Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-07-03T12:27:38Z No. of bitstreams: 1 TES_MORGANA_SCHELLER_COMPLETO.pdf: 2045628 bytes, checksum: 38593c406d21c8f8a391ef85c0364d2c (MD5) / Made available in DSpace on 2017-07-03T12:27:38Z (GMT). No. of bitstreams: 1 TES_MORGANA_SCHELLER_COMPLETO.pdf: 2045628 bytes, checksum: 38593c406d21c8f8a391ef85c0364d2c (MD5) Previous issue date: 2017-03-20 / This research aims to study the Scientific Language of high school students, expressed in the written productions in order to specify to what extent Mathematical Modeling contributes to the development of the Scientific Language. For this purpose, the procedures of Educational Research Mapping were used, constituting four Maps: identification, theoretical, field and analysis. The theoretical map, constituted of theoretical references, explains about Modelling Mathematical, Language and Scientific Language, theoretical contributions of both empirical and analytic base. Language is understood as one of the semiotic systems, these that make a culture distinguish itself from the others because it acts as a codification system for others. The field map, composed from a survey about the production of the Scientific Initiation in a High School public institution, contains 10 productions elaborated between 2004 and 2012, in which Modelling Mathematical was used in the process. From them, fragments were extracted in order to constitute the Guide Map of each production, organized in the three phases of Modelling Mathematical. For the data analysis, four categories were chosen: linguistic aspects and mathematical aspects: technical taxonomy, semantic-grammatical processes, visual representations and mathematical literacy. The results and discussion are contained in the analysis Map. The results indicate that students make use of scientific language in the expression of the process of Modelling Mathematical using simultaneously linguistic aspects and mathematical aspects, both complementary in the production of meanings. In textual construction, permeated with semiotic resources, they make use of languages whose distinct functions preponderate, that is, they add another meaning to the existing one. The development of the skills related to mathematical and scientific literacy was perceived. Thus, through the use of measures of association and data correlation and standardized score, five of the productions obtained general performance (average of four categories) above the average score of high school students, thus characterizing the use of the Scientific Language. Thus, it is defended the thesis that Mathematical Modeling contributes to the development of the Scientific Language of High School students since the competent implementation of the mathematical meaning in the context was evidenced, when verbal expression and visual representations were used in a way interdependent. / Esta pesquisa objetiva analisar a Linguagem Cient?fica de estudantes do Ensino M?dio Integrado expressa nas produ??es escritas a fim de especificar em que medida a Modelagem Matem?tica contribui para o desenvolvimento da Linguagem Cient?fica. Para isso se utilizou os procedimentos do Mapeamento na Pesquisa Educacional, constituindo assim quatro Mapas: de Identifica??o; o Te?rico; de Campo; e o de An?lise. O Mapa Te?rico se constitui de referenciais que versam sobre Modelagem Matem?tica, Linguagem e Linguagem Cient?fica, aportes te?ricos de base emp?rica e anal?tica. A linguagem ? entendida como um dos sistemas semi?ticos que se constituem em uma cultura distinguindo-se dos demais, pois atua como sistema de codifica??o para os outros. O Mapa de Campo, composto a partir de um levantamento de produ??es oriundas da Inicia??o Cient?fica de uma Institui??o p?blica de ensino integrado, cont?m dez produ??es elaboradas no per?odo entre 2004 e 2012, nas quais h? utiliza??o de Modelagem Matem?tica no processo. Extra?ram-se delas fragmentos de modo a constituir o Mapa-guia de cada produ??o, organizados nas tr?s fases da Modelagem Matem?tica. Para an?lise dos dados elegeram-se quatro categorias contemplando aspectos lingu?sticos e aspectos matem?ticos: taxonomia t?cnica, processos sem?ntico-gramaticais, representa??es visuais e letramento matem?tico. Os resultados e discuss?o est?o contidos no Mapa de An?lise. Os resultados indicam que os estudantes fazem uso de linguagem cient?fica na express?o do processo de Modelagem Matem?tica utilizando, simultaneamente, aspectos lingu?sticos e matem?ticos que s?o complementares na produ??o de significados. Na constru??o textual, permeada de recursos semi?ticos, fazem uso de linguagens cujas fun??es distintas preponderam, ou seja, adicionam outro significado ao j? existente. Percebeu-se o desenvolvimento das habilidades relativas ao letramento matem?tico e cient?fico. Desta forma, mediante o aux?lio de medidas de associa??o e correla??o de dados e escore padronizado, cinco das produ??es obtiveram desempenho geral (m?dia das quatro categorias) acima do ?ndice m?dio dos escores, caracterizando assim o uso da Linguagem Cient?fica. Sendo assim, defende-se a tese de que a Modelagem Matem?tica contribui para o desenvolvimento da Linguagem Cient?fica de estudantes do Ensino M?dio uma vez que evidenciou-se a implanta??o competente do significado matem?tico no contexto, quando express?o verbal e representa??es visuais foram utilizados de modo interdependente.