Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-22T18:09:18Z No. of bitstreams: 1 joanamagalhaesfranco.pdf: 15804472 bytes, checksum: 9374b1379f3a545fb7118006d5a99f5d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:50:21Z (GMT) No. of bitstreams: 1 joanamagalhaesfranco.pdf: 15804472 bytes, checksum: 9374b1379f3a545fb7118006d5a99f5d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:50:41Z (GMT) No. of bitstreams: 1 joanamagalhaesfranco.pdf: 15804472 bytes, checksum: 9374b1379f3a545fb7118006d5a99f5d (MD5) / Made available in DSpace on 2016-10-04T15:50:41Z (GMT). No. of bitstreams: 1 joanamagalhaesfranco.pdf: 15804472 bytes, checksum: 9374b1379f3a545fb7118006d5a99f5d (MD5) Previous issue date: 2010-03-26 / O fio condutor deste trabalho é a influência da interação e da interface na criação de uma plataforma web para o aprendizado no ensino superior de Comunicação Social da UFJF. O desenvolvimento desse tema tem como pano de fundo as possibilidades sociais, tecnológicas e criativas da era digital e o novo perfil comunicacional dos indivíduos, que demandam uma reformulação dos parâmetros educacionais. O objetivo final é propor um projeto web para a Faculdade de Comunicação Social da UFJF que vá além da relação institucional e se torne espaço de construção do conhecimento, dando continuidade ao processo iniciado em sala de aula entre professores e alunos. A análise teórico-prática deste trabalho está estruturada em quatro fases: no exame das mudanças comunicacionais, que potencializaram as características cognitivas e sensíveis do nativo digital e demandaram novas perspectivas sobre as formas de ensino e aprendizagem; na compreensão da construção do conhecimento possibilitado na interação, que evidencia um enfoque sistêmico-educacional, pela referência às obras de Jean Piaget e Humberto Maturana; na avaliação do papel do design de interfaces no processo comunicativo, segundo estudos de Steven Johnson e Donald Norman; e na comparação empírica de dados e projetos de web existentes e elaborados para a Facom ao longo desses dois anos de estudo. O projeto piloto desta dissertação faz parte de uma proposição ampla de modificação das ações e relações educacionais acadêmicas que se iniciam em sala de aula, no sentido do incentivo ao diálogo, à harmonia entre o fazer e o saber e, assim, ao resgate do prazer do aprendizado. / The guideline of this work is the influence of interaction and interface in the creation of a web platform for the learning in the higher education of Social Communications in UFJF. The development of this theme has, as a background, possibilities of social, technological and creative changes of the digital era and the new communicational profile of individuals, which demand a reformulation of educational parameters. The ultimate goal is to propose a web project for Communications College in UFJF that will go beyond the institutional relationship and become a space to the construction of knowledge, continuing the process initiated in classroom between teachers and pupils. The theoretical-practical analysis of this work is structured in four stages: in examining the communicational changes, which leveraged to specific cognitive and sensitive characteristics of the digital native and demanded new perspectives on ways of teaching and learning; in understanding the construction of knowledge enabled in interaction, which highlights a systemic approach to education, by referencing the work of Jean Piaget and Humberto Maturana; in estimating the role of interface design on communicative process, according to Steven Johnson‘s and Donald Norman‘s research; and comparing empirical data and existing web projects developed for Facom over these two years of study. The pilot project of this dissertation is part of a broad proposition of educational actions and relations modification that start in the classroom, towards encouraging dialogue, the harmony between the making and the knowing and, thus, the rescue of the pleasure of learning.

