Este trabalho caracterizou a organização do ensino dos conceitos de ângulo e de localização a partir dos documentos oficiais que norteiam o ensino da escola básica brasileira. Em conjunto com as fontes históricas de desenvolvimento desses conceitos, buscou-se uma possível influência nas dificuldades apresentadas pelos estudantes na apropriação do conceito de ângulo. Dessa forma, foram estudados os indícios do processo de significação do referido conceito, em situações de ensino desenvolvidas com crianças. Para isso, adotou-se como perspectiva teórica a Teoria Histórico-Cultural, a Teoria da Atividade e os princípios da Atividade Orientadora de Ensino na organização de ações que desenvolvem o conceito a partir de seu movimento lógico-histórico. A pesquisa empírica foi realizada com estudantes dos 4º e 5º anos do Clube de Matemática e Ciências da Faculdade de Educação da USP, por entender que esse espaço de aprendizagem é adequado para o desenvolvimento de atividades de ensino para a apropriação do conceito de ângulo, visto que as ações formativas no Clube de Matemática estão orientadas pelas mesmas bases teóricas adotadas neste trabalho. A análise de propostas curriculares governamentais, o movimento lógico-histórico do conceito apreendido em fontes bibliográficas e a Teoria Histórico-Cultural orientaram a elaboração de atividades de ensino, que foram desenvolvidas com as crianças, de modo que possibilitassem a análise de suas ações em busca de indícios de formação do conceito de ângulo. As fontes de análise dos processos de apropriação do conceito são as gravações em vídeo do desenvolvimento das atividades com as crianças. Procurou-se, a partir dessas gravações, evidenciar as ações indiciadoras da apropriação do conceito que estão presentes no que foi chamado de episódios de apropriação, formados por cenas que, de modo interdependente, o perfazem. / This study characterized the organization of the teaching of angle and location concepts from official documents that guide the teaching of Brazilian elementary school. Together with the historical sources of development of these concepts, it was sought a possible reason for the difficulties presented by the students in the angle concept appropriation. Thus, the evidences of signification process regarding this concept have been studied, in teaching situations developed with children. In order to carry out this study, the following theories have been adopted: Cultural Historical Theory, the Theory of Activity and the principles of the Teaching Orienting Activity in organizing actions that develop the concept from its logical and historical period movement. The empirical research was conducted with students from the 4th and 5th years of the Club of Mathematics and Sciences from the School Education at University of Sao Paulo, due to the fact that learning space is suitable for the development of teaching activities for the appropriation of angle concept, since the formative actions at the Math Club are guided by the same theoretical basis adopted in this study. The analysis of government curricular proposals, the logical and historical concept movement grasped in bibliographic sources and the Cultural and Historical Theory guided the preparation of teaching activities which have been developed with the children, so that they would enable the analysis of their actions and the search for evidences regarding the formation of angle concept The sources for the analysis of the concept appropriation process are the video recordings with the development of activities with the children. The purpose of such recordings was to highlight the actions which confirm that the appropriation concept that is present in what was called the episodes of the concept of acquiring, formed by scenes that interdependently, make up the revealing episode concept.

