This thesis makes use of activity theory as a lens to explore how professionals learn. The study focuses initially on my professional understandings arising from the application of Cultural Historical Activity Theory (CHAT) to the eChina-UK project funded by HEFCE in the UK, an attempt to develop collaborative elearning projects in British and Chinese universities, and secondly on purposeful interviews with project staff about their professional learning in the project. The thesis begins by setting the scene for the project showing how it came about. The literature review explores CHAT and allied issues of Adult Education considering how adults may learn in both formal and informal contexts. It also contextualises the project by giving background on Higher Education, China and distance/e-learning. The research questions that it addresses are: 1. What roles do artefacts have in mediating collaborative working on elearning materials? 2. How do boundary crossers/brokers impact on a project of this type? 3. How do different cultural histories have an impact on the disposition that the ‘developers’ have to artefacts and materials? 4. What and how do the subjects of the activity systems learn? What role, if any, do artefacts play? What role, if any, do the brokers play in the learning? This practitioner case study makes use of a variety of data. The initial data consisted of field notes which were part of the project process. Theoretically driven hunches that surfaced from these data led to further purposeful data collection via interviews investigating the following: Virtual Learning Environments (VLEs), a materials design template and pilots; and boundary crossers. Also considered is the nature of the professional learning that occurred for eight core participants in the project. The thesis in addition explores the constructs of transfer, transformation and expansive learning. The study proposes a refinement of our understanding of these constructs. It also demonstrates how important and significant boundary objects are to successful international project work along with the boundary crossers who support the development of the artefacts. In addition, it shows how an engagement with transfer, transformation and expansive learning contributes to the professional development of the subjects in their respective activity systems.

The research presented in this dissertation explores the interaction between English as a Foreign Language (EFL) teachers and the classroom materials they develop. It aims to illuminate the potential value of this creative process for teachers’ development of critically reflective practice (CRP). For many EFL teachers, materials are an essential part of their pedagogy. Despite the widespread availability of publications for this compulsory subject in Dutch secondary education, many teachers choose to supplement the coursebook with their own materials. A premise of this research is that the materials teachers develop embody their personal theories of action regarding EFL teaching and learning. These theories, consisting of espoused principles and principles-in-use, are conceptualised as the teachers’ pedagogic principles. Critical reflection may help teachers uncover their espoused and tacit principles with the aim to align them, and improve their teaching practice. The central question is: In what ways does classroom materials development offer teachers of English a tool for CRP? The research questions are addressed through a qualitative, exploratory, embedded multiple-case study approach. Four Dutch EFL teachers are considered as individual cases. The components of each case are analysed to present an encompassing view of the materials development process: reflective logs (creation), the materials themselves (product), and lesson observations (use) are supplemented with pre- and post-lesson interviews to complete data collection. Data are analysed through deductive and inductive within-case analysis and cross-case synthesis. Findings suggest that teachers’ pedagogic principles are multifarious, informed by practical and pragmatic considerations, and revealed at several points and in a variety of ways during the materials development process. Yet it is only when teachers engage in dialogue about them that increased awareness of these principles ensues. CRP may thus be stimulated by a critical friend, and the materials development process can provide an impetus for discussion and dialogue.

ESL students in academic listening/speaking courses often listen to long audio recordings similar to a lecture or other academic passages. When listening to these passages, students can lose their interest which impedes their learning of new strategies for understanding academic language. Students in the Level Four Listening/Speaking classes at Brigham Young University's English Language Center (ELC), under the previous curriculum, would experience this challenge. All of the passages were available only in audio and were long in duration. The students would lose interest and improve little in their listening skills. Under the new curriculum at the ELC, students in Academic Levels A and B practice listening using both audio and video. When only audio recordings are used, the students are observed to lose interest and they do not practice the strategies. In order to build student interest, broadcast news video clips can be used. These clips offer a multi-sensory experience for the students and they can vary in length. Also, these clips expose the students to language and content that they will experience in university settings, thus providing them with an authentic experience. In order to create cohesive and coherent materials using video clips, specifications for these materials needed to be designed and developed. The designed specifications discuss ten steps for developers to follow in order to create these materials. As a part of these specifications, two sample sections were created. Because of the context, the specifications focus on the use of broadcast news clips; however, they can easily be adapted for use in other contexts as well. The developed sample sections were piloted in order to assess the usefulness of the specifications. Feedback was received from my Project Chair, the listening/speaking coordinator, the students who participated in the pilot, and the other teacher who participated in the pilot. Using the feedback revisions were made to the specifications and the sample sections.

