Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-12T17:49:24Z No. of bitstreams: 1 Hosana Alves Florencio.pdf: 4655269 bytes, checksum: ff967c230e40478c63bf3b737addfba2 (MD5) / Made available in DSpace on 2017-01-12T17:49:24Z (GMT). No. of bitstreams: 1 Hosana Alves Florencio.pdf: 4655269 bytes, checksum: ff967c230e40478c63bf3b737addfba2 (MD5) Previous issue date: 2017-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In the field of teaching English as a Second Language (L2), oral production and oral comprehension are two difficult skills for students to develop. One of the contributing factors for this difficulty is the lack of creation of perceptive targets, which prevents the formation of new sound categories in L2, hampering production, identification and perceptive discrimination. In order to reflect upon new possibilities for teaching L2 pronunciation, the main goal of this study – supported by subsidies of Acoustic Phonetics, speech technologies and the Speech Learning Model – is to investigate the effects of the introduction of a pronunciation training program based on the development of perceptive targets and, with this investigation, to contribute with subsidies for teaching pronunciation in L2 for native speakers of Brazilian Portuguese. The following vocal contrasts present in the English language will be investigated as study topics: /ɪ/ and /iː/; /ʊ/ and /u:/; /æ/ and /ɛ/; /ʌ/ and /ɑ/. Therefore, this study covers the execution of the following tasks: 1) application of a test for the identification and perceptive discrimination of contrasts between English vowels to study subjects (learners of English as L2– youths and adults) as the pre-introduction of a perception training program; 2) application of a pronunciation training program comprising five units, with speech technology features to develop the subjects’ listening skills and help them create perceptive targets; 3) application of a perceptive discrimination and identification test between English vowels, considering that the study subjects have also taken a post-training test with perceptual exercises after the introduction of a perception training program in English; and 4) comparative analysis of the pre- and post-tests and assessment of the perception training program. Therefore, with the results of perceptive training, we concluded that such training is greatly valuable to stimulate the subjects’ attention regarding new acoustic cues that will allow them to distinguish sounds in L2, since the subjects in this study assimilated the L2 minimal pairs to a single sound in the phonemic inventory of their mother language (L1) / No campo de ensino de língua inglesa como segunda língua (L2), a produção oral e a compreensão oral são duas competências que os alunos têm dificuldade em desenvolver. Um dos fatores que contribuem para essa dificuldade é a ausência de criação de alvos perceptivos, que impede a formação de novas categorias de sons na L2, prejudicando sua produção, identificação e discriminação perceptiva. Para refletir sobre novas possibilidades de ensino de pronúncia em L2, a presente pesquisa ⎼ que se apoia nos subsídios da Fonética Acústica, nas tecnologias de fala e no Speech Learning Model ⎼ tem como principal objetivo investigar o efeito da introdução de um programa de treinamento de pronúncia que se pauta pelo desenvolvimento de alvos perceptivos e, a partir dessa investigação, visa a contribuir com subsídios para o ensino de pronúncia em L2 para falantes nativos do português brasileiro. Como objetos de pesquisa, serão investigados os seguintes contrastes vocálicos existentes em inglês: /ɪ/ e /iː/; /ʊ/ e /u:/; /æ/ e /ɛ/; /ʌ/ e /ɑ/. Para tanto, este estudo compreende a realização das seguintes tarefas: 1) aplicação de um teste de identificação e discriminação perceptiva de contrastes entre vogais do inglês ao grupo de sujeitos da pesquisa (aprendizes de inglês como L2 ⎼ juvenis e adultos), sendo esta a pré-introdução de um programa de treinamento de percepção; 2) aplicação de um programa de treinamento de pronúncia dotado de cinco unidades com recursos de tecnologias de fala para desenvolver a escuta dos sujeitos e ajudá-los a criarem alvos perceptivos; 3) aplicação do teste de identificação e discriminação perceptiva de contrastes entre vogais do inglês, sendo que os sujeitos da pesquisa também realizaram um teste pós-treinamento com exercícios de natureza perceptual posterior à introdução de um programa de treinamento em percepção em inglês; e 4) análise comparativa dos pré e pós-testes e avaliação do programa de treinamento de percepção. Assim, por intermédio dos resultados do treinamento perceptivo, concluímos que esse treinamento é de grande valia para estimular a atenção dos sujeitos em relação a novas pistas acústicas que lhes permitam diferenciar os sons na L2, uma vez que os sujeitos desta pesquisa assimilaram os pares mínimos da L2 a apenas um som no inventário fonêmico da sua língua materna (L1)

