Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-12-19T12:31:42Z No. of bitstreams: 1 Lidiane Rocha dos Santos_.pdf: 4323884 bytes, checksum: a85aaa51c7fdcc100a011b3777841692 (MD5) / Made available in DSpace on 2018-12-19T12:31:42Z (GMT). No. of bitstreams: 1 Lidiane Rocha dos Santos_.pdf: 4323884 bytes, checksum: a85aaa51c7fdcc100a011b3777841692 (MD5) Previous issue date: 2018-08-21 / Nenhuma / Esta pesquisa discute sobre os seguintes contextos: Docência Universitária; Gamificação; Pesquisa Narrativa; Hermenêutica; Memória; Cognição Enativa e Inventiva; Hibridismo; Multimodalidade; Narrativas de vida e Campos de Possibilidade. Diante deste universo de discussão, o caminho investigativo é orientado pelo seguinte problema de pesquisa: Como a cognição inventiva se apresenta (constitui) na docência universitária a partir das narrativas de práticas pedagógicas gamificadas? Já o objetivo geral consiste em: Compreender como a cognição inventiva se constitui na docência universitária a partir do entrelaçamento entre as narrativas de si e os relatos de experiências sobre as práticas pedagógicas gamificadas. Quanto ao delineamento metodológico essa pesquisa se caracteriza como uma pesquisa de abordagem qualitativa, sendo descritiva e exploratória em relação aos seus objetivos. O método utilizado é a Pesquisa Narrativa e tem as contribuições dos aportes teóricos de Bertaux (2010) e Clandinin e Connelly (2015). A Pesquisa Narrativa visa compreender como um fragmento em particular da realidade social-histórica funciona e como ele se transforma, destacando as configurações de relações sociais, os mecanismos, os processos e as lógicas de ação que o caracterizam. Por esta razão, apresenta-se como fundamental para dialogar com a necessidade de se estudar um fragmento em particular de uma realidade social-histórica, no caso dessa dessa tese, sobre como são desenvolvidas as práticas pedagógicas gamificadas no ensino superior. Quanto aos instrumentos para a produção dos dados faz uso de entrevistas semi-estrururadas. Para a análise dos dados produzidos buscou-se fundamentação teórica em diversos autores, dentre eles: Kastrup (2000; 2015a; 2015b; 2015c); Cunha (2006; 2018); Alves (2014; 2016); Kapp (2012); Martins e Giraffa (2015a; 2015b; 2016) e Schlemmer (2014; 2015a; 2015b; 2016; 2018a; 2018b). Dentre os resultados, destacam-se: a) Quando os professores narram sobre seus questionamentos e dificuldades com relação a prática docente, eles agem para produzir estratégias a partir das necessidades identificadas quando estão em interação com os estudantes, ou seja, quando um campo de possibilidades existe em negociação com a realidade. Assim, a ação/autoria como potência inventiva passa a funcionar como núcleo de criação de novos problemas, gerando a aprendizagem inventiva para as suas próprias práticas pedagógicas gamificadas com o intuito de propor espaços de aprendizagem contextualizados com a realidade que vivenciam. Assim, o trabalho docente se relaciona e se pauta a partir do que emerge a respeito de uma identidade que caracteriza os estudantes os quais fazem parte de seu referido contexto; b) A inventividade na docência universitária também se constitui a partir do desejo do professor em manter-se atualizado em relação ao seu conhecimento e na forma como se comunica e age em espaços de aprendizagem. Essa ação de buscar estar atualizado, também pode ser considerada como autoria enquanto potência inventiva em busca da reinvenção da sua profissão ao produzir e desenvolver práticas pedagógicas gamificadas. Neste sentido, com ações de autoria enquanto potência inventiva o professor consegue se comunicar com os estudantes deste tempo histórico e social. / This research discusses the following contexts: University Teaching; Gamification; Narrative research; Hermeneutics; Memory; Enactive and Inventive Cognition; Hybridism; Multimodality; Life Narratives and Fields of Possibility. Through this universe of discussion, the research path is guided by the following research problem: How does inventive cognition present itself (constitutes itself) in university education from the narratives of educational gamification practices? The general goal is to understand how the inventive cognition is constituted in the university teaching from joining its own narratives and the experience reports on the educational gamifcation practices. As far as the methodological design is concerned, this research is characterized as a qualitative one, being descriptive and exploratory regarding its goals. The method used is Narrative Research and has contributions from the theoretical base of Bertaux (2010), Clandinin and Connelly (2015). The Narrative Research aims to understand how a particular fragment of socio-historical reality works and how it transforms, highlighting the configurations of social relationships, mechanisms, processes and logic of action that characterize it. For this reason, it is fundamental to discuss the need to study a particular fragment of a historical-social reality, in the case of this thesis, about how educational gamification practices are developed in higher