Das Gefühl der Kontrolle über die eigenen körperlichen Handlungen, und dadurch über die externe Umwelt ist einer der Grundpfeiler unserer menschlichen Existenz. Dieser fundamentale Aspekt der Identität ist bekannt als ‘Sense of Agency’ (SoA). Innerhalb der Neurowissenschaften begann die intensive Untersuchung dieses faszinierenden Konzepts erst innerhalb der letzten zwei Jahrzehnte. Das vorliegende Forschungsprojekt befasst sich mit zwei zentralen Aspekten des Sense of Agency. Zum einen wurden die zwei zugrundeliegenden neurokognitiven Mechanismen ‘Vorhersage’ und ‘Retrospektive Inferenz’ untersucht. Zum anderen wurde die Zuschreibung von Agency bei weiteren Ko-Akteuren, mit denen eine gemeinsame Aufgabe bewältigt werden musste untersucht. Das durchgeführte Forschungsprojekt trägt somit zu einem tieferen Verständnis menschlicher Agency auf individueller Ebene und im sozialen Kontext bei. Außerdem liefert es Implikationen für die Mensch-Maschine-Interaktion und die Verbesserung zukünftiger Mensch-Maschine-Schnittstellen. / The seamless feeling of control over one’s own bodily actions, and through them, over the external environment is one of the cornerstones of our existence as human beings. This fundamental aspect of personal identity has been termed the sense of agency (SoA). It is only within the last two decades that this intriguing concept has begun to be intensively studied in the cognitive neurosciences. In the current research project we addressed two central aspects of the sense of agency. First, we investigated its underlying neurocognitive mechanisms: prediction and retrospective inference. Second, we looked into the attribution of agency to other co-actors when cooperating in a joint task. Overall, the current research project has made a step towards a better and deeper understanding of human agency in the individual as well as the social contexts. Additionally, the findings presented in this work inform the field of human-computerinteraction and contribute to the improvement of future interface designs.

Made available in DSpace on 2016-04-27T14:31:15Z (GMT). No. of bitstreams: 1 Jose Carlos Martins Cardoso.pdf: 1696037 bytes, checksum: 4f641821299a137dbdd0042cb2527b5e (MD5) Previous issue date: 2013-11-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis analyzes the Joint Action Plan - PAR and its deployment in the action set in the Plan Hall, under the auspices of the size of educational management in the Municipality of Portel in the state of Pará in the period 2007-2010. It also consists in raising the possible interference of the Integrated Planning, Budget and Finance of the Ministry of Education - SIMEC - PAR module, the process of conducting the municipal education.The overall objective of the thesis is to analyze the systemic process of implementation of PAR as strategic management tool municipal educational systems for teaching and its result in the construction of public policy and management of the municipal education of a city, geographically isolated in space Amazon, and the worst results in IDEB - the city of Para Portel in Marajó archipelago.The research methodology is a case study, a qualitative, and is characterized by analytical and comprises a literature review, documentary research and field research on the City of Portel in Marajó Archipelago , providing direct contact with staff or local committees , followed by semi-structured interviews with staff setting-up of the PAR . From the first theoretical-practical inserts revealed a systemic articulated public policy, technical, operational and bureaucratic, with a demand for action beyond the capacity of the municipal entity from the point of view of educational administration / A presente tese analisa o Plano de Ações Articuladas - PAR e seu desdobramento no conjunto de ações previstas no Plano municipal, sob a égide da dimensão da gestão educacional no Município de Portel, no Estado do Pará no período de 2007 a 2010. Consiste também em levantar as possíveis interferências do Sistema Integrado Planejamento, Orçamento e Finanças do Ministério da Educação SIMEC- módulo PAR, no processo de condução da educação municipal. O objetivo geral da tese é analisar o processo sistêmico de implantação do PAR, como instrumento estratégico de gestão educacional dos sistemas municipais de ensino e seu resultado na construção de políticas públicas e de gerenciamento do sistema municipal de ensino de um município, geograficamente isolado no espaço amazônico, e com os piores resultados no IDEB o município paraense de Portel, no arquipélago de Marajó. A metodologia da pesquisa é um estudo de caso, de cunho qualitativo, e se caracteriza pela modalidade analítica, compreende a revisão bibliográfica, a pesquisa documental e a pesquisa de campo no Município de Portel, no Arquipélago de Marajó, proporcionando contato direto com a equipe ou comitês locais, acompanhada de entrevistas semiestruturadas com a equipe elaboradora do PAR. A partir das primeiras inserções teórico-práticas evidenciou-se uma política pública sistêmica articulada, técnico-operacional e burocrática, com uma demanda de ações além da capacidade do ente municipal sob o ponto de vista da gestão educacional

