Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-14T15:36:10Z No. of bitstreams: 1 DISS_2015_Renata Silva Siqueira.pdf: 2459051 bytes, checksum: 850aefc2a5fe669c3012e910845124bf (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-16T10:25:31Z (GMT) No. of bitstreams: 1 DISS_2015_Renata Silva Siqueira.pdf: 2459051 bytes, checksum: 850aefc2a5fe669c3012e910845124bf (MD5) / Made available in DSpace on 2017-02-16T10:25:31Z (GMT). No. of bitstreams: 1 DISS_2015_Renata Silva Siqueira.pdf: 2459051 bytes, checksum: 850aefc2a5fe669c3012e910845124bf (MD5) Previous issue date: 2015-02-10 / CAPES / Esta pesquisa tem por objetivo investigar e discutir as práticas e as concepções dos docentes de uma escola pública municipal de Cuiabá-MT. Para tanto, recorremos aos pressupostos teóricos de Bakhtin e o Círculo (1929; 1952-53; 1970-1971/1979; 1974/1979) que abordam a linguagem como um processo sócio-histórico-cultural, aliado à teoria de aprendizagem e desenvolvimento humano de Vygotsky (1930; 1934). Além desses autores, também compõem o referencial teórico deste trabalho as discussões sobre Letramento Crítico que tem como base teórica Freire (1987), The New London Group (1996, 2012), Cassany (2005), Pereira (2010 e 2012) e Paes de Barros (2012, 2014) entre outros. Procuramos, então, conhecer as concepções dos docentes acerca da leitura e do letramento e proporcionar através das interações entre os sujeitos professores/pesquisadores do grupo de estudo, subsídios para reflexões sobre a sua prática. Para tanto, realizamos encontros reflexivos-críticos com os docentes, sujeitos da pesquisa. Nesse contexto, coletamos os dados desta por meio de gravação de áudio e vídeo. A interação proporcionou momentos de aprendizagem entre os pares participantes. As reflexões sobre as práticas pedagógicas, leitura e letramento e as considerações sobre ensino-aprendizagem no contexto da Escola, proporcionaram momentos de profundas percepções sobre a responsabilidade social dos docentes. Nesse sentido, nossa pesquisa participa de um processo importante, a reflexão crítica. Os dados também revelam a importância de se repensar os cursos de formação docente, visto que a mudança perpassa por um processo significativo de reflexão, intervenção crítica e transformação/emancipação do sujeito. / This research aims to investigate and discuss the practices and the conceptions of teachers of a municipal public school of Cuiabá-MT. In order to this, we resorted to the theoretical assumptions of Bakhtin and the Circle (1929; 1952-53; 1970-1971/1979; 1974/1979) whose approach the language as a socio-historical-culture process, associated with the learning and human development theory of Vygotsky (1930; 1934). In addition to these authors, also compound the theoretical framework of this study the discussions about Critical Literacy whose has as theoretical basis Freire (1987), The New London Group (1996, 2012), Cassany (2005), Pereira (2010 e 2012) and Paes de Barros (2012, 2014), among others. We searched, then, to know the conceptions of teachers with respect to reading and literacy and provide by means of the interactions between the subjects teachers/researchers of the study group, subsidies for reflections on their practice. For this, we conducted reflexive-critical meetings with the teachers, subjects of the research. In this circumstance, we collected the data of this work by means of audio recording and video. The interaction provided moments of learning among the participating pairs. The reflections on pedagogical practices, reading and literacy and considerations on teaching and learning in the context of the School, offered moments of deep perceptions about the social responsibility of teachers. In this sense, our research participates in an important process, the critical reflection. The data also show the importance of rethinking on the teacher training courses, once the change pass by a significant process of reflection, critical intervention and transformation/emancipation of the subject.