Abstract This study explores the socio-cognitive and socio-emotional activities of teacher education students in collaborative learning, how the students interpret their activities and how the activities influence collaborative learning. The study consists of two empirical studies, which are reported in four articles. The first study focuses on knowledge co-construction in face-to-face interactions enhanced with cognitive tools and pictorial knowledge representations. The second study explores groups’ monitoring activities in collaborative interaction, along with challenges and socio-emotional conflicts in collaborative learning. The data collection methods include video observations, video-stimulated recall interviews and pre- and post-knowledge tests. The results indicate that collaborative learning is a cognitively and emotionally challenging learning process. The way in which group members share and develop their ideas depends on how actively they monitor their own and each other’s evolving understanding. However, monitoring cognitive activities as a group is only one part of effective and enjoyable learning. Troubled interaction can create a socio-emotionally unbalanced group climate, and can endanger effective collaborative learning unless group members are capable of regulating their emotional experiences and expression of their emotions. Therefore, in addition to effective knowledge co-construction, effective collaborative learning requires that group members proactively monitor their own and each other’s shared learning activities at both cognitive and emotional levels. The findings of this study contribute to the understanding of how individuals learn together as a group. Methodologically, this study provides several process-oriented analysis schemas for analysing socio-cognitive and socio-emotional activities within collaborative learning. Practically, this study offers teachers and educational professionals ideas for the design of collaborative learning environments. / Tiivistelmä Väitöstutkimus tarkastelee opettajaksi opiskelevien yhteisöllistä oppimista sosiokognitiivisena ja sosioemotionaalisena vuorovaikutusprosessina. Tutkimuskohteina ovat yhteisöllinen tiedonrakentelu, yhteisöllisen oppimisen haasteet ja ryhmän toiminta sosioemotionaalisessa konfliktitilanteessa. Yhteenvedossa tarkastellaan sitä, mitä yhteisöllisen oppimisen aikana tapahtuu, miten opiskelijat tulkitsevat prosessinaikaisia toimintoja ja miten ne vaikuttavat oppimistilanteeseen. Tutkimus koostuu kahdesta osatutkimuksesta, joiden tulokset on raportoitu neljässä artikkelissa. Väitöstyö on luonteeltaan design-tutkimus, jossa ilmiötä tarkastellaan aidoissa, etukäteen pedagogisesti suunnitelluissa ja tieto- ja viestintäteknologiaa hyödyntävissä oppimistilanteissa. Tutkimusaineisto koostuu videoiduista ryhmätilanteista, opiskelijoiden haastatteluista sekä oppimistesteistä, joilla mitattiin opiskelijoiden sisällöllistä ymmärrystä. Lisäksi sosioemotionaalisen vuorovaikutuksen analyysia syvennettiin menetelmällä, jossa opiskelijoiden haastattelua stimuloitiin videon avulla. Tutkimustulokset osoittavat, että tiedonrakentelun yhteinen säätely edesauttaa yhteisöllistä oppimista. Tehokas ja mielekäs yhteisöllinen oppiminen edellyttää, että ryhmän jäsenet monitoroivat, kuinka ymmärrys tehtävästä ja sisällöstä kehittyy, kuinka mielenkiinto säilyy ja kuinka ryhmä etenee. Kognitiivisten prosessien ohella opiskelijoiden tulee tarkkailla oppimistaan sosioemotionaalisesta näkökulmasta. Ryhmien on tärkeä arvioida ja säädellä työskentelyään siten, että sosioemotionaalinen ilmapiiri säilyy yhteisölliselle oppimiselle suotuisana. Väitöstutkimuksen tulokset lisäävät teoreettista ymmärrystä yhteisöllisen oppimisen mahdollisuuksista ja haasteista. Tutkimus myös edistää prosessiorientoituneiden tutkimusmenetelmien kehittämistä. Lisäksi tulosten perusteella voidaan kehittää korkeakouluopetusta ja erityisesti opettajankoulutusta. Tutkimukseen suunnitellut oppimisympäristöt tarjoavat konkreettisia ideoita, joilla voidaan tukea yksilöllisiä ja sosiaalisesti jaettuja oppimisprosesseja.

