Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-11-23Bitstream added on 2014-06-13T20:42:29Z : No. of bitstreams: 1 annibal_sf_dr_mar.pdf: 752947 bytes, checksum: 6f4957a64ae680da47552aa8e39e0740 (MD5) / Anpae / Esta tese procura discutir alguns aspectos de mediação que contribuem para a identidade do professor de português no Brasil e em Portugal. Tais aspectos estão constituídos em Subjetividade, Cotidiano, Leitura, Capital Cultural, História e Memória, Desvelo e Tecnologia. O desenvolvimento deste trabalho aborda cinco etapas: a metodológica, utilizando-se da categoria das mediações e do método narrativo; panoramas históricos da educação portuguesa e brasileira; as principais representações teóricas do campo educacional dos dois países; e, finalmente, a análise das entrevistas de quatro professores portugueses e quatro professores brasileiros. A metodologia empregada neste processo está baseada em Martín-Barbero (2001), Josso (2006), Bourdieu (1989, 1998), Chartier (2002), Certeau (1994), Nora (1993), Bakhtin (1995), Catani (1996, 2006), Nóvoa (2005), Ghiraldelli (2008), dentre outros. O resultado esperado é promover uma discussão acerca do sujeito docente de língua portuguesa em contextos lusófonos e procurar compreender a desenvoltura desses professores diante da linguagem e dos métodos de ensino a partir de sua constituição identitária. Dessa forma, procuraremos fugir dos receituários pedagógicos que prescrevem qual seria a melhor forma de se ensinar língua, mas entender como o ensino de língua se processa nessas culturas onde o professor de língua materna executa a regulação entre linguagem e sujeito, contribuindo para o estabelecimento dos sentidos da cultura. É a tentativa de mostrar o que está além dos métodos de ensino de português, mas na emissão refratada da linguagem como construtora de significados na interação entre o homem e o mundo. Identidade, muitas vezes, negligenciada pelo campo educacional, fato que pode conduzir a um reducionismo atroz do papel da língua e da linguagem. / This thesis aims to discuss some aspects of relation between subject and sense of the world. We try to understand part of identity Portuguese teacher in Brazil and Portugal. These aspects are Subjectivity, Day by Day, Reading, Cultural Capital, History and Memory, Desvelo and Technology. The development of this research discusses five stages: Methodology, using the category of mediation and narrative method; point of view about Portugal and Brazilian histories; Main representations about Portuguese and Brazilian education bibliography; finally, analysis of interviews with four Portuguese teachers and four Brazilian teachers. The methodology used in this process is based on Martín-Barbero (2001), Josso (2006), Bourdieu (1989, 1998), Chartier (2002), Certeau (1994), Nora (1993), Bakhtin (1995) Catani (1996, 2006) , Nóvoa (2005), Ghiraldelli (2008) and others. We expect some results: a discussion about Portuguese teacher in lusofono world; we want to understand like this teacher thinks the language. We do not want to teach his nothing. Only we want understand your relation to language, so we can start a true dialogue about language functions. The language is not rules, but culture and its main subject is the teacher who aspects of mediation or culture constitutions are controlled for his.

