Neste trabalho investigamos a base de conhecimentos para o ensino e o conhecimento pedagógico do conteúdo de um professor do ensino superior que se destacou sucessivamente nas avaliações institucionais aplicadas aos estudantes de uma Universidade Paulistana para aferir a qualidade e o desempenho de seus professores. Buscamos por meio de narrativas e de análises de documentos reconhecer os conhecimentos mobilizados e as peculiaridades da abordagem deste professor em sua prática docente. Esta pesquisa caracteriza-se como um estudo de caso único. Os dados utilizados envolvem todas as atividades e avaliações produzidas pelo professor para uma disciplina de bioquímica, o planejamento de ensino, a observação das aulas e o mapeamento de suas crenças didáticas. A coleta dos dados foi realizada a partir de observações não participantes das aulas, de entrevistas semiestruturadas registradas em áudio e vídeo e questionários. Os dados foram analisados através da Análise Textual Discursiva, pela qual utilizamos como categorias e subcategorias de análise as propostas no modelo de Grossman para identificar e sistematizar a base de conhecimentos para o ensino e o conhecimento pedagógico do conteúdo do professor. Na pesquisa, por meio da análise dos dados reconhecemos quatro pilares centrais que sustentam a atividade de ensino deste professor: (i) Contexto institucional; (ii) Base de conhecimentos; (iii) Reflexão sobre a prática e (iv) Dimensão pessoal. A base de conhecimentos deste professor para o ensino possui forte influência de sua trajetória profissional, particularmente de seu ingresso na docência. Seus conhecimentos foram construídos e ampliados, predominantemente, por meio de sua experiência em sala de aula e por reflexões estimuladas por atividades paralelas à docência. O contexto institucional ofereceu-lhe as condições de trabalho e a infraestrutura que viabiliza e favorece sua atuação e seu desenvolvimento profissional. Por fim, destacamos uma dimensão pessoal, pela qual reconhecemos um profundo interesse deste professor pela aprendizagem efetiva de seus alunos, sua capacidade de gestão da sala de aula e sua sensibilidade para reconhecer e utilizar as necessidades e os interesses dos alunos no processo de ensino. Este professor demonstra a competência de gerir as relações afetivas na sala de aula construindo espaços para participação direta do aluno na gestão das atividades e para sua atuação durante as aulas, construindo assim um ambiente afetivamente favorável à aprendizagem e à interação na sala de aula. / This research aimed to investigate the knowledge base for teaching in Higher Education and Pedagogical Content Knowledge (PCK) of an University Professor who has successively achieved outstanding results in institutional evaluations applied to students, aimed at assessing quality and performance.This research has been carried out as a single case study and data were collected in a Public Brazilian University, in the city of São Paulo. They involved all activities and assessment produced by a Biochemistry professor, such as: educational plan; lesson observation and the mapping of his teaching beliefs.The data were collected through narratives and documentation reviews, in order to recognize the mobilized knowledge and the peculiarities of his approach in teaching practices. It was also conducted from non-participant observations in lessons; semi-structured interviews, which were recorded in audio and videos, and questionnaires; the data were, then, further analyzed through Discursive Textual Analysis, in which the proposals of the Grossman\'s Model of Teacher Knowledge as categories and subcategories of analysis were used to identify and systematize the knowledge base for teaching and the professor\'s PCK. Through such analysis we have identified four central pillars which support his teaching activity: i. Institutional context; ii. knowledge base; iii. Reflection upon practice; and iv. personal dimension. His knowledge base has had a strong influence in his professional career, particularly as of joining teaching. It was predominantly built and expanded through his experience in the classroom and stimulated reflection upon activities developed parallel to teaching. The institutional context offered him work conditions and infrastructure which facilitates and promotes his practice and professional development. Finally, we highlight a personal dimension, in which we recognize a profound interest in his students\' effective learning, his classroom management skills and awareness in recognizing and using interests and needs of students in favor of the learning process.This professor demonstrated competence to manage emotional relationships in the classroom, creating space for direct students\' participation as well as the management of their own learning process, building, therefore, an emotionally favorable environment for learning and interaction in the classroom.