Esta tese diz respeito à apreciação de educadores sobre uma proposta educacional, constituída de atividades centradas na experiência corporal e na relação com elementos naturais, com vistas à ampliação da percepção de si próprio e da natureza como caminhos para atingir maior compreensão e aprendizagens mais significativas. Fundamenta-se, dentre outros, em Varela, que aborda a cognição como ação corporalizada; Masini, embasada na Fenomenologia, que enfatiza o olhar atento às condições de relacionamento da criança no mundo; Cornell que propõe o Aprendizado Sequencial, constituído de etapas para uma percepção consciente da natureza através de vivências de trabalhos com as percepções, com a aprendizagem através do corpo, estabelecendo e explorando a relação com a natureza. Recorreu-se também às contribuições de algumas propostas pedagógicas que contemplam uma visão mais integral do ser que aprende, como a Pedagogia Waldorf e a metodologia Extra Lesson, ambas de fundamentação antroposófica. A metodologia, de abordagem qualitativa, é composta de duas etapas. A primeira etapa aborda a sistematização e análise dos dados de uma experiência de atendimento psicopedagógico. Da reflexão sobre o registro e análise dessa experiência se delineou uma proposta educacional, que contemplasse o trabalho corporal e perceptivo, usando recursos da natureza, no processo de aprendizagem e a perspectiva de incorporá-la na escola regular. Estruturou-se, dessa forma, a proposta educacional, material diretriz desta pesquisa. A segunda etapa registra a apreciação de educadores de duas escolas públicas de ensino básico sobre a proposta educacional, com análise de seus depoimentos. Os educadores participantes foram dois gestores e 21 professores. A coleta de dados, dos depoimentos dos gestores, foi realizada por meio de entrevista, gravada e transcrita; a dos depoimentos dos professores foi feita por meio de respostas escritas a dois questionários: um antes e outro após a vivência, que foi organizada com o objetivo de introduzi-los na abordagem e reflexão a respeito da incorporação, no fazer escolar, da prática proposta. A análise dos depoimentos foi realizada a partir de categorias, cujo referencial foram objetivos, complementados por elementos centrais assinalados nos depoimentos. As categorizações focalizaram: a percepção do aluno e do professor, na sociedade e escola contemporâneas; o posicionamento quanto ao trabalho com os recursos corporais para interação e aprendizagem e quanto ao uso de elementos naturais no processo educacional; além da concordância dos educadores sobre a importância e a viabilidade de se realizar, na instituição escolar, a incorporação de atividades da proposta educacional. A análise e reflexão sobre esses dados mostraram a concordância dos educadores sobre a viabilidade de realizar, na instituição escolar, uma intervenção com atividades centradas na experiência corporal e na relação com elementos naturais, com vistas a que o educando amplie a percepção de si e da natureza, bem como de aprendizagens mais significativas. / This thesis concerns an educational approach evaluated by teachers, consisting of activities centered on the physical experience and the relationship with natural elements, in order to expand their perception of themselves and of nature as a way to achieve a greater understanding and a more meaningful learning process. The thesis is based in authors like Varela, who addresses cognition as an embodied action; Masini, based on phenomenology, emphasizes the attention to the children´s relationships conditions in the world; Cornell proposes the Sequential Learning process, consisting of steps in order to reach the awareness of nature through experiences with perceptions of work, learning through the body, establishing and exploring the relationship with nature. It also refers to the contributions of some pedagogical approaches that include a more comprehensive vision of the learner, as Waldorf´s pedagogy and \"Extra Lesson\" methodology, both of anthroposophical foundation. The qualitative approach methodology is composed of two steps. The first, deals with the systematization and analysis of data from a psycho-pedagogical experience. From the reflection on the recording and analysis of this experience emerged the idea of drafting an educational approach, to contemplate the body work and perception, using nature\'s resources in the learning process and the prospect of incorporating it in regular school. That is how this educational approach, which is basis to this thesis, has been structured. The second step records the appreciation of two public school educators teaching basic education on the approach, with analysis of their statements. The participants were two managers and 21 teachers. The collection of data from the managers report was conducted through recorded and transcribed interviews. The testimony of the teachers was done through written responses to two questionnaires: one before and another after the experience, which were organized in the order to bring them into the approach and thinking about the embodiment of the proposed practice in the school environment. The analysis of the statements was made from categories whose benchmark goals were complemented by key elements highlighted in the statements. The categorization focused on: the perception of the student and the teacher in contemporary society and school, and positioning to work with the body\'s resources for learning and interaction, and the use of natural elements in the educational process beyond the agreement on the importance of educators and the feasibility of performing at school, the incorporation of the proposed educational activities. The analysis and reflection on these data showed the agreement of educators on the feasibility of performing intervention activities focused on bodily experience and relationship with natural elements, in order to extend the learner\'s perception of themselves and nature, as well as a more meaningful learning.