Made available in DSpace on 2016-06-02T20:02:52Z (GMT). No. of bitstreams: 1 5447.pdf: 1125898 bytes, checksum: ec38b7e797df65183e505a2977ba073a (MD5) Previous issue date: 2013-04-03 / In this paper, we defended the school's role as an institutional mediator of the media discourse. For the development of mediations, we proposed the use of traditional media and new Information and Communication Technologies (ICT) in the school environment. The need for institutional mediation of media discourse is due to the importance of the media in the formation of social representations we have about various issues, including on socio-scientific issues and also because these representations are responsible for forming our opinions. But the use of ICTs, specifically social networks of internet, is due to the importance of these new technologies in today's society and its potential for teaching, still little explored in the public schools. The social-scientific issue addressed in this paper is the nuclear issue. The choice of subject was due to his controversial aspect of public and social interest and for it has been widely reported in the media. We argue that, like all socioscientific issues, the nuclear issue should be addressed, at school, from the focus on relationships between Science, Technology, Society and Environment (STSE). We created, in internet, the social network "Thinking Physics" in order to, through the sharing of content, promote the participation of high school students from public schools in the discussion on the nuclear issue, thus contributing to the qualitative improvement of the use that young students make of social networks and to the development of technological mediations. To problematize the nuclear issue, we proposed a discussion of the agreement signed in 2010 between Brazil, Turkey and Iran, and to discuss this issue we used four videos aired by the television media and posted on YouTube. Through social networking students had access to the videos and were able to share their opinions through comments. There was broad participation of students in the social network, even though it was optional. The results show us that it is feasible to develop projects that use computers and internet even when school does not have such technology available to students and teachers. We hope this work will contribute to other teachers develop projects aimed at training students in critical and participatory, based on proposals of mediations of media discourse and thus the social networks of internet can become an effective mediation space technology. / Neste trabalho, defendemos o papel da escola como mediadora institucional do discurso midiático. Para o desenvolvimento das mediações, propusemos o uso de mídias tradicionais e de novas Tecnologias da Informação e Comunicação (TICs) no processo de educação escolar. A necessidade de mediação institucional do discurso midiático deve-se à importância da mídia na formação das Representações Sociais que temos sobre diversos assuntos, inclusive sobre temas sociocientíficos e, também, porque essas representações são responsáveis pela formação das nossas opiniões. Já o uso das TICs, mais especificamente das redes sociais da internet, deve-se à importância dessas novas tecnologias na sociedade atual e suas potencialidades para o ensino, ainda pouco exploradas na rede pública de escolas. O tema sociocientífico abordado neste trabalho é a questão nuclear. A escolha do tema se deu em virtude do seu aspecto controverso de interesse público e social. Defendemos que, assim como todos os temas sociocientíficos, a questão nuclear deve ser abordada, na escola, a partir do enfoque nas relações entre Ciência, Tecnologia, Sociedade e Ambiente (CTSA). Criamos, na internet, a rede social Pensando a Física a fim de, por meio do compartilhamento de conteúdos, promover a participação dos alunos do ensino médio de escolas públicas na discussão sobre a questão nuclear, contribuindo, desse modo, para a melhoria qualitativa dos usos que os estudantes jovens fazem das redes sociais e para o desenvolvimento de mediações tecnológicas. Para a problematização da questão nuclear, propusemos uma discussão acerca do acordo firmado, em 2010, entre Brasil, Turquia e Irã e, para discutir o assunto em questão, utilizamos quatro vídeos veiculados pela mídia televisiva e disponibilizados no YouTube. Através da rede social os alunos tiveram acesso aos vídeos e puderam compartilhar suas opiniões por meio de comentários. Houve ampla participação dos alunos na rede social, ainda que ela fosse facultativa. Os resultados obtidos mostram-nos que é viável desenvolver projetos que utilizam computadores e internet mesmo quando a escola não possui tais tecnologias à disposição dos alunos e professores. Esperamos que este trabalho contribua para que outros professores desenvolvam projetos que visem à formação de alunos críticos e participativos, a partir de propostas de mediações do discurso midiático e que, desse modo, as redes sociais da internet possam tornar-se um espaço efetivo de mediação tecnológica.