Made available in DSpace on 2014-10-09T12:26:36Z (GMT). No. of bitstreams: 0 / Made available in DSpace on 2014-10-09T14:06:29Z (GMT). No. of bitstreams: 0 / O presente trabalho apresenta uma metodologia de organizar, classificar e analisar os recursos de conhecimento de uma organização, que é inovadora na conjunção dos elementos que articula. Tais elementos são: (a) uma visão sistêmica da organização, (b) uma representação da estratégia organizacional, (c) a identificação dos conhecimentos através da análise de processos, (d) a representação dos conhecimentos em mapas, após sua estruturação em eixos, temas e domínios, (e) a combinação da análise de criticidade (importância e vulnerabilidade) e da análise estratégica dos conhecimentos. Tal metodologia foi aplicada no Centro de Radiofarmácia do Instituto de Pesquisas Energéticas e Nucleares produzindo uma visão e entendimento muito ricos e detalhados dos conhecimentos cruciais daquele Centro. A análise, além de permitir visualizar os problemas de conhecimento tradicionais, possibilitou uma ligação bidirecional entre Gestão Estratégica e Gestão do Conhecimento. / Tese (Doutoramento) / IPEN/T / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

Submitted by Claudinei Pracidelli (cpracide@ipen.br) on 2015-12-22T09:33:02Z No. of bitstreams: 0 / Made available in DSpace on 2015-12-22T09:33:02Z (GMT). No. of bitstreams: 0 / Uma metodologia que combina mapeamento e análise de processos, elicitação, mapeamento e análise crítica de conhecimentos e análise sociotécnica com base em análise de redes sociais foi concebida. A metodologia foi aplicada à uma pequena organização intensiva conhecimento LNMRI e permitiu a avaliação dos seus principais ativos intelectuais e sua capacidade de evoluir. Nesse sentido, com base em questões reais, tal como a saída de pessoas da organização, foram avaliados os impactos de prováveis cenários futuros. Para tal tarefa, foi analisada uma rede multimodal de processos, objetos de conhecimento e pessoas, utilizando-se um conjunto apropriado de métricas e meios, incluindo a avaliação das esferas de influências de nós chave. Para diferenciar a capacidade das pessoas em desempenhar diferentes papeis nos processos, alguns atributos dos nós foram utilizados como critérios de partição da rede, proporcionando assim, a capacidade de diferenciar o impacto da perda potencial de supervisores e operadores. A metodologia proposta possibilitou: i) a identificação de objetos de conhecimento e de suas fontes; ii) a classificação desses objetos segundo sua relevância; iii) a avaliação de vulnerabilidades da estrutura da rede LNMRI e iv) revelou os mecanismos informais de partilha de conhecimento. A metodologia concebida demonstrou ser uma ferramenta robusta para um amplo diagnóstico para subsidiar o planejamento de sucessão e também o planejamento estratégico organizacional. / Tese (Doutorado em Tecnologia Nuclear) / IPEN/T / Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP

A literatura aponta modelos diferentes sobre a base de conhecimentos para o ensino que um professor deve dominar. Em decorrência dessas alternativas há também uma ausência de definições sobre o corpo de conhecimentos que necessite ser trabalhado nos cursos de formação de professores bem como avaliado nos concursos públicos de seleção de professores. O objetivo deste estudo foi delinear qual a base de conhecimentos para o ensino a legislação brasileira e os concursos públicos de professores estão priorizando. O foco foram os professores de Química para o Ensino Médio. O presente estudo traz um levantamento qualitativo e quantitativo dos conhecimentos avaliados nesses concursos, assim como a análise das políticas públicas vigentes na época desses processos seletivos. A análise teve como referencial teórico a base de conhecimentos de professores. O mapeamento dos conhecimentos base que um professor de Química deve possuir, segundo a legislação e os concursos públicos analisados, revela um professor que deve dominar o conteúdo específico de química, ter conhecimento das teorias pedagógicas, conseguir interpretar textos, conhecer a Lei de Diretrizes e Bases de 1996, saber usar um computador e ter conhecimentos de matemática básica, perfil este muito distante do que a literatura de conhecimentos de professores apresenta. A julgar pelos editais e pelas provas de concursos públicos, bem como pelos documentos de políticas públicas, nossos futuros professores basicamente precisam saber química mas não precisam saber lecionar química. Pelos documentos analisados, não há uma especificidade de conhecimentos que faça distinção entre a profissão professor de química e um químico. Assim, a contribuição que esses documentos analisados oferecem é um acirramento da desvalorização da profissão professor, quando na verdade deveriam atuar na direção oposta / The literature points different models about the knowledge base for teaching that a teacher should master. As a result of these alternatives there is also a lack of definitions about the body of knowledge that needs to be worked on in teacher training courses as well as evaluated in public teacher selection exams. The purpose of this study was to outline the knowledge base for teaching that Brazilian legislation and the public exams for selecting teachers are prioritizing. Our focus was the Chemistry Teachers for High School. The present study brings a qualitative and quantitative survey of the knowledge evaluated in these exams, as well as the analysis of the current public legislation at the time of these chemistry teachers selection exams. Our analysis was based on the knowledge base for teaching. The mapping of the knowledge base that a chemistry teacher must possess according to the legislation and public selection exams analyzed reveals a teacher who must know the specific content of chemistry, have knowledge of pedagogical theories, be able to interpret texts, know the Law of Education Guidelines and Bases of 1996, to know how to use a computer, this profile is very far from what the literature of teacher knowledge presents. Judging from the public exams, as well as from public policy documents, our future teachers basically need to know chemistry but do not need to know how to teach chemistry. From the documents analyzed, there is no specificity of knowledge that distinguishes between the chemistry teacher and a chemist. Thus, the contribution that these analyzed documents offer is a devaluation of the teacher profession, when in fact they should act in the opposite direction.