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-29T13:41:13Z No. of bitstreams: 3 CAPA DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 116285 bytes, checksum: baf50ba711f37adf0644900f83a09dcf (MD5) AGRADECIMENTOS E SUMÁRIO DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 140626 bytes, checksum: f472023f71796b7d89fcff7fb524591a (MD5) DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 263168541 bytes, checksum: 0174e9dd540dc0aeb04c3aa988fe2dbe (MD5) / Approved for entry into archive by Ednaide Gondim Magalhães (ednaide@ufba.br) on 2018-08-30T13:47:38Z (GMT) No. of bitstreams: 3 CAPA DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 116285 bytes, checksum: baf50ba711f37adf0644900f83a09dcf (MD5) AGRADECIMENTOS E SUMÁRIO DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 140626 bytes, checksum: f472023f71796b7d89fcff7fb524591a (MD5) DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 263168541 bytes, checksum: 0174e9dd540dc0aeb04c3aa988fe2dbe (MD5) / Made available in DSpace on 2018-08-30T13:47:38Z (GMT). No. of bitstreams: 3 CAPA DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 116285 bytes, checksum: baf50ba711f37adf0644900f83a09dcf (MD5) AGRADECIMENTOS E SUMÁRIO DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 140626 bytes, checksum: f472023f71796b7d89fcff7fb524591a (MD5) DISSERTAÇÃO_MARIANA TERRA_2013_PDF.pdf: 263168541 bytes, checksum: 0174e9dd540dc0aeb04c3aa988fe2dbe (MD5) / Esta dissertação destina-se ao lançamento de pressupostos que pretendem provocar revisões do campo da iluminação cênica enquanto área artística de saberes especializados, os quais têm sua fundamentação em conhecimentos técnicos do mundo conjugados à experiência integral do corpo vivido (soma). O objetivo é propor ligações intencionais do sujeito observador à sua própria percepção visual, no sentido de acessar estados criativos de olhar. No âmbito desta pesquisa, entende-se que tanto o profissional da iluminação cênica quanto pessoas não especializadas da área são realizadores e co-criadores da aparência visual do que está em seu campo de visão e, portanto, iluminadores de seu próprio olhar. Abrem-se, com isso, as comportas das convencionais burilações do status de artista e espectador, obra de arte e cotidiano. Por uma abordagem somático-performativa de experiência artística e também de construção estrutural da escrita, considera-se a integração interno-externo da percepção visual como aquilo que estabelece outros parâmetros para compreender a iluminação cênica a partir de princípios que reorganizam seus saberes fundamentais: a luz, o olhar e o aspecto visível das coisas do mundo. O campo passa a ser entendido como uma multiplicidade variada e infinita de possibilidades artístico-criativas, não mais se limitando exclusivamente a suprir necessidades plástico-visuais de espetáculos cênicos. O texto é uma narração autobiográfica em que relato os percursos, crises, desvios e descobertas que levaram a tais afirmações; tratase, portanto, de uma obra em processo contínuo. Ferramentas metodológicas de imagens somático-performativas auxiliam na articulação e movimentação vívida das ideias dispostas. Este é um trabalho multirreferencial de autores, conceitos e obras artísticas. Os principais conceitos que apoiam as discussões são: performatividade, imagem somático-performativa, observador e espectador emancipado. Outros conceitos ainda aparecem como pilares de temas específicos, como é o caso de co-evolução entre luz e cena e olho variável. Os autores que fundamentam o trabalho para falar de iluminação cênica são Roberto Camargo e Richard Palmer. Para dar consistência às proposições lançadas auxiliam-me Ciane Fernandes, Richard Schechner, Eve Sedgwick, Andrew Parker, Jacques Rancière, Jonathan Crary, Jacques Aumont, Alva Nöe, Vilém Flusser e Italo Calvino, dentre outros que aparecem pulverizados ao longo da travessia. / This dissertation is intended to launch assumptions that pretend to provoke revisions of the field of stage lighting as an artistic specialized area that has its foundation in expertise about the technical knowledge of the world combined to fully experience of the living body (soma). The goal is to propose the observer's intentional connections to their own visual perception, been able to access states of creative look. Within this research it is understood that both the professional stage lighting artist and the inexperienced people in this specific area are achievers and co-creators of the visual appearance of what is in their field of vision, and therefore the lighting doers of their own look. From that the floodgates of convencional rummage through status of artist and spectator, artwork and everyday life get opened. By a somatic-performative approach to artistic experience and also structural construction of