Introdução. Essa pesquisa foi desenvolvida conforme as etapas do Arco de Maguerez para problematização do objeto de estudo. Assim, a primeira etapa correspondeu à observação da realidade, incluindo o cenário local e nacional e a leitura crítica de referenciais teóricos sobre o processo ensino aprendizagem. A segunda etapa identificou os postos-chave para problematização, constituindo-se nos Objetivos do estudo - compreender as representações sociais sobre processo ensino aprendizagem de estudantes e professoras de enfermagem, com ênfase nas estratégias de ensino e - descrever aspectos práticos e possibilidades de ajustes no processo ensino-aprendizagem diante das representações sociais identificadas. Na terceira etapa, a teorização, ancorou-se no referencial das representações sociais e do processo ensino aprendizagem, principalmente, à luz da obra freiriana. O levantamento de pressupostos, quarta etapa, teve como Método a pesquisa qualitativa, com entrevistas individuais, apoiadas por fotografias e norteadas pelas questões Para você, o que é processo ensino aprendizagem? e Quais as estratégias de ensino que predominam nesta Escola? Por quê? Foram entrevistadas, 12 graduandas em enfermagem e oito docentes da Escola de Enfermagem da Universidade de São Paulo. Após a análise das entrevistas por meio do Discurso do Sujeito Coletivo, foi realizada a quinta etapa, a aplicação na realidade, desenvolvida por meio da técnica de grupo focal, com a finalidade de discutir os achados na etapa anterior, buscando ações viáveis na prática e compatíveis às representações sociais do grupo. Foram dois encontros de duas horas cada um e participação de quatro graduandas e quatro professoras, o convite foi feito a todas as entrevistadas. Resultados As ideias centrais dos discursos mostraram como representação social do processo ensino aprendizagem: -compartilhar experiências e saberes; -integrado a situações externas ao espaço universitário; -deve ser significativo e -um ciclo dinâmico. Com relação às estratégias de ensino predominantes na Escola, as ideias centrais apontaram: -aulas expositivas: vantagens e desvantagens; -aulas participativas: perspectiva de mudança e outras estratégias: pesquisa e atividades práticas. Nos dois encontros de grupo focal, as participantes elencaram ações exequíveis para alinhar as representações sociais encontradas, com o modo de ensinar na Escola, entre elas, a elaboração de plano de ensino em disciplinas piloto e parada pedagógica semestral para avaliação da estrutura curricular e metodologias de ensino aplicadas. Considerações finais O processo ensino aprendizagem pode e deve ser participativo, contemplando o contexto social. Ficaram evidentes os esforços para implementar mudanças que viabilizem a aprendizagem significativa. A parada pedagógica pode ser um espaço importante para, de fato, programar ações propostas nesse estudo em consonância com as metas Institucionais. A adoção da problematização para condução da pesquisa teve sintonia com a educação emancipatória e iluminou possibilidades para aprimorar o fazer ensino e aprendizagem na Escola. / Introduction This research was developed according to Maguerez` Arch for problematization of the study object. Therefore, first stage was reality review, including local and national scenario and critical reading of theoretical references about teaching learning process. Second stage identified key points for problematization, regarding to aim the Objectives understand social representation about teaching learning process for nurse teachers and student, focused on teaching strategy and describe practical matters and adjusts possibilities face social representation identified. Third stage, the theorization, based on social representation for teaching learning process and major reference on Paulo Freire works. Assumption Rise, fourth stage, qualitative research Method, individual interviews, supported by photographic and the questions: In your understand, what teaching-learning process? - What are the main teaching strategies in schools? Why? Were interviewed 12 nursing students and eight teachers from School of Nursing of University of São Paulo. The interviews were analyzed by Discourse of the Collective Subject. After that, was perform the Fifth stage, apply on reality, developed by focal group method, discuss the previews outputs from others stages, looking for practice and compatible group actions feasible to social representation. The invitation were send to all interviewed. After two sections with two hours each one with four students and four teachers. Results The mainly speech ideas showed as social representation of teaching learning process- share experiences and know how; - integrated external situations to university should be significant and it is a dynamic circle. Regarding to main schools teaching strategy, the main ideas showed: expository classes: advantages and disadvantages participant class: changes perspectives others strategy: research and practical activities. On both focal group meeting, all participants target actions required to align social representation founded on how to teach in school, among then, perform teach plan for assumptions pilots and pedagogical stops for curricular and methodology structure assessments. Final Considerations Teaching learning process should be dynamic and participative, focus on social context. It is clear those efforts to implement changes in the institution teaching learning process. The pedagogical stops could be relevant to implement proposed actions on this study together with Institutional goals. The problematization adopted to conduct this research was aligned with emancipatory.

