Engineering research and development work is undergoing a reorientation from focusing on specific parts of different systems to a broader perspective of systems level, albeit at a slower pace. This reorientation should be further developed and enhanced with the aim of organizing and structuring our technical systems in meeting sustainability requirements in face of global ecological threats that have far-reaching social and economic implications, which can no longer be captured using conventional approach of research. Until a list of universally acceptable, clear, and measurable indicators of sustainable development is developed, the work with sustainability metrics should continue to evolve as a relative measure of ecological, economic, and social performance of human activities in general, and technical systems in particular. This work can be done by comparing the relative performance of alternative technologies of providing the same well-defined function or service; or by characterizing technologies that enjoy different levels of societal priorities using relevant performance indicators. In both cases, concepts and methods of industrial ecology play a vital role. This thesis is about the development and application of a systematic approach for the assessment of the performance of technical systems from the perspective of systems analysis, sustainability, sustainability assessment, and industrial ecology. The systematic approach developed and characterized in this thesis advocates for a simultaneous assessment of the ecological, economic, and social dimensions of performance of technologies in avoiding sub-optimization and problem shifting between dimensions. It gives a holistic picture by taking a life cycle perspective of all important aspects. The systematic assessment of technical systems provides an even-handed assessment resulting in a cumulative knowledge. A modular structure of the approach makes it flexible enough in terms of comparing a number of alternatives at the same time, and carrying out the assessment of the three dimensions independently. It should give way to transparent system where the level of quality of input data can be comprehended. The assessment approach should focus on a selected number of key input data, tested calculation procedures, and comprehensible result presentation. The challenge in developing and applying this approach is the complexity of method integration and information processing. The different parts to be included in the same platform come in with additional uncertainties hampering result interpretations. The hitherto tendency of promoting disciplinary lines will continue to challenge further developments of such interdisciplinary approaches. The thesis draws on the experience from ORWARE, a Swedish technology assessment tool applied in the assessment of waste management systems and energy systems; and from the EcoEffect tool used in the assessment of building properties; all assessed as components of a larger system. The thesis underlines the importance of sustainability considerations beginning from the research and development phase of technical systems. The core message of this thesis is that technical systems should be researched as indivisible parts of a complex whole that includes society and the natural environment. Results from such researches can then be transformed into design codes and specifications for use in the research and development, planning and structuring, and implementation and management of technical systems. / QC 20100505

Through the development of physical chemistry and chemical physics over the late-nineteenth and early-twentieth centuries, the relationship between physics and chemistry changed to create a broad interdisciplinary framework in which chemists and physicists could make contributions to problems of common value. It is here argued that evolving disciplinary factors such as physical and chemical responses to the atomic hypothesis, the nature of disciplinary formation in Germany and the United States, the reception of quantum mechanics within physics and chemistry, and the application of quantum mechanics to the problem of chemical bonding by physicists and chemists, formed the chemical bond into a physico-chemical theory. In the late nineteenth-century context of early physical chemistry, the chemical bond was known as a physical link between atoms, which could not be studied by chemical means because of the lack of an adequate atomistic framework. Both chemists and physicists broadly accepted the atomistic hypothesis following the discovery of the electron at the turn of the twentieth century, which afforded theoretical study of chemical bonding. Between 1916 and 1919, Gilbert N. Lewis and Irving Langmuir proposed the valence bond to be a pair of electrons shared between two atoms, within the context of a cubic model of the atom. However, the lack of a physical mechanism for the shared electron pair prevented the formation of a fully physico-chemical view of bonding. In 1927, physicists Walter Heitler and Fritz London showed the stability of the valence bond was caused by the wave mechanical phenomenon of resonance. Chemist Linus Pauling extended their treatment of the valence bond to a theory of structural chemistry in The Nature of the Chemical Bond. His synthesis of the physical and chemical views, his value as a physico-chemical researcher during the 1930s, and the research of his contemporaries John Slater and Robert Mulliken show that a true physico-chemical blend was only realized within the amorphous discipline of chemical physics. Finally, it is seen that this interdisciplinarity of chemical bonding and its supporting framework force a reevaluation of the reductionist criteria, and a re-definition of the chemical bond as a physico-chemical work.