writing, the integration of the internal-external visual perception are considered the settings for other parameters to understand the stage lighting from principles that reorganize their fundamental knowledgement: light, the look and appearance of visible things of the world. The field becames understood as multiple variations and infinite possibilities of artistic creations, no longer limited solely to meet the plastic-visual needs of scenic spectacles. The text is an autobiographical narration of the routes, crises, detours and discoveries that led to such claims, so it is a work in continual process. Methodological tools of somatic-perforative images helps the articulation and vivid movement of the arranged ideas. This is a work of multi-referential authors, concepts and artworks. The main concepts that support the discussions are: performativity, somatic-performative image, observer and emancipated spectator. Other concepts also appear as pillars of specific topics, such as co-evolution between light and live scene and the variable eye. The authors that give the foundation to speak about stage lighting are Roberto Camargo and Richard Palmer. To give consistency to the propositions presented the ones that help me are Ciane Fernandes, Richard Schechner, Eve Sedgwick, Andrew Parker, Jacques Rancière, Jonathan Crary, Jacques Aumont, Alva Noë, Vilém Flusser and Italo Calvino, and yet some others that appear sprayed over the crossing.

L’objectif principal de ce travail de thèse était d’étudier les mécanismes perceptivomoteurs qui sous-tendent la réalisation d’une tâche d’approche et de traversée d’intersection en conduite automobile. Dans la première partie de ce manuscrit les enjeux humains, économiques et sociétaux liés à la réussite d’une telle tâche sont évoqués. Les principaux résultats obtenus dans les études ayant porté sur l’identification des risques associés à la réalisation de ce type de manœuvre sont présentés. La plupart des travaux réalisés s’étant focalisés sur les processus de haut niveau (e.g., jugement d’un temps d’arrivée), nous avons souhaité durant cette thèse centrer notre attention sur les processus de bas-niveau mis en œuvre. Ce travail de thèse est adossé à l’approche Ecologique de la Perception et de l’Action qui nous a semblé proposer un cadre théorique pertinent pour étudier cette tâche complexe. La deuxième partie est consacrée aux expériences réalisées au cours de ce travail de thèse. Pour réaliser nos trois expériences, un simulateur de conduite à base fixe a été utilisé. Ce travail a permis (i) d’acquérir une meilleure compréhension du support perceptif impliqué dans la réalisation d’une tâche de traversée d’intersection et (ii) d’identifier différents marqueurs du couplage information-mouvement. Les résultats ont révélé que le support perceptif utilisé pour réaliser une tâche perceptive n’était pas le même que celui utilisé pour réaliser une tâche perceptivo-motrice. Les résultats ont également permis d’étayer la thèse selon laquelle le contrôle de la tâche d’approche et de traversée d’intersection reposerait sur un couplage information-mouvement. / This Ph.D. project aims at studying the perceptual-motor mechanisms implicated in intersection crossing task. The first part of this manuscript explains the human, economic and societal challenges associated with the successfully complete the intersection crossing task. The main results of the former studies that have examined the identification of risks associated with this type of maneuver at an intersection are developed. These former studies mainly focused on high-level processes (e.g., discrete judgment or decision tasks), we have decided to focus our attention on low-level processes (e.g., visual guidance) during this Ph.D. project. For this to happen, the Ecological Approach to Perception and Action seems to be a relevant theoretical framework for studying this complex task. Indeed, it preserves the natural link between information and movement. The second part of this manuscript is devoted to the experiments completed during this research. In order to carry out our three experiments, virtual reality fixed-base driving simulator was used. This work contributes to better understand the perceptual substrate involved in intersection crossing task. Also, this work identifies different markers of control based on information-movement coupling. Firstly, our results revealed that the perceptual substrate underlying judgments of arrival time of a vehicle moving towards an intersection is distinct from the perceptual substrate underlying the active control of one’s own approach to the same intersection. Secondly, the results have also strengthened the assumption that the control of approach and intersection crossing task is based on information-movement coupling.