[EN] This thesis is about the Design of Interactive Multimedia Learning Environments for Museums. Having into account the rapid advance and adoption of the Internet, which turns it into the new industrial revolution, whose innovative system influence and transform all socio--¿cultural and communicative paradigms. It raises the need for reformulating the models across all human domains, and specially those studied in this thesis, education, communication, patrimony/heritage, manipulation and information access. During the research on its bibliography support, it has lead this research to the concept of Virtual Museums (MOCA, Don Archer and Bob Dodson, 1993) as a ground for exploration and experimentation. Adopting from revolutionary cognitive theories, some educational tools such as graphic information representation and storytelling, to enhance knowledge construction and meaningful learning in a ubiquitous computing world, where there are plenty of opportunities for innovation and creativity but also there are also threats for human isolation and alienation . Data navigation and construction is proposed to be developed using concept maps as a systematic approach and storytelling as a human learning epistemological approach. / [ES] Esta tesis doctoral trata sobre el Diseño de Ambientes Educativos Interactivos Multimedia aplicados a museos. Teniendo en cuenta el rápido avance y adopción de la Internet, que la convierte en la nueva revolución industrial, cuyo sistema innovador influye y transforma todos los paradigmas sociales, culturales y de comunicación, suscitando un replanteamiento de los modelos de las actividades humanas y en el caso particular de esta tesis, la educación, el patrimonio o herencias, el acceso y la manipulación de la información. Durante la investigación bibliográfica, hemos tomado el concepto de Museos Virtuales (MOCA, primer museo virtual creado por Don Archer y Bod Dodson en 1993), como un lugar de exploración y experimentación. De teorías cognitivas revolucionarias, se han adoptado herramientas educativas como la representación gráfica del conocimiento y la narración de historias, para mejorar las condiciones de construcción del conocimiento y el aprendizaje significativo, en un mundo de computación omnipresente, donde las oportunidades para la innovación y la creatividad se multiplican, pero a la vez, presenta riesgos de aislamiento y alienación Como una aproximación sistémica para la navegación y construcción de la información, se propone el uso de los mapas conceptuales y como aproximación epistemológica de la transmisión del conocimiento, se propone la narración de historias. Ambos se estructuran en un andamiaje conceptual del Diseño Industrial, como disciplina encargada de la cultura artificial, centrada en los usuarios. / [CAT] Aquesta tesi doctoral tracta sobre el disseny d'ambients educatius, interactius, multimèdia, aplicats a museus. Tenint en compte el ràpid avanç i adopció d'Internet, que la converteix en la nova revolució industrial, el sistema innovador de la qual influeix i transforma tots els paradigmes socials, culturals i de comunicació, suscitant un re-plantejament dels models de les activitats humanes i en el cas particular d'aquesta tesi, l'educació, el patrimoni o herència, l'accés i la manipulació de la informació. Durant la recerca bibliogràfica, hem pres el concepte de Museus Virtuals (MOCA, primer museu virtual creat per Don ARCHER i Bob DODSON en 1993) com un lloc d'exploració i experimentació. De teories cognitives revolucionàries, s'han adoptat eines educatives com la representació gràfica del coneixement i la narració d'històries, per a millorar les condicions de construcció del coneixement i l'aprenentatge significatiu, en un món de computació omnipresent, on les oportunitats per a la innovació i la creativitat es multipliquen, però al mateix temps, presenta riscos d'aïllament i alienació. Com una aproximació sistèmica per a la navegació i construcció de la informació, es proposa l'ús dels mapes conceptuals i com una aproximació epistemològica de la transmissió del coneixement, es proposa la narració d'històries. Totes dos s'estructuren en una bastida conceptual del disseny industrial, com a disciplina encarregada de la cultura artificial, centrada en els usuaris. / Gómez García, JP. (2016). Diseño de ambientes educativos interactivos multimedia para museos [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62151 / TESIS

With this study, we intend to seek knowledge about how educators perceive and relate to norm conflicts in preschool. The aim of the study is to focus on what educators say about norm conflicts based on their work and how they believe that they can create relationships between children and their parents and colleagues among themselves. In this study, we have chosen to start from the following questions: How do educators perceive norm conflicts, what are they about and how can they arise? How do norm conflicts affect the work of educators in preschool activities? What do educators think is needed to deal with norm conflicts? We have chosen to do a qualitative study based on qualitative interviews with eight educatorsin preschools located in different geographical areas in Stockholm - Sweden. By educators we mean four preschool teachers and four educator workers. The result of our study is based on analyses from the social constructivist theory and perpectives on interculturality. Social constructivist theory is a social science perspective that has its basis on people reproducing new perceptions of reality and self-understanding in interaction with each other and with the environment around them. Interculturality can be explained by Pirjo Lahdenperä as a social interaction, a process, or an overstep, since "inter" means interpersonal interaction and"culture" means meaning systems of meaning, which gives meaning and a special focus in aperson's life. The result of the study shows that all informants, regardless of position, are aware of the meaning of norms and values and agree that everyone should start from everyone's equalvalue. The social consensus theory that has helped us to understand the informants' different perceptions of norm conflicts that were highlighted as social phenomena, from the linguistic interaction to understand why individuals clash with norm conflicts due to language difficulties and misconceptions in communication in collegiate work.