Le LAT est l'instrument principal du satellite Fermi et permet d'étudier le ciel en rayons gamma de 20 MeV à plus de 300 GeV. Sa sensibilité accrue a permis l'augmentation du nombre de sources détectées dans le domaine des hautes énergies. Une partie importante de celles-ci n'a pas de contrepartie connue et une étude multi-longueur d'onde est nécessaire afin de comprendre l'origine du signal observé. Dans un premier temps, cette thèse présente l'étude morphologique et spectrale détaillée de la source non-identifiée HESS J1745--303, qui a été découverte dans le domaine gamma par l'expérience H.E.S.S. en 2006 puis analysée spécifiquement dans un article de 2008, à l'aide des données du LAT. Deux sources ponctuelles situées à une localisation proche de HESS J1745-303 sont présentes dans le catalogue à deux ans de données de Fermi (2FGL) mais une analyse dédiée de cette région est néanmoins nécessaire vu sa complexité. Elle est en effet localisée à ~1° du Centre Galactique et à moins de 0.5° du pulsar de la Souris, les deux sources les plus brillantes en gamma dans cette région.Les différents processus d'émission de photons sont présentés dans un second temps. Leurs simulations permettent d'effectuer une étude approfondie de l'origine de l'émission détectée aux hautes et très hautes énergies par le LAT et par H.E.S.S. L'émission de cette source reste en effet encore énigmatique de nos jours et une étude multi-longueur d'onde est effectuée afin de contraindre les modèles d'émission. / The LAT is the main instrument onboard the Fermi space telescope and performs unprecedented observations of the gamma-ray sky between 20 MeV and more than 300 GeV. The number of gamma-ray sources detected has grown thanks to its high sensibility. A large part of these sources has no known counterpart and a multi-wavelength study is needed in order to understand the origin of the observed signal.This thesis presents a morphological and spectral detailed study of the unidentified source HESS J1745--303, which was discovered in gamma-rays in 2006 with the H.E.S.S. experiment, using the Fermi-LAT data. Two point-like sources, located near HESS J1745--303, are included in the Fermi Large Area Telescope Second Source Catalog (2FGL) but, due to the complexity of this region, a dedicated study of the LAT data is however needed. Indeed, its location is ~1° away from the Galactic Center source and less than 0.5° from the Mouse pulsar, the two brightest gamma-ray sources in this region.The astrophysical emission processes are then detailed. We develop an extensive code which allowed us to study the origin of the HE (High Energy) and VHE (Very-High Energy) gamma-ray emissions detected by the LAT and H.E.S.S. The emission of this source is indeed still enigmatic and we perform a mutli-wavelength study to try to constrain the emission modeling.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-05-12T14:04:15Z No. of bitstreams: 1 PDF - Marcella Luanna da Silva Lima.pdf: 5051111 bytes, checksum: 2d6c0143b6e358e6f301609c3154d1f0 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:47:00Z (GMT) No. of bitstreams: 1 PDF - Marcella Luanna da Silva Lima.pdf: 5051111 bytes, checksum: 2d6c0143b6e358e6f301609c3154d1f0 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-21T20:47:11Z (GMT) No. of bitstreams: 1 PDF - Marcella Luanna da Silva Lima.pdf: 5051111 bytes, checksum: 2d6c0143b6e358e6f301609c3154d1f0 (MD5) / Made available in DSpace on 2016-07-21T20:47:11Z (GMT). No. of bitstreams: 1 PDF - Marcella Luanna da Silva Lima.pdf: 5051111 bytes, checksum: 2d6c0143b6e358e6f301609c3154d1f0 (MD5) Previous issue date: 2015-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Our research work aimed to investigate what type of proof, mathematical demonstration and level of geometrical thinking can occur from a didactic proposal within pencil, paper and GeoGebra environments. As qualitative research and study case, we used as instruments essays with Mathematical Proof and Demonstration themes, a didactic proposal developed by a team of five people who inserted worked collaboratively in the CAPES/OBEDUC/UFMS/UEPB/UFAL Project, field notes, participant observation, audios and photos. We elaborated a didactic proposal with eighteen activities, divided into four parts, which encouraged the students to reflect, justify, prove and demonstrate. The proposal application was carried out in July 2015 with High School 2nd year students of a public school in the town of Areia, Paraíba. For such, the students organized themselves in couples and one trio and the data collection happened in three moments. In the first moment we applied the essay, revised angles, triangles and theorems with the students and worked GeoGebra application with them. In the second moment we applied Parts I and II of the proposal with eight activities on Pythagoras Theorem and three activities on Sum of