Cette thèse a pour objet une étude qualitative de l’enseignement d’un instrument de musique en orchestre et en groupe restreint dans deux écoles primaires d’un Réseau d’Education Prioritaire en France et dans un conservatoire. La finalité est de comparer dans ces deux configurations, les moments de travail collectif et les moments de travail individuel entre professeur et élèves pour savoir s’ils s’opposent, se complètent et/ou convergent.Nos outils théoriques, en didactiques comparées, s’appuient sur la Théorie de l’Action Conjointe enDidactique principalement avec les notions de jeux d’apprentissage, la double dialectique contrat/milieu etréticence/expression et la dévolution. Nous convoquons également les concepts sociologiques suivants : concept de configuration, habitus social, habitus didactique. Notre méthodologie s’appuie sur les transcriptions et photogrammes tirés des séances de cours filmées pendant trois ans.Des premiers résultats montrent que les élèves ne jouent en tutti autour de cinquante pourcent du temps du cours en orchestre. Ce qui influence la pratique d’enseignement et le contenu enseigné, de même que le rapport des élèves aux savoirs et le rapport au corps. Ce qui se retrouve aussi bien dans le jeu instrumental des élèves que dans la signification qu’ils donnent aux gestes et aux mimes du professeur. Les compétences décrites lors des analyses didactiques montrent que les enseignements en collectif, en groupe restreint et en individuel sont complémentaires (pour le jeu d’ensemble : la compréhension gestuelles des chefs d’orchestre,L’écoute collective, la synchronisation et pour les cours d’instrument : le jeu technique et musical) convergent (écoute de la justesse, le travail sur les sensations) et sont indissociables. Grâce à une étude détaillée de l’activité musicale, la thèse a montré comment les élèves tirent profit d’un enseignement individuel et collectif dans les relations qu’ils construisent entre les deux. / This thesis aims at a qualitative study of the teaching of an orchestral musical instrument and of a small group at two primary schools and one conservatory. The aim is to compare these configurations with that of individual teaching in order to know if they are opposed, complementary, and convergency.Our theoretical is on the Joint Action Theory in Didactics. We take support on the notions of learning games, the double dialectic contract/milieu and reluctance/expression, devolution. We also convene the following sociological concepts: concept of configuration, social habitus, didactic habitus. Our Methodology is based on the transcripts and photograms taken from the lecture sessions filmed during the three years of observation.Initial results show that students do not play in tuttis fifty percent of the time in the orchestra class. This teaching configuration of course influences the teaching practice and the content taught, as well as influencing the students’ relationship to knowledge through the choice of modes of privileged knowledge transmission. The relationship to the body, both in the students’ instrumental play and in the meaning they give to the teacher's gestures and mimics, is complex. The skills acquired by the pupils and described in the didactic analyses show that collective, restricted and individual teachings are complementary on certain points (collective playing, gestural understanding of conductors, collective listening, synchronization and/for instrumental courses, technical and musical play). They are convergent on other points (e.g. listening to the corrections, working on the sensations). They are complementary and inseparable.

