. It has attempted to identify and interpret the main dimensions of the action of this professional and compare his learning process in different environment universities and colleges. The study leaned on, above all, discussions about formal and informal learning and the learning that happens at work. In the study of the literature, the scenario of institutions of tertiary education in Brazil was presented to contextualize them. The discussions about the dimensions of the action of the associate deans were also presented. It has been conducted a basic qualitative interpretative study with eight associate deans in Administration. The main strategy used for the collection of data was the semi-structured interview, however, the informal observation on the workplace and the consultation to the sites of the institutions involved also complemented the analysis. The results show that the deans learn the dimension of the team work, political dimension,technical dimension and critical-reflexive dimension, mainly, through informal practices, standing out the interactions that happen in the institutions, the experiences obtained throughout the professional career and in the practice of his work. It has found out that the different environment influence what (content) and how (process) they learn. The lack of sponsorship to programs designed to build up capacity and the excess load of work were some of the factors identified and considered obstacles in the learning process of these deans. / Esta pesquisa teve como objetivo compreender o processo de aprendizagem de coordenadores de cursos de graduação em Administração inseridos em Instituições de Ensino Superior Privadas. Procurou-se identificar e interpretar as principais dimensões da ação desse profissional e comparar seu processo de aprendizagem em diferentes ambientes universidades e faculdades. O estudo apoiou-se, sobretudo, nas discussões sobre a aprendizagem formal e informal e a aprendizagem que ocorre no trabalho. Na revisão da literatura foram apresentados o cenário das instituições de ensino superior no Brasil procurando contextualizá-las e as discussões sobre as dimensões da ação do coordenador de curso. Foi conduzido um estudo qualitativo interpretativo básico com oito coordenadores de cursos de graduação em Administração. A estratégia fundamental utilizada para a coleta de dados foi a entrevista semiestruturada, no entanto, a observação informal dos locais de trabalho e a consulta aos sites das instituições envolvidas também complementaram as análises. Os resultados mostram que os coordenadores aprendem a dimensão do trabalho coletivo, dimensão política, dimensão técnica e dimensão crítico-reflexiva, principalmente, por meio de práticas informais, destacando-se as interações que ocorrem nas instituições, as experiências obtidas no decorrer da carreira profissional e no exercício de seu trabalho. Constatou-se ainda que os diferentes ambientes (Universidade x Faculdade) influenciam o que (conteúdo) e como (processo) aprendem. O pouco patrocínio a programas de capacitação e a sobrecarga de trabalho foram alguns dos fatores identificados e considerados obstáculos no processo de aprendizagem desses coordenadores.

Made available in DSpace on 2016-03-15T19:25:31Z (GMT). No. of bitstreams: 1 Elza Hirota.pdf: 4270701 bytes, checksum: 7045e0c4782108059351f6db1a0c4671 (MD5) Previous issue date: 2011-01-27 / Fundo Mackenzie de Pesquisa / This research paper investigates organizational learning, from the following perspective: how do the individual and collective learning processes function in a small organization? The overall objective is to understand the learning process in small organizations on the individual and collective levels and the formal and informal mechanisms involved. To attain this overall objective, two specific objectives were defined. The first specific objective is to identify and describe how the owners and employees of two stores in a woman s apparel retail chain learned to work in this area, looking at both their formal and informal learning processes. The second specific objective is to analyze and compare the formal and informal learning processes of the owners, the managers and the employees at these stores and to evaluate if there is a difference in the pattern of learning due to a difference in the locations of the stores (one being located on the street and one being located in a shopping center). The theories and concepts which form the foundation of this research are: experiential learning, the theory of social learning as well as formal