education. Semi-structured interviews are used as instruments of data production. For the analysis of the data produced, a theoretical basis was sought in several authors, among them: Kastrup (2000; 2015a; 2015b; 2015c); Cunha (2006; 2018); Alves (2014; 2016); Kapp (2012); Martins and Giraffa (2015a, 2015b, 2016) and Schlemmer (2014, 2015a, 2015b, 2016, 2018a; 2018b). Among the results, the following ones stand out: a) When the teachers talk about their questions and difficulties regarding the teaching practice, they produce strategies based on the needs identified when they are interacting with students, that is, when a field of possibilities exist in negotiation with reality. Thus, action/authorship as an inventive power starts to function as a creation core of new problems, generating inventive learning for its own educational practices with the aim of proposing spaces of learning contextualized with the reality they experience. Thus, the teaching work is related and based on what emerges about an identity that characterizes the students who are part of its context; b) Inventiveness in university teaching is also based on the teacher's desire to keep up-to-date with his knowledge and how he communicates and acts in learning spaces. This act of seeking to be up-to-date can also be considered as an authoring power as an inventive power in search of the reinvention of its profession in producing and developing educational practices. This way, with actions of authorship as an inventive power, the teacher can communicate with the students of current historical and social time.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-26T13:03:24Z No. of bitstreams: 1 José Cavalhero Simon Junior.pdf: 6301666 bytes, checksum: 57035f57086493c49b19a117b79b2821 (MD5) / Made available in DSpace on 2017-10-26T13:03:24Z (GMT). No. of bitstreams: 1 José Cavalhero Simon Junior.pdf: 6301666 bytes, checksum: 57035f57086493c49b19a117b79b2821 (MD5) Previous issue date: 2017-09-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação São Paulo - FUNDASP / This research project has been moved by the desire to cartographize different processes of subjectification produced within the territory of education, as well as their effects on learning. In order for such an endeavor to take place, a path was chosen that comprised affects of a body predicated upon the institutionalized teachings of formal education, as well as its practices as an educator who wished to be in contact with inventive learning within teacher education for early childhood education. Such a design has enabled me to promote dialog with the philosophy of the Reggio Emilia Approach (Italy) and concepts created by Deleuze and Guattari, both of which have been employed so as to generate zones of confrontation between systems of institutionalized teaching – which at its core has consensual objectivity as a means for subjectification – and educational systems that revolve around inventive learning which in turn open up space for singularization processes, assemblages posited outside the institutionalized and the production of difference / Este trabalho de pesquisa realizou-se pelo desejo de cartografar distintos processos de subjetivação produzidos no território da educação e seus efeitos na aprendizagem. Para que o percurso se realizasse, foi escolhido um traçado composto por afetos de um corpo educado por ensinamentos instituídos desde a escolarização básica, até as práticas de educador que quer se relacionar com aprendizagens inventivas na formação de professores da Educação Infantil. Esse traço composto permitiu-me entrar em diálogo com a filosofia da abordagem Educativa de Reggio Emilia–Itália e com conceitos criados por Deleuze e Guattari, referenciais utilizados para gerar zonas de confronto entre o sistema de ensino instituído - que tem em sua estrutura a objetividade consensual para a formação de sujeitos – e sistemas educativos para aprendizagens inventivas que abrem espaço para processos de singularização, efetivação de agenciamentos fora do instituído e produção de diferença

專利制度是知識經濟時代最為重要的一種智慧財產權形式，不但對於技術創新居功厥偉，在國際商業活動中也占有極具份量的地位。而在取得專利的三大要件中，以非顯而易知性（即我國進步性）最為棘手，蓋其本身屬於不確定之法律概念，而容有裁量空間。 非顯而易知性發軔於美國判例法，其後由實務主導其發展。在指標性案例KSR判決中，最高法院揭示了非顯而易知性的審查架構，以Graham四要件法則為根柢，並輔以顯可嘗試原則及彈性運用的TSM檢測法，整體而言KSR判決提高了非顯而易知性的適格門檻。在後KSR時代，CAFC在機械工業、醫藥品與生物科技等領域分別依不同程度適用KSR見解。2009年In re Kubin案確認KSR見解可適用於不可預測性較高之基因生技領域，近幾年來顯可嘗試原則也獲得高度重視。 相較而言，我國進步性審查主要依據智慧財產局所制定的專利審查基準，但行政審查常有過於直觀簡略之嫌；法院判決則在「發明所屬領域中具通常技術者之技術水準」與「該領域具通常技術者參酌先前技術所揭露之內容及申請時的通常知識，是否能所能輕易完成系爭申請發明之整體」此兩步驟的論證上較為欠缺，整體而言達成進步性結論之心證揭露程度不足，對於當事人有突襲性裁判之虞。 本研究基於上述觀察所得，對美國與我國關於非顯而易知性概念之認知與實踐進行比對，並分別就審查實務面與產業因應面提出微薄建議，以期借鏡美國法經驗使我國未來實務操作更趨完善。 / Patent system is one of the most important forms of intellectual property rights in the era of knowledge economy, not only indispensable for technological innovation, also of great influnce in the international business activities. Among the three requirements of patentability, “Non-obviousness” (ie, “Inventive Step” in Taiwan) is the most difficult to fulfill, due to the uncertainty of its legal concept and the room for discretion. Non-obviousness was carved out in the U.S. case law and continuously developed by the court rulings. In the benchmark case KSR v. Teleflex, the Supreme Court articulated that the examination framework of non-obviousness is based on Graham four factors, along with other principles like “Obvious to Try” and the TSM test in a more flexible way. In general, KSR lifted the eligibility threshold for non-obviousness. It has been applied in different degrees by the Court of Appeals for the Federal Circuit to various fields such as machinery industry, pharmaceuticals and biotechnology in the post-KSR era. Then it was recognized in 2009 In re Kubin case that the KSR opinion is applicable to the unpredictable field, gene biotechnology, for instance. Besides, the “Obvious to Try” principle has been gaining much attention in recent years. In comparison, both administrative and juducial examinations of inventive step in Taiwan are mainly based on the “Substantive examination guidelines for invention patent” issued by the Intellectual Property Office. However, the administrative review is often reckoned to be too intuitive and rough, and the court decisions are considered to be made with less expression on “the level of the PHOSITA” and “whether a PHOSITA with the reference to prior arts and common knowledge can complete the whole invention without difficulty.” In all, the lack of revealing the reasoning on the inventive step conclusion might expose the parties in danger of surprise judgements. Based on the above observations, this study compared the cognition and practice of non-obviousness both in the United States and in Taiwan, and as a result, presented some primary suggestions in light of the United States’ experience toward both the practice and industries, so that our inventive step examination practice in the future could be improved.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The search for innovative solution, aligned to the growing need for cleaner industrial operations, is a solving problem process. In addition, we emphasize that the dairy industry has significant importance to the regional, national and global economy, since Brazil is one of the worldwide largest milk producers, while Rio Grande do Sul is one of the largest national producers. Hence, this research aimed to use the Theory of Inventive Problem Solving (TRIZ) as a support tool to solve problems related to Cleaner Production (CP), serving as an innovative tool towards sustainability and higher environmental efficiency. The research involved three different companies. The study was based on the TRIZ fundamental concepts and function analysis, in order to describe the critical processes in the surveyed industries, aiming to detail the features that influence the quality of the studied processes. The results showed that TRIZ can be an alternative to be considered for solving CP problems, especially in situations where exists a scarcity of available data by companies. Also, we highlighted the need of CP feasibility analysis, since TRIZ method does not include this step. Therefore, the proposed inventive solutions are attractive technically, environmentally and economically, meeting the needs of each company studied. Thus, we can conclude that the integration of TRIZ to CP is effective in generating opportunities for inventive and sustainable solutions. / A busca por soluções inovadoras, junto à crescente necessidade de operações industriais mais limpas, é um processo de resolução de problemas. Além disso, ressalta-se que o setor de laticínios é de significativa relevância à economia regional, nacional e mundial, uma vez que o Brasil é um dos maiores produtores mundiais de leite, ao passo que o Rio Grande do Sul é um dos três maiores produtores nacionais. Dessa forma, esta dissertação teve como objetivo utilizar a Teoria da Solução Inventiva de Problemas (TRIZ) como ferramenta de suporte na resolução de problemas relativos à produção mais limpa (PML) na indústria de laticínios, servindo como ferramenta inovadora na busca de sustentabilidade e maior eficiência ambiental. A pesquisa englobou três empresas de portes e características diferentes. O trabalho teve como base os conceitos fundamentais e a ferramenta de análise funcional da TRIZ, isso com o objetivo de descrever os processos críticos nas indústrias pesquisadas, visando o detalhamento dos recursos que influenciam na qualidade dos processos estudados. Os resultados encontrados mostraram que a TRIZ pode ser uma alternativa a ser considerada para a resolução de problemas relacionados à PML, principalmente em situações onde há a precariedade de dados disponíveis por parte das empresas. Salienta-se também a necessidade da análise de viabilidade da PML, uma vez que a TRIZ, dentro de sua metodologia, não engloba essa etapa. Sendo assim, as propostas de soluções inventivas elaboradas são atrativas em âmbito técnico, ambiental e econômico, atendendo, assim, as necessidades de cada empresa estudada. Dessa maneira, pode-se concluir que a integração da TRIZ à PML é efetiva na geração de oportunidades de soluções inventivas e sustentáveis.