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-19T18:05:08Z No. of bitstreams: 1 TES_MARILENE_BATISTA_DA_CRUZ_NASCIMENTO_COMPLETO.pdf: 7426633 bytes, checksum: 4b5115968cec49b09db3e86df9e97d02 (MD5) / Made available in DSpace on 2016-05-19T18:05:08Z (GMT). No. of bitstreams: 1 TES_MARILENE_BATISTA_DA_CRUZ_NASCIMENTO_COMPLETO.pdf: 7426633 bytes, checksum: 4b5115968cec49b09db3e86df9e97d02 (MD5) Previous issue date: 2016-02-04 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This thesis aims to analyze the impact of scientific initiation (IC) in the training of fellows graduates/volunteers who were participants in collaborative research networks, considering the perspective of citizens, scientific and professional inclusion, as well as quality indicators proposition in higher education (HE). The hypotheses of this research are: the IC as a public policy science is conceived as an action that promotes university education quality in an equity perspective (political project that seeks equal recognition of inequalities); IC promotes significant impact on scientific and social inclusion in university education, contributing to the indivisibility of teaching, research and innovation. The study categories were analyzed in the theoretical framework established in science (BACHELARD, 1972, 1978, 1985, 1996); university education (DELANTY, 2008, 2009); quality (MOROSINI, 2001, 2006, 2009, 2010, 2011, 2012, 2013, 2014, 2015). It is a nature research quantitative and qualitative (mixed methods) conducted in the light of dialectical method that makes it possible to achieve the contradictions of reality and the way to understand it as a permanent process of transformation, which means effect amediation between thought and the object. The subjects are fellows graduates/volunteers ofunder graduate courses who experienced their IC experience at the Institute of Technology and Research (ITP), in SergipeTec and Tecnopuc in the 2007 to 2013 period. The instrument used to collect the quantitative datawas an online questionnaire built on the Likert scale. The qualitative approach collected data through semi-structured interviews. The results allowed us to understand the impacts of IC in a socially responsible university, and indicated interrelationships between committed professionals, progress and innovation, finally y the social relevance of the knowledge produced. In addition, it was revealed that the IC impacts qualitatively in the education of graduates and also need greater efforts to increase this device and break away from pragmatic-inducing of post-graduate studies. These variables supported the IC indicators proposition organized in the following categories: environmental responsibility: stimulating scientific production considering the environmental protection of culture and sustainability; education: use of investigative methods focused on interactive learning involving authorship, autonomy and critical reflection on the increase of the projects; cognitive: implementation of projects related to human development and interdisciplinary research; social: stimulating research in the setting of the external community with increased participation in institutional, national and international exchanges; interculturalism: valuation research actions under the awareness, understanding, autonomy and for cultural diversity, respecting the different experiences. / Esta tese tem como objetivo analisar os impactos da inicia??o cient?fica (IC) na forma??o dos egressos bolsistas/volunt?rios que foram participantes de redes colaborativas de pesquisa, considerando a perspectiva da cidadania, inclus?o cient?fica e profissional, bem como a proposi??o de indicadores de qualidade na educa??o superior (ES). As hip?teses desta investiga??o s?o: a IC como pol?tica p?blica de ci?ncia ? concebida como uma a??o que promove forma??o universit?ria de qualidade em uma perspectiva de equidade (projeto pol?tico que procura igualdade no reconhecimento das desigualdades); a IC promove impactos significativos para a inclus?o cient?fica e social na forma??o universit?ria, contribuindo para a indissociabilidade entre ensino, pesquisa e inova??o. As categorias de estudo foram analisadas sob o marco te?rico fundado em ci?ncia (BACHELARD, 1972, 1978, 1985, 1996); forma??o universit?ria (DELANTY, 2008, 2009); qualidade (MOROSINI, 2001, 2006, 2009, 2010, 2011, 2012, 2013, 2014, 2015). Trata-se de uma pesquisa de natureza quanti-qualitativa (m?todos mistos) conduzida ? luz do m?todo dial?tico que torna poss?vel alcan?ar as contradi??es da realidade e do modo de compreend?