Fictitious play is a classical learning process for games, and games with strategic complementarities are an important class including many economic applications. Knowledge about convergence properties of fictitious play in this class of games is scarce, however. Beyond games with a unique equilibrium, global convergence has only been claimed for games with diminishing returns [V. Krishna, Learning in games with strategic complementarities, HBS Working Paper 92-073, Harvard University, 1992]. This result remained unpublished, and it relies on a specific tie-breaking rule. Here we prove an extension of it by showing that the ordinal version of strategic complementarities suffices. The proof does not rely on tie-breaking rules and provides some intuition for the result.

Fictitious Play is the oldest and most studied learning process for games. Since the already classical result for zero-sum games, convergence of beliefs to the set of Nash equilibria has been established for several classes of games, including weighted potential games, supermodular games with diminishing returns, and 3×3 supermodular games. Extending these results, we establish convergence of Continuous-time Fictitious Play for ordinal potential games and quasi-supermodular games with diminishing returns. As a by-product we obtain convergence for 3×m and 4×4 quasi-supermodular games.

O futsal é classificado como um jogo esportivo coletivo (JEC) de invasão que envolve a disputa pela posse da bola, permeada pelas relações de cooperação e oposição entre os jogadores, que estabelecem um ambiente complexo, imprevisível. Nesse âmbito, o treinador assume o papel central do processo de ensino-aprendizagem (EA) para mediar os aspectos pedagógicos em busca de melhores desempenhos técnico-táticos. Dada a importância do treinador, sua opinião se torna fundamental para identificar como se dá o processo de formação dos jogadores ao longo do tempo. Assim, este projeto teve como objetivo principal identificar como se dá o processo de EA em diferentes etapas de formação do futsal a partir de uma revisão sistemática sobre o ensino do futsal e dos discursos de treinadores. A abordagem utilizada foi qualitativa a partir de um instrumento de entrevista. Para a tabulação e análise dos discursos foi utilizado o Discurso do Sujeito Coletivo (DSC). Foram entrevistados 16 treinadores das oito primeiras equipes das categorias sub-12 (6), sub-14(6) e sub-16(4) classificadas no Campeonato Estadual Paulista de Futsal. A partir da revisão sistemática foi possível identificar que é no Brasil onde mais se produz sobre ensino do futsal e que a maioria dos artigos encontrados são quantitativos. Após a análise dos discursos dos treinadores, foi possível concluir que em relação aos conteúdos ofensivos e defensivos individuais não houve variação, já em relação aos conteúdos ofensivos e defensivos coletivos há importantes variações ao longo do processo de formação, diferindo dos conteúdos individuais. Há uma preferência pelos princípios do TGfU para abordar os conteúdos individuais ofensivos e defensivos (individual e coletiva). Já para o ensino dos conteúdos ofensivos coletivos nas categorias sub-12 e sub-14 o método analítico foi o mais mencionado / Futsal is classified as a collective sports game invasion involving the dispute for the ball, permeated by relations of cooperation and opposition between the players. In this context, coach takes on the central role of the teaching-learning- training process to mediate the pedagogical processes in search of better technical and technician-tactical throughout this process. Due to importance of the coach, his opinion becomes important to understand how the process of training of players over time happens. In that way, this paper aimed to identify and discuss how is the teaching-learning-training process at different stages of training of futsal from coaches\' speeches. The approach is qualitative from a semi-structured interview tool. For tabulation and analysis of the speeches we used the technique of the Collective Subject Discourse. We interviewed coaches of the first eight teams of the categories under-12, under-14 and under-16 classified in the State Championship of Futsal. From the systematic review, it was possible to identify that it is in Brazil where more is produced about futsal teaching and that the majority of the articles found are quantitative. After analyzing the coaches\' speeches, it was possible to conclude that there was no variation regarding the individual offensive and defensive contents, already in relation to the content offensive and defensive collective, there are important variations throughout the training process, differing from the individual contents. There is a preference for TGfU principles to address individual offensive and defensive content (individual and collective). For the teaching of collective offensive content, in the sub-12 and sub-14 categories the analytical method was the most mentioned

It is often emphasized that children and young people around the world are too inactive, that the schools only focus on theoretical learning and that children in school lack concentration or wander too much in the classroom. The connection between the aforementioned observations was something we wanted to interpret and was something that we found interesting. In order to answer our questions we approached them from a child’s point of view. The purpose of this study was to examine the correlation between physical activity and quietude for studying. This survey was conducted at two schools that participate in a project where they add more scheduled physical activity. Applying qualitative research methods such as interviews and observations, we obtained results that were then analyzed from different perspectives on learning and physiological processes, including theories about learning. The results showed that both the students and educators in the study considered that physical activity had positive effects. Furthermore, the results showed that the students perceived that physical activity leads to increased quietude for studying. Educators were also positive about the effects of physical activities had on studies, but they considered that structure and clarity were also important. From our research we can conclude that the students agree that having physical activity in school is advantageous.