Through the development of physical chemistry and chemical physics over the late-nineteenth and early-twentieth centuries, the relationship between physics and chemistry changed to create a broad interdisciplinary framework in which chemists and physicists could make contributions to problems of common value. It is here argued that evolving disciplinary factors such as physical and chemical responses to the atomic hypothesis, the nature of disciplinary formation in Germany and the United States, the reception of quantum mechanics within physics and chemistry, and the application of quantum mechanics to the problem of chemical bonding by physicists and chemists, formed the chemical bond into a physico-chemical theory. In the late nineteenth-century context of early physical chemistry, the chemical bond was known as a physical link between atoms, which could not be studied by chemical means because of the lack of an adequate atomistic framework. Both chemists and physicists broadly accepted the atomistic hypothesis following the discovery of the electron at the turn of the twentieth century, which afforded theoretical study of chemical bonding. Between 1916 and 1919, Gilbert N. Lewis and Irving Langmuir proposed the valence bond to be a pair of electrons shared between two atoms, within the context of a cubic model of the atom. However, the lack of a physical mechanism for the shared electron pair prevented the formation of a fully physico-chemical view of bonding. In 1927, physicists Walter Heitler and Fritz London showed the stability of the valence bond was caused by the wave mechanical phenomenon of resonance. Chemist Linus Pauling extended their treatment of the valence bond to a theory of structural chemistry in The Nature of the Chemical Bond. His synthesis of the physical and chemical views, his value as a physico-chemical researcher during the 1930s, and the research of his contemporaries John Slater and Robert Mulliken show that a true physico-chemical blend was only realized within the amorphous discipline of chemical physics. Finally, it is seen that this interdisciplinarity of chemical bonding and its supporting framework force a reevaluation of the reductionist criteria, and a re-definition of the chemical bond as a physico-chemical work.

Geographically distributed and multidisciplinary collaborations have proven invaluable in answering a range of important scientific questions, such as understanding and controlling disease threats like SARS and AIDS or exploring the nature of matter in particle physics. Despite this, however, collaboration can often be problematic. There are institutional obstacles, collaboration tools may be poorly designed, and group coordination is difficult. To better design technologies to support research activities, we need an improved understanding of why scientists collaborate and how their collaborations work. To achieve this improved understanding, this study compares two theoretical approaches to collaboration propensityâ that is, the extent to which collaboration is perceived as useful by individual researchers. On one hand, cultural comparisons of disciplines suggest that collaboration propensity will be higher in disciplinary cultures that have a more collectivist orientation, as indicated by low levels of competition for individual recognition and few concerns about secrecy related to commercialization and intellectual property. In contrast, an approach based on social and organizational psychology suggests that collaboration propensity will vary as a function of resource concentration, fieldwide focus on a well-defined set of problems, and the need for and availability of help when difficult problems are encountered in day-to-day work. To explore this question, a mail survey of 900 academic researchers in three fields was conducted, along with 100 interviews with practicing researchers at 17 sites in the field. Results support a focus on work attributes in interpreting collaboration propensity. That is, cultural factors such as competition for individual recognition and concerns about intellectual property were not perceived as significant impediments to collaboration. Instead, characteristics like resource concentration and the need for coordination were more important in determining collaboration propensity. Implications of these findings include a call for more careful examination of the day-to-day work of scientists and engineers, and a suggestion that concerns about scientific competition impeding collaboration may be unwarranted.