In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-21T18:32:37Z No. of bitstreams: 1 TesePOL.pdf: 3203228 bytes, checksum: 1a3d1d06141f013d2d39368d80fd729c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-23T18:29:41Z (GMT) No. of bitstreams: 1 TesePOL.pdf: 3203228 bytes, checksum: 1a3d1d06141f013d2d39368d80fd729c (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-23T18:29:48Z (GMT) No. of bitstreams: 1 TesePOL.pdf: 3203228 bytes, checksum: 1a3d1d06141f013d2d39368d80fd729c (MD5) / Made available in DSpace on 2016-09-23T18:29:55Z (GMT). No. of bitstreams: 1 TesePOL.pdf: 3203228 bytes, checksum: 1a3d1d06141f013d2d39368d80fd729c (MD5) Previous issue date: 2016-02-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This study investigates the pedagogical practices of four EFL public school teachers, when these professionals make use of teaching materials in their classrooms. In their own voices and guided by their own experiences, these teachers were asked to characterize and report how they handle materials while teaching their students. The roles represented by these materials according to the observed practices were also discussed and analyzed in this dissertation, and distilled into metaphors. In order to better understand the relationship between teachers’ practices and teaching materials, the researcher made use of stimulated recall sessions and a reflective interview. These tools were crucial to this research, as they gave the teachers the opportunity to revisit pedagogical practices. This study is ethnographic-based within a qualitative-interpretive paradigm. According to the data presented in this dissertation, we can infer that stimulated recall sessions and a reflective interview were invaluable resources for this research, as both of them contributed to the reflection process, helping teachers to (re)think their own practices and the roles they have in the classroom as professionals. This dissertation also tries to knit together studies related to teacher preparation and teaching materials, as this combination still remains a gap in the teacher education area. Another gap, which this dissertation attempts to address, is the lack of studies that have given voice to teachers, in order to understand their own perspectives on teaching materials. For future research, we would like to deepen and better investigate and undertake studies which focus is on the combination of teacher preparation and teaching materials (conceptualizations and uses), according to teachers’ and also students’ voices. / Este estudo investiga a prática pedagógica de quatro professores de inglês como língua estrangeira (LE), da rede pública de ensino, ao utilizarem materiais didáticos (MDs) em suas práticas de sala de aula. De acordo com suas próprias vozes e guiados por suas próprias experiências, solicitamos a esses professores que caracterizassem os MDs disponíveis em suas práticas pedagógicas e reportassem como eles lidam com esses recursos enquanto ensinam a seus aprendizes. Os papéis representados por esses materiais, com base nas práticas observadas também foram discutidos e analisados nesta tese, à luz das metáforas. Para melhor compreendermos a relação entre as práticas dos professores e o MDs, fizemos uso de sessões de visionamento (SV) e de entrevista reflexiva (ER). Esses instrumentos foram cruciais para esta pesquisa, proporcionando aos professores a oportunidade de revisitar suas práticas pedagógicas. Esta pesquisa é uma investigação qualitativa-interpretativa de base etnográfica. De acordo com os dados apresentados nesta tese, podemos inferir que as sessões de visionamento e a entrevista reflexiva foram ferramentas essenciais para este estudo, pois ambas contribuíram para o processo reflexivo, auxiliando professores a (re)pensar suas práticas e os papéis que eles desempenham em sala de aula como profissionais de ensino. O trabalho em questão busca entrelaçar os estudos sobre a preparação de professores e os materiais didáticos, especialmente por essa combinação ainda revelar-se como uma lacuna na área de formação de professores. Outra lacuna, que esta pesquisa tenta contemplar, é a falta de estudos que dão vozes aos professores, na tentativa de entender suas próprias perspectivas com relação à temática dos materiais didáticos. Para pesquisas futuras, gostaríamos de aprofundar e melhor investigar os estudos cujo foco interliga a preparação de professores e os MDs (caracterizações e usos), de acordo com as vozes dos professores e também dos aprendizes.