In order to enhance the effective use of peer review, I have developed materials to assist teachers in compliance with the standards for Masters' projects enacted by the Department of Linguistics and English Language. Published literature shows that as peer review grows in popularity in both L1 and L2 English writing classes, many researchers and teachers are trying to increase its effectiveness. In some cases it is very effective, while in others it is marginally effective. This has led researchers to ask why. The difference between helpful and less helpful peer review seems to be in the preparation. In studies where students were specifically and extensively prepared to do peer review, the benefits to the students, the class, and the effect on the revision process were significant. This indicates that peer review can be an effective tool when students are adequately prepared for the task. After synthesizing research, I determined that there are eight basic, useable concepts that need to be accomplished when preparing students for peer review; they are: 1. Knowing each other 2. Knowing what to look for 3. Knowing why to give advice 4. Know how to give advice 5. Knowing how to use advice 6. Practicing peer review 7. Following up weekly 8. Reviewing at midsemester I developed a curriculum component addressing these eight concepts that augments theory with application, such as materials and lesson plans, and implemented and tested them at the English Language Center at Brigham Young University in Provo, Utah. Based on feedback from the teachers involved in the pilot study, I determined that preparing students for peer review has a positive effect on the students, their writing, and on the class as a whole Furthermore, the most important outcome of the pilot studies was the fact that students prefer reader response peer review activities rather than criterion critique.

Orientadores: Pascoal José Giglio Pagliuso, Oscar Ferreira de Lima / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Física Gleb Wataghin / Made available in DSpace on 2018-08-17T19:19:42Z (GMT). No. of bitstreams: 1 Garitezi_ThalesMacedo_M.pdf: 5487109 bytes, checksum: 11408acef0a6ff80a1788db976f23149 (MD5) Previous issue date: 2011 / Resumo: Os supercondutores à base de ferro e arsênico foram descobertos em 2008, primeiramente na forma de um óxido LaFeAsO1-xFx com uma temperatura crítica de 26 K, e poucos meses depois na forma do intermetálico livre de oxigênio Ba1-xKxFe2As2 com Tc = 41 K. Desde então, esses materiais despertaram grande interesse da comunidade cientíca em busca do entendimento da natureza microscópica e da origem da supercondutividade nesses compostos, e sua possível relação com a supercondutividade dos cupratos e dos férmions pesados, onde acreditase que mecanismo de pareamento seja através de flutuações magnéticas. Muitos acreditam que essa nova família de materiais se constituirá na segunda classe de supercondutores de alta temperatura crítica descoberta desde dos cupratos há 30 anos atrás. Por supostamente compartilharem o mesmo mecanismo de supercondutividade dos cupratos, há grande perspectiva de descoberta de compostos a base de Fe-As com altas Tc (apresentam no momento Tcs tão altas quanto 55 K). Além do mais, muitos compostos desta família estudados até então podem apresentar altas correntes críticas comparáveis com supercondutores convencionais utilizados em magnetos comerciais, o que revela o potencial desses materiais para aplicação em fios de transmissão supercondutores e magnetos de alto campo, em especial no caso dos compostos intermetálicos, por serem, a princípio, mais fáceis de se manipular e mais estáveis do que os óxidos cerâmicos. Inicialmente, monocristais da família dos compostos à base de FeAs intermetálicos (Ba1-xKx-Fe2As2, BaFe2-xCoxAs2, etc) foram sintetizados utilizando-se fluxo de Sn. Os monocristais crescido por esse método possuem em média excelentes dimensões (5 mm x 5 mm x 2 mm), mas os estudos mostraram que há uma significativa incorporação substitucional de Sn, o que altera as propriedades microscópicas dos compostos. Atualmente, monocristais dessa família são sintetizados com a técnica de auto-fluxo, que usa excesso de ferro e arsênico para o crescimento. Porém, os monocristais crescidos por esse método têm dimensões cerca de 10 vezes menores e este excesso de reagentes no fluxo que fazem parte do composto pode levar a um desbalanço na estequiometria do material, e isso pode alterar fortemente medidas que sondem propriedades microscópicas, como a simetria do estado supercondutor, por exemplo. Além do mais, o excesso de arsênico traz um perigo adicional para o crescedor. Portanto, é desejável a busca de métodos alternativos de crescimento desses materiais que possam gerar amostras de boa qualidade que permitam um estudo confiável de suas propriedades microscópicas. Nesta dissertação, é apresentado o processo de síntese e caracterização de