La gestion efficace de grandes quantités d’informations est devenue un défi de plus en plus importantpour les systèmes d’information. Tous les jours, de nouvelles sources d’informations émergent surle web. Un humain peut assez facilement retrouver ce qu’il cherche, lorsqu’il s’agit d’un article,d’une vidéo, d’un artiste précis. En revanche, il devient assez difficile, voire impossible, d’avoir unedémarche exploratoire pour découvrir de nouveaux contenus. Les systèmes de recommandationsont des outils logiciels ayant pour objectif d’assister l’humain afin de répondre au problème desurcharge d’informations. Les travaux présentés dans ce document proposent une architecturepour la recommandation efficace d’articles d’actualité. L’approche ontologique utilisée repose surun modèle permettant une qualification précise des items sur la base d’un vocabulaire contrôlé.Contenu dans une ontologie, ce vocabulaire constitue une modélisation formelle de la vue métier surle domaine traité. Réalisés en collaboration avec la société Actualis SARL, ces travaux ont permis lacommercialisation d’un nouveau produit hautement compétitif, FristECO Pro’fil. / Effective management of large amounts of information has become a challenge increasinglyimportant for information systems. Everyday, new information sources emerge on the web. Someonecan easily find what he wants if (s)he seeks an article, a video or a specific artist. However,it becomes quite difficult, even impossible, to have an exploratory approach to discover newcontent. Recommender systems are software tools that aim to assist humans to deal withinformation overload. The work presented in this Phd thesis proposes an architecture for efficientrecommendation of news. In this document, we propose an architecture for efficient recommendationof news articles. Our ontological approach relies on a model for precise characterization of itemsbased on a controlled vocabulary. The ontology contains a formal vocabulary modeling a view on thedomain knowledge. Carried out in collaboration with the company Actualis SARL, this work has ledto the marketing of a new highly competitive product, FristECO Pro’fil.