A presente tese investigou no ensino fundamental e médio, se as práticas pedagógicas podem ser melhoradas, introduzindo tecnologias de redes sociais e a produção de conteúdos escolares pelos estudantes, através de mídias de áudio e vídeo. A pesquisa sustentou-se numa pesquisa-ação intervencionista, através da formação de docentes e atividades práticas com estudantes. Os estudos e a fundamentação teórica tiveram as contribuições de Hilton Japiassu e Ivani Fazenda, dentre outros autores. A pesquisa utilizou duas escolas públicas com ensino fundamental e médio e participaram três docentes e cinco turmas de estudantes. A pesquisa utilizou o ambiente Facebook, através do Grupo de Estudos, pesquisas na Internet em grupo, produção dos áudios e vídeos pelos estudantes. O cronograma, a metodologia e análise da pesquisa realizada se baseou nas medidas de escalas e satisfação através dos modelos de avaliação e aplicação em TD&E de Abbad et all. As análises foram divididas entre os docentes e estudantes. Três importantes indicadores sugerem revisões nas políticas públicas de inserção das tecnologias na educação: revisão das infraestruturas, melhorias nos materiais digitais e formação permanente de docentes nas questões de tecnologias e interdisciplinaridade. Outros indicadores apontaram melhorias na comunicação, interação e colaboração dos estudantes: mídias de redes sociais na sala de aula e mídias de áudio e vídeo na produção de conteúdos escolares pelos próprios estudantes. Como contribuições da tese os resultados apontados são promissores com o uso da metodologia interdisciplinar nos cursos de formação de docentes, com o uso pedagógico das mídias sociais e tecnologias de áudio e vídeo nas atividades de sala de aula, aumentando consideravelmente o nível de motivação e interesse dos estudantes à pesquisa científica em sala de aula. A formação dos docentes voltado para práticas pedagógicas interdisciplinares e o uso pedagógico de rede social foram importantes agentes de mudança, potencializando a interação e colaboração em busca do protagonismo dos estudantes para uma aprendizagem significativa, melhorando aspectos como reflexão e autocrítica. / This main objective of this thesis was to investigate at primary and high schools if teaching practices can be improved by introducing social network Technologies and the production of educational content for students, through audio and video media. The research helded in an interventionist action through training of teaching practices and activities with students. These studies and the theoretical background had contributions from Hilton Japiassu and Ivani Fazenda, among other authors. Two public schools were used and attended three teachers and five classes of students. Facebook media environment was used by the “Study Group” and “Internet Research Group”, both groups using audio and video media. The schedule, methodology and analysis conducted in this research were based on measures of scales and satisfaction through valuation models and applications realized by TD & Abbad et all. The analysis were devided among teachers and students. Three importante indicators suggest revision to the policies of integration of technologies in education: a) a review of infrastructure, b) improvements in digital materials and c) a permanent training of teachers on issues of technology and interdisciplinarity. Others indicators showed improvements in communication, interaction and collaboration of students; social networking media at the classroom and audio and video media in the production of school subjects by the students themselves. The results obtained by this thesis strongly are pointing that the medias and methodologies used greatly increased the motivations of the students in the classroom. The training of interdisciplinary activities and the use of social medias were important agentes of change, enhancing interaction and collaboration in pursuit of the role of students to meaningful learning, improving aspects such metacognition and criticismo.

Submitted by Socorro Pontes (socorrop@ufersa.edu.br) on 2017-02-07T12:06:27Z No. of bitstreams: 1 MariaLFM_DISSERT.pdf: 2241070 bytes, checksum: 0149e20b210b5bc7226b34707dc1b62d (MD5) / Made available in DSpace on 2017-02-07T12:06:27Z (GMT). No. of bitstreams: 1 MariaLFM_DISSERT.pdf: 2241070 bytes, checksum: 0149e20b210b5bc7226b34707dc1b62d (MD5) Previous issue date: 2016-03-25 / The research has as object of study curriculum and realization of the same from the development of pedagogical practices of teachers of a school field, and how curriculum bias the themes: environment, technology and society. As the main problem of this research, we bring the question of how the curriculum take account of environmental, technological and social issues, from the action of teachers. To understand these relationships made a cut in high school, so the following objectives were defined: to compare from the teachers' relations with the Operational Guidelines of Rural Education, elements that are as specific nature of schools, from the point of view of these subjects on the appropriation of environmental issues, technological, social and cultural rights; identify how materializes the curriculum relationship with the environment, technology and society; verify the representations assigned to the school curriculum by teachers; analyze the narratives of teachers on the development of its pedagogical action, challenges and possibilities of the curriculum in practice. The method to develop this study was qualitative research and methodological strategy of action research. Select this type of research to be associated with various forms of collective action, so use the high school Pact meetings and educational and administrative meetings of the school to which they call "training course" In addition, we use the dialogue of teachers, which were recorded and filmed, observe classrooms, students heard, we analyze the school official documents and conducted an open interview with the director and educational coordinator of the school. We seek to identify the concepts and methodological strategies used by teachers to enable their projects on the subject. We use the training course as a source of study, so we can build an in-depth look about the actions carried out in