The aim of this thesis is to study the teacher’s role when pupils are using computers to create their art work. Working with computers raises new questions for teachers and pupils. Working with digital technology requires teachers to develop new pedagogical, educational and classroom-oriented strategies. The aim of the study is therefore to investigate these strategies and what kinds of challenges and questions arise from them. I investigate how teachers at the senior level of compulsory school conduct education and learning in teaching situations when digital visual work is in focus.  The theory I use is Discourse Psychology combined with Bakhtin’s theory of dialogue and learning.  The Discourse Psychology approach stresses context and the idea that people construct knowledge of the world in dialogue with others. The concept of interaction is used in the study and includes how teacher and pupil interact with the use of verbal language and gestures, where the computer also can be an actor. The method consists of interviews and observation, documentation using a small video camera attached to the teacher as well as by taking notes in the classroom. When digital technology is a part of education, teachers need to have good understanding not only of handling the technology but also deciding in what way they would like to use and work with computers in education. The research contributes to an understanding of art education with computers and the conditions in school when working with digital technology.

Esta dissertação analisa o processo de construção da gestão democrática da educação na Rede Municipal de Ensino de Getúlio Vargas-RS de 1993 a 2011, seus avanços, seus limites e suas contradições, na relação com o papel do Estado. Através de análises documentais, entrevistas e observação participante, neste estudo de caso observa-se a existência por mais de 18 anos de uma trajetória de construção da gestão democrática que se opõe a modelos importados ou feitos em gabinetes, principalmente de modelos gerencialistas. Estão entre os principais instrumentos de materialização da democratização da educação os projetos político-pedagógicos, a formação continuada, o plano de carreira do magistério, o Plano Municipal de Educação, eleições diretas das equipes diretivas das escolas e a constituição de conselhos escolares. Prevaleceu a participação direta em boa parte do processo em construção, principalmente entre o segmento de professores; em contrapartida, tardou a constituição e a efetivação dos conselhos escolares e houve pouca participação dos segmentos escolares na gestão das unidades. A adesão ao Plano de Desenvolvimento da Educação/Plano de Metas/Plano de Ações Articuladas não representou interferência no processo de gestão democrática, mas foi complementar, buscando atender às maiores deficiências diagnosticadas, ocorrendo uma aproximação do governo federal junto ao município, contribuindo para o fortalecimento da gestão democrática. / This dissertation analyzes the process of making the democratic management of education in municipal schools of Getúlio Vargas-RS from 1993 to 2011, its advances, limits and contradictions in relation to the role of the State. Through documental reviews, interviews and participant observation, in this case study it is shown the existence for over 18 years of a trajectory of making the democratic management that opposes models imported or made in offices, mainly managerial models. Among the main instruments of materialization of the democratic education are the political-pedagogical projects, the continued education, the career plan of teaching, the Municipal Education Plan, direct elections for school‟s management team and the establishment of school councils. The direct participation prevailed in much of the construction process, especially among the segment of teachers; in contrast, the constitution and the execution of school councils was delayed and there was little involvement of student segments in the management of units. Joining the Plan for Educational Development/Target Plan/Joint Action Plan did not represent interference in the process of democratic management, but was complementary to answer the greatest deficiencies diagnosed, occurring to the strengthening of democratic management.

Esta dissertação analisa o processo de construção da gestão democrática da educação na Rede Municipal de Ensino de Getúlio Vargas-RS de 1993 a 2011, seus avanços, seus limites e suas contradições, na relação com o papel do Estado. Através de análises documentais, entrevistas e observação participante, neste estudo de caso observa-se a existência por mais de 18 anos de uma trajetória de construção da gestão democrática que se opõe a modelos importados ou feitos em gabinetes, principalmente de modelos gerencialistas. Estão entre os principais instrumentos de materialização da democratização da educação os projetos político-pedagógicos, a formação continuada, o plano de carreira do magistério, o Plano Municipal de Educação, eleições diretas das equipes diretivas das escolas e a constituição de conselhos escolares. Prevaleceu a participação direta em boa parte do processo em construção, principalmente entre o segmento de professores; em contrapartida, tardou a constituição e a efetivação dos conselhos escolares e houve pouca participação dos segmentos escolares na gestão das unidades. A adesão ao Plano de Desenvolvimento da Educação/Plano de Metas/Plano de Ações Articuladas não representou interferência no processo de gestão democrática, mas foi complementar, buscando atender às maiores deficiências diagnosticadas, ocorrendo uma aproximação do governo federal junto ao município, contribuindo para o fortalecimento da gestão democrática. / This dissertation analyzes the process of making the democratic management of education in municipal schools of Getúlio Vargas-RS from 1993 to 2011, its advances, limits and contradictions in relation to the role of the State. Through documental reviews, interviews and participant observation, in this case study it is shown the existence for over 18 years of a trajectory of making the democratic management that opposes models imported or made in offices, mainly managerial models. Among the main instruments of materialization of the democratic education are the political-pedagogical projects, the continued education, the career plan of teaching, the Municipal Education Plan, direct elections for school‟s management team and the establishment of school councils. The direct participation prevailed in much of the construction process, especially among the segment of teachers; in contrast, the constitution and the execution of school councils was delayed and there was little involvement of student segments in the management of units. Joining the Plan for Educational Development/Target Plan/Joint Action Plan did not represent interference in the process of democratic management, but was complementary to answer the greatest deficiencies diagnosed, occurring to the strengthening of democratic management.