A utilização do mascaramento contralateral durante a pesquisa do potencial evocado auditivo de tronco encefálico é uma temática bastante discutida, visto a inexistência de um consenso na literatura acerca de sua necessidade. O objetivo deste estudo foi verificar a necessidade do uso do mascaramento contralateral no potencial evocado auditivo de tronco encefálico com estímulo tone burst apresentado com fone de inserção 3A e propor a aplicabilidade do ruído mascarador white noise na perda auditiva sensorioneural unilateral de graus severo ou profundo. Foram avaliados 15 indivíduos, de ambos os sexos, com o diagnóstico audiológico prévio de perda auditiva sensorioneural unilateral de graus severo ou profundo, com idades entre 2 a 40 anos. Para tanto, foi pesquisada a resposta neural definida pela presença da onda V na orelha com perda auditiva, nas frequências de 500, 1000, 2000 e 4000 Hz. Nos casos em que houve o registro, a pesquisa foi repetida com mascaramento white noise na orelha contralateral. Os registros foram analisados por dois juízes experientes em eletrofisiologia, a fim de verificar a concordância entre as análises. O Coeficiente Kappa (1,00) apresentou força de concordância quase perfeita e o de Correlação Intraclasse (1,00) foi excelente, entre as duas avaliadoras, em todas as análises. Como resultado, foi observada a audição cruzada, ao menos uma vez, em todas as frequências analisadas. Os níveis de mascaramento contralateral mínimos necessários para eliminar a participação da orelha não testada variaram de 10 a 20 dBnNA acima do limiar eletrofisiológico da orelha sem perda auditiva. Não foi possível realizar a análise para a frequência de 500 Hz devido à presença de artefato e ruído elétricos. Conclui-se que o uso do mascaramento contralateral no potencial evocado auditivo de tronco encefálico com estímulo tone burst apresentado com fone de inserção 3A é necessário nas frequências de 1000, 2000 e 4000 Hz em indivíduos com perda auditiva sensorioneural unilateral de graus severo ou profundo, nas intensidades de 15, 20 e 10 dB acima dos limiares eletrofisiológicos, respectivamente. / The use of contralateral masking on the investigation of auditory brainstem response is a topic widely discussed, however there is no consensus in literature about its necessity. The aim of this study was to verify the need of using masking in auditory brainstem response with tone burst stimulus presented with 3A insert earphones and to propose the applicability of white noise masking in severe or profound unilateral sensorineural hearing loss. Fifteen individuals of both genders with previous audiological diagnosis of severe or profound unilateral sensorineural hearing loss, aged between 2 to 40 years, were evaluated. For this, the neural response, which is defined by the presence of the V wave in the ear with hearing loss, was investigated in frequencies of 500, 1000, 2000 and 4000 Hz. In cases where there was a record, the search was repeated using white noise masking in the contralateral ear. The records were analyzed by two judges experienced in electrophysiology, in order to verify the concordance between the analyses. The Kappa coefficient (1.00) had almost perfect agreement strength and the Intraclass Correlation (1.00) was excellent between the two evaluators in all analyses. As a result, cross-audition was observed at least once in all analyzed frequencies. The minimum contralateral masking levels required to eliminate the untested ear involvement varied from 10 to 20 dBnNA above the electrophysiological threshold of the ear without hearing loss. It was not possible to perform the analysis for the frequency of 500 Hz due to the presence of electrical artifact and noise. It is concluded that the use of contralateral masking in the auditory brainstem response with tone burst stimulus presented with 3A insert earphone is necessary in frequencies of 1000, 2000 and 4000 Hz in individuals with severe or profound unilateral sensorineural hearing loss in intensities of 15, 20 and 10 dB above the electrophysiological thresholds, respectively.