schools, especially in 2015, producing an analysis of the representations that teachers and educational staff have about the curriculum and its relationship with practice pedagogical, at the intersection of this with the disciplinary and interdisciplinary. There were several issues discussed and different nuances, but one of the main results is that the school has a history of developed extra classroom activities in these moments she stands out, and in this context the teachers can engage students in an active, participatory and collaborative, these activities the curriculum can interbreed with environmental issues, technology and society, and the representations that the school has curriculum is a formal, hierarchical curriculum, however, when he brings this curricular action for teaching practice and / or didactic action, other movements are built / A pesquisa tem como objeto de estudo o currículo e efetivação do mesmo a partir do desenvolvimento das práticas pedagógicas dos professores de uma escola do campo, localizada na Cidade de Mossoró-RN e como viés do currículo as temáticas: ambiente, tecnologia e sociedade. Como problemática principal dessa pesquisa, trazemos a questão: como o currículo dar conta das questões ambientais, tecnológicas e sociais, a partir da ação dos professores. Para compreender essas relações fizemos um recorte no Ensino Médio, e por isso foram definidos os seguintes objetivos: comparar a partir das relações dos professores com as Diretrizes Operacionais da Educação do Campo, elementos que se constituem como especificidade das escolas do campo, do ponto de vista destes sujeitos sobre a apropriação das questões ambientais, tecnológicas, sociais e culturais; identificar como se materializa as relações do currículo com o ambiente, tecnologia e sociedade; verificar as representações atribuídas ao currículo escolar pelos professores; analisar as narrativas dos professores sobre o desenvolvimento de sua ação pedagógica, desafios e possibilidades do currículo na prática. O método para desenvolver esse estudo foi a pesquisa qualitativa e a estratégia metodológica da pesquisa-ação. Selecionamos este tipo de investigação por estar associada a diversas formas de ação coletiva, assim, usamos os encontros do Pacto do Ensino Médio e as reuniões pedagógicas e administrativas da escola ao qual denominamos de “percurso formativo”, além disso, utilizarmos os diálogos dos professores, que foram gravados e filmados, observamos as salas de aulas, ouvimos os estudantes, analisamos os documentos oficiais da escola e realizamos uma entrevista aberta com a diretora e a coordenadora pedagógica da escola. Buscamos conhecer as concepções e estratégias metodológicas utilizadas pelos professores para viabilizar os seus projetos sobre o tema. Utilizamos o percurso formativo como fonte de estudo, para podermos construir um olhar aprofundado acerca das ações realizadas no âmbito da escola, notadamente em 2015, produzindo uma análise acerca das representações que os professores e equipe pedagógica têm sobre o currículo e sua relação com a prática pedagógica, na interseção deste com a disciplinaridade e a interdisciplinaridade. Foram vários aspectos discutidos e nuances diversas, mas, um dos resultados principais é de que a escola possui um histórico de atividades desenvolvidas extra sala de aula, nestes momentos ela se destaca, e neste contexto os professores conseguem envolver os estudantes de forma ativa, participativa e colaborativa, nessas atividades o currículo consegue intercruzar com os temas ambiente, tecnologia e sociedade, e as representações que a escola tem de currículo é de um currículo formal, hierárquico, no entanto, quando traz essa ação curricular para a prática pedagógica e/ou ação didática, outros movimentos são construídos / 2017-02-06

Este estudo destina-se a fazer uma reflexão sobre o que se fala da fala de um pequeno paciente nos encaminhamentos para atendimento em clínica dos distúrbios de linguagem numa equipe de trabalho interdisciplinar com atravessamento psicanalítico, a Clínica de Atendimento Psicológico vinculada à Universidade Federal do Rio Grande do Sul (UFRGS). A clínica dos distúrbios de linguagem, no campo da Fonoaudiologia, surge com uma apreensão maior nas questões orgânicas do paciente, assumindo, desta forma, uma atitude de correção, distanciando-se da concepção de linguagem que considera o homem fazendo uso de uma língua que é heterogênea. Ao buscarmos um trabalho que enfoca o sujeito na clínica, chamamos para o diálogo a Teoria da Enunciação, de Benveniste, que pensa a linguagem como possibilidade de surgimento do sujeito. É neste sentido que acreditamos que o que se fala sobre a fala do paciente tem grande importância nesta clínica, pois mostra o lugar de fala dado a esta criança. É através da construção de um caso clínico, em que há um deslocamento do olhar sobre o orgânico em direção a uma escuta do sujeito, que se dá um novo lugar para a fala. É na leitura do que se fala sobre a fala do pequeno sujeito que o terapeuta pode reeditar a história dessa criança ali onde paralisou e que necessita de um deslocamento. / The present study aims to discuss what is said about the speech of a child in a clinic for language disorders. We carried out this study with an interdisciplinary team with psychoanalytic bias in the Psychological Clinic at Federal University of Rio Grande do Sul (UFRGS). The treatment for language disorders in the Phonoaudiology field is focused on organic issues. Therefore, the therapist assumes an attitude of correction, distancing the patient from the conception of language which considers man using a language that is heterogeneous. We have been searching for a theoretical background that had its focus on the subject in the language, thus, we choose the Enunciation Theory, by Benveniste, which thinks the language as a possible way for the emergence of the subject. We believe, and Benveniste‟s theory approbes, that what is said about the patient's speech is of great importance during the treatment, once it shows the place of speech given to this patient. It is through the construction of a clinical case that we can see a shift from the organic to the subject himself. It is interpreting what is said about the patient‟s speech that we can understand his history and change it.