and informal learning. This paper, which is of an exploratory nature, has adopted a qualitative perspective and has been developed based on the premises of a basic or generic qualitative study . This choice is justified based on the emphasis placed on discovering and interpreting the lessons learned by the participants themselves in terms of their lives and their experiences. The main strategy for data collection was the conduction of interviews at the workplace. An analysis of these interviews led to the creation of hierarchically organized analytic codes to facilitate the interpretation and extraction of significant data. One of the main results of this research is that the interviewees learned through different forms of informal learning: exchanging experiences, self-taught learning, and external interactions in the workplace. We also can affirm that learning occurs much more on the individual level than at the collective level, a fact which is related to the characteristics of the organizational environments investigated,which place management in the central role. The managers are those who command, train and follow the day to day work of the employees, and they serve as models to be emulated and are responsible for the store s earnings. No significant differences were observed in the forms of learning used by the owners, the managers and the employees. As far as the location of the stores is concerned, there was a general consensus that there is no difference between the forms of learning utilized in a store located on the street as opposed to one located within a shopping center, and that the learning process is essentially the same for any type of retail sales organization, differing only in terms of the product that is being sold. / Esta pesquisa investigou a aprendizagem organizacional, a partir da seguinte questão orientadora: como se dá o processo de aprendizagem individual e coletivo em organizações de pequeno porte? O objetivo geral foi compreender o processo de aprendizagem em organizações de pequeno porte, considerando o nível individual, o nível coletivo e os mecanismos formais e informais. Para o alcance do objetivo geral, foram definidos dois objetivos específicos. Primeiro objetivo específico: identificação e descrição de como as proprietárias de duas lojas de rede varejista de acessórios femininos e suas funcionárias aprenderam a trabalhar nesse ramo, considerando tanto os processos formais, quanto os processos informais de aprendizagem. Segundo objetivo específico: análise e comparação dos processos de aprendizagem formais e/ou informais entre as proprietárias, entre as gerentes e entre os níveis funcionais das duas organizações, para avaliar se havia diferenças de aprendizagem considerando a localização das lojas (na rua e no shopping). As teorias e conceitos que embasaram a pesquisa foram: a aprendizagem experiencial, a teoria da aprendizagem social e também a aprendizagem formal e informal. A pesquisa, de caráter exploratório, adotou uma perspectiva qualitativa e desenvolveu-se segundo as premissas do estudo qualitativo básico ou genérico . Esta opção justifica-se pela ênfase em descobrir e interpretar os significados atribuídos a vida e experiências pelos próprios participantes. A estratégia fundamental de coleta de dados se deu por meio da realização de entrevistas, nos locais de trabalho. A análise gerou a criação de códigos analíticos organizados hierarquicamente, para facilitar a interpretação e extração de significados. Como principais resultados, a pesquisa revelou que as entrevistadas aprenderam por diferentes formas de aprendizagem informal: troca de experiências, aprendizagem autodirigida e interações externas no cotidiano de trabalho. Também foi possível afirmar que a aprendizagem se dá muito mais no nível individual do que no coletivo, fato este relacionado às próprias características dos ambientes organizacionais investigados que têm a gerência como papel essencial. É a gerência quem comanda, orienta, acompanha o dia a dia das funcionárias, serve de modelo a ser seguido e responde pelo faturamento da loja. Não se observaram diferenças significativas nas formas de aprendizagem entre as proprietárias, entre as gerentes e entre os outros níveis funcionais. Quanto à localização das lojas, houve consenso de que não existem diferenças de aprendizagem entre a loja da rua e a loja do shopping; observou-se, ainda, a ideia de que a aprendizagem para se trabalhar em vendas no varejo é comum para qualquer tipo de organização, diferindo apenas a relação com o produto comercializado.