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to address on the pioneering educational experiment carried out in the Community of Cerro Pelado in Uruguay, with the radio El Chasque FM, started as communication design and currently as a curricular discipline of a small rural school, which seeks in their practices encourage reflection and a real social intervention, leaving a space open to the outcrop of the feelings, thoughts, ideas and different understandings of the persons involved, about themselves, about others and about the world around them, is investigating and discussing these dynamics on the interrelationships of the various types of knowledge that arise from the integration of the areas of education and communication, educational communication. This has been shown viable tool in creating new types of learning, formal or informal, with bias more democratic, egalitarian and less hierarchical, given the plurality and cultural diversity, becoming emerging and necessary practice to be propagated, raising up possible in this process of reconstruction looks on the training of our future professionals of education-communication, the educommunicators. Therefore, we performed a case study that led to the investigation of educomunicativas practices and their possible effects and consequences that the school context. / A presente pesquisa visa tratar sobre a experiência pedagógica pioneira realizada na Comunidade de Cerro Pelado no Uruguai, com a rádio El Chasque FM, iniciada como projeto de comunicação e atualmente como disciplina curricular de uma pequena escola rural, que busca em suas práticas incitar a reflexão e uma real intervenção social, partindo de uma abertura de espaço para o afloramento dos sentimentos, pensamentos, concepções e entendimentos diversos, dos sujeitos envolvidos, sobre si mesmos, sobre os outros e sobre o mundo que os cerca, investigando-se e discutindo-se nestas dinâmicas sobre as inter-relações dos vários tipos de saberes que surgem da integração das áreas da educação e da comunicação, a educomunicação. Esta que tem se demonstrado ferramenta viável na criação de novos tipos de aprendizagem, formais ou informais, com viés mais democrático, igualitário e menos hierarquizado, atendendo a pluralidade e diversidade cultural, tornando-se prática emergente e necessária que deve ser propagada, alçando se possível neste processo a reconstrução dos olhares sobre a formação dos nossos futuros profissionais da educação-comunicação, os educomunicadores. Para tanto, executou-se um estudo de caso que propiciou a investigação das práticas educomunicativas e seus possíveis efeitos e reflexos naquele contexto escolar.

Made available in DSpace on 2014-12-17T15:08:34Z (GMT). No. of bitstreams: 1 AnaKME_DISSERT.pdf: 1295984 bytes, checksum: 98131b3cf897ae9342058b6e492f8b68 (MD5) Previous issue date: 2013-06-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Subjective and socially constructed instance, the memory is not a natural phenomenon, but an area of contention between various social organizations for control and legitimation of a past. With the development of writing and the advent of new technical devices, it creates new ways to store and transport information. The memory is no longer restricted to the limits of the here and now of the subject and undergoes transformations. In this scenario, the media start to play an important role in publicizing and construction of embodiments of memory. This study aims to analyze the conformation of the memory of political groups during the process of receiving audiovisual fiction. For this purpose, a corpus of four chapters of the soap opera Love and Revolution was used as a cognitive device for remembering. The television series, broadcast by SBT between April 2011 and January 2012, went back to the beginning and development of the military dictatorship in Brazil, in the cities of Rio de Janeiro and S?o Paulo. Three militants of various affiliations Communists who acted against the regime in Rio Grande do Norte and neighboring states, were participants in this study. Using the method of oral history, the research was divided into two stages: in-depth interviews, which dealt with the history of life of employees with the militancy in