Dans cette thèse nous étudions comment l’interdisciplinarité est développé dans les relations entre les disciplines et les divers professionnels qui s’engagent dans les pratiques pédagogiques en l’éducation à distance. Pour ce faire, nous utilisons le support de l’épistémologie génétique qui conçoit l’interdisciplinarité comme collaboration entre les différentes disciplines qui conduit à des interactions possibles et à la réciprocité dans les échanges, favorisant un enrichissement mutuel entre les différentes disciplines impliquées. Nous avons effectué un étude de cas du cours de pédagogie à distance de l’UFRGS (PEAD/UFRGS) pour analyser le développement de ces relations, tant au sein du curriculum comme dans la pratique pédagogique. Nous considérons comme sources d’évidences pour l’analyse des donnés le projet politique pédagogique du cours (PPP), les échanges intellectuels entre les enseignants de l’interdiscipline Seminário Integrador dans une liste de discussion dans la préparation des documents d’évaluation du fin de semestre, ainsi que les différentes versions de ces documents. L’analyse du PPP du cours a montré qu’il a fourni la possibilité de l’articulation des composants du programme au-delà de la division en disciplines fermés et la participation de divers professionnels de différentes domaines dans le partage des interdisciplines et dans le développement des activités. L’analyse des échanges et des documents nous ont permis de inférer les concepts d’interdisciplinarité, organisé autour de trois niveaux. Dans le premier niveau, était présent l’idée de proposition des relations, dans la seconde, le rapprochement entre plusieurs domaines, et dans le troisième, l’intersection entre domaines. Permit, aussi, réfléchir sur la relation entre les échanges, la structure des documents, et la conception de l’interdisciplinar Nous avons constaté que les échanges coopératifs sont solidaires à la notion d’interdisciplinarité et, dans la mesure où les professeurs a eu des échanges, telles conceptions ont été modifiés, ainsi que il y avait des changements dans les documents évaluatives proposés. L'analyse effectuée a permis des réflexions sur la nécessité du curriculum offrir espaces de perméabilité entre contenus du programme et entre les professionnels qui travaillent dans l'enseignement à distance pour favoriser les pratiques interdisciplinaires. Pourtant, la coopération entre profissionnels a été identifiée comme un facteur important pour l’effectivité de telles pratiques. Il est considéré que les connaissances construites dans cette thèse contribuent non seulement à réfléchir sur le processus développés au cours PEAD, mais également fournir des indications à considérer la mise en oeuvre de projets interdisciplinaires dans le éducation à distance. / Nesta tese investigamos como a interdisciplinaridade se desenvolve nas relações estabelecidas entre disciplinas e diversos profissionais que se engajam em práticas pedagógicas na educação a distância. Para tanto, utilizamos o suporte da epistemologia genética que concebe a interdisciplinaridade como a colaboração entre diversas disciplinas que conduz a interações e possibilita reciprocidade nas trocas, favorecendo um enriquecimento mútuo entre disciplinas envolvidas. Partiu-se do estudo de caso do curso de pedagogia a distância da UFRGS (PEAD/UFRGS) para analisar o desenvolvimento destas relações, tanto no âmbito do currículo, quanto na prática pedagógica. Considerou-se como fontes de evidências para análise dos dados o projeto pedagógico do curso (PPP), as trocas intelectuais realizadas entre professores da interdisciplina Seminário Integrador em uma lista de discussão na elaboração de documentos de avaliação de final de semestres, bem como as diversas versões destes documentos. A análise do PPP do curso demonstrou que este previa a articulação dos componentes curriculares para além da divisão em disciplinas fechadas e a participação de vários profissionais de diversas áreas no compartilhamento das interdisciplinas e elaboração das atividades. A análise das trocas e dos documentos nos permitiu inferir concepções de interdisciplinaridade, organizadas em torno de três níveis, sendo que no primeiro estava presente a idéia de proposição de relações, no segundo a aproximação entre diversas áreas e no terceiro a intersecção entre áreas. Possibilitou, ainda, pensarmos na relação entre trocas, estrutura dos documentos e concepção de interdisciplinaridade. Constatamos que as trocas cooperativas são solidárias à concepção de interdisciplinaridade e, na medida em que os professores realizavam as trocas tais concepções foram modificando-se, bem como houve modificações nos documentos avaliativos propostos. As análises realizadas possibilitaram reflexões sobre a necessidade de o currículo prever espaços de permeabilidade entre conteúdos e profissionais que atuam na EaD a fim de fomentar práticas interdisciplinares. Igualmente, a cooperação entre