-la como processo permanente de transforma??o, o que significa efetivar uma media??o entre o pensamento e o objeto. Os sujeitos s?o egressos bolsistas/volunt?rios dos cursos de gradua??o que vivenciaram sua experi?ncia de IC no Instituto de Tecnologia e Pesquisa (ITP), no SergipeTec e no Tecnopuc, no per?odo de 2007-2013. O instrumento utilizado para a coleta dos dados quantitativos foi um question?rio online constru?do a partir da escala tipo Likert. A recolha dos dados da abordagem qualitativa foi realizada por meio de entrevistas semiestruturadas. Os resultados permitiram compreender os impactos da IC em uma universidade respons?vel socialmente, bem como indicou inter-rela??es entre profissionais comprometidos, progresso, inova??o e pertin?ncia social do conhecimento produzido. Al?m disso, foi poss?vel perceber que a IC impacta qualitativamente na forma??o universit?ria do egresso, sendo ainda necess?rio esfor?os maiores para incrementar esse dispositivo e romper com o car?ter pragm?tico de indutor da p?s-gradua??o stricto sensu. Essas vari?veis subsidiaram a proposi??o de indicadores de IC organizados em categorias: responsabilidade ambiental: est?mulo ? produ??o cient?fica, considerando a cultura de prote??o ao meio ambiente e de sustentabilidade; educativa: utiliza??o de m?todos investigativos voltados ?s aprendizagens interativas, envolvendo autoria, autonomia e reflex?o cr?tica no incremento dos projetos; cognitiva: implementa??o de pesquisas ligadas ao desenvolvimento humano e interdisciplinares; social: est?mulo a investiga??es no cen?rio da comunidade externa com participa??o em redes colaborativas; interculturalidade: valora??o de a??es de investiga??o no ?mbito da consci?ncia, da compreens?o, da autonomia e da diversidade cultural, respeitando-se as diferentes experi?ncias.

Made available in DSpace on 2016-04-04T18:28:14Z (GMT). No. of bitstreams: 1 Renata Cardoso Tasca.pdf: 1770107 bytes, checksum: 81c1ea7514178a5cc5a548a28c0e0902 (MD5) Previous issue date: 2014-02-18 / Contemporary life has demanded important changes in the parental psychodynamic. We have noticed parents more and more compromised with their work routine and, as a result, less available to their family life. In this context, in which the work has demanded an almost exclusive dedication, there comes the need of leaving their children at an even earlier age to the care of others, such as grandmother, babysitter, or school. Assuming that the way parents experience the enrolling of their children at school is one of the elements that contributes to the children s well-being at school, we have investigated the imaginative productions of parents about this process, in the search of affectiveemotional senses. We have used the Interactive Narrative as a procedure tool, which consists of a fictitious story made up by the researcher, in order to approach the parental imaginary about their children s school initiation, as an invitation to the participants to elaborate an overcome to the plot. The researcher has registered the encounters with the participants by means of a narrative that included her own impressions about the transferential movements. After the psychoanalytical consideration of the interactive narratives as well as the researcher s narrative, we found the following affectiveemotional fields: Motherhood doubt which embodies the mother s fears and doubts about the initiation process, and also the father s attitude in the face of maternal ambivalence. The field Not much necessary for you is related to the mother s difficulty in dealing with the child s autonomy. Daily bread , refers to the parental conflicts about the need of both, the father and mother to work, and the last one, Whas this the best moment? , which conveys the ambivalence between taking care and teaching. Considering the fields as a whole, we reach the complexity of the parent s feelings and the resulting ambivalence about being able to provide a good enough environment to the physical, psychological and social development of their children. / A vida contempor?nea tem demandado transforma??es importantes na din?mica da parentalidade. Percebemos pais cada vez mais comprometidos com seu cotidiano profissional e, consequentemente, menos dispon?veis para o conv?vio familiar. Nesse contexto em que o trabalho tem exigido uma dedica??o quase exclusiva, surge nos pais a necessidade de deixar os filhos cada vez mais precocemente aos cuidados de terceiros, como a av?, a bab?, a escola. Partindo do pressuposto de que o modo como os pais experimentam a inicia??o escolar de seus filhos seja um dos elementos que contribuem para o bem estar da crian?a na escola, investigamos as produ??es imaginativas de pais, em busca dos sentidos afetivoemocionais que acompanham esse processo de inicia??o. Como procedimento de investiga??o, utilizamos uma Narrativa Interativa, que consiste em uma hist?ria fict?cia