the Communist parties and other social movements, and the assistance of a drive dramatic soap opera Love and Revolution. Comparing these two phases of the study, we analyze the flow of mediations that crossed memories of militancy and media framework; shifts the narrative of remembrance during reception, and the opposition between memory and represented the experiences of the receivers / Inst?ncia constru?da subjetiva e socialmente, a mem?ria n?o ? um fen?meno natural, mas um espa?o de disputa entre v?rias organiza??es sociais pelo controle e legitima??o de um passado. Com o desenvolvimento da escrita e o advento de novos aparatos t?cnicos, criam-se novas formas de armazenar e transportar informa??es. A mem?ria deixa de ser restrita aos limites do aqui e agora do sujeito e passa por transforma??es. Nesse cen?rio, as m?dias passam a desempenhar um papel importante na publiciza??o e constru??o de enquadramentos da mem?ria. Este estudo visa analisar a conforma??o da mem?ria de grupos pol?ticos durante o processo de recep??o de fic??o audiovisual. Para tanto, um corpus de quatro cap?tulos da telenovela Amor e Revolu??o foi usado como dispositivo cognitivo para a rememora??o. A telenovela, transmitida pela emissora SBT entre abril de 2011 e janeiro de 2012, remontava o in?cio e o desenvolvimento da Ditadura Militar no Brasil, nas cidades do Rio de Janeiro e S?o Paulo. Tr?s militantes de filia??es comunistas diferentes, que atuaram contra o regime no Rio Grande do Norte e nos estados vizinhos, foram participantes desse estudo. Utilizando o m?todo da hist?ria oral, a pesquisa foi dividida em duas etapas: as entrevistas em profundidade, que tratavam da hist?ria de vida dos colaboradores com a milit?ncia em partidos comunistas e outros movimentos sociais; e a assist?ncia de uma unidade dram?tica da telenovela Amor e Revolu??o. Comparando esses dois momentos do estudo, analisamos o fluxo das media??es que entrecruzava as mem?rias da milit?ncia e o enquadramento midi?tico; os deslocamentos da narrativa de rememora??o durante a recep??o; a oposi??o entre a mem?ria representada e as experi?ncias dos receptores

Esta dissertação aborda a educação digital dentro da contemporaneidade, tendo como base dois pontos de articulação essenciais: a cibernética pedagógica e a era das redes. Traça portanto um panorama das relações pertinentes a cada um dos tópicos, fundamentando questões conceituais de relevância para o entendimento da complexidade do assunto apresentado. Para tal elenca tópicos que caracterizam as dimensões essenciais de mudanças paradigmáticas, como a sociedade na era das redes, a educação digital na era das redes, a evolução dos suportes tecnológicos com implicações paradigmáticas no campo educacional e megatendências evolutivas do conhecimento em rede. Acrescenta ainda um estudo de caso consubstanciando a validade dos tópicos apresentados do ponto de vista conceitual e prático. O trabalho desenvolve-se com base principalmente nas leituras de literatura especializada, e no registro de diversas fontes documentacionais complementares que atestam a multidimensionalidade informacional em um mundo povoado por redes de comunicação e informação. Cada fonte ao seu modo contribuiu para tecido conceitual do trabalho. A Internet foi fonte fundamental para tratar certas questões de ponta no campo da educação digital. / This dissertation presents the digital education within the contemporary times. The basis of this work comprises of two essential viewpoints: the pedagogical cybernetics and the age of networks. It also points out a panorama of the relations belonging to each topic, by establishing several relevant conceptual issues for the understanding of complexity about the topics. The study selects several topics in order to distinguish the essential dimensions in the paradigmatic changes, such as the society in the age of networks, the digital education in the age of networks, the evolution of technological instruments by considering paradigmatic implications in the educational field, and developing megatendencies of knowledge network. It still adds a case study for validating the presented topics under a conceptual and practical perspective. The discussion was based mostly in the reading of specialists literature, and in the selecting of several complementary documentation sources, which testifies the informational multidimensionality in a world of intense communication and information networks. Every source in its peculiar way provided resources for the conceptual tissue of the study. Internet was also a very fundamental source for treating some very advanced issues according to the digital education field.