os profissionais foi identificada como um fator importante para a efetivação de tais práticas. Considera-se que os conhecimentos construídos nesta tese contribuem para refletir não só sobre o processo desenvolvido ao longo do curso PEAD, mas também fornecem subsídios para pensar a implementação de projetos interdisciplinares na EaD. / In this thesis we investigate how the interdisciplinarity is developed in the established relations between disciplines and professionals which are engaged in distance education pedagogical practices. To achieve this, we used the genetic epistemology support, which conceives the interdisciplinarity as a collaboration between diverse disciplines that drives the interactions and enables the reciprocity in the exchanges, supporting one enrichment between the envolved disciplines. It started from the "pedagogia a distância da UFRGS (PEAD/UFRGS)" course case study to analyze these relations development, both in the curriculum ambit and in pedagogical practice. The intelectual exchanges realized between the professors from "Seminario Integrador" interdiscipline in a discussion list at the final semesters evaluation documents as well as various versions from these documents were considered as sources of evidence for the course pedagogical project (CPP) data analysis. The CPP course's analysis demonstrated that this prevised the curriculum components articulation beyond the division in closed disciplines and the participation of various professionals in diverse areas at the interdisciplinarity sharing and activities elaboration. The analysis of the exchanges and the documents allowed us to infer interdisciplinarity conceptions, organized between three levels, where in the first it was present the idea of relations preposition, in the second the approximation between diverse areas and in the third the intersection between these areas. Still, it allowed think in the relations among exchanges, documents structure and interdisciplinarity concept. We found that cooperative exchanges are united to the interdisciplinarity concept and, to the extent that the professors were doing the exchanges and the conceptions were changing, as well as modifications occured into the proposed evaluation documents. The executed analysis allowed reflections about the necessity for the curriculum to plan permeability spaces between the contents and the professionals that acts at the distance education in order to foment interdisciplinary practices. Equally, the cooperation between the professionals were indentified as an important factor for these practices effectivation. It is considered that the knowledge built in this thesis contributes to reflect not only about the developed process along the PEAD course, but also provides subsidies to think the interdisciplinaries projects implementation at distance education.

A presente tese investigou no ensino fundamental e médio, se as práticas pedagógicas podem ser melhoradas, introduzindo tecnologias de redes sociais e a produção de conteúdos escolares pelos estudantes, através de mídias de áudio e vídeo. A pesquisa sustentou-se numa pesquisa-ação intervencionista, através da formação de docentes e atividades práticas com estudantes. Os estudos e a fundamentação teórica tiveram as contribuições de Hilton Japiassu e Ivani Fazenda, dentre outros autores. A pesquisa utilizou duas escolas públicas com ensino fundamental e médio e participaram três docentes e cinco turmas de estudantes. A pesquisa utilizou o ambiente Facebook, através do Grupo de Estudos, pesquisas na Internet em grupo, produção dos áudios e vídeos pelos estudantes. O cronograma, a metodologia e análise da pesquisa realizada se baseou nas medidas de escalas e satisfação através dos modelos de avaliação e aplicação em TD&E de Abbad et all. As análises foram divididas entre os docentes e estudantes. Três importantes indicadores sugerem revisões nas políticas públicas de inserção das tecnologias na educação: revisão das infraestruturas, melhorias nos materiais digitais e formação permanente de docentes nas questões de tecnologias e interdisciplinaridade. Outros indicadores apontaram melhorias na comunicação, interação e colaboração dos estudantes: mídias de redes sociais na sala de aula e mídias de áudio e vídeo na produção de conteúdos escolares pelos próprios estudantes. Como contribuições da tese os resultados apontados são promissores com o uso da metodologia interdisciplinar nos cursos de formação de docentes, com o uso pedagógico das mídias sociais e tecnologias de áudio e vídeo nas atividades de sala de aula, aumentando consideravelmente o nível de motivação e interesse dos estudantes à pesquisa científica em sala de aula. A formação dos docentes voltado para práticas pedagógicas interdisciplinares e o uso pedagógico de rede social foram importantes agentes de mudança, potencializando a interação e colaboração em busca do protagonismo dos estudantes para uma aprendizagem