the Internal Angles of a Triangle Theorem, respectively. In the third moment we applied Part III, with two questions on External Angle Theorem and Part IV, with five question to be worked with the GeoGebra application on Pythagoras Theorem and Sum of the Internal Angles of a Triangle Theorem. In our research work we analyzed the work developed by the trio of students, once they were great in responding all the questions/activities. We analyzed Activity 8 of Part I, Activity 1 and 2 of Part II and all Activities of Part IV, totalizing in eight questions. We used the triangulation method for our study case and, firstly, we traced the profiles of the trio in relation to Mathematical Proof and Demonstration. Then we investigated the geometric thinking and the mathematical proof and demonstration used by the trio of students in the pencil and paper and GeoGebra environments. For such, we used discussions around the level of geometrical thinking proposed by Parzysz (2006) and the type of proofs proposed by Balacheff (2000) and Nasser and Tinoco (2003). From our research results we could conclude that the trio of students could not develop the justifications or proofs, once they did not understand what are mathematical proof and demonstration are, in their essays they understand mathematical proofs as bimestrial evaluations applied by the mathematics teacher. Moreover, the mathematical proofs performed by these students were in accordance with naive empiricism, pragmatic proof (Balacheff, 2000) and graphic justification (Nassar and Tinoco, 2003). In this way, when we observed the students geometrical thinking (Parzysz, 2006) we noted that it fits into two levels of the non-axiomatic Geometry: the Concrete Geomety (G0) and the Spatio-Graphique Geometry (G1), once these students used drawings to justify their affirmations, as the validation of the affirmation was done by the trio. We believe that if in Mathematic classes the teachers contemplate mathematical proof and demonstration, respecting the level of education, the degree of knowledge and maturity of the students, they could strongly contribute to the process of teaching and learning Mathematics and geometrical thinking, once the students would be led to reflect, justify, prove and demonstrate their ideas. / Nossa pesquisa investigou que tipo de provas, demonstrações matemáticas e nível de pensamento geométrico de alunos do 2º Ano do Ensino Médio podem ocorrer a partir de uma proposta didática nos ambientes lápis e papel e GeoGebra. Como pesquisa qualitativa, e estudo de caso, utilizamos como instrumentos redação com o tema Provas e Demonstrações Matemáticas, proposta didática desenvolvida por uma equipe de cinco pessoas que trabalhou de forma colaborativa inserida no Projeto CAPES/OBEDUC/UFMS/UEPB/UFAL Edital 2012, notas de campo, observação participante, gravações em áudio e fotos. Elaboramos uma proposta didática com 18 atividades, dividida em quatro partes, que incentivam alunos a refletirem, justificarem, provarem e demonstrarem. A aplicação dessa proposta se deu em julho de 2015 aos alunos do 2º Ano do Ensino Médio de uma escola pública na cidade de Areia, Paraíba. Para isso, os alunos se agruparam em duplas e um trio e a coleta dos dados se deu em três momentos. No primeiro momento, aplicamos a redação, revisamos com os alunos ângulos, triângulos e teoremas e trabalhamos com eles o aplicativo GeoGebra. No segundo momento, aplicamos as Partes I e II da proposta com 8 atividades sobre Teorema de Pitágoras e 3 atividades sobre Teorema da Soma dos Ângulos Internos de um Triângulo, respectivamente. No terceiro momento, aplicamos a Parte III, com 2 questões sobre o Teorema do Ângulo Externo e a Parte IV, com 5 questões à serem trabalhadas no aplicativo GeoGebra sobre o Teorema de Pitágoras e Teorema da Soma dos Ângulos Internos de um Triângulo. Em nossa pesquisa analisamos o trabalho desenvolvido pelo trio de alunos, uma vez que foram ricos na tentativa de r esponder a todas as perguntas/atividades. Analisamos a Atividade 8 da Parte I, as Atividades 1 e 2 da Parte II e todas as Atividades da Parte IV, totalizando em 8 questões. Utilizamos o método de triangulação de dados para nosso estudo de caso e, primeiramente, traçamos o perfil do trio de alunos com relação às Provas e Demonstrações Matemáticas. Em seguida, investigamos o pensamento geométrico e as provas e demonstrações matemáticas utilizadas pelo trio de alunos nos ambientes lápis e papel e GeoGebra. Para isso, utilizamos as discussões sobre os níveis do pensamento geométrico propostos por Parzysz (2006) e tipos de provas propostos por Balacheff (2000) e Nasser e Tinoco (2003). A partir de nossos resultados pudemos concluir que o trio de alunos não conseguiu desenvolver suas justificativas nem provas, uma vez que não entendem o que vem a ser provas e demonstrações matemáticas, e em suas redações percebemos que estes