L'être humain est un être social, qui ne peut pas vivre tout seul, mais dans une société basée sur un système de règles, de lois et de coutumes qui doit être respecté par toute personne. Il est difficile, par conséquent, pour toute nation de prospérer sans l’instauration et le respect de lois définissant la relation entre les individus et les institutions, et de surcroît sans clarifier les droits et les devoirs individuels. Il est très important pour chaque citoyen d’acquérir une connaissance du droit et de la culture juridique, notamment en ce qui concerne ses droits et ses devoirs. Il est même nécessaire pour chaque personne de s’initier au droit afin de bien réaliser les conséquences juridiques des actes et des comportements interdits et punissables par la loi de sorte que toute personne puisse les éviter et mieux connaître ses droits. Les méthodes éducatives peuvent jouer un rôle moteur dans l’enseignement des étudiants sur l’importance des lois sur leur construction et sur leur mise en place. Cela permet ainsi de connaître quelques textes juridiques portant sur les droits et les devoirs envers la communauté. Ces méthodes éducatives peuvent donc améliorer la prise de conscience de l’importance du droit et l’importance de le respecter en fonction de la maturité de chacun. Ainsi, la culture juridique semble devenir une exigence pour former un bon citoyen dans une communauté, de sorte que ce citoyen soit habitué à respecter les règles à travers l'enseignement et la formation acquis depuis son enfance et sa jeunesse. Ce dernier doit alors pratiquer toutes ses activités en conformité avec la Constitution et la loi, que ce soit en famille ou à l'école et il doit se soumettre à la société organisée par ces lois dans tous les domaines: sociaux, économiques et politiques... En résumé, l'enseignement du programme d'éducation juridique comme étant une activité d'accompagnement des sciences humaines fait apprendre aux étudiants beaucoup de concepts juridiques grâce à l'intégration de la technologie dans leur programme éducatif annuel. Ce programme devient alors plus efficace et améliore le niveau des élèves par la médiation et la technologie de l'information et la communication numérique intégrée. / The purpose of this study was to focuses on the Educate legal culture and civics to the first and second stages of the Egyptian secondary schools through digital mediations in teaching and integration of information and communication technology (ICT) into curriculum, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Egypt as an effective way to enhance teaching and learning. The researcher designed and produced legal culture program (Application) for Self-learning. The research instruments for the study were also developed; two pre/post achievement tests and legal attitudes test were used to collect data. The sample used in the study consisted of 90 students to form only one sample because there is no approach of the legal culture taught to the same phase. The findings of the post-test highlighted the following points: (A) Digital mediation plays an important role in the educational process as an instructional technology tool, and Human mediation plays an important new role where the role of teachers changed from lecturer to a facilitator, guide and mentor in the educational process. (B) there is a significant difference between the main score of students in the post-test and pre-test in favor of post-test in the achievement and legal attitudes test (D) The estimation of the effect sizes indication of the level of difference between the pre/ post-test scores of the samples revealed that, the effect size was large for all achievement and legal attitudes tests.In conclusions, the legal culture program (the application) provided considerable support for students in the first and second stages of the Egyptian secondary schools and helped them to improve their conceptual understanding in legal concepts, and learn about legal system of the State, in addition know about their Constitutional rights and duties.

La photographie numérique a transformé les comportements sociaux, en devenant un élément important de nos vies quotidiennes. Ne restant pas à l’écart, le milieu de l’art contemporain a suivi cette tendance. La fin des années 1960 marque l’apparition de l’art éphémère, y compris la performance. Сes courants artistiques au 20e siècle ont incité une documentation des œuvres qui est passée par la photographie. Progressivement, elle a pris une position plus forte, intervenant comme support majeur de la création artistique. En documentant ces œuvres, la dimension éphémère de la performance est remplacée par une certaine matérialité qui devient un moyen de posséder ces œuvres. Vanessa Beecroft, une artiste italienne-américaine, est un exemple parfait qui réunit ces tendances et ces paradoxes. Attaquée par les uns qui critiquent son approche qui « exploite » les femmes, elle est glorifiée comme « féministe » par les autres. Sa production artistique efface en effet les frontières entre le monde réel et l’imaginaire, ainsi qu’entre le monde de l’art légitime et celui de la culture populaire, du marché de l’art et du commerce. Dans notre mémoire, nous étudions les photographies prises pendant les performances de Beecroft en tant qu’objets indépendants, ce qui nous permet de pousser l’analyse sociologique de l’œuvre plus loin, démontrant une série de médiations qui sont au cœur de l’œuvre de l’artiste et qui créent la valeur de son œuvre. Enfin, cette analyse nous permet de placer l’œuvre de Beecroft dans un contexte du marché de l’art plus global. / Digital photography has transformed our social behaviour and has become an important part of our daily lives. The contemporary art scene also followed this trend. The late 1960s were marked by the emergence of ephemeral art practices, including performance. These twentieth-century artistic trends prompted an intensified usage of photographic documenting in art. The photographic medium has gradually become a major support for ephemeral artistic creation. The ephemeral dimension of photography has thus become more material, which has in turn allowed possessing these works of art. Vanessa Beecroft, an Italian American artist, is a perfect example of this phenomenon, as her art brings together these tendencies and paradoxes. She has been both criticized for her exploitative approach toward women who participate in her performances and glorified as a feminist artist. Her artistic production erases the boundaries between the real world and the imaginary, as well as between the world of legitimate art and that of popular culture, the art market, and commerce. In my thesis, I study the photographs taken during Beecroft’s performances as independent works of art. This allows me to push the sociological analysis further and to trace a series of mediations that are at the heart of her work and that create the value of these artworks. Lastly, this analysis places Beecroft’s work in the global context of the current art market.