Submitted by ANDERSON BOMBARDA null (andersonbombarda@bol.com.br) on 2018-03-16T17:16:38Z No. of bitstreams: 2 Dissertação-de-Mestrado PDF.pdf: 961077 bytes, checksum: aebef85e621f39df64de2d6a11544e3a (MD5) Dissertação-de-Mestrado PDF.pdf: 961077 bytes, checksum: aebef85e621f39df64de2d6a11544e3a (MD5) / Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-03-16T18:14:23Z (GMT) No. of bitstreams: 1 bombarda_a_me_arafcl.pdf: 961077 bytes, checksum: aebef85e621f39df64de2d6a11544e3a (MD5) / Made available in DSpace on 2018-03-16T18:14:23Z (GMT). No. of bitstreams: 1 bombarda_a_me_arafcl.pdf: 961077 bytes, checksum: aebef85e621f39df64de2d6a11544e3a (MD5) Previous issue date: 2018-01-25 / O presente trabalho objetivou, através de pesquisa qualitativa, problematizar o papel da escola e do docente para a construção de uma educação autônoma, opondo-se às heteronomias formativas do sistema capitalista, criador de desigualdade através do processo hegemônico burguês. Como referência teórica para a categoria de análise, apropriamo-nos dos embasamentos de Kant e Paulo Freire, realizando convergências entre ambos, para compreender os mecanismos inerentes para uma educação que esteja estruturada sobre os preceitos autônomos. Como contribuições e possibilidades, apropriamo-nos do projeto educacional de Gramsci, trazendo em sua tônica a escola “unitária” como uma concebível resolução para os antagonismos existentes frentes à edificação da autonomia, criando uma linha tênue entre onilateralidade e autonomia. / The present work aimed, through qualitative research, to problematize the role of the school and the teacher for the construction of an autonomous education, opposing the formative heteronomies of the capitalist system, creating inequality through the bourgeois hegemonic process. As a theoretical reference for the category of analysis, we take the basics of Kant and Paulo Freire, making convergences between the two, to understand the inherent mechanisms for an education that is structured on the autonomous precepts. As contributions and possibilities, we take Gramsci's educational project, bringing in its tonic the "unitary" school as a conceivable resolution to the existing antagonisms towards the construction of autonomy, creating a tenuous line between onilaterality and autonomy.

Made available in DSpace on 2014-12-17T14:36:25Z (GMT). No. of bitstreams: 1 MariaGPB_DISSERT.pdf: 3015333 bytes, checksum: 2533142aa333691e8e57bbabaea19ad5 (MD5) Previous issue date: 2010-07-14 / This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMA??O Universidade Estadual do Rio Grande do Norte / Campus Avan?ado Professor Jo?o Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarc?o (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoforma??o, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training / Este estudo investigou a contribui??o do est?gio supervisionado para a forma??o reflexiva dos graduandos em servi?o do curso de Pedagogia do Programa de Forma??o Profissional para a Educa??o B?sica PROFORMA??O, da Universidade do Estado do Rio Grande do Norte / Campus Avan?ado Jo?o Ismar de Moura CAJIM, da cidade de Patu / RN. Com base nos estudos de Schon (2000), Alarc?o (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina(2008) entre outros adotamos um referencial te?rico que v?m se debru?ando sobre estudos relativos a forma??o reflexiva do professor, na perspectiva de tamb?m contribuir para a profissionaliza??o docente. O estudo se insere na abordagem qualitativa da pesquisa colaborativa. No processo, foram utilizados os seguintes instrumentos e procedimentos de constru??o dos dados: entrevista individual e coletiva, sess?o reflexiva, observa??o, videoforma??o, material prescrito, documentos pessoais. A relev?ncia da presente pesquisa est? em evidenciar a contribui??o da perspectiva reflexiva no exerc?cio da doc?ncia para os saberes dos professores, a valoriza??o profissional docente, a rela??o teoria-pr?tica, o trabalho coletivo, a escola e universidade como espa?o de forma??o cont?nua. Os achados apontam que: a) o est?gio para quem j? ? docente passa a ser uma investiga??o da a??o docente, buscando (re)significa??es das pr?ticas; b) o est?gio ainda apresenta-se como atividade limitada para aplicabilidade das teorias estudadas, da? a necessidade de rela??es dialogais entre teoria e pr?tica nos cursos de forma??o, sendo necess?ria a sua ressignifica??o; c) mesmo vivenciando uma forma??o em servi?o, as professoras-alunas ainda carecem de elementos que lhes possibilitem relacionar teoria e pr?tica, embora compreendam a sua import?ncia; d) a discuss?o colaborativa pode ser uma estrat?gia que se implementada e incentivada, poder? vir as ser uma alternativa para a consolida??o da forma??o reflexiva; e) ? importante a atua??o coletiva dos professores no espa?o da escola e da universidade, como oportunidade de evolu??o do processo reflexivo; f) as alunas-professoras ainda n?o compreendem o que seja reflex?o e n?o a vivenciam, mas percebem a sua necessidade para o mudar o pensamento e a forma de agir; g) h? conflitos entre os saberes docentes das alunas-professoras e as a??es constitutivas do real, gerando contradi??es entre o dizer e o fazer formativo