alunos tratam provas matemáticas como as avaliações aplicadas bimestralmente pelo professor de Matemática. Além disso, as provas matemáticas realizadas por estes alunos se enquadram no empirismo ingênuo, prova pragmática (Balacheff, 2000) e justificativa gráfica (Nasser e Tinoco, 2003). Dessa forma, quando observamos o pensamento geométrico (Parzysz, 2006) destes alunos, notamos que se enquadra nos dois níveis da Geometria não axiomática: a Geometria Concreta (G0) e a Geometria Spatio-Graphique (G1), uma vez que estes alunos se utilizam de desenhos para justificar suas afirmações, como também a validação das afirmações foi feita pela percepção do trio. Acreditamos que se nas aulas de Matemática os professores contemplassem provas e demonstrações matemáticas, respeitando o nível de escolaridade, o grau de conhecimento e a maturidade dos alunos, contribuiriam fortemente para o processo de ensino e aprendizagem da Matemática e do pensamento geométrico, uma vez que os alunos seriam levados a refletir, justificar, provar e demonstrar suas ideias.

Este trabalho caracterizou a organização do ensino dos conceitos de ângulo e de localização a partir dos documentos oficiais que norteiam o ensino da escola básica brasileira. Em conjunto com as fontes históricas de desenvolvimento desses conceitos, buscou-se uma possível influência nas dificuldades apresentadas pelos estudantes na apropriação do conceito de ângulo. Dessa forma, foram estudados os indícios do processo de significação do referido conceito, em situações de ensino desenvolvidas com crianças. Para isso, adotou-se como perspectiva teórica a Teoria Histórico-Cultural, a Teoria da Atividade e os princípios da Atividade Orientadora de Ensino na organização de ações que desenvolvem o conceito a partir de seu movimento lógico-histórico. A pesquisa empírica foi realizada com estudantes dos 4º e 5º anos do Clube de Matemática e Ciências da Faculdade de Educação da USP, por entender que esse espaço de aprendizagem é adequado para o desenvolvimento de atividades de ensino para a apropriação do conceito de ângulo, visto que as ações formativas no Clube de Matemática estão orientadas pelas mesmas bases teóricas adotadas neste trabalho. A análise de propostas curriculares governamentais, o movimento lógico-histórico do conceito apreendido em fontes bibliográficas e a Teoria Histórico-Cultural orientaram a elaboração de atividades de ensino, que foram desenvolvidas com as crianças, de modo que possibilitassem a análise de suas ações em busca de indícios de formação do conceito de ângulo. As fontes de análise dos processos de apropriação do conceito são as gravações em vídeo do desenvolvimento das atividades com as crianças. Procurou-se, a partir dessas gravações, evidenciar as ações indiciadoras da apropriação do conceito que estão presentes no que foi chamado de episódios de apropriação, formados por cenas que, de modo interdependente, o perfazem. / This study characterized the organization of the teaching of angle and location concepts from official documents that guide the teaching of Brazilian elementary school. Together with the historical sources of development of these concepts, it was sought a possible reason for the difficulties presented by the students in the angle concept appropriation. Thus, the evidences of signification process regarding this concept have been studied, in teaching situations developed with children. In order to carry out this study, the following theories have been adopted: Cultural Historical Theory, the Theory of Activity and the principles of the Teaching Orienting Activity in organizing actions that develop the concept from its logical and historical period movement. The empirical research was conducted with students from the 4th and 5th years of the Club of Mathematics and Sciences from the School Education at University of Sao Paulo, due to the fact that learning space is suitable for the development of teaching activities for the appropriation of angle concept, since the formative actions at the Math Club are guided by the same theoretical basis adopted in this study. The analysis of government curricular proposals, the logical and historical concept movement grasped in bibliographic sources and the Cultural and Historical Theory guided the preparation of teaching activities which have been developed with the children, so that they would enable the analysis of their actions and the search for evidences regarding the formation of angle concept The sources for the analysis of the concept appropriation process are the video recordings with the development of activities with the children. The purpose of such recordings was to highlight the actions which confirm that the appropriation concept that is present in what was called the episodes of the concept of acquiring, formed by scenes that interdependently, make up the revealing episode concept.