La présente étude propose une analyse historique de la légende urbaine des snuff movies. En premier lieu, elle se penche sur l’émergence de cette rumeur dans le paysage médiatique américain des années 70 tout en focalisant sur certains objets filmiques l’ayant crédibilisée, principalement les stag et les mondo movies. Ce mémoire analyse par la suite l’influence majeure de deux événements sur l’implantation de la légende urbaine dans l’imaginaire collectif, soit l’assassinat de Sharon Tate et la circulation du film de Zapruder. Après avoir étudié la persistance de la rumeur, cet essai focalise sur la promotion et l’exploitation de Snuff (1976) en plus de proposer une analyse de ce long métrage. Ensuite, il se penche sur deux types de représentations du snuff dans le cinéma de fiction ainsi que leurs impacts sur l’authentification de la légende urbaine. Il est d’abord question des mises en scène du snuff dans le cinéma populaire qui s’inspirent de la rumeur pour ensuite l’actualiser. Sont ensuite étudiées les représentations du snuff à titre de faux documents, soit ces œuvres qui tentent par divers procédés de se faire passer pour de véritables films clandestins et, de ce fait, authentifient l’objet auquel ils se réfèrent. Puisque cette étude analyse l’évolution médiatique de la légende urbaine, elle se conclut sur son déplacement du cinéma vers Internet et de sa nouvelle crédibilisation grâce aux vidéos macabres, à la pornographie juvénile et au récent cas Magnotta. / The following study proposes a historical analysis of the urban legend of snuff movies. First, it examines the emergence of this rumor in the American media landscape of the 1970s, while focusing on the cinematic objects having reinforced its credibility, mainly stag and mondo movies. This memoir subsequently analyzes the major influence two events had towards implementing this urban legend into the collective imaginary, namely the assassination of Sharon Tate and the circulation of the Zapruder film. After studying the persistence of the rumor, this essay focuses on the promotion and exploitation of Snuff (1976), offering, in addition, an analysis of this feature film. Following this, this essay addresses two types of snuff representation in fiction film, as well as their impact on the authentication of the urban legend. First, there is the issue of the staging of snuff in popular cinema, taking inspiration from the rumor in order to update it in return. Secondly, is studied the representations of snuff as fake documents, namely the works attempting, through various processes, to pass for genuinely illegal films, thus authenticating the objects they are a reference to. Because this study analyzes the evolution of the media surrounding the urban legend, it concludes on its displacement from the cinema to the Internet, and the new credibility allowed by macabre videos, child pornography and the recent Magnotta case.