Esta dissertação analisa o processo de construção da gestão democrática da educação na Rede Municipal de Ensino de Getúlio Vargas-RS de 1993 a 2011, seus avanços, seus limites e suas contradições, na relação com o papel do Estado. Através de análises documentais, entrevistas e observação participante, neste estudo de caso observa-se a existência por mais de 18 anos de uma trajetória de construção da gestão democrática que se opõe a modelos importados ou feitos em gabinetes, principalmente de modelos gerencialistas. Estão entre os principais instrumentos de materialização da democratização da educação os projetos político-pedagógicos, a formação continuada, o plano de carreira do magistério, o Plano Municipal de Educação, eleições diretas das equipes diretivas das escolas e a constituição de conselhos escolares. Prevaleceu a participação direta em boa parte do processo em construção, principalmente entre o segmento de professores; em contrapartida, tardou a constituição e a efetivação dos conselhos escolares e houve pouca participação dos segmentos escolares na gestão das unidades. A adesão ao Plano de Desenvolvimento da Educação/Plano de Metas/Plano de Ações Articuladas não representou interferência no processo de gestão democrática, mas foi complementar, buscando atender às maiores deficiências diagnosticadas, ocorrendo uma aproximação do governo federal junto ao município, contribuindo para o fortalecimento da gestão democrática. / This dissertation analyzes the process of making the democratic management of education in municipal schools of Getúlio Vargas-RS from 1993 to 2011, its advances, limits and contradictions in relation to the role of the State. Through documental reviews, interviews and participant observation, in this case study it is shown the existence for over 18 years of a trajectory of making the democratic management that opposes models imported or made in offices, mainly managerial models. Among the main instruments of materialization of the democratic education are the political-pedagogical projects, the continued education, the career plan of teaching, the Municipal Education Plan, direct elections for school‟s management team and the establishment of school councils. The direct participation prevailed in much of the construction process, especially among the segment of teachers; in contrast, the constitution and the execution of school councils was delayed and there was little involvement of student segments in the management of units. Joining the Plan for Educational Development/Target Plan/Joint Action Plan did not represent interference in the process of democratic management, but was complementary to answer the greatest deficiencies diagnosed, occurring to the strengthening of democratic management.

The thesis will be discussing the relation between India and the European Union (EU) after the biggest enlargement. After the inevitable setting of the historic background of these two entities in the 60-ties of the 20. century, we will focus on the period almost half of the century after, where India and the EU started working on stronger relational structure. Besides the cultural and social familiarity of two mutually completely different cultures, the stress is essentially put on the political and economic aspect. Till today, strengthening of this structure is created mainly by the organization of regular meetings. The part of summits' work undoubtedly consists in the common trade between India and EU, that will also obtain the opportunity to be mentioned. That one will be supplemented with the economic and political view of the Indian bilateral trade with three selected member states, United Kingdom, France and Germany. Protectionism, nowadays still very integral to the majority of foreign commerce relations in the world, will be the last but one topic that makes at the same time the introduction to the final one, key part of my work, critical perspective on the India - EU relation.