O Brasil possui a maior parte de suas terras em clima tropical. Sendo a cobertura o elemento construtivo mais exposto à radiação solar direta, toma-se um desafio aos pesquisadores e projetistas, atenuar as temperaturas nas coberturas das edificações e contribuir para o uso racional de energia. O objetivo desta pesquisa é monitorar o desempenho térmico de coberturas de fibrocimento em_ células-teste na cidade de Campinas, SP, com aplicação de técnicas passivas de resmamento. Utilizaram-se quatro células-teste: uma célula-teste de referência, e outras três com os sistemas: evaporativo, radiante e reflexivo, respectivamente, e monitoramento das temperaturas superficiais internas das telhas (TT' s) e temperaturas do ar dos áticos (T AA' s), no período de 21 de janeiro a 9 de fevereiro de 2006. Para o sistema de resmamento evaporativo foram utilizados ciclos de aspersão com diferentes intervalos no período todo. Entre as técnicas monitoradas, o melhor comportamento térmico foi verificado no 2° período (de 26 a 30/jan com aspersão contínua) na temperatura da superficie interna da telha do sistema evaporativo (TTevap = 23,2°C) apresentando um decréscimo de 1,3°C em relação a célulateste de referência e um acréscimo de 0,1 °C em relação as médias da temperatura do ar para o período. Nas médias da temperatura do ar dos áticos, o 2° período apresentou os menores valores para os sistemas: reflexivo (TAArefl =23,4°C) e evaporativo (TAAevap = 23,5°C), apresentando uma atenuação de 0,5°C e 0,4°C em relação a célula de referência respectivamente, além de uma elevação de 0,3°C em relação as médias da temperatura do ar externo. Os resultados, analisados através de tratamento estatístico, demonstram a viabilidade do uso do sistema evaporativo em condições climáticas de elevada umidade relativa do ar, contribuindo para atenuar os efeitos das hostilidades climáticas em coberturas das edificações._________________________________________________________________________________________ ABSTRACT: In Brazil, the tropical climate is predominant in most of regions. Roofing is the building component with the highest exposition to direct solar radiation. The challenge for researchers and designers is to achieve cornfort in the built environrnent and to contribute to energy saving, proposing roofing systems with good thermal insulation, and consequently lesser internal surface temperatures. The objective of this research is to monitor the thermal behavior of fiber-cement roofing and to present a discussion about the results obtained in cell-tests in the city of Campinas, SP, through passive cooling techniques. Four cell-tests were used: one cell-test was adopted as reference, and the other three were analyzed with evaporative, radiative and reflective systems, respectively. The evaporative system was tested with different aspersion cycles through spraying systems and intervals. The monitored parameters were the internal surface temperatures of the roofing tiles (TT s) and attic air temperatures (TAA's) in the period of January 21st to February 9th of2006. Among the monitored passive techniques, the best thermal behavior was observed in the 2nd period (iTom January 26th to 30th, corresponding to continue spraying), related to the internal surface temperature with the evaporative system (TTevap = 23,2°C). A reduction of 1,3°C was observed, as compared to the reference test-cell and and an increase of 0,1 °C in comparison with the average air temperature. In relation to the average of attic air temperature, the 2nd period presented the lowest temperature for reflexive system (T AArefl = 23,4°C) and evaporative system (TAAevap = 23,5°C); a reduction of 0,5°C and 0,4°C in relation of the reference test-cell respectively was observed; also, it showed an increase of 0,3°C as compared with air temperature. The results presented through statistical analyses demonstrated that the use of the evaporative system in climatic conditions with high relative humidity is viable, contributing, therefore, to attenuate the effects of climatic hostilities in the roofing buildings.