Orientador: Raquel Lazzari Leite Barbosa / Banca: Cecília Hanna Mate / Banca: Ivone Tambelli Schimidt / Banca: Dagoberto Buim Arena / Banca: Alonso Bezerra de Carvalho / Resumo: Esta tese procura discutir alguns aspectos de mediação que contribuem para a identidade do professor de português no Brasil e em Portugal. Tais aspectos estão constituídos em Subjetividade, Cotidiano, Leitura, Capital Cultural, História e Memória, Desvelo e Tecnologia. O desenvolvimento deste trabalho aborda cinco etapas: a metodológica, utilizando-se da categoria das mediações e do método narrativo; panoramas históricos da educação portuguesa e brasileira; as principais representações teóricas do campo educacional dos dois países; e, finalmente, a análise das entrevistas de quatro professores portugueses e quatro professores brasileiros. A metodologia empregada neste processo está baseada em Martín-Barbero (2001), Josso (2006), Bourdieu (1989, 1998), Chartier (2002), Certeau (1994), Nora (1993), Bakhtin (1995), Catani (1996, 2006), Nóvoa (2005), Ghiraldelli (2008), dentre outros. O resultado esperado é promover uma discussão acerca do sujeito docente de língua portuguesa em contextos lusófonos e procurar compreender a desenvoltura desses professores diante da linguagem e dos métodos de ensino a partir de sua constituição identitária. Dessa forma, procuraremos fugir dos receituários pedagógicos que prescrevem qual seria a melhor forma de se ensinar língua, mas entender como o ensino de língua se processa nessas culturas onde o professor de língua materna executa a regulação entre linguagem e sujeito, contribuindo para o estabelecimento dos sentidos da cultura. É a tentativa de mostrar o que está além dos métodos de ensino de português, mas na emissão refratada da linguagem como construtora de significados na interação entre o homem e o mundo. Identidade, muitas vezes, negligenciada pelo campo educacional, fato que pode conduzir a um reducionismo atroz do papel da língua e da linguagem. / Abstract: This thesis aims to discuss some aspects of relation between subject and sense of the world. We try to understand part of identity Portuguese teacher in Brazil and Portugal. These aspects are Subjectivity, Day by Day, Reading, Cultural Capital, History and Memory, Desvelo and Technology. The development of this research discusses five stages: Methodology, using the category of mediation and narrative method; point of view about Portugal and Brazilian histories; Main representations about Portuguese and Brazilian education bibliography; finally, analysis of interviews with four Portuguese teachers and four Brazilian teachers. The methodology used in this process is based on Martín-Barbero (2001), Josso (2006), Bourdieu (1989, 1998), Chartier (2002), Certeau (1994), Nora (1993), Bakhtin (1995) Catani (1996, 2006) , Nóvoa (2005), Ghiraldelli (2008) and others. We expect some results: a discussion about Portuguese teacher in lusofono world; we want to understand like this teacher thinks the language. We do not want to teach his nothing. Only we want understand your relation to language, so we can start a true dialogue about language functions. The language is not rules, but culture and its main subject is the teacher who aspects of mediation or culture constitutions are controlled for his. / Doutor

Os programas de educaÃÃo a distÃncia que utilizam tecnologias digitais constituem possibilidades pedagÃgicas cada vez mais recorrentes no contexto educacional. Evidencia-se grande expansÃo de experiÃncias de ensino a distÃncia que complementam os sistemas convencionais, bem como o surgimento de formas hÃbridas de educaÃÃo que combinam atividades presenciais e a distÃncia que promovem o intercÃmbio e a integraÃÃo dos dois tipos de sistemas. As mÃdias digitais e as ferramentas da Web 2.0, por meio de plataformas colaborativas como o Moodle, possibilitam a comunicaÃÃo, interaÃÃo, colaboraÃÃo e formulaÃÃo coletiva dos conhecimentos, transformando os tradicionais papÃis de professores e alunos. Com base nesse cenÃrio, a pesquisa procurou identificar como as tecnologias digitais e as mediaÃÃes pedagÃgicas baseadas na co-autoria potencializam os saberes colaborativos - conhecimentos, habilidades e atitudes relacionadas à colaboraÃÃo - fundamentais para a aprendizagem ao longo da vida. A abordagem teÃrica procurou explorar teorias e pesquisas sobre colaboraÃÃo e aprendizagem colaborativa; definir o conceito de saberes colaborativos e eleger, entre estes, cinco mais fortemente aplicÃveis à dinÃmica colaborativa em programas de EAD: autonomia, comunicaÃÃo e compartilhamento, exploraÃÃo e