elaborada pela pesquisadora, abordando o imagin?rio parental frente ? entrada do filho na escola, apresentada como um convite para que os participantes elaborassem um desfecho para a trama. A finaliza??o da narrativa interativa foi seguida de discuss?o sobre o tema investigado. A pesquisadora fez um registro narrativo dos encontros investigativos, acrescentando suas impress?es sobre os movimentos transferenciais que acompanharam o procedimento. Ap?s a considera??o psicanal?tica das Narrativas Interativas, em como do relato sobre os encontros entre participantes e pesquisadora, encontramos os seguintes campos de sentidos afetivoemocionais: D?vida materna que abarca os medos e d?vidas da m?e no que se refere ? inicia??o escolar, al?m do posicionamento do pai frente a ambival?ncia materna. Pouco necess?ria a voc? , ? um campo que se refere ? dificuldade da m?e em lidar com a autonomia do filho. O campo P?o nosso de cada dia nos coloca em contato com as ang?stias parentais despertadas pela necessidade de pais e m?es trabalharem. Finalmente, Era o melhor momento para voc?? que comunica o entrela?amento entre as tarefas de cuidar e educar. Tomados em conjunto esses quatro campos apontam para a complexidade de sentimentos parentais e a consequente ambival?ncia em rela??o ? pr?pria capacidade de prover um ambiente suficientemente bom para o desenvolvimento f?sico, emocional e social de seus filhos.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-25T20:29:00Z No. of bitstreams: 1 LeticiaDosSantosCarvalho_TESE.pdf: 6367807 bytes, checksum: b47392d70b771bce7b66b267bd4f446e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-25T23:14:29Z (GMT) No. of bitstreams: 1 LeticiaDosSantosCarvalho_TESE.pdf: 6367807 bytes, checksum: b47392d70b771bce7b66b267bd4f446e (MD5) / Made available in DSpace on 2016-08-25T23:14:29Z (GMT). No. of bitstreams: 1 LeticiaDosSantosCarvalho_TESE.pdf: 6367807 bytes, checksum: b47392d70b771bce7b66b267bd4f446e (MD5) Previous issue date: 2016-02-24 / O presente estudo teve como objetivo compreender como o contexto formativo contribui para o desenvolvimento profissional de futuros professores em inicia??o ? pr?tica docente. Para tanto, buscamos caracterizar quais as aprendizagens e as dificuldades vivenciadas nos contextos formativos pelos futuros professores, bem como os elementos intr?nsecos a tais contextos e que viabilizam o desenvolvimento profissional. Os contextos investigados foram o Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID), especificamente os subprojetos de Qu?mica e F?sica da Universidade Federal do Rio Grande do Norte (UFRN) e o Mestrado em Ensino de F?sica e Qu?mica da Universidade de Lisboa (MEFQ). Em ambos os contextos, os futuros professores est?o em contato com a escola de forma sistem?tica. A metodologia empregada em nosso estudo tem ra?zes na investiga??o qualitativa com orienta??o interpretativa e com o design do estudo de casos m?ltiplos com finalidade instrumental. Participaram desse estudo como sujeitos principais 40 futuros professores do PIBID de F?sica, 24 futuros professores do PIBID de Qu?mica e 5 futuros professores do Mestrado em Ensino de Qu?mica e F?sica. Como sujeitos coadjuvantes participaram 3 Coordenadores de ?rea do PIBID, a professora de Inicia??o ? Pr?tica Profissional do MEQF, e 8 professores que lecionam Qu?mica e/ou F?sica em escolas p?blicas. Foram utilizados v?rios instrumentos de recolha de dados: observa??o naturalista, question?rio descritivo, entrevista individual, grupo focal, leitura de registros escritos e documentos oficiais. Na an?lise dos dados foi utilizado o m?todo do questionamento e da compara??o constante. Os resultados evidenciam que as principais aprendizagens dos futuros professores est?o relacionadas ? estrat?gia empregada, ? mudan?a na compreens?o do papel do professor e do aluno em sala de aula, ? constru??o do perfil profissional e ao desenvolvimento de pr?ticas colaborativas. As principais dificuldades evidenciadas referem-se ? elabora??o de atividades, ? gest?o de tempo e de grupo, ? din?mica da sala de aula e ?s condi??es materiais de trabalho. As caracter?sticas inerentes aos contextos formativos investigados contributivas para o desenvolvimento profissional s?o: a investiga??o da pr?pria pr?tica, a colabora??o, a reflex?o centrada na pr?tica e o foco na aprendizagem dos alunos e na melhoria das escolas p?blicas. A partir dos resultados obtidos, evidencia-se que os contextos formativos centrados na escola t?m a potencialidade de redimensionar a pr?tica a partir da an?lise das a??es, em um trabalho colaborativo, bem como oportunizar a tomada de consci?ncia das concep??es, da atua??o e da maneira de entender a profiss?o. Destaca-se a necessidade de uma media??o efetiva dos formadores para que os futuros professores possam empreender a investiga??o da pr?pria pr?tica e, por conseguinte, construir estrat?gias de ensino que promovam a aprendizagem, o que, al?m de elevar a qualidade da educa??o, oportuniza o