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

Neste estudo, propõe-se compreender como a organização do currículo concorre para a construção do conhecimento no âmbito da formação inicial de professores de Geografia, tendo como referência empírica a Licenciatura em Geografia da Universidade Federal do Piauí (UFPI). Diante disso, entre as várias possibilidades de análise desse objeto de estudo, opta-se por focar três aspectos inerentes à organização do currículo da Licenciatura em Geografia da UFPI: o campo de produção, a história e a lógica de estrutura e funcionamento do referido currículo. Assim, objetiva-se: 1) caracterizar o campo de produção do currículo da Licenciatura em Geografia da UFPI, identificando os conhecimentos que são selecionados como referência para sua organização, bem como as relações, tensões e convergências que se estabelecem nesse movimento; 2) examinar a história do currículo da Licenciatura em Geografia da UFPI, descrevendo suas trajetórias, contextos e processos de (re) formulação; e 3) investigar a lógica de estrutura e funcionamento do currículo da Licenciatura em Geografia da UFPI, evidenciando os modos de pensar e fazer dos professores formadores acerca da organização do currículo. Para tanto, são analisadas fontes documentais (leis, decretos, pareceres, resoluções...), produzidas no esfera do Ministério da Educação (MEC) e do Conselho Nacional de Educação (CNE), como as diretrizes nacionais para formação inicial de professores da educação básica (Parecer CNE nº 9/2001 e Resolução CNE nº 1/2002) e as diretrizes para os cursos de graduação em Geografia (Parecer CNE nº 492/2001 e Resolução CNE nº 14/2002), e na esfera da Licenciatura em Geografia/UFPI, como propostas de reformulação do currículo, projetos pedagógicos de curso e programas de disciplinas; além de fontes orais, geradas por meio de entrevistas com professores do curso em questão, à propósito de seus modos de pensar e fazer relativos à organização do currículo. Parte-se da hipótese de que há um campo de produção da formação docente, no qual ocorre a organização do currículo da Licenciatura em Geografia da UFPI, regido por regras (ou leis) próprias, mas que, por homologia, pode ser explicado mediante as propriedades ou leis invariantes dos campos, conforme proposição de Pierre Bourdieu dentro de sua teoria geral dos campos. Os resultados evidenciam que o campo da formação docente em Geografia se constitui na confluência de, pelo menos, três outros espaços ou microcosmos sociais específicos (o educacional, o científico da ciência geográfica e o universitário), de modo que a organização do currículo da Licenciatura em Geografia tem como referências uma variedade de conhecimentos e/ou geografias, entre as quais se incluem a Geografia Acadêmica/ Universitária e suas especialidades (Geografia Física, Geografia Humana, Ensino de Geografia), Geografia Escolar, conhecimentos das ciências da educação e saberes docentes (como os saberes da prática e da experiência). Em face das condições de produção desse campo, há, no mínimo, indícios de que a estrutura e funcionamento do currículo da Licenciatura em Geografia da UFPI se fundamenta na dualidade/setorização da Geografia Acadêmica/Universitária, o que repercute nas experiências de formação e, consequentemente, na construção do conhecimento dos futuros professores de Geografia. / This research aims to understand how the curriculum organization contributes to the construction of knowledge in the qualification of Geography teachers, using as empirical reference the teacher training Degree in Geography from Federal University of Piauí (UFPI). Specifically, the objective of this study is to: 1) characterize the background of teacher preparation programs in Brazil, seeking references from the Bachelor\'s curriculum organization in Geography; 2) examine the organization of the degree curriculum in Geography at UFPI, describing its trajectories, contexts and processes; and 3) analyze the logical curriculum structure of the Bachelor Degree in Geography at UFPI, highlighting the established relationships, tensions and convergences in this specific field and how it contributes to the construction of knowledge for future teachers of Geography. To