Made available in DSpace on 2016-03-15T19:25:35Z (GMT). No. of bitstreams: 1 Silvia Cristina Hito.pdf: 1083659 bytes, checksum: 2ceabebed22e3541d795767f0a4916c1 (MD5) Previous issue date: 2011-08-26 / Fundo Mackenzie de Pesquisa / This research had the overall goal understanding how the learning process of managerial function occurs in banks. To achieve the overall aim, two specific goals were defined. First specific goal: compare managers function by identification and descrition of tasks/responsabilities of relationship/accounts managers from a public and a private bank. Second specific goal: identify, describe and compare the learning process of relationship/accounts managers from a public and a private bank. This study contributes to an understudied field in an area of great economic importance in Brazil, which are banks. Were found only four related research, but with different audiences, and none of them brought comparison of learning process in institutions from different origins. Theories and concepts that have underpinned this research were: learning at work and the theory of formal and informal learning. The choice of learning at work theory occurred because of it taking into consideration factors beyond the intrinsic learning of employees and environmental conditions, a critical point in the search organizations, particularly in banks, the site of this study. The research was a descriptive and exploratory, it adopted a qualitative perspective and developed according to the assumptions of the basic or generic qualitative study , so that the objective was reached. The basic strategy for data collection was done through interviews, and the informal observations of the workplace and consultation on the banks websites were used to support analysis. The creation of codes in principle deductive and subsequently analytical contributed to the organization, analysis and creation of hierarchical categories and subcategories. In both of banks it was verified that manager s tasks and responsibilities had few similarity with manager s function defined by Fayol (1994). The survey revealed that participants learned human and technical skills through various forms of informal learning. In both banks the technical tasks learning occurred through consultation support tools and colleagues/expert, in addition to the error, but there was difference in the hierarchy of them. In relation to the learning of human skills, the observation and managers guidance, and reflection were specially quoted. It was perceived that the stressful environment of agencies make it difficult to learn or improve it. The stress in Public Bank is more related to lack of time due to various tasks and pressure to achieve goals, and the type of management, and in the Private Bank is more connected to the pressure to achieve goals. Were also identified in the two banks some influential factors in learning, how: to like, to need and believe in the task. And there were some indications of different forms of learning as age result. Requiring more detailed research on this issue. / Esta pesquisa teve como objetivo geral compreender como ocorre o processo de aprendizagem de gerentes de bancos. Para o alcance do objetivo geral, foram definidos dois objetivos específicos. Primeiro objetivo específico: comparação da função gerencial por meio da identificação e descrição das tarefas/responsabilidades dos gerentes de relacionamento/contas de um banco banco público e de um banco privado. Segundo objetivo específico: identificação, descrição e comparação do processo de aprendizagem dos gerentes de relacionamento/contas de um banco público e de um banco privado. Este estudo traz contribuições a um campo pouco estudado em um setor de grande importância econômica no Brasil, que são os Bancos. Foram encontradas apenas quatro pesquisas relacionadas ao tema, porém com públicos diferentes e nenhuma delas trazia uma comparação do processo de aprendizagem de instituições de diferentes origens. As teorias e conceitos que embasaram esta pesquisa foram: a aprendizagem no trabalho e a teoria de aprendizagem formal e informal. A escolha da aprendizagem no trabalho ocorreu pelo fato de levar em consideração, além dos fatores intrínsecos de aprendizagem dos colaboradores, aspectos do ambiente, ponto esse fundamental no setor pesquisado, em especial nas agências bancárias, local desse estudo. A pesquisa de caráter descritivo-exploratório, adotou a perspectiva qualitativa e desenvolveu-se segundo as premissas do estudo qualitativo básico ou genérico , para que o objetivo fosse atingido. A estratégia fundamental de coleta de dados se deu pela realização de entrevistas, porém a observação informal dos locais de trabalho e consulta nos sites dos bancos envolvidos também foram utilizados para apoio e análises. A criação de códigos a princípio dedutivos e posteriormente analíticos contribuiu à organização, análise e criação de categorias e subcategorias hierárquicas. Verificou-se que nos dois Bancos as tarefas/responsabilidades dos gerentes de relacionamento/contas pouco se aproximam das funções gerenciais definidas por Fayol (1994). E em relação à aprendizagem a pesquisa revelou que os participantes aprenderam habilidades técnicas e humanas por meio de diferentes formas de aprendizagem informal. Nos dois Bancos o aprendizado das tarefas técnicas ocorreu pela consulta em ferramentas de suporte e com colegas/expert, além do erro, porém houve diferença na hierarquia das mesmas. Em relação ao aprendizado de habilidades humanas, se verificou em especial a observação e orientação de gestores e a reflexão. Foi percebido que o ambiente estressante das agências dificulta o aprendizado ou seu aprimoramento. No Banco Público o estresse está mais relacionado à falta de tempo devido às várias tarefas e pressão por metas, e pelo tipo de gestão, e no Banco Privado mais ligado à pressão por metas. Foram também identificados nos dois Bancos alguns fatores influenciadores na aprendizagem como gostar ou não da tarefa, a necessidade de realizá-la e a crença positiva na sua importância. E houve alguns indícios de diferentes modos de aprendizagem em decorrência da faixa etária, sendo necessárias pesquisas que se aprofundem nesta questão.