resoluÃÃo de conflitos, engajamento colaborativo e verificaÃÃo e sÃntese. Buscou ainda reaver aspectos centrais da utilizaÃÃo das tecnologias digitais na EAD, como as caracterÃsticas das mÃdias digitais, integraÃÃo multimÃdia, hipertexto, interatividade, interfaces e Web 2.0. A pesquisa teÃrica destacou os aspectos teÃricos que norteiam o conceito de mediaÃÃo pedagÃgica como diÃlogo, elaboraÃÃo simbÃlica e cultural e possibilidade de comunicaÃÃo e crÃtica. A investigaÃÃo abordou os modelos de comunicaÃÃo relativos ao uso das tecnologias na educaÃÃo, com destaque para o modelo EMEREC e os conceitos de autoria e co-autoria nos processos de ensino e aprendizagem. A pesquisa de campo foi realizada na disciplina EducaÃÃo a DistÃncia, da FACED- UFC, de agosto a dezembro de 2007, utilizando a metodologia da etnografia virtual. A anÃlise de dados està organizada em trÃs categorias: saberes colaborativos, tecnologias digitais e mediaÃÃes pedagÃgicas esteadas na autoria e co-autoria. Os resultados indicam que os saberes colaborativos sÃo vivenciados e aprimorados em contexto de utilizaÃÃo de tecnologias digitais e de mediaÃÃes pedagÃgica baseadas na autoria e na co-autoria, que precisam ser aprimoradas. Indicam, tambÃm, que as ferramentas da web 2.0, ainda que insuficientemente exploradas, favorecem e induzem Ãs prÃticas colaborativas e que as mediaÃÃes pedagÃgicas baseadas na autoria e co-autoria requerem grande investimento na formaÃÃo docente. A pesquisa sugere a definiÃÃo de polÃticas pÃblicas em gestÃo e financiamento, acesso à internet das diversas camadas sociais e formaÃÃo docente voltada para aÃÃes crÃticas e autÃnomas. / The programs of distance learning that use digital technologies constitute pedagogical possibilities more and more frequent on the educational context. It is verified great expansion of experiences in distance learning that complement conventional systems, as well as the upcoming of hybrid forms of education that combine presence activities and distance activities, which promote the interchange e the integration of both systems. The digital media and the Web 2.0 tools, by collaborative platforms such as Moodle, possibilitate the communication, interactivity, collaboration and collective formulation of knowledge, transforming the traditional roles of teachers and students. Having this scenario as basis, the research tried to identify how the digital technologies and the pedagogical mediations based on co-authorship increases the collaborative knowledges - knowledge, abilities and attitudes related to collaboration - fundamental to life long learning. The theoretical approach tried to explore theories and researches about collaboration and collaborative learning; tried to define the concept of collaborative knowledge and to elect, among these, the five concepts most applicable to the collaborative dynamic in distance learning programs (EAD): autonomy, communication and sharing, exploration and resolution of conflicts, collaborative engagement and verification and synthesis. This study searched yet to retrieve central aspects of the use of digital technologies in EAD, such as digital media characteristics, hypertext, interactivity, interfaces and Web 2.0. The theoretical research highlighted the theoretic aspects that guide the concept of pedagogic mediation such as dialogue, symbolic and cultural elaboration and possibility of communication and critic. The investigation approached the relative communication models to the use of technologies in education, highlighting the EMEREC model and the concepts of authorship and co-authorship in the processes of distance teaching and learning. The field research was done in the discipline of Distance Education, of FACED-UFC, from august to December 2007, using the methodology of virtual ethnography. The data analysis is organized in three categories: collaborative knowledges, digital technologies and pedagogical mediations supported by authorship and co-authorship. The results indicate that the collaborative knowledges are lived and improved in context of use of digital technologies and pedagogical mediations based in authorship and co-authorship, which need to be improved. Indicate also that the Web 2.0 tools, although insufficiently explored, favors and induces collaborative practices and that pedagogical mediations based in authorship and co-authorship require great investment in docent formation. The research proposes the definition of public politics in management and financing, access to internet to different social segments and teacher formation towards critic and autonomy actions.