Using the NEPTUNE-Canada cable-linked ocean-floor observatory we plan continuous, real-time monitoring of the gas hydrate-associated, “Bullseye” cold vent offshore Vancouver Island. Our group inferred the presence of a massive gas hydrate deposit there, based on the significant resistivity anomaly in our controlled-source electromagnetic (CSEM) dataset, as well as anomalously heightened shear moduli, from seafloor compliance data. This interpretation was confirmed by drilling by IODP expedition 311 (site U1328), which indicated a 40 m thick gas hydrate layer near the surface. Sporadic venting and variations in blanking in yearly single-channel seismic surveys suggest the system is evolving in time. We are preparing two stationary semi-permanent imaging experiments: a CSEM and a seafloor compliance installation. These are designed not only to assess the extent of the gas hydrate deposit, but also for long-term monitoring of the gas hydrate/free gas system. The principle of the CSEM experiment is to input a particular electromagnetic signal at a transmitter (TX) dipole on the seafloor, and to record the phase and amplitude of the response at several seafloor receiver (RX) dipoles, at various TX-RX separations. The data are sensitive to the underlying resistivity, which is increased when conductive pore water is displaced by electrically-insulating gas hydrate. The experiment is controlled onshore, and can be expanded to include a downhole TX. Repeated soundings at this site, over several years, will allow measurement of minute changes in resistivity as a function of depth, and by inference, changes in gas hydrate or underlying free gas distribution. Similarly, the displacement of pore fluids by solid gas hydrate will affect elastic parameters. Thus, seafloor compliance data, the transfer function between pressure and seafloor displacement time series, most sensitive to shear modulus as a function of depth, will be gathered continuously to monitor the evolution of the gas hydrate distribution.

Fourier transform spectroscopy (FTS) is one of the premier ways to collect source information through emitted radiation. It is so named because the principal measurement technique involves the analysis of spectra determined from the Fourier transform of a time-domain interference pattern. Given options in the field, many space- and ground-based instruments have selected Fourier transform spectrometers for their measurements. The Herschel Space Observatory, launched on May 14, 2009, has three on-board instruments. One, SPIRE, comprises a FTS paired with bolometer detector arrays. SCUBA-2 (Submillimetre Common User Bolometer Array) and FTS-2 have recently been commissioned and will be mounted within the collecting dish of the James Clerk Maxwell Telescope by Fall, 2010. The use of FTS in these two observatories will be examined. While work towards each project is independently useful, the thesis is bound by the commonality between the two, as each seeks similar answers from vastly different viewpoints. / xvii, 123 leaves : ill. (some col.) ; 29 cm

Thesis (M.A.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains v, 78 p. Includes abstract. Includes bibliographical references (p. 64-78).