Quels sont les savoirs qui font référence dans une classe ? Au delà de ceux à enseigner, d'autres sont en jeu comme ceux que les élèves ou les enseignants possèdent à titre personnel et qui s'enracinent dans la vie courante, la société, les cultures et les civilisations. Dans ce mémoire, un état des lieux des sources de références praxéologiques utilisées dans les classes ou suggérées par les institutions scolaires est dressé. Il s'appuie sur un concept de référence essentiellement modélisé à partir des cadres fournis par la Théorie Anthropologique du Didactique et par la Théorie de l'Action Conjointe en Didactique. Élargissant la question de la référence à celle des ouvertures écologiques possibles des classes, nous entrons ensuite dans le paradigme de questionnement du monde. Quelques dispositifs propices à la diversification des sources praxéologiques et à l'accroissement des rôles des élèves sont alors proposés et mis en œuvre dans deux Parcours d'Étude et de Recherche. / What knowledge does a class refer to? Beyond the official one, students and teachers involve theirs and thus deeply root the courses in everyday life, society, cultures and civilizations. In this thesis, an overview of the praxeological references' sources used in classes or suggested by scholar institutions is proposed. The concept of reference itself is derived from the theorical frameworks provided by the Anthropological Theory of Didactic and the Theory of Joint Action in Teaching. Extending the question to the one of the possible ecological openings of classes, we then integrate the paradigms of world's questionning and active learning. Several teaching schemes are finally described and implemented in order to diversificate the references' sources and to increase students' roles.

La thèse s’attache à rendre compte des processus de construction d’une référence en danse contemporaine à l'école élémentaire. Elle s’appuie sur l’observation de trois cycles d'enseignement au cycle 3 (CE2/CM1/CM2) conduits par des enseignantes aux parcours de formation contrastés. Recherche in situ, l’étude s'inscrit dans une perspective comparatiste. Elle prend appui sur la théorie de l'action conjointe en didactique (Sensevy et Mercier, 2007 ; Schubauer-Leoni et Leutenegger, 2008) et sur la théorie anthropologique du didactique (Chevallard, 1999, 2007) afin de mettre en évidence les liens entre phénomènes de co-construction des savoirs en classe et épistémologie pratique des professeurs observés. Elle mobilise par ailleurs la théorie du mouvement dansé de Laban (1947/2003, 1949/2007) qui offre un cadre conceptuel d’'analyse du savoir danser permettant de caractériser cette épistémologie pratique. Le recours à une méthode dite «clinique/expérimentale» (Leutenegger, 2009) a permis de créer les conditions de la comparaison inter cas, tout en rendant possible des observations de l'ordinaire de l’enseignement dispensé. La confrontation des trois cas met en évidence l'incidence des rapports aux savoirs des professeurs sur la co-construction de la référence en classe. Les principaux résultats attestent d'une forte incidence des rapports au savoir sur les praxéologies didactiques et disciplinaires mobilisées par les trois enseignantes. La mise en évidence des effets de cette épistémologie professionnelle sur le savoir mis à l’étude permet en conclusion d’interroger le champ de la formation. / This thesis attempts to report processes of construction of a contemporary dance reference at primary school. This research is based on observation three teachers having contrasted training in dance : observation during three teaching units in the 3rd, 4th and 5th years (French education system). A comparative perspective is chosen to conduct research – in situ data collection -, through two theories, the Joint Action Theory in didactics (Sensevy and Mercier, 2007 ; Schubauer-Leoni and Leutenegger, 2008) and the Anthropological Theory of Didactics (Chevallard, 1999, 2007). This theorectical position brings into light relations between knowledge coconstrution phenomena during the class and practical epistemology of these teachers. Moreover, the Dance Movement Theory of Laban (1947/2003, 1949/2007) is mobilized, offering an effective framework to analyse «Dance Knowledge» and to define this specific practical epistemology. The choice of the so-called «clinical/experimental» method (Leutenegger, 2009) abled to create conditions of a cross-case comparison and makes possible observations of Ordinary teaching process. The confrontation of these three cases brings into light incidence of «teachers' relations to knowledge» on co-construction of the dance reference in class. The main results give also evidence of a strong incidence of «teachers' relations to knowledge» on the didactic and disciplinary epistemologies differently mobilized by teachers. This thesis reveals effects of this professional epistemology on particular «Dance Knowledge» and allows to extensively question the field of teachers' training.