desenvolvimento profissional ao longo da vida. / This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Inicia??o ? Doc?ncia ? PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte ? UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-30T17:17:07Z No. of bitstreams: 1 2015 - Than?zia Ferraz Santos.pdf: 1742658 bytes, checksum: 07706cbaaa52be04cb7ec04d0d453fa2 (MD5) / Made available in DSpace on 2017-05-30T17:17:07Z (GMT). No. of bitstreams: 1 2015 - Than?zia Ferraz Santos.pdf: 1742658 bytes, checksum: 07706cbaaa52be04cb7ec04d0d453fa2 (MD5) Previous issue date: 2015-08-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / In this work, potential energy surfaces for the reactions of hydroxyl radical and 2,5-dimethylfuran were studied using the Density Functional Theory. The stationary points, such as reactants, pre-barrier complex, transition states and products were located at BHandHLYP/aug-cc-pVDZ and M06-2X-cc-pVDZ levels by geometry optimization, followed by the calculations of vibrational frequencies. Single point calculations using CCSD(T) were also explored. Thermodynamics properties of enthalpy, entrophy and Gibbs free energies have been determinated at 298,15 K within the conventional equations of Statistical Thermodynamics. The results suggest different addition mechanisms, since an analysis of the potential energy surface (PES) in BHandHLYP/ aug-cc-pVDZ points to paths going through a pi-type intermediary, while in M06-2X/aug-cc-pVDZ the intermediary would have a sigma-type interaction. About the abstraction reactions, only the PES obtained in M06-2X/aug-cc-pVDZ level points to the formation of a pre-barrier complex. The rate coefficients have been determined on the basis of the Variational Transition State Theory, with the kcvt program. The coefficient obtained at CCSD(T)/aug-cc-pVDZ//BHandHLYP/aug-cc-pVDZ for the mechanism which includes the participation of ?-PC is ???????=48,4?10?11, cm? molec-1 s-1, approximately 4 times higher than the experimental rate coefficient. Deviations of this magnitude are considered satisfactory in theoretical calculation of kinetic parameters. Addition of OH should be the main degradation pathway for furan and its derivatives, during daytime. Moreover, it was possible to clarify the effect of the formation of pre-barrier complexes in the reactions between DMF and OH radicals and propose rate coefficients in the high temperature region, which can be applied in combustion studies / Neste trabalho, as superf?cies de energia potencial para as rea??es do radical hidroxila (OH) com o 2,5-dimetilfurano (DMF) foram estudadas em detalhes, utilizando a Teoria do Funcional de Densidade. Pontos estacion?rios como reagentes, complexos pr?-barreira, estados de transi??o e produtos foram localizados por procedimentos de otimiza??o de geometria, acompanhado do c?lculo das frequ?ncias vibracionais, em n?veis BHandHLYP/aug-cc-pVDZ e M06-2X/aug-cc-pVDZ. C?lculos single point a partir da metodologia coupled-cluster com simples e duplas excita??es com tratamento perturbativo das triplas conectadas, CCSD(T), tamb?m foi explorado. Propriedades termodin?micas de entalpia, entropia e energia livre de Gibbs foram calculadas a 298,15 K atrav?s das equa??es da Termodin?mica Estat?stica. Os resultados sugerem mecanismos de adi??o diferentes, j? que uma an?lise da superf?cie de energia potencial (SEP) em BHandHLYP/aug-cc-pVDZ aponta para caminhos passando por um intermedi?rio do tipo pi, enquanto em M06-2X/aug-cc-pVDZ o intermedi?rio seria do tipo sigma. Na abstra??o, apenas a SEP obtida em M06-2X/aug-cc-pVDZ aponta para a forma??o de um intermedi?rio pr?-barreira. Coeficientes de velocidade foram determinados com base na Teoria do Estado de Transi??o Variacional, com aux?lio do programa kcvt. O coeficiente CCSD(T)/aug-cc-pVDZ//BHandHLYP/aug-cc-pVDZ para o mecanismo que inclui a participa??o do ?-PC ? de ???????=48,4?10?11 cm? molec-1 s-1, superestimado em rela??o ao coeficiente experimental em aproximadamente 4 vezes. Desvios dessa magnitude s?o esperados em c?lculos te?ricos, especialmente quando envolvem mol?culas volumosas. Pode-se constatar que a adi??o de OH deve ser a principal rota de degrada??o para o furano e seus derivados durante o dia. Al?m disso, foi poss?vel esclarecer o efeito da forma??o de intermedi?rios pr?-barreira nas rea??es entre DMF e o radical OH.