En 2003, un groupe de travail de la Société Française de Pharmacie Clinique (SFPC) a mis au point un outil codifiant les interventions relatives aux problèmes médicamenteux détectés au cours de l'analyse de prescription par les pharmaciens ainsi qu'une base de données (ACT-IP©) destinée à la collecte de ces interventions. Notre recherche a eu pour objectifs de préciser les conditions et le potentiel d'analyse du contenu d'ACT-IP© et de fixer les limites de cette analyse. Le travail se décline en quatre séquences : 1. quantifier le savoir nécessaire pour prescrire et dispenser des médicaments 2. déconstruire ce contenu afin de rapporter de quoi une intervention pharmaceutique est le résultat 3. rechercher ce qui normalement aurait dû y être présent et qui est absent 4. dessiner les sujets de recherche à venir. Notre travail démontre que le contenu d'ACT-IP© constitue avant tout une base solide d'analyse des pratiques des pharmaciens. / In 2003, a working group of the French Society of Clinical Pharmacy (SFPC) validated an instrument for documentation of pharmacist's interventions in French speaking hospitals. To extend the documentation of these interventions to every pharmacist, a Web site database (ACT-IP©) was created. The aim of our research was to explore the potential and conditions for analyzing the ACT-IP© content and define the limits of this analysis. The work is divided into four sequences: 1. quantifying the necessary knowledge to prescribe and dispense drugs 2. deconstruction of this content in order to capture the elements that lead to pharmacist interventions 3. identifying interventions types that are absent whereas they normally should be present 4. define areas for future research as a connection of ACT-IP content with a fully structured drug information database in order to extend the field of hospital pharmacist practice studies. Our work demonstrates that the content of ACT-IP© primarily constitutes a basis for the analysis pharmacist professional practices instead of a database of prescribing errors.

L’organisation fonctionnelle des entreprises impose un fonctionnement en mode projet. Ces projets sont menés par des experts de différentes spécialités et d’origine diverses. Ces équipes ont besoin d’outils pour être performant et proposer des solutions adaptées aux multiples besoins des marchés de plus en plus exigeants. Au cours de leurs réunions et activités, ils se créé une conscience de groupe qui s’enrichit à travers les interactions et s’appuie sur divers représentations externes. Cette thèse aborde l’étude des mécanismes permettant la performance des équipes de conception collaborative en réunion synchrone. Elle a essayé de démontrer les liens entre leur Système de Mémoire Transactive (TMS), leurs Activités de Conception Collaboratives (CDA) et leurs Objets désignés Ressources (RSC), et d’identifier les éléments favorisant ces liens. Nous avons dans un premier temps réalisé une enquête auprès des équipes de conception collaborative en environnement universitaire. Puis dans un second temps nous avons réalisé une expérimentation sur deux équipes en situation de conception collaborative synchrone autour du Serious Game Delta Design déployé sur une table interactive. Les résultats de cette recherche montrent que si la performance est favorisée par la TMS ou la CDA, leur lien statistique est établit, de même que le lien entre les activités de conception et les ressources mobilisées. Cependant, l’absence de lien statistique fort TMS CDA montre que les équipes ne semblent conscientes de l’utilisation des objets dans la construction de leur TMS, alors que les artefacts de la table interactive sont les plus sollicités et les activités de prise de décision semblent les plus importantes dans ces séances.Cette thèse contribue au corpus de connaissance sur l’étude des équipes de conception collaborative et mets à disposition des outils d’évaluation de la performance des équipes de conception collaboratives synchrone. / Today functional structure of enterprises requires teamwork and project mode organization. These projects are carried out by experts from different domains of expertise. Besides the teams need supporting tools in order to improve the efficiency of their design process and to propose adapted solutions to complex design problems. In the course of their meetings and collaborative activities they create group awareness through their interactions and creation of various artifacts. This thesis studies mechanisms that underlie performance of collaborative design team in synchronous meeting. In this thesis we demonstrate the links between Transactive Memory System (TMS), Collaborative Design Activities (CDA) and Objects called Resources (RSC), and identify the elements that drive these links. A survey has been used to study collaborative design teams in academic environment. Then, we performed direct observation of two teams during synchronous collaborative design meetings with a serious game Delta Design on interactive table. Results show that if performance is enhanced statistically by good TMS or CDA, and the link is demonstrate, so is the links between CDA RSC. However, the lack of statistical strong correlation between TMS and RSC seems to show that team members are not conscious of using artifacts during TMS building. While artifacts on interactive table are more solicited and decision making activities seems to be more important during their session. This thesis contributes to a better understanding of collaborative design teams and offers tools to evaluate collaborative design activities.