achieve it, documentary sources are analyzed (laws, decrees, opinions, resolutions ...), produced under the Ministry of Education (MEC) and the National Education Council (CNE), as the national guidelines for initial teacher training on basic education (Resolutions CNE No. 9/2001 and No. 1/2002 CNE) and the guidelines for undergraduate courses in Geography (Resolutions CNE No. 492/2001 and No. 14/2002 CNE), and other elements within the Bachelor Degree in Geography at UFPI, as some curriculum reorganization demands, educational course projects and course programs; besides oral sources, generated by interviews with teachers of the course in bold, about the purpose of their conceptions and practices relating to the curriculum organization. It starts with the hypothesis that there is a production field focused on teacher training, where the organization\'s Degree curriculum in Geography UFPI happens, governed by its own rules (or laws), but can be explained by \"homology\" as the system of invariant field laws, as Pierre Bourdieu proposition according to his \"general theory of fields\". The results show that the field of teacher qualification in geography is constituted in the confluence of at least three other spaces or specific social microcosms (the educational, the scientific - of geographical science - and the academic), so that the curriculum organization in Geography brings about references a variety of skills and geographies, among which is included the Academic Geography and its specialtizations (Physical Geography, Human Geography, Geography for Education), School Geography, knowledges of the sciences of education and teachers\' understadings (the knowledge of the experience, for example). Given the production conditions of this field, there is at least reasonable evidence that the structure and working of the curriculum in Geography at UFPI is based on the duality/sectorization of Academic/University Geography, which resonates strongly in the educational training experiences and, consequently, in the construction of knowledge by future teachers of Geography.

O presente projeto de pesquisa tem por objetivo investigar como acontece a construção de conhecimento por meio da ação mediada entre crianças, adolescentes e pesquisadora no desenvolvimento de um blog pedagógico-literário. Essa investigação, com base nos conceitos da pesquisa etnográfica de caráter participativo, partiu de dados coletados em uma oficina semanal e sistemática que ocorreu entre Setembro de 2006 a Novembro de 2007 com leitores da Biblioteca Pública Belmonte, no bairro de Santo Amaro, na cidade de São Paulo. As interações entre os participantes e entrevistas individuais foram gravadas em vídeo e transcritas para descrição e análise. A interação que emergiu entre os participantes da pesquisa situa-se nos princípios do Construtivismo Comunal (Holmes, 2001), em que aprendizes constroem conhecimento que poderá ser revertido para a comunidade. Conclui-se, ao final desta pesquisa que os participantes, após a aquisição de conhecimento que os possibilite criar, editar e manter blogs, possam utilizar essa tecnologia de forma autônoma, criando novas redes de aprendizagem colaborativa como ferramenta cultural de uso, autoria e desenvolvimento de novos conhecimentos / This research project investigates how knowledge is constructed by mediated actions between children, adolescents and researcher in the development of a pedagogical-literary blog. This study, based on the concepts of participative ethnographic research started from data collected in a systematic weekly workshop that occurred between September 2006 to November 2007 with readers at Belmonte Public Library, in the district of Santo Amaro, in the city of São Paulo. Interaction between participants and individual interviews were recorded on video and transcribed for description and analysis. Interaction that emerged from participants of this research is consistent with the principles of Communal Constructivism (Holmes, 2001), in which learners construct knowledge that may be used in benefit of their learning community. The analysis leads to the conclusion that research participants, after having acquired knowledge that empowers them to create, edit and maintain blogs, can make use of this new technology autonomously, creating new networks of collaborative learning as a cultural tool of use, authoring and development of new knowledge