Dette prosjektet følger min egen innstudering av et krevende musikkstykke for solo- fiolin, for å se det i sammenheng med en offentlig konsertopptreden. Formålet er at jeg skal spille avspent og med mer tilstedeværelse, dette ved å ta de rette valgene i innstuderingen. Tidligere erfaringer med konsertsituasjonen har gitt meg dårlige opplevelser preget av nervøsitet. Å jobbe mer strukturert i innstuderingen viste seg å ha positiv effekt på min fremførelse, og jeg tror denne studien vil være til hjelp for andre med liknende utfordringer. / This project follows my learning process of a difficult piece of music for solo-violin, to find its correlation with a public concert performance. The purpose is to play relaxed and with more presence, by taking the correct choices in the process of learning. Previous reviews of the concert situation shows bad experiences, with nervousness. Working with a more systematic learning process had positive impact on my performance, and I think this study may help other people with similar challenges.

This master thesis is based on a five-month research of a relationship between the children and material culture of a forest kindergarten. The main focus of the work is casted on the analysis of the significance of material objects during the children s information internalization by means of the sensual experience. The evocative role of concrete material items that are presented in everyday life of children in the forest kindergarten is shown in this thesis. The children senses are activated by material items and these items serve as an impulse for the children learning process. The work also contains an analysis of the important objects from the children s point of view. The conventional anthropological methods were used within the research in this master thesis - the participant observation in the forest kindergarten and the non-formal interviews with the kindergarten staff. Moreover, the picture analysis method was used to indentify the material items having an important role for the children in the forest kindergarten. The collected photodocumen- tation is employed to illustrate the specific environment and activities in the forest kindergarten. Keywords: forest kindergarten, material culture, sensual experience, learning process

This thesis aims to examine how individual teachers in the upper secondary school manage to comply with the requirements from three different agents within the schoolsystem; the requirements of the The national agency for education in Sweden regarding formative assessment and standardisation of grading, the requirement of the students regarding ”backward-pedagogy”, and requirement of the society regarding developing the student’s independence and creative ability. Semi-structured interviews with three teachers teaching Business Administration at one upper secondary school in Malmo was conducted. These interviews focused on how the informants manage to embrace the creative ability in their preparation and teaching of the Business Administration-course, as well as examination and assessment of the students creative ability. This thesis concluded that there is a confusion in how to define creative ability which automatically makes it hard for teachers to know how to incorporate this ability in their teaching. This thesis also makes a point that The national agency for educations obsession with assuring standardized grading, has formalised the learning process to the extent that it has made teachers focus more on gathering assessment material that is legally certain than helping the students learn to better face the compexity of the future. This development has come to disengaged the teachers as well as the students. This thesis wants to make point that learning is something personal, and should be treated in that respect.

Today, schools wanting to work with Integral Education are caught between security that the traditional system of social reproduction offers parents and children, and the universal needs of a new global education for human change that is trying to emerge. This pull between the expectations of the past and the aspirations of the future, gives little scope for deepening in the present. This dilemma can be observed in Auroville, International township in South India, created for the purpose of experimentation in collective process working for human unity and sustainability. To define the underlying foundations of Integral Education , give clear visibility of its purpose and implementation in TLC, thereby identifying perimeters through which it can be assessed. The following questions are used to answer to the aims of the research: How can Integral Education respond to the universal needs of human change through transformational educational leadership (of facilitators/parents/children) in everyday work with children? How can an education with the aim of individual development and growth be assessed? How can the pedagogical principles of an Integral Education be made visible to gain recognition? The study was done through analysis of filmed material and reflective interviews gathered during an entire school year in one of Auroville’s schools - The Learning Community (TLC). The data collected, was analysed and discussed through a hermeneutic approach, using a three step chain of inference, involving children, parents and teachers, to process the material. The results showed that Integral learning is indeed very tangible, made visible through the pedagogical core areas in the TLC approach and methodology, and exemplified through manifestations that can be observed, and results seen through process over time. It showed that educational leadership is a key both to understanding Integral Education, and working towards recognition based on deeper connection to the practice and its universal intentions.

Syftet med denna studie är att följa min inlärningsprocess av Serge Koussevitzkyskontrabaskonsert op. 3. Genom studien har jag kommit fram till olika övningsmetoder som kan tillämpas på Koussevitzky baskonserten som intonationsproblem samt tekniska svårigheter man stöter på under inlärningsprocessen. Med hjälp av videoanalys och loggbok dokumenteras processen. Flera förbättringsområden identifieras såsom övningsstruktur, fingersättningar, lägesväxlingar och stråkföring. I studien presenteras olika övningsstrategier i musikalisk gestaltning och lösningar på specifika tekniska hinder / The purpose of this study is to follow my learning process of Serge Koussevitzky's Double Bass Concerto op. 3. Through the study, I have come up with different practice methods that can be applied to the Koussevitzky bass concerto as intonation problems as well as technical difficulties encountered during the learning process. With the help of video analytics and logbook, the process is documented. Several areas for improvement are identified, such as practice structure, fingering, position shifts and stringing. The study presents different practice strategies in musical performance and solutions to specific technical obstacles.