monocristais da série BaFe2-xCoxAs2 crescida com a técnica de fluxo metálico com um fluxo alternativo, o In. Os cristais sintetizados por esta técnica tiveram suas propriedades macroscópicas, como resistividade elétrica DC (p), susceptibilidade magnética DC (x), calor específico à pressão constante (Cp) e difração de raios-X medidas, e delas foram extraídas as temperaturas de transição magnética e supercondutora, o que permitiu a construção do diagrama de fases temperatura versus composição para esta série. O diagrama obtido neste trabalho está de acordo com o diagrama publicado para amostras crescidas com auto-fluxo, atestando o sucesso do crescimento sistemático dessa série com o fluxo de índio sem prejuízo às suas propriedades macroscópicas. Medidas preliminares de NMR sugerem que as amostras crescidas por fluxo de In têm qualidade cristalina superior às das amostras crescidas por auto-fluxo / Abstract: Iron arsenide based superconductors were discovered in 2008, first in the oxide form in LaFeAs-O1-xFx, which had Tc = 26 K; and a few months later in the intermetallic form, in an oxygen-free compound, Ba1-xKxFe2As2, with a critical temperature of ~ 41 K. They are supposedly the second class of unconventional high temperature superconductors since the discover of Cu-based oxides almost 30 years ago. For being considered similar to the cuprates, and having Tcs as high as 55 K and critical currents of the order of those conventional superconductors used in commercial magnets, these materials have great potential to be used in transmission lines and high field magnetsm, specially in the intermetallic from, since they tend to be, presumably, more flexible and easier to manipulate and stabilize than an oxide ceramic. Furthermore, there is great interest in studying the microscopic nature and the origin of superconductivity in these materials and its relation with magnetism. As of today, single crystals of this family are synthesized mainly with the self-flux technique, which uses excess iron and arsenic in the growth. Yet, this excess of reagents needed to grow these impurity-free crystals can lead to an outbalance of the material's stoichiometry, and that can strongly alter the outcome of experiments which probe microscopic properties such as the symmetry of the superconductor state. Also, the excess of As in the growth is an extra danger for the grower. As such, search for alternative methods of synthesis of these materials is highly desirable. In this work, it's presented the synthesis method and characterization of the BaFe2-xCoxAs2 series grown from In flux. The macroscopic physcial properties such as DC resistivitity (p), DC magnetic susceptibility (x), specific heat at constant pressure (Cp) and X-ray powder diffraction were measured on the In-flux prepared single crystals. From our results, We extracted the magnetic and superconducting transition temperatures which allow us the construction of a temperature composition phase diagram for this series. The obtained phase diagram is in agreement with the diagram constructed using samples grown by the self-flux method, attesting the success of our systematic growth using the In flux without any effect in the macroscopic properties of the crystals. Furthermore, preliminary NMR experiments suggest that the In-grown crystals may be of higher quality than the self-flux grown single crystals / Mestrado / Supercondutividade / Mestre em Física

Orientador: Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T21:06:56Z (GMT). No. of bitstreams: 1 Gattolin_SandraReginaButtros_D.pdf: 10712135 bytes, checksum: eadbc239ffdb32c6a44fadc86659b466 (MD5) Previous issue date: 2005 / Resumo: A aquisição da competência lexical tem sido considerada um dos maiores desafios encontrados por professores e alunos de inglês como língua estrangeira. Após o contato com palavras novas nos livros didáticos e nas atividades de sala de aula, são freqüentes os casos de aprendizes que não conseguem usá-las novamente por desconhecimento das mesmas. Os professores reconhecem a necessidade de ajudar seus alunos nesse sentido, mas, aparentemente, não sabem como lidar com o problema; aqueles que insistem em encontrar uma solução acabam sentindo um retorno às antigas práticas já conhecidas por sua limitada eficiência. Assim, evidências da necessidade de uma maior atenção destinada ao léxico nas aulas de língua inglesa motivaram as pesquisas em busca da construção de uma teoria de aquisição de vocabulário, e não são poucas as contribuições teóricas disponíveis na literatura. Poucos pesquisadores, entretanto, têm buscado demonstrar como operacionalizar tais teorias dentro de uma abordagem de ensino com foco na comunicação. Visando minimizar essa lacuna, o objetivo desta pesquisa, de natureza interventiva, foi investigar, entre alunos universitários brasileiros, seu processo de aprendizagem de vocabulário mediado por um material de leitura para fins