O presente projeto de pesquisa tem por objetivo investigar como acontece a construção de conhecimento por meio da ação mediada entre crianças, adolescentes e pesquisadora no desenvolvimento de um blog pedagógico-literário. Essa investigação, com base nos conceitos da pesquisa etnográfica de caráter participativo, partiu de dados coletados em uma oficina semanal e sistemática que ocorreu entre Setembro de 2006 a Novembro de 2007 com leitores da Biblioteca Pública Belmonte, no bairro de Santo Amaro, na cidade de São Paulo. As interações entre os participantes e entrevistas individuais foram gravadas em vídeo e transcritas para descrição e análise. A interação que emergiu entre os participantes da pesquisa situa-se nos princípios do Construtivismo Comunal (Holmes, 2001), em que aprendizes constroem conhecimento que poderá ser revertido para a comunidade. Conclui-se, ao final desta pesquisa que os participantes, após a aquisição de conhecimento que os possibilite criar, editar e manter blogs, possam utilizar essa tecnologia de forma autônoma, criando novas redes de aprendizagem colaborativa como ferramenta cultural de uso, autoria e desenvolvimento de novos conhecimentos / This research project investigates how knowledge is constructed by mediated actions between children, adolescents and researcher in the development of a pedagogical-literary blog. This study, based on the concepts of participative ethnographic research started from data collected in a systematic weekly workshop that occurred between September 2006 to November 2007 with readers at Belmonte Public Library, in the district of Santo Amaro, in the city of São Paulo. Interaction between participants and individual interviews were recorded on video and transcribed for description and analysis. Interaction that emerged from participants of this research is consistent with the principles of Communal Constructivism (Holmes, 2001), in which learners construct knowledge that may be used in benefit of their learning community. The analysis leads to the conclusion that research participants, after having acquired knowledge that empowers them to create, edit and maintain blogs, can make use of this new technology autonomously, creating new networks of collaborative learning as a cultural tool of use, authoring and development of new knowledge

O mote central da investigação é a dança-teatro e suas possibilidades pedagógicas. O estudo tem por objetivo extrair princípios pedagógicos em dança-teatro a partir de premissas de criação da coreógrafa alemã Pina Bausch e do documentário Sonhos em Movimento (2010), dirigido por Anne Linsel e Rainer Hoffmann, que mostra o desenvolvimento do trabalho de Bausch com jovens, na remontagem do espetáculo Kontakthof (2008). De modo geral, pretende-se evidenciar a dança-teatro como elemento de conhecimento humano, através da educação. Como campo teórico relacionado à dança-teatro são estudados diversos autores brasileiros e estrangeiros que abordam o processo cênico de Bausch. Referente à noção de “juventudes”, são trazidos autores que discutem a relação do jovem com seu meio social, sua criação de identidade e sua corporeidade. Para tratar de conceitos pedagógicos são utilizados escritos de Jacques Rancière, Fernando Becker, Vera Lúcia Bertoni dos Santos, João Pedro Gil e Odailso Berté, dentre outros. Através dos depoimentos dos jovens participantes do documentário pode-se identificar que, mesmo sem este fim, a proposta de Bausch possibilita neles uma nova visão de si perante seu cotidiano a partir da entrada no universo da arte, gerando construção de conhecimento por meio da poética artística. Para finalizar o estudo foi desenvolvida uma oficina com jovens, que gerou o compartilhamento das descobertas da investigação, possibilitando o relato dos participantes acerca de seus aprendizados junto à proposta pedagógica em dança-teatro. / The central theme of the investigation is Dance Theatre and its pedagogical possibilities. This study aims to extract the pedagogical principles of Dance Theatre from