Orientador: Cláudio Kitano / Banca: Mauro Henrique de Paula / Banca: Aparecido Augusto de Carvalho / Resumo: A interferometria a laser é uma técnica consolidada para a caracterização de atuadores piezoelétricos. No entanto, este método requer um alinhamento óptico preciso e uma operação meticulosa. Há um grande interesse no desenvolvimento de sistemas de medição de deslocamento e vibração usando sensores reflexivos em fibra óptica devido a sua inerente simplicidade, tamanho reduzido, largura de banda ampla, limite de detecção extremamente baixo e capacidade de realizar medições sem contato ou afetar o sistema a ser ensaiado. Neste trabalho apresenta-se um arranjo simples do sensor reflexivo para se atingir resolução sub-micrométrica, utilizando-se fibras e componentes ópticos de baixo custo e circuitos eletrônicos simples. O sistema é constituído por duas fibras ópticas adjacentes (uma transmissora e outra receptora) e com extremidades emparelhadas, posicionadas na frente de uma superfície reflexiva vibratória. A luz proveniente de uma fonte óptica (no caso um laser) é acoplada à fibra transmissora e parte dos raios refletidos pela superfície móvel é capturada pela fibra receptora, que conduz a luz para um fotodetector. A tensão de saída do fotodetector é função da distância entre as extremidades das fibras e a superfície reflexiva. Apresenta-se uma formulação teórica da função de intensidade óptica refletida no plano a uma distância qualquer, juntamente com comparações entre características experimentais e teóricas do sensor reflexivo. Finalmente, atuadores piezoelétricos flextensionais, projetados com o método de otimização topológica, são caracterizados experimentalmente através da medição de seus deslocamentos sub-micrométricos, utilizando o sensor reflexivo. As respostas em freqüência dos piezoatuadores flextensionais são levantadas e o fenômeno de erro de trajetória e linearidade são discutidos. / Abstract: The laser interferometer method is a well-established technique for the characterization of piezoelectric actuators. However, this method requires precise optical alignment and meticulous operation. There is great interest in developing displacement and vibration measurement systems using reflective fiber optic displacement sensors (RFODS) because of their inherent simplicity, small size, wide frequency range, extremely low displacement detection limit, and ability to perform measurements without contact or affecting the vibrating system. This work presents a simple arrangement of RFODS to achieve sub-micrometer resolution, using low-cost fibers and optical components, and simple electronic circuits. The system is composed of two adjacent transmitting and receiving fibers at one end, located in front of a reflecting vibrating surface. The transmitting fiber is connected to a laser source, and part of the reflected rays by the moving surface is captured by the receiving fiber, which is connected to a light detector. The output voltage is a function of the distance between probe and vibrating surface. A theoretical formulation of the reflected light intensity function at distal end plane is presented, together with comparisons of experimental and ideal RFODS characteristics. Finally, piezoelectric flextensional actuators (PFAs), designed with the topology optimization method, are experimentally characterized by the measurement of their sub micrometric displacements using a RFODS. The frequency responses of the PFAs are evaluated, and the tracking error phenomenon and linearity are discussed. / Mestre

Esta pesquisa reporta-se ao problema descrito na literatura científica como o “fracasso do ensino do cálculo”. Propusemos conhecer as noções que alunos da disciplina Cálculo Diferencial e Integral apresentam sobre limite, e também como a qualidade dessa noção ou conceito afeta a elaboração de noções sobre derivadas e integrais. Para obter essas noções, objetos de aprendizagem foram criados e disponibilizados online, em páginas de um site com domínio privado, mas de acesso aberto. Cada objeto de aprendizagem foi elaborado contendo uma situação-problema referente aos applets de cada página e um espaço de registro de respostas. Os applets abordam situações que permitem o estudo de limites, derivadas e integrais; foram elaborados no Geogebra. Os espaços de registro de respostas foram elaborados com tecnologia Google e incorporados à página do site. A metodologia consistiu na aplicação de atividades na disciplina Cálculo Diferencial e Integral. Nelas interagiram alunos e OA. As aplicações foram realizadas nas três unidades da disciplina. Para a complementação e investigação, foram feitas entrevistas inspiradas no método clínico piagetiano. Tanto os registros de respostas, quanto as entrevistas, foram autorizadas com a assinatura do termo de consentimento livre e esclarecido. Fundamenta-se a análise das respostas na Epistemologia Genética; em especial, na abstração reflexionante. A escolha deu-se devido ao caráter explicativo dessa teoria da gênese do conhecimento matemático. Os resultados demonstram que conhecimentos foram construídos em situação de interação entre alunos e OA. Várias noções foram registradas. Constatou-se, inclusive, conceituação de limite, de derivada e integral definida. Foi possível, a partir dos conhecimentos e noções apresentadas, estabelecer relações lógicas entre esses conhecimentos e, posteriormente, observar grupos com desenvolvimento cognitivo compatíveis com as relações lógicas