In meinem Promotionsprojekt beschäftige ich mich mit Designkulturen, insbesondere mit der Maker-Bewegung und frage, wie Zukunft im und durch ‚making‘ verhandelt wird. Meine Forschung basiert auf empirischen Studien im Feld, autoethnographischen Versuchen und partizipativen Workshops. Durch die unterschiedlichen methodischen Zugänge versuche ich ein breites Verständnis für das Zusammenspiel unterschiedlicher menschlicher und nicht-menschlicher Akteure, Praktiken und Imaginären zu bekommen.

Le droit des brevets a pour objet l’appropriation d’enseignements techniques nouveaux afin d’encourager le développement de la recherche dans le domaine de la technique. Ainsi, la technicité constitue une condition fondamentale de l’apparition du droit de brevet. Cependant, la définition de ce qu’est la technique en droit des brevets exige, au préalable, de déterminer quelle est sa fonction normative. Cette fonction varie selon la conception de la propriété retenue. L’approche matérialiste de la propriété en fait une limite à l’appropriation tandis que l’approche idéaliste en fait un critère d’appropriation de la chose. Selon la première approche, la propriété ne concerne que des choses corporelles et des droits. L’invention est alors confondue avec une chose corporelle dont elle autorise la réalisation. La technicité est le critère de la corporéité, c’est une limite à l’appropriation. Cette approche se traduit par l’établissement d’un domaine de la brevetabilité défini par une énumération des choses non appropriables et par une appréciation de la technicité au niveau d’une chose corporelle que la réalisation de l’invention permet. Selon la seconde approche, qui emporte notre conviction, la propriété peut porter sur des choses corporelles et sur des choses incorporelles. La technicité constitue un critère de l’appropriation. Cette approche se traduit par la suppression du domaine de la brevetabilité et par une appréciation de la technicité au niveau de la chose incorporelle de l’invention. / The object of patent law is the appropriation of novel technical teachings in order to support technological development. Thus, the technicality is a fundamental condition of the patent right appearance. However, the definition of what technique is in patent law demands, at first, to fix what its normative function is. This function varies depending on the property conception retained. The materialist approach of property views it as a limit to appropriation, while the idealist views it as a criterion of appropriation.According to the first approach, the property only concerns corporal things and rights. Then the invention is mixed up with a corporal thing that its realization allowed. The technicality is the criterion of corporality, it is a limit to the appropriation. This approach is realized by the establishment of the domain of patentability, which is defined by a list of objects that are not appropriable and by the assessment of the technicality of the invention at the latest stage of realization the invention allows.According to the second approach, which we are defending, the property can concern either corporal or incorporal things. Then the invention is an incorporal thing. The technicality is a criterion of the appropriation. This approach is realized by the suppression of the domain of patentability and by the assessment of the technicality of the invention at the non-tangible stage.

A patent is often characterized as a bargain between an inventor and society. Generally, for a patent to be considered valid, an invention must satisfy three broad criteria: it must be new, useful, and non-obvious. This paper focuses on the requirement of non-obviousness. It explores the criterion from inception to its current state and suggests a potential refinement. A multi-jurisdictional snap-shot is presented focusing on the United Kingdom, Australia, the United States, and Canada. It is submitted that the non-obvious prerequisite contains a problematic level of uncertainty. The law of obviousness lacks a baseline standard. To achieve certainty, it is suggested that the law adopt the principles pertaining to patenting combinations and aggregates. Ultimately the law of patents, inclusive of the doctrine of obviousness, must be fashioned and administered in a manner that respects the quid pro quo that has guided the law for many years.