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-07-18T13:21:37Z No. of bitstreams: 1 2016 - Miguel Arcanjo Lima Maia.pdf: 776184 bytes, checksum: f85bdb8baac52bd9529d1e64b19d6e7f (MD5) / Made available in DSpace on 2017-07-18T13:21:37Z (GMT). No. of bitstreams: 1 2016 - Miguel Arcanjo Lima Maia.pdf: 776184 bytes, checksum: f85bdb8baac52bd9529d1e64b19d6e7f (MD5) Previous issue date: 2016-05-23 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The aim of this paper is to discuss the absence of ?psychology continents? in modern western society, emblematized in the absence and weakening of dimensions of ?rites? and ?initiation rituals?. Asserting all crisis process and emptying of contemporary identities, called post-modern by some, our hypothesis works with the perception that the gap felt by these complex social procedures, common to all non-secular societies, would converge into unconscious reproduction of its logic found in the creation of miscellaneous contemporary groups. The Black Blocs was the group we used to design this parallel: collective phenomenon existent in diversified nationalities, analyzed beyond its political intents in its most archaic and unconscious dimensions and stimuli. It is a bibliographical, theoretical and revision research in which we illustrate this parallel from the analysis of several detailed elements in the rites and initiation rituals found in implicit symbologies and structure and in its body of actions and foundations of thought / O objetivo desta disserta??o ? discutir a aus?ncia dos ?continentes psicol?gicos? na sociedade moderna ocidental, emblematizados na aus?ncia e enfraquecimento das dimens?es dos ?ritos? e ?rituais de inicia??o?; corroborando em todo processo de crise e ?esvaziamento? das identidades contempor?neas, para alguns chamada p?s-moderna. Nossa hip?tese trabalha com a percep??o de que a lacuna sentida por estas complexas opera??es sociais comuns a todas sociedades n?o se seculares, convergiria na reprodu??o em formatos inconscientes de sua l?gica presente na forma??o de grupos contempor?neos das mais diversas matizes. O grupo que utilizamos para tra?ar este paralelo foram os Black Blocs, fen?meno coletivo, presente nas mais diversas nacionalidades, analisados, para al?m de seus fins pol?ticos, em suas tend?ncias mais inconscientes e arcaicas. Trata-se de uma pesquisa bibliogr?fica e te?rica, na qual ilustramos este paralelo a partir da an?lise dos diversos pontos das dimens?es dos rituais e ritos de inicia??o, pormenorizados, encontrados na estrutura e simbologias impl?citas, tamb?m analisadas, no corpo das a??es e bases de pensamento de nosso grupo de recorte.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-29T12:47:21Z No. of bitstreams: 1 475294 Texto Completo.pdf: 464099 bytes, checksum: c6f76c53326c7e19ac140caa146b2d37 (MD5) / Made available in DSpace on 2015-09-29T12:47:21Z (GMT). No. of bitstreams: 1 475294 Texto Completo.pdf: 464099 bytes, checksum: c6f76c53326c7e19ac140caa146b2d37 (MD5) Previous issue date: 2015-04-14 / This Master?s thesis has as its theme the continued education of teachers and presents the results of a research involving four public school teachers of Basic Education, acting as supervisors in the Chemistry subproject of the Teacher Training Scholarship Program (PIBID) of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). By investigating the perceptions of the supervising teachers, this study aims to understand the impact of the interaction between the university and the school provided by PIBID in the continued formation of the supervisors of the field of Chemistry at PUCRS. Data were collected through semi-structured interviews, recorded in audio and transcribed faithfully, which were analyzed using Discursive Textual Analysis (DTA). The results showed categories organized in order to meet the specific objectives of this research, indicating that the university-school interactions experienced in PIBID originate in the two program's operational centers, in which the university and school work together in the elaboration of actions, starting with the actions of the group of participants that make up the subproject, the area coordinator, PIBID students from universities and supervisors working in schools.Concerning the subproject, the supervisors experience an environment of interaction fomented by the program Educating Through Research (EPP) where they are invited to exchange experiences, to develop an autonomous and critical view about their practice, to participate in the elaboration of actions using different teaching strategies, thus guiding the PIBID students and acting as co-supervisors together with the university, while getting closer to the academy, becoming familiar with academic theories and attending conferences as spectators or authors of their own researches. Some of the progresses observed are the support given to the teaching practice of the supervisor and to the participation in training environments in groups based on their practice, enabling the participants to share experiences, bringing together universities and schools and promoting professional development. The obstacles faced are based on the difficult work of the supervisors as intermediaries of the university in the schools where they work. The dedication of the PIBID students has also been noted, as was the transposition of the learning experienced to classroom activities. / A presente disserta??o tem como tema a forma??o continuada de professores e apresenta resultados de uma pesquisa envolvendo quatro professores da rede p?blica de