creation premises of the German choreographer Pina Bausch and from the documentary Dancing Dreams (2010), directed by Anne Linsel and Rainer Hoffmann, which shows the development of Bausch's work with young people in the recreation of the spectacle Kontakthof (2008). In general, this investigation intends to consolidate Dance Theatre as an element of human knowledge, through education. As theoretical field related to Dance Theatre, several Brazilian and foreign authors dedicated to Bausch's scenic process are studied. Concerning the notion of "youths", we brought authors that discuss young people's relations with their social environment, with the creation of their identity and with their corporeity. To deal with Pedagogy concepts it is used writings of Jacques Rancière, Fernando Becker, Vera Lúcia Bertoni dos Santos, João Pedro Gil, Odailso Berté, among others. Through the testimonies of the young participants of the documentary it can be identified that, even without that intention, Bausch's proposition promotes a new view of themselves towards their daily lives, through their entrance in the Art world, generating the construction of knowledge through the artistic poetics. To end the study, there was a workshop with young people, which made it possible to share the research findings, allowing the participants to report their learnings along with the pedagogical proposition of Dance Theatre.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-29T17:27:43Z No. of bitstreams: 1 2013 - Ivaldo Jos? da Silva.pdf: 36618657 bytes, checksum: 428b35f4aa0bf23daa7adf9b14b4e7ef (MD5) / Made available in DSpace on 2018-11-29T17:27:43Z (GMT). No. of bitstreams: 1 2013 - Ivaldo Jos? da Silva.pdf: 36618657 bytes, checksum: 428b35f4aa0bf23daa7adf9b14b4e7ef (MD5) Previous issue date: 2013-03-21 / Research in Environmental Education Criticizes aims to construct and reflective critique of knowledge allowing individuals greater contextualisation-environmental relations and consequent changes, in attitudes towards collective transformation of reality. The municipality of Z? Doca, regional pole of Turi, located east of the State of Maranh?o, in the Northeast region near the border with the State of Par?, is responsibility to articulate educational actions, political and economic, social and environmental development of over 17 other municipalities in the region. It was found that municipalities the environmental sanitation and water treatment is performed unsatisfactorily and precarious, signaling the need for sustained research-driven actions on the principles of education Wake up in the population capable environmental more questioning and intervention in the local reality. This research aimed to instigate critical knowledge construction to allow greater local perception of reality, associated with insertion technique feasibility research, Community research, alternative technology of water treatment based on ultraviolet radiation-UV Tube. The Methodological development used by this social research was action research procedures where awareness, dynamic cooking workshops, adaptation and installation of UV Tube, meetings and other educational practices addressed the theme of water treatment, social issues, environment and health, among other correlated in a participative manner, reflective and harmonic among respondents and researchers. The search area was chosen as the community of rural settlement good hope, located in Z? Doca, where were installed and evaluated 05 (five) UV Tube units. Data collection took place 64 (sixty-four) interviews and questionnaires applied before the dynamics of awareness and at the end of the whole educational process in order to identify improvement in the perception of the community in relation to the subject dealt with and the local reality, and consequential changes in attitudes. The treatment of data collected in the questionnaires presented variables that were tested with the non-parametric test of Chi-square and other calculated averages of answers with their respective standard deviations and their minimum and maximum values. The results indicated favourable conditions for the adaptation and insertion of the UV tube technology showing economic viability