L'obiettivo che questa tesi persegue è quello di analizzare il binomio blog/didattica, allargando il raggio di discussione e problematizzazione alle tecnologie di rete e all'educazione nei suoi aspetti di formalità e di informalità. Lo sguardo pedagogico-didattico viene eletto come guida del processo di riflessione e la scuola viene scelta come il campo di esplorazione privilegiato. L'approccio d'indagine assunto pone la didattica di fronte al blog riservando ad essa il compito di contestualizzare la tecnologia, di comprenderne potenzialità sfruttabili per sostenere processi di apprendimento formali ed informali e di rilevarne gli aspetti di vantaggio e di problematicità emergenti per progettare impieghi efficaci ed innovativi. La ricerca è strutturata lungo due direttrici: una teorico-fondativa destinata alla riflessione intorno ad alcuni nuclei tematici di sfondo (tecnologie educative, Rete e tecnologie emergenti, educazione formale ed informale) ed alla delineazione dello stato dell'arte in merito al blog ed alle sue applicazioni nella didattica; una empirica costituita dall'indagine sul campo finalizzata ad evidenziare e descrivere tendenze d'uso dei blog nei contesti scolastici italiani. / This thesis aims at analysing the blog/education binomial, extending its discussion and problematic nature to web technologies in the field of formal and informal educational methods. The teaching-learning question is selected as a guidance in the process under consideration and school is looked upon as the privileged field for research. This study places teaching and learning methods before blog and questions this new technique by examining it deeply in the afford to understand its potentiality in the formal and informal educational process. This study aims at putting into evidence possible advantages and problems arising from the application and planning possible innovations in the educational sphere. The research is based on two guiding lines: the theoretical-basic one referring to some background core topics (educational technologies, web, emerging methods, formal and informal education) and referring to the merits related to blog with its application to teaching; the empirical one based on a survey on the field aiming at bringing out and describing trends towards the use of blog in the Italian school environment.

Using a Marxist perspective, this thesis examines Venezuela’s Socialist Production Units (SPU). SPUs have emerged as a clear alternative to the neoliberal model that characterized Venezuela and most of Latin America for the past 30 years. However, SPUs exist within capitalism and their political economy remains contradictory, a reality that manifests in the concrete experiences of their workers. Although facing contradictory experiences, SPU workers are acquiring important learning that challenges dominant market relations and builds the preconditions for a new, more just society. This learning is being acquired informally, in particular, through workers’ democratic participation in their SPU. For these reasons, SPUs should be considered important sites where revolutionary praxis is taking place. Therefore, I conclude, SPUs are making a significant contribution to the building of ‘socialism in the 21st century’, but further struggles, in particular, against the state bureaucracy and large local landowners are needed to advance their goals.

Using a Marxist perspective, this thesis examines Venezuela’s Socialist Production Units (SPU). SPUs have emerged as a clear alternative to the neoliberal model that characterized Venezuela and most of Latin America for the past 30 years. However, SPUs exist within capitalism and their political economy remains contradictory, a reality that manifests in the concrete experiences of their workers. Although facing contradictory experiences, SPU workers are acquiring important learning that challenges dominant market relations and builds the preconditions for a new, more just society. This learning is being acquired informally, in particular, through workers’ democratic participation in their SPU. For these reasons, SPUs should be considered important sites where revolutionary praxis is taking place. Therefore, I conclude, SPUs are making a significant contribution to the building of ‘socialism in the 21st century’, but further struggles, in particular, against the state bureaucracy and large local landowners are needed to advance their goals.