Educa??o B?sica, atuantes como supervisores no subprojeto de Qu?mica doPrograma de Bolsas de Inicia??o ? Doc?ncia (PIBID)da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). Investigando as percep??es dos professores supervisores,este trabalho tem como objetivo compreender o impacto da intera??o entre a universidade e a escola proporcionada pelo PIBID na forma??o continuada dos supervisores da ?rea de Qu?mica da PUCRS. Os dados foram coletados por meio de entrevistas semiestruturadas, gravadas em ?udio e transcritas fidedignamente, os quais foram analisados por meio da An?lise Textual Discursiva (ATD). Como resultados surgiram categorias organizadas com o intuito de responder os objetivos espec?ficos desta pesquisa,apontando que as intera??es universidade escola vivenciadas no PIBID se originam nos dois polos de atua??o do programa, no qual a universidade e escola trabalham juntas na constru??o das a??es, partindo das a??es do grupo de participantes que comp?e o subprojeto, coordenador de ?rea, pibidianos, provenientes das universidades e supervisores, atuantes nas escolas.No ?mbito do subprojeto os supervisores vivenciam um ambiente de intera??o fomentado pelo Educar Pela Pesquisa (EPP) onde s?o convidados a trocar experi?ncias, desenvolver autonomia e criticidade sobre sua pr?tica, participam da constru??o de a??es utilizando diferentes estrat?gias de ensino, orientam os pibidianos, atuando como co-formador em conjunto com a universidade e aproximam-se da academia, familiarizando-se com teorias acad?micas, participando de congressos como expectadores ou autores de suas pr?prias pesquisas. Como avan?os s?o apontados o apoio ? pr?tica pedag?gica do supervisor, ? participa??o de ambientes de forma??o em grupo baseados em sua pr?tica, possibilitando troca de experi?ncias entre os participantes, aproxima??o entre a universidade e as escolas e valoriza??o profissional. Os obst?culos apontados baseiam-se na dif?cil atua??o do supervisor como intermediador da universidade nas escolas onde trabalham; dedica??o dos pibidianos e na transposi??o das aprendizagens vivenciadas para as atividades realizadas em sua sala de aula.

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 AndressaMO_DISSERT.pdf: 496864 bytes, checksum: 8aeadc642d4848ec83bc437bd672cdfb (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r?sum?s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students / A gradua??o em Psicologia tem sido, historicamente, apontada como deficit?ria em aspectos relacionados ? forma??o cr?tica e integra??o entre teoria e pr?tica. Nesse sentido, a forma??o cient?fica ? indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a forma??o dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estrat?gica para a forma??o inicial em pesquisa na gradua??o. Foram enviados question?rios eletr?nicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com quest?es sobre atividades desenvolvidas, orienta??o, avalia??o sobre o programa, entre outras. Investigou-se tamb?m a produ??o acad?mico-cient?fica, por meio de consulta aos curr?culos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motiva??o para entrar no programa foi o interesse na pesquisa ou na carreira acad?mica. 60% dos bolsistas exerceram atividade como volunt?rios antes de serem contemplados com a bolsa. Dos respondentes, 65,4% s?o de fato acompanhados diretamente pelo orientador e 80% t?m orienta??es uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia n?o participam de todas as atividades da pesquisa e que a proximidade com o orientador est? relacionada ? realiza??o de tarefas que favorecem a forma??o cr?tico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou cap?tulos de livros, demonstrando poss?vel exclus?o do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua forma??o acad?mica e profissional. Diante disso, assinala-se o potencial do PIBIC para a forma??o de psic?logos mais cr?ticos e capazes de propor inova??es e pr?ticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualifica??o da forma??o que a maior parte dos alunos, n?o bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de gradua??o e n?o apenas para programas que atingem poucos alunos

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:35Z No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T23:26:39Z (GMT) No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) / Made available in DSpace on 2017-12-06T23:26:39Z (GMT). No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) Previous issue date: 2017-03-03 / O presente estudo situa-se no campo da Educa??o B?sica, tomando a pr?tica e as concep??es de docentes do ensino m?dio sobre inova??o pedag?gica e pr?ticas inovadoras de inicia??o cient?fica e pesquisa no Programa Ensino M?dio Inovador, como aspectos centrais. Com essa pretens?o, direcionou-se os esfor?os anal?ticos para estudar as concep??es de inova??o pedag?gica e as pr?ticas pedag?gicas inovadoras de professores de Ci?ncias da Natureza e Matem?tica no