significativa, melhorando aspectos como reflexão e autocrítica. / This main objective of this thesis was to investigate at primary and high schools if teaching practices can be improved by introducing social network Technologies and the production of educational content for students, through audio and video media. The research helded in an interventionist action through training of teaching practices and activities with students. These studies and the theoretical background had contributions from Hilton Japiassu and Ivani Fazenda, among other authors. Two public schools were used and attended three teachers and five classes of students. Facebook media environment was used by the “Study Group” and “Internet Research Group”, both groups using audio and video media. The schedule, methodology and analysis conducted in this research were based on measures of scales and satisfaction through valuation models and applications realized by TD & Abbad et all. The analysis were devided among teachers and students. Three importante indicators suggest revision to the policies of integration of technologies in education: a) a review of infrastructure, b) improvements in digital materials and c) a permanent training of teachers on issues of technology and interdisciplinarity. Others indicators showed improvements in communication, interaction and collaboration of students; social networking media at the classroom and audio and video media in the production of school subjects by the students themselves. The results obtained by this thesis strongly are pointing that the medias and methodologies used greatly increased the motivations of the students in the classroom. The training of interdisciplinary activities and the use of social medias were important agentes of change, enhancing interaction and collaboration in pursuit of the role of students to meaningful learning, improving aspects such metacognition and criticismo.

O presente estudo objetiva analisar de que forma as Atividades Práticas Supervisionadas (APSs) podem contribuir para a formação dos acadêmicos do curso de Administração, de uma determinada Instituição de Ensino Superior (IES). Os principais temas utilizados para fundamentar a pesquisa envolveram a questão da formação do Administrador no Brasil, abordando a discussão entre alguns autores, como Nicolini (2003), Giroletti (2005) e Saraiva (2011). Após, verificam-se os principais atributos do Administrador e as principais legislações que regulamentam os cursos de Administração no País. Em termos metodológicos, utilizou-se o estudo de caso, com uma abordagem qualitativa, cuja coleta de dados foi realizada através de entrevistas semiestruturadas, envolvendo as coordenações de ensino e do Curso de Administração, um grupo de 08 docentes e 10 acadêmicos em fase de conclusão de curso, bem como consulta a documentos como PPI (Projeto Pedagógico Institucional), PPC (Projeto Pedagógico do Curso) e regulamentações sobre as APSs. Os dados foram analisados e discutidos a partir da apresentação das categorias iniciais e finais de análise. Dentre os principais resultados, destacam-se a ausência de interdisciplinaridade nas APSs, realizadas pela IES, a falta de acompanhamento e treinamento do corpo docente por parte das coordenações e a ausência da fomentação do conhecimento gerado pela elaboração das APSs, o que poderia incrementar a formação acadêmica. / The main objective of the research is to analyze the way the Supervised Practical Activities (APSs) can contribute to the education of the students in the Business Management Course of an Institution of Higher Education (IES). The main theme focused, as the background of the current study, was the formation of the professional that works in the Business Management area in Brazil, and the ideas of the authors, such as Nicolini (2003), Giroletti (2005) as well as Saraiva (2011), were discussed. After that, we verified the principal features of the Manager and the legislation that regulates the courses of Business Management in the country. It is a case study, with a qualitative approach, and data were collected through semi-structured interviews, which were carried out with the coordinators of the Business Management Course, a group of 8 professors and 10 students, who are at the end of the course. Besides, documents were also investigated, such as PPI (Institutional Pedagogical Project), PPC (Pedagogical Course Project) and the guidelines that should be followed in the APSs development. Data were analyzed and discussed, considering the presentation of the initial categories and the final evaluation. Thus, we conclude that there is no interdisciplinarity in the APSs, developed in the Higher Educational Institution, a lack of training and monitoring of the professors by the coordinators of the course as well as no stimulation of knowledge acquired through the APSs, that is highly important to the academic background of the students in this area.