específicos, produzido com o foco voltado para a formação de leitores autônomos. As atividades de vocabulário constantes desse material foram fundamentadas no conceito rico de vocabulário, proposto por Richards (1976) e estendido por Scaramucci (1995). Os dados coletados são de natureza quantitativa e qualitativa. Os dados de natureza quantitativa foram obtidos por meio da aplicação de duas baterias de testes para verificação do conhecimento lexical dos participantes do estudo. Os resultados obtidos no pré-teste e no pós-teste foram comparados e analisados estatisticamente através das técnicas do teste de Friedman e teste-t, evidenciando que, ao término do curso, a extensão do vocabulário dos participantes era significativamente maior do que no início dele. Os dados de natureza qualitativa foram obtidos por meio de um questionário para levantamento das estratégias de aprendizagem de vocabulário, diários dialogados e observações em sala de aula gravadas em áudio. Essa triangulação permitiu inferir que a interação promovida pelo material desenvolvido para o curso, com foco na profundidade do conhecimento do léxico, foi um dos aspectos da sala de aula que mais contribuíram para a construção desse conhecimento. Permitiu inferir também que o professor tem papel fundamental nesse processo. Entre as contribuições oferecidas por este estudo está o conjunto de princípios que subjaz à construção do conhecimento acima referido / Abstract: One of the greatest problems teachers and students face when teaching and learning a foreign language concerns vocabulary acquisition. After meeting certain words in books and/or class activities, students are not able to use these words again. Although teachers realize they should do something to help their students, they seem not to know how to deal with this problem; the ones who attempt very often feel they are falling back on audiolingual practices. Researchers have long tried to build a theory to fill this gap, and much has already been done, but, so far, few professionals have shown how to produce knowledge with the knowledge acquired from research, specially how to approach theory-based vocabulary activities in a communicative way. Aiming at reducing this gap, the objective of this study was to investigate the vocabulary learning process of a group of Brazilian university students using an English for Specific Purpose material produced not only to enable the development of the reading skill but also to help learners be aware of the aspects involved in knowing a word so that they could continue building their lexical knowledge autonomously. The material designed for the course included both reading activities and activities which focused on systematizing vocabulary teaching and learning, all of which based on the rich concept of vocabulary acquisition, proposed by Richards (1976) and extended by Scaramucci (1995). Quantitative and qualitative data were collected. The former were obtained in two sets of six vocabulary knowledge scales, accomplished by the participants at two distinct points in time. Their answers were compared and statistically analyzed with the use of Friedman test and t-test techniques. Results have shown that at the end of the intervention students knew a significantly higher number of words than they did at the beginning of the course. Qualitative data were collected with the use of three different types of research instruments: a questionnaire, diaries and classroom observation. Qualitative analysis allowed inferring that the interaction promoted by the material was one of the aspects which most contributed to the building of this knowledge. Similarly important was the role of the teacher in this process. Among the contributions offered by this research is a set of principles that seemed to have underlain these students¿ vocabulary acquisition / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

Art-oriented pedagogical approaches have been successfully applied to optics and photonics education. We will describe how art-based programs that incorporate a Visual Thinking Strategies (VTS) approach can be used by optics and photonics educators. VTS encourages both a deep appreciation of the content of optics images and phenomena and a highly participatory approach to understanding them. This type of approach has been used by the authors in a variety of educational settings including teacher professional development workshops, museum and science center-based programs, after school programs and in two-week intensive summer academies for students. These approaches work well with multiple age groups including primary and secondary grade students, university students, and adults who may have little apparent connection to optics and photonics. This art-science hybrid approach can be used by university professors, optics/ photonics professionals who do public programs, museum educators, and classroom science teachers.