contexto do macrocampo inicia??o cient?fica e pesquisa do ProEMI, no intuito de conhecer o que pensam e fazem os professores no processo ensino-aprendizagem. Do ponto de vista metodol?gico, realizou-se uma pesquisa de abordagem qualitativa com estudo descritivo, explorat?rio e, como instrumento de coleta de dados, a entrevista semi estruturada, a qual foi aplicada a dez (10) professores de duas escolas estaduais, localizadas no Agreste Meridional do Estado de Pernambuco, no per?odo de maio a junho do ano de 2016. Os dados foram codificados e tabulados com a ajuda de estat?stica descritiva como t?cnica de tratamento de dados e com base nesse procedimento, foram constru?das tabelas, grelhas e gr?ficos. Como procedimento para an?lise das entrevistas semiestruturadas, utilizou-se a an?lise de conte?dos de Bardin (1977; 2010) e para melhor compreender o n?vel de conhecimento dos professores utilizou-se a t?cnica de triangula??o dos dados, a qual favoreceu o cruzamento de resultados coletados atrav?s de diferentes fontes como procedimento de enriquecimento das interpreta??es de cada quest?o de estudo. Esta disserta??o est? estruturada em seis cap?tulos, a saber: 1) Delineamento do objeto de estudo; 2) Programa Ensino M?dio Inovador e o macrocampo inicia??o cient?fica e pesquisa; 3) A Inicia??o cient?fica e pesquisa no ProEMI; 4) A Inova??o Pedag?gica; 5) Metodologia. 6)An?lise de dados. Os resultados permitiram conhecer que os professores t?m concep??es limitadas sobre inova??o pedag?gica que refletem como dificuldades para o planejamento de praticas pedag?gicas inovadoras no contexto do macrocampo de inicia??o cient?fica e pesquisa do ProEMI. Dentre estas, conhecimentos limitados sobre o que ? inova??o pedag?gica e como esse conhecimento ? produzido em sala de aula, o que distancia a criatividade e o dialogo interdisciplinar do processo de ensino e aprendizagem, uma vez que estes s?o elementos caracter?sticos da inova??o. As falas dos professores indicam a forma??o como necess?ria para que possam pensar pr?ticas inovadoras nos dias atuais. Por fim, apresentamos uma s?ntese do estudo nas considera??es finais, enfatizando sua relev?ncia para a atualiza??o da pr?tica docente nos momentos de forma??o continuada e ? melhoria do desenvolvimento profissional dos professores. / This present study is situated in the Basic Education field, taking High School teachers` conceptions pedagogical innovation and innovator practicing of scientific initiation and innovator on High School Research Program as central features. Within that intention, it has been targeted analytical efforts to study the teachers pedagogical innovation conceptions about Natural Science and Mathematics on macro research scientific initiation context of macro field initiation and Pro-Emi research, to know what the teachers think and do with their teaching-apprenticeship. From the methodological point of view, it?s been realized a qualitative study with exploratory-descriptive approach research, and as data collecting tools, the half structured interviews which were applied to ten (10) teachers from the state public schools, localized in our Southern Rural Pernambuco State area zone in the period between May and June of 2016. Those data have been codified and tabulated with a descriptive statistic support as data technique treatment, and based on that measure, it?s been built tables, grills and graphics as measure to analyze half structured interviews; it?s been used the content analysis by Bardim( 1977;2010), and to make it better to understand the teacher`s knowledge level, it was triangular data technique, which one helped the result crossing collected through different sources as measures of interpretations improvement on each study question. This essay is structured to six chapters as following: 1) Delineation of the object study. 2) An innovate High School Program and the macro field of scientific initiation and research. 3) The scientific initiation and the research on Pro-Emi.4) The Pedagogical innovation. 5) Methodology. 6) Data analysis. The results allowed how to know that the teachers have limited conceptions about pedagogical Innovation which reflects as difficulties to make a plan for innovator pedagogical practices within scientific initiation macro field context and Pro-Emi . Among these limited knowledge of pedagogical innovation is, and as that knowledge as produced in classroom, which makes creativity distant, and the dialog inter -disciplinary of teaching apprenticeship measure, once these are characteristic items of a synthesis of the study, on final considerations. The teachers? speech indicates the continuous education as necessary to make them able to think about innovator pedagogical practicing, nowadays. Finally, it?s been shown an abstract of the final considerations, focusing on its importance for the teaching corporation practicing up date at the continuous education moments, and for the teachers professional development.