A patent is often characterized as a bargain between an inventor and society. Generally, for a patent to be considered valid, an invention must satisfy three broad criteria: it must be new, useful, and non-obvious. This paper focuses on the requirement of non-obviousness. It explores the criterion from inception to its current state and suggests a potential refinement. A multi-jurisdictional snap-shot is presented focusing on the United Kingdom, Australia, the United States, and Canada. It is submitted that the non-obvious prerequisite contains a problematic level of uncertainty. The law of obviousness lacks a baseline standard. To achieve certainty, it is suggested that the law adopt the principles pertaining to patenting combinations and aggregates. Ultimately the law of patents, inclusive of the doctrine of obviousness, must be fashioned and administered in a manner that respects the quid pro quo that has guided the law for many years.

En quoi les TPE inventives sont un atout face à la problématique de l'emploi en espace rural isolé ? Plus généralement qu'apportent-elles à cet espace et comment accompagner au mieux la création de ces activités ? Cette question est approfondie sur l'exemple des régions Auvergne et Limousin à partir de travaux qualitatifs portant sur trois terrains : le plateau du Cézallier, le Parc Naturel Régional Millevaches en Limousin et le Pays des Combrailles. Les TPE inventives créent de l'emploi dans des espaces où la plupart des activités économiques sont en difficulté. Elles sont le fait d'individus mettant en place des systèmes complexes et souvent à la marge dans le but de vivre et travailler sur un territoire choisi, et sont, en ce sens, des innovations discrètes. Les modalités et le fort degré d'ancrage territorial de ces TPE inventives en font de réels atouts pour le développement territorial. Le processus de création et d'ancrage des TPE inventives se déploie par le biais de rencontres avec des acteurs de l'accompagnement à la création d'activités et des acteurs du développement territorial. La construction de réseaux professionnels et sociaux par le créateur de TPE inventives est un des résultats notables de ce processus. Si les créateurs sont très investis dans les réseaux locaux ils le sont aussi, dans une moindre mesure, dans des réseaux externes au territoire. Ils en deviennent alors de véritables acteurs du développement de leur territoire. Face à ces spécificités, la tâche des acteurs de l'accompagnement est mise en question. Si les propositions des acteurs institutionnels sont le plus souvent en difficulté face aux TPE inventives, d'autres acteurs déploient des dispositifs répondant mieux à leurs caractéristiques. Enfin, le rôle des collectivités territoriales et des territoires de projet est essentiel dans l'appui à la création des TPE inventives à travers la fonction d'animation territoriale facilitant la mise en réseau et l'organisation territoriale des différents acteurs en lien avec ces TPE.

Made available in DSpace on 2016-12-23T14:36:44Z (GMT). No. of bitstreams: 1 Tania Maria Silveira.pdf: 737098 bytes, checksum: ed78c7fa1892b4d871352d5fd0375676 (MD5) Previous issue date: 2012-10-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação estuda o papel do desenvolvimento tecnológico no capitalismo e consiste em revisão teórica baseada em duas linhas de pensamento, a análise de Karl Marx e a tese do capitalismo cognitivo segundo a proposição de Yann Moulier-Boutang. Além de apresentar como Marx explicitou a inovação tecnológica e suas consequências no processo de produção, analisa por que os pensadores do capitalismo cognitivo sustentam que o modo de produção, baseado nas novas tecnologias da informação e da comunicação, modifica o capitalismo. Dado a abrangência do assunto, foram adotados como elemento principal de análise os efeitos das tecnologias informacionais sobre o processo de trabalho e a valorização do capital. Neste ponto estudado verificou-se que essas teorias são convergentes quanto à centralidade do trabalho e divergentes quanto à compreensão do trabalho produtivo. Em Marx, é a força do trabalho que produz valor, e a exploração do tempo de trabalho excedente valoriza o capital; em Moulier-Boutang, o valor é resultado da exploração do trabalho imaterial e da força-invenção pelos cérebros conectados em rede de computadores, portanto, o conhecimento é considerado fator econômico / This dissertation approaches the role of technological development in capitalism. It consists in a theory review based on two lines of thought: Karl Marx s analysis and the thesis of cognitive capitalism according to Yann Moulier-Boutang s proposition. Besides presenting the way Marx viewed technological innovation and its consequences to the production process, this study analyzes why scholars of cognitive capitalism sustain that the mode of production, based on information and communication technologies, modifies capitalism. Given the broadness of this issue, the effects of information technologies on the labor process and valorization of capital were adopted as the main element in this study. Concerning this point, the study found those theories to converge in relation to centrality of labor, but to diverge in terms of understanding productive labor. For Marx, labor produces value, whereas the exploitation of exceeding labor-time values capital; for Moulier-Boutang, value is the result of exploiting immaterial labor and inventive-force, i.e. the computer-network brains. Therefore, knowledge is considered an economic factor