After careful review of English for Specific Purposes (ESP) and English for Medical Purposes (EMP) literature, I assisted in the development of a curriculum for an ESP Certified Nursing Assistant (CNA) Preparation course. The course participants were non-native English speaking employees of Utah Valley Regional Medical Center (UVRMC), currently working in the department of housekeeping, wanting to further their employment opportunities. The ESP CNA Preparation course was 12 weeks duration, three days per week, 5:30 pm – 7:00 pm. My contribution to the curriculum was the development of teaching materials and methods and I used two guiding questions to assist in the development of the materials: • What form should effective materials take for an ESP CNA preparation course? • How effective were these materials? From all the ESP / EMP related literature that I reviewed, I found three studies (Orr, 2002; Bosher & Smallkowski, 2002; Dias, 1999) that had a strong emphasis, closely related to our curriculum, on different aspects of materials development. The literature provided a basis for the outline of materials to be developed for the ESP CNA Preparation course. An in-depth needs and situational analysis, close observation of the CNA course and ongoing Teaching English to Speakers of Other Languages (TESOL) coursework, added to the basis established from the review of literature. The CNA course gave the project team opportunities to observe what English skills a non-native English speaker (NNES) would need to participate appropriately, and with different people observing we gathered different perspectives. The materials development process reviews the types (e.g., lesson plans, activities, worksheets, audio etc) and purpose of materials developed. After two week increments of the ESP CNA Preparation course, I critically reviewed the things that I learned from the use of my materials (e.g., lesson plan format, time allocations, teaching methodology, materials that did not enhance language skills etc). My materials went through a refining process. Three things I learned from this project are: • To teach an effective ESP curriculum, an ESL and a content expert are required. • Materials developed for an ESP course come from a variety of sources. • The development of materials is a progressional process.

A úlcera de pressão é um ferimento que acomete grande número de pessoas hospitalizadas, incapacitadas de movimentação e os idosos. As alterações fisiológicas do envelhecimento seja no sistema cardiocirculatório, respiratório, renal ou no próprio sistema nervoso central, são as responsáveis pela maior predisposição dos idosos a complicações durante a hospitalização. A idade avançada é um dos fatores importantes no desenvolvimento da úlcera de pressão, pois ocorrem muitas mudanças, como o achatamento da junção entre a derme e a epiderme, menor troca de nutrientes, menor resistência à força de cisalhamento, diminuição da capacidade de redistribuir a carga mecânica da pressão. A úlcera de pressão pode ser definida como uma área localizada de necrose celular que tende a se desenvolver quando o tecido mole é comprimido entre uma proeminência óssea e uma superfície dura por um período prolongado de tempo. O tratamento para esse problema é difícil devido ao custo, ao tempo necessário para a cicatrização, aos constantes cuidados e deve proteger a ferida, ser biocompatível e fornecer uma hidratação ideal. Os biomaterias, entre eles, a quitosana apresenta características próprias para um curativo numa lesão grave. O objetivo desse trabalho foi preparar um curativo à base de quitosana que apresente propriedades adequadas ao tratamento de ferimentos relacionados à lesão de pele. O curativo foi obtido a partir da solução de quitosana, um polímero proveniente da quitina, que é encontrada principalmente em cascas de camarões, lagostas e insetos, sendo seco em estufa ou liofilizado, com ou sem suporte mecânico, em diferentes concentrações (1,2,3 e 6%), e em associação com outras substâncias. As membranas com melhores características mecânicas foram aquelas secas por liofilização, com suporte mecânico. Dessas, a que teve uma maior absorção de solução fisiológica 0,9% foi a membrana de quitosana a 1%, liofilizada com poliéster, que apresentou também, a melhor característica física sensorial e melhor preço. A fotomicrografia mostrou que as membranas com maior retenção de líquido apresentaram os maiores poros. Foi obtido, assim, curativos com as qualidades propostas no presente trabalho. / The pressure ulcer is a wound that commits a great number of hospitalized people, people disabled of movement and the elders. The main important factorsthat contribute to the elder\'s predisposition to clinical complications are physiological alterations in the aging process involving the cardiovascular system, respiratory, renal ou even in the central nervous system. The advanced age is one of the important factors in the development of the pressure ulcer therefore many changes may occur such as dermis and epidermis junction f1attening, nutrients decrease exchange, shear force decrease resistance and reduction of the capacity to redistribute the pressure mechanical load. The pressure ulcer may be defined as a cellular necrosis area that tends to develop when the soft skin tissue is compressed over a bony proeminence over a long period of time. The main reasons the treatment is so difficult are as follows: time necessary for scarifying process, constant care and wound protection, must be biocompatible and must provide ideal moisturizing. Biomaterials such as chitosan, presents optimal characteristics for a curative in acute lesions. In this present work the objective was the development of a chitosan made of curative that had adequate properties for treatmente of skin lesion related wounds. The curative was obtained from a chitosan solution which is a polymer obtained from chitin (which is commonly found in shrimp, lobsters and insect shells) and can be both heat-dried or lyophilized, with ou without mechanical support structure, in different solutions concentrations (1, 2, 3 and 6%) and also in association with other substances. The membranes with the best mechanical characteristics where those dried by lyophilization and with mechanical support structure. In this group the one that had the best physiological solution 0,9% absorption was the chitosan 1% lyophilized with polyester that also presented the best physical-sensorial characteristics and best price. The photomicrography showed that membranes with greater liquid retention presented the best pore size. This way, curatives where then obtained with the qualities proposed by this presente work.