Le Web des données offre un environnement de partage et de diffusion des données, selon un cadre particulier qui permet une exploitation des données tant par l’humain que par la machine. Pour cela, le framework RDF propose de formater les données en phrases élémentaires de la forme (sujet, relation, objet) , appelées triplets. Les bases du Web des données, dites bases RDF, sont des ensembles de triplets. Dans une base RDF, l’ontologie – données structurelles – organise la description des données factuelles. Le nombre et la taille des bases du Web des données n’a pas cessé de croître depuis sa création en 2001. Cette croissance s’est même accélérée depuis l’apparition du mouvement du Linked Data en 2008 qui encourage le partage et l’interconnexion de bases publiquement accessibles sur Internet. Ces bases couvrent des domaines variés tels que les données encyclopédiques (e.g. Wikipédia), gouvernementales ou bibliographiques. L’utilisation et la mise à jour des données dans ces bases sont faits par des communautés d’utilisateurs liés par un domaine d’intérêt commun. Cette exploitation communautaire se fait avec le soutien d’outils insuffisamment matures pour diagnostiquer le contenu d’une base ou pour interroger ensemble les bases du Web des données. Notre thèse propose trois méthodes pour encadrer le développement, tant factuel qu’ontologique, et pour améliorer l’interrogation des bases du Web des données. Nous proposons d’abord une méthode pour évaluer la qualité des modifications des données factuelles lors d’une mise à jour par un contributeur. Nous proposons ensuite une méthode pour faciliter l’examen de la base par la mise en évidence de groupes de données factuelles en conflit avec l’ontologie. L’expert qui guide l’évolution de cette base peut ainsi modifier l’ontologie ou les données. Nous proposons enfin une méthode d’interrogation dans un environnement distribué qui interroge uniquement les bases susceptibles de fournir une réponse. / The web of data is a mean to share and broadcast data user-readable data as well as machine-readable data. This is possible thanks to rdf which propose the formatting of data into short sentences (subject, relation, object) called triples. Bases from the web of data, called rdf bases, are sets of triples. In a rdf base, the ontology – structural data – organize the description of factual data. Since the web of datacreation in 2001, the number and sizes of rdf bases have been constantly rising. This increase has accelerated since the apparition of linked data, which promote the sharing and interlinking of publicly available bases by user communities. The exploitation – interrogation and edition – by theses communities is made without adequateSolution to evaluate the quality of new data, check the current state of the bases or query together a set of bases. This thesis proposes three methods to help the expansion at factual and ontological level and the querying of bases from the web ofData. We propose a method designed to help an expert to check factual data in conflict with the ontology. Finally we propose a method for distributed querying limiting the sending of queries to bases that may contain answers.

This diploma thesis aims at the development of agile software projects of an existing company. The main goal of this dissertation has been to identify and analyze the most frequent current problems of the company, then to summarize their impact and to propose the best possible way of dealing with them. As an integral part, the aim of the dissertation has also been the creation of an internal knowledge base which can help to prevent those problems from happening in future projects and to share mutual experiences. To fulfil this goal, it has been necessary to learn all the problems of the agile software development, to know the most widely used agile methodologies and some latest facts and recent trends in the area of agile projects. It has also been necessary to carry out the SWOT analysis of the company and analyze the results of the internal agile development survey. The next thing which had to be done was the identification and description of the most frequent problems of agile development projects and the assessment of the categories of projects which occur in the company and linking the problems with each of the categories. The content of the internal knowledge base was created to correspond with the results of my diploma thesis. The contribution of this dissertation is the identification and assessment of the most fre-quent problems of agile projects of an existing company, identification of possible impacts and recommendation of possible solutions. The other contribution is the identification of the project categories which are linked to the identified problems. Last but not least, the main benefit of this thesis is the creation of a new internal project management knowledge base which will help to share the experience among all the projects and in this way it will help to prevent the spread of these problems. This diploma thesis is divided into two main parts, theoretical and practical. In the theoretical part, there is a definition of "agile methodologies", a description of their typical examples and statistics as well as modern trends in the area of the development of agile projects. The practical part is divided into four chapters. They contain the results of the company's SWOT analysis and the results of the internal agile development survey. Then there is a presentation of the identified agile development problems, their possible impact and the recommendation how to deal with them. There is a full description of all the identified categories of projects and their identified problems with their assessment criteria as well as time-proven ways how to effectively deal with them. The last chapter contains and internal project management knowledge base which has been done by myself. The knowledge base may be very useful in the project management now and in the future.

This thesis focuses on problematics of knowledge management, its principles and application. Thesis is divided into three main parts. There are teoretical basis in first part, which are later used in analytical and practical parts. Practical part focuses on design own solution, which allows effectively work with knowledge.

In this master`s thesis I describe principles of knowledge management. First part of the thesis presents theoretical base for the second part where I design own solution of aplication principles of knowledge management in selected company.

The thesis introduces a proof of concept idea that could spark great interest from many industries. The idea consists of a remote Natural Language Interface (NLI), for querying Knowledge Bases (KBs). The system applies natural language technology tools provided by the Stanford CoreNLP, and queries KBs with the use of the query language SPARQL. Natural Language Processing (NLP) is used to analyze the semantics of a question written in natural language, and generates relational information about the question. With correctly defined relations, the question can be queried on KBs containing relevant Linked Data. The Linked Data follows the Resource Description Framework (RDF) model by expressing relations in the form of semantic triples: subject-predicate-object. With our NLI, any KB can be understood semantically. By providing correct training data, the AI can learn to understand the semantics of the RDF data stored in the KB. The ability to understand the RDF data allows for the process of extracting relational information from questions about the KB. With the relational information, questions can be translated to SPARQL and be queried on the KB.