apresentadas. O OA, com tecnologia Geogebra e Google, mostrou-se como um importante instrumento nos processos de desenvolvimento e aprendizagem do conceito de limite e dos demais conceitos da disciplina Cálculo Diferencial e Integral. Mostrou-se também como um importante instrumento para a avaliação no ambiente escolar a partir dos registros coletados. / This research refers to the problem described in the scientific literature as the "failure of calculus teaching". We propose to know the notions that students of the discipline Differential and Integral Calculus present on limit, and also how the quality of this notion or concept affects the elaboration of notions about derivatives and integrals. To get these notions, learning objects were created and made available online, on pages of a privately-owned, but open-access site. Each learning object was elaborated containing a problem situation regarding the applets of each page and a space of record of answers. The applets approach situations that allow the study of boundaries, derivatives and integrals; Were developed in Geogebra. Response log spaces were crafted using Google technology and embedded into the site page. The methodology consisted of the application of activities in the discipline Differential and Integral Calculus. In them they interacted students and OA. The applications were carried out in the three units of the discipline. For the complementation and investigation, interviews were made inspired by the Piagetian clinical method. Both the response records and the interviews were authorized with the signing of the informed consent form. It is based the analysis of the answers in the Genetic Epistemology; In particular, in reflective abstraction. The choice was due to the explanatory character of this theory of the genesis of mathematical knowledge. The results demonstrate that knowledge was built in a situation of interaction between students and OA. Several notions were recorded. It was also found a concept of limit, derivative and definite integral. It was possible, based on the knowledge and notions presented, to establish logical relations between these knowledges and, later, to observe groups with cognitive development compatible with the presented logical relations. The OA, with Geogebra and Google technology, proved to be an important instrument in the development and learning processes of the concept of boundary and other concepts of the Differential and Integral Calculus discipline. It was also shown as an important instrument for the evaluation in the school environment from the collected records.

The Dignity of Imagination. Alexander Baumgarten and the Context ofthe Birth of Aesthetics”. The paper deals with the role of imagination in the disciplinaryconstitution of Aesthetics. For this purpose it is divided into three sections:the first one focuses on showing how imagination acquires a certain dignity at aspecific moment in the history of western thought; the second section shows howthis new status will allow, within the special historical context of Enlightenment,the birth of aesthetic reflection lead by Alexander Baumgarten. The third sectionof this paper focuses on showing how the aesthetic perspective implies decidedlychoosing to give reflexive sensitivity a significant spot within the comprehensionthat man has of himself and of the world in which he is immersed. / El artículo trata del rol de la imaginación en la constitución disciplinariade la Estética. Presenta tres partes: la primera se concentra en mostrar de quémanera la imaginación adquiere dignidad en determinado momento de la historiadel pensamiento occidental; la segunda parte muestra cómo este nuevo estatuspermitirá, dentro de un contexto histórico especial, la Ilustración, el nacimientode la reflexión estética de la mano de Alexander Baumgarten. La tercera parte seconcentra en mostrar cómo la perspectiva estética implica una decidida opción pordarle a la sensibilidad reflexiva un significativo lugar dentro de la comprensiónque tiene el hombre de sí mismo y del mundo en el que está inmerso.

abstract: Based on poor student performance in past studies, the incoherence present in the teaching of inverse functions, and teachers' own accounts of their struggles to teach this topic, it is apparent that the idea of function inverse deserves a closer look and an improved pedagogical approach. This improvement must enhance students' opportunity to construct a meaning for a function's inverse and, out of that meaning, produce ways to define a function's inverse without memorizing some procedure. This paper presents a proposed instructional sequence that promotes reflective abstraction in order to help students develop a process conception of function and further understand the meaning of a function inverse. The instructional sequence was used in a teaching experiment with three subjects and the results are presented here. The evidence presented in this paper supports the claim that the proposed instructional sequence has the potential to help students construct meanings needed for understanding function inverse. The results of this study revealed shifts in the understandings of all three subjects. I conjecture that these shifts were achieved by posing questions that promoted reflective abstraction. The questions and subsequent interactions appeared to result in all three students moving toward a process conception of function. / Dissertation/Thesis / M.A. Mathematics 2014