A úlcera de pressão é um ferimento que acomete grande número de pessoas hospitalizadas, incapacitadas de movimentação e os idosos. As alterações fisiológicas do envelhecimento seja no sistema cardiocirculatório, respiratório, renal ou no próprio sistema nervoso central, são as responsáveis pela maior predisposição dos idosos a complicações durante a hospitalização. A idade avançada é um dos fatores importantes no desenvolvimento da úlcera de pressão, pois ocorrem muitas mudanças, como o achatamento da junção entre a derme e a epiderme, menor troca de nutrientes, menor resistência à força de cisalhamento, diminuição da capacidade de redistribuir a carga mecânica da pressão. A úlcera de pressão pode ser definida como uma área localizada de necrose celular que tende a se desenvolver quando o tecido mole é comprimido entre uma proeminência óssea e uma superfície dura por um período prolongado de tempo. O tratamento para esse problema é difícil devido ao custo, ao tempo necessário para a cicatrização, aos constantes cuidados e deve proteger a ferida, ser biocompatível e fornecer uma hidratação ideal. Os biomaterias, entre eles, a quitosana apresenta características próprias para um curativo numa lesão grave. O objetivo desse trabalho foi preparar um curativo à base de quitosana que apresente propriedades adequadas ao tratamento de ferimentos relacionados à lesão de pele. O curativo foi obtido a partir da solução de quitosana, um polímero proveniente da quitina, que é encontrada principalmente em cascas de camarões, lagostas e insetos, sendo seco em estufa ou liofilizado, com ou sem suporte mecânico, em diferentes concentrações (1,2,3 e 6%), e em associação com outras substâncias. As membranas com melhores características mecânicas foram aquelas secas por liofilização, com suporte mecânico. Dessas, a que teve uma maior absorção de solução fisiológica 0,9% foi a membrana de quitosana a 1%, liofilizada com poliéster, que apresentou também, a melhor característica física sensorial e melhor preço. A fotomicrografia mostrou que as membranas com maior retenção de líquido apresentaram os maiores poros. Foi obtido, assim, curativos com as qualidades propostas no presente trabalho. / The pressure ulcer is a wound that commits a great number of hospitalized people, people disabled of movement and the elders. The main important factorsthat contribute to the elder\'s predisposition to clinical complications are physiological alterations in the aging process involving the cardiovascular system, respiratory, renal ou even in the central nervous system. The advanced age is one of the important factors in the development of the pressure ulcer therefore many changes may occur such as dermis and epidermis junction f1attening, nutrients decrease exchange, shear force decrease resistance and reduction of the capacity to redistribute the pressure mechanical load. The pressure ulcer may be defined as a cellular necrosis area that tends to develop when the soft skin tissue is compressed over a bony proeminence over a long period of time. The main reasons the treatment is so difficult are as follows: time necessary for scarifying process, constant care and wound protection, must be biocompatible and must provide ideal moisturizing. Biomaterials such as chitosan, presents optimal characteristics for a curative in acute lesions. In this present work the objective was the development of a chitosan made of curative that had adequate properties for treatmente of skin lesion related wounds. The curative was obtained from a chitosan solution which is a polymer obtained from chitin (which is commonly found in shrimp, lobsters and insect shells) and can be both heat-dried or lyophilized, with ou without mechanical support structure, in different solutions concentrations (1, 2, 3 and 6%) and also in association with other substances. The membranes with the best mechanical characteristics where those dried by lyophilization and with mechanical support structure. In this group the one that had the best physiological solution 0,9% absorption was the chitosan 1% lyophilized with polyester that also presented the best physical-sensorial characteristics and best price. The photomicrography showed that membranes with greater liquid retention presented the best pore size. This way, curatives where then obtained with the qualities proposed by this presente work.