and operational compared to similar projects successfully installed in other countries, especially the acceptance of the proposal and the ease of access to the materials needed to manufacture of UV Tube. As the analysis of educational activities related to the thematic discussion addressed significant responses were expansions and modifications in order to understand the local reality criticizes pointing, including changes to posture that assisted the search for better quality of life for the community. It is concluded that the implementation of concrete action of insertion of the UV Tube use, Dialogic and critical process of construction of knowledge based on the intrinsic relationship between action and reflection associated with the permissive criticizes of knowledge built by researched and researchers was the recipe to achieve the objectives of the survey. / A pesquisa em Educa??o Ambiental Cr?tica visa ? constru??o reflexiva e cr?tica de conhecimentos, permitindo aos indiv?duos maior contextualiza??o das rela??es socioambientais e consequentes mudan?as de atitudes voltadas para transforma??o coletiva da realidade. O munic?pio de Z? Doca, p?lo regional do Alto Turi, localizado a leste do Estado do Maranh?o, pr?ximo a divisa com o Estado do Par? ? respons?vel em articular a??es educacionais, socioambientais, pol?ticas e econ?micas para o desenvolvimento de mais 17 outros munic?pios da regi?o. Verificou-se que nestes munic?pios o saneamento ambiental e, principalmente, o tratamento de ?gua, s?o realizados de forma insuficiente e prec?ria, sinalizando a necessidade de a??es orientadas por pesquisas sustentadas nos princ?pios de uma Educa??o Ambiental capaz de despertar na popula??o maior problematiza??o e interven??o na realidade local. Esta pesquisa objetivou instigar a constru??o de conhecimentos cr?ticos aptos a permitirem maior percep??o da realidade local associada ? investiga??o da viabilidade t?cnica de inser??o, junto ? comunidade pesquisada, de tecnologia alternativa de tratamento de ?gua baseado em radia??o ultravioleta ? Tubo UV. Para o desenvolvimento metodol?gico esta pesquisa social utilizou-se de procedimentos da pesquisa-a??o em que din?micas de sensibiliza??o, oficinas de confec??o, adapta??o e instala??o do Tubo UV, reuni?es e outras pr?ticas educacionais abordaram a tem?tica do tratamento de ?gua, as quest?es sociais, ambientais e de sa?de, entre outras correlacionadas de forma participativa, reflexiva e harm?nica entre pesquisados e pesquisadores. Como ?rea de pesquisa foi escolhida a comunidade do assentamento rural Boa Esperan?a - ABE, localizada em Z? Doca onde foram instalados e avaliados 05 (cinco) unidades do Tubo UV. Para coleta de dados foram realizadas 64 (sessenta e quatro) entrevistas e aplicados question?rios antes das din?micas de sensibiliza??o e ao final de todo o processo educativo, com objetivo de identificar melhoria na percep??o da comunidade em rela??o ? tem?tica abordada e a realidade local, al?m de consequentes mudan?as de atitudes. O tratamento dos dados coletados nos question?rios apresentou vari?veis que foram analisadas com o teste n?o param?trico do Qui-Quadrado e outras, calculadas as m?dias de respostas com seus respectivos desvios padr?es e seus valores m?nimos e m?ximos. Os resultados indicaram condi??es favor?veis ? adapta??o e inser??o da tecnologia do Tubo UV apresentando viabilidade econ?mica e operacional comparada a projetos id?nticos instalados com sucesso em outros pa?ses, destacando-se a aceita??o da proposta e a facilidade de acesso aos materiais necess?rios a confec??o do Tubo UV. Quanto a an?lise das a??es educativas relacionadas a discuss?o da tem?tica abordada registraram-se significativas respostas de amplia??es e modifica??o na forma cr?tica de perceber a realidade local apontando, inclusive, mudan?as de postura que auxiliaram a busca de melhor qualidade de vida para comunidade. Conclui-se que a realiza??o da a??o concreta da inser??o do uso do Tubo UV, em processo dial?gico e cr?tico de constru??o de conhecimento pautado na rela??o intr?nseca entre a??o e reflex?o associada ? permissiva cr?tica dos saberes constru?dos por pesquisados e pesquisadores foi a receita para alcan?ar os objetivos da pesquisa.