Près d'un siècle après leur découverte, les rayons cosmiques sont encore sujets à de nombreuses interrogations. À ultra-haute énergie (UHE), leur nature, leur origine et leur mécanisme de production restent encore inconnus malgré les avancées expérimentales. L'observatoire Pierre Auger est actuellement l'expérience incontournable pour tenter de répondre à ces questions. Dans ce contexte, l'étude et la recherche de neutrinos à UHE sont susceptibles d'apporter des informations encore manquantes au puzzle des rayons cosmiques d'ultra-haute énergie, notamment quant à leur mécanisme de production ou leur origine. C'est dans ce cadre que s'inscrit cette thèse, centrée sur la recherche de neutrinos à UHE à l'observatoire Pierre Auger et plus particulièrement sur l'étude des neutrinos arrivant sous l'horizon (i.e. à incidence rasante) et interagissant dans la croûte terrestre. Dans une première partie, le contexte phénoménologique et expérimental dans lequel s'inscrit cette thèse est introduit. Dans une seconde partie, nous présenterons tout d'abord notre étude des incertitudes systématiques sur les modèles d'interactions à UHE des neutrinos et des leptons tau à travers une analyse revisitée des neutrinos tau à incidence rasante. Cette étude s'inscrit dans le cadre de la combinaison des résultats des différents canaux de détection de l'observatoire qui a permis de poser une limite compétitive sur les flux de neutrinos à UHE, au delà de la limite de Waxman et Bahcall. Nous présenterons ensuite notre travail effectué sur les neutrinos électroniques à incidence rasante. Ces derniers engendrent, en interagissant dans la croûte terrestre, des gerbes électromagnétiques souterraines soumises à l'effet LPM (Landau, Pomeranchuk et Migdal) qui entraîne un retard de leur développement et augmente leur probabilité de détection. Une chaîne complète de simulation de ce canal a été développée afin d'évaluer la sensibilité de l'observatoire à ces évènements. Enfin, dans le cadre de propositions d'améliorations de l'observatoire en vue d'accroître ses performances à partir de 2015, nous présentons l'étude que nous avons effectuée sur l'impact d'une nouvelle électronique d'acquisition et de nouveaux modes de déclenchements sur l'efficacité de détection des neutrinos à incidence rasante par les stations du réseau au sol. / Nearly one century after their discovery, cosmic rays are still subject to many questions. In particular at ultra-high energy (UHE) where their nature, origin and production mechanism are still unknown despite numerous experimental advances. The Pierre Auger observatory is currently the key experiment to try to answer these questions. In this context, the search for UHE neutrinos remains a major challenge for astroparticle physics. Their study is likely to bring informations that are still missing to the ultra-high energy cosmic ray puzzle regarding their origin and production mechanism. This thesis focuses on the search for UHE neutrinos at the Pierre Auger observatory and particularly on neutrinos arriving below the horizon (i.e. earth skimming) and interacting in the earth crust. In a first part, the phenomenological and experimental context is introduced. In a second part, we first present our study of systematic uncertainies on interactions models of UHE neutrinos and tau lepton through a revisited analysis of earth skimming tau neutrinos in the context of the combination of the results of the different observatory's detection channels. This combination allowed to put a competitive limit on the UHE neutrinos flux, beyond the Waxman and Bachal limit. We will then show our work on earth skimming electron neutrinos. They produce, by interacting in the earth crust, underground electromagnetic showers subject to the LPM (Landau, Pomeranchuk and Migdal) effet which causes a delay in their development and increaase their detection probability. A complete simulation chain of this channel was developed in order to estimate the sensitivity of the observatory to such events. Finally, in the context of proposals to upgrade the observatory in order to improve its performance beyond 2015, we present the study we have performed about the impact of a new acquisition electronic and new triggers on the earth skimming neutrinos detection efficiency by the stations of the ground array.