Esta tese diz respeito à apreciação de educadores sobre uma proposta educacional, constituída de atividades centradas na experiência corporal e na relação com elementos naturais, com vistas à ampliação da percepção de si próprio e da natureza como caminhos para atingir maior compreensão e aprendizagens mais significativas. Fundamenta-se, dentre outros, em Varela, que aborda a cognição como ação corporalizada; Masini, embasada na Fenomenologia, que enfatiza o olhar atento às condições de relacionamento da criança no mundo; Cornell que propõe o Aprendizado Sequencial, constituído de etapas para uma percepção consciente da natureza através de vivências de trabalhos com as percepções, com a aprendizagem através do corpo, estabelecendo e explorando a relação com a natureza. Recorreu-se também às contribuições de algumas propostas pedagógicas que contemplam uma visão mais integral do ser que aprende, como a Pedagogia Waldorf e a metodologia Extra Lesson, ambas de fundamentação antroposófica. A metodologia, de abordagem qualitativa, é composta de duas etapas. A primeira etapa aborda a sistematização e análise dos dados de uma experiência de atendimento psicopedagógico. Da reflexão sobre o registro e análise dessa experiência se delineou uma proposta educacional, que contemplasse o trabalho corporal e perceptivo, usando recursos da natureza, no processo de aprendizagem e a perspectiva de incorporá-la na escola regular. Estruturou-se, dessa forma, a proposta educacional, material diretriz desta pesquisa. A segunda etapa registra a apreciação de educadores de duas escolas públicas de ensino básico sobre a proposta educacional, com análise de seus depoimentos. Os educadores participantes foram dois gestores e 21 professores. A coleta de dados, dos depoimentos dos gestores, foi realizada por meio de entrevista, gravada e transcrita; a dos depoimentos dos professores foi feita por meio de respostas escritas a dois questionários: um antes e outro após a vivência, que foi organizada com o objetivo de introduzi-los na abordagem e reflexão a respeito da incorporação, no fazer escolar, da prática proposta. A análise dos depoimentos foi realizada a partir de categorias, cujo referencial foram objetivos, complementados por elementos centrais assinalados nos depoimentos. As categorizações focalizaram: a percepção do aluno e do professor, na sociedade e escola contemporâneas; o posicionamento quanto ao trabalho com os recursos corporais para interação e aprendizagem e quanto ao uso de elementos naturais no processo educacional; além da concordância dos educadores sobre a importância e a viabilidade de se realizar, na instituição escolar, a incorporação de atividades da proposta educacional. A análise e reflexão sobre esses dados mostraram a concordância dos educadores sobre a viabilidade de realizar, na instituição escolar, uma intervenção com atividades centradas na experiência corporal e na relação com elementos naturais, com vistas a que o educando amplie a percepção de si e da natureza, bem como de aprendizagens mais significativas. / This thesis concerns an educational approach evaluated by teachers, consisting of activities centered on the physical experience and the relationship with natural elements, in order to expand their perception of themselves and of nature as a way to achieve a greater understanding and a more meaningful learning process. The thesis is based in authors like Varela, who addresses cognition as an embodied action; Masini, based on phenomenology, emphasizes the attention to the children´s relationships conditions in the world; Cornell proposes the Sequential Learning process, consisting of steps in order to reach the awareness of nature through experiences with perceptions of work, learning through the body, establishing and exploring the relationship with nature. It also refers to the contributions of some pedagogical approaches that include a more comprehensive vision of the learner, as Waldorf´s pedagogy and \"Extra Lesson\" methodology, both of anthroposophical foundation. The qualitative approach methodology is composed of two steps. The first, deals with the systematization and analysis of data from a psycho-pedagogical experience. From the reflection on the recording and analysis of this experience emerged the idea of drafting an educational approach, to contemplate the body work and perception, using nature\'s resources in the learning process and the prospect of incorporating it in regular school. That is how this educational approach, which is basis to this thesis, has been structured. The second step records the appreciation of two public school educators teaching basic education on the approach, with analysis of their statements. The participants were two managers and 21 teachers. The collection of data from the managers report was conducted through recorded and transcribed interviews. The testimony of the teachers was done through written responses to two questionnaires: one before and another after the experience, which were organized in the order to bring them into the approach and thinking about the embodiment of the proposed practice in the school environment. The analysis of the statements was made from categories whose benchmark goals were complemented by key elements highlighted in the statements. The categorization focused on: the perception of the student and the teacher in contemporary society and school, and positioning to work with the body\'s resources for learning and interaction, and the use of natural elements in the educational process beyond the agreement on the importance of educators and the feasibility of performing at school, the incorporation of the proposed educational activities. The analysis and reflection on these data showed the agreement of educators on the feasibility of performing intervention activities focused on bodily experience and relationship with natural elements, in order to extend the learner\'s perception of themselves and nature, as well as a more meaningful learning.

La directionnalité est une composante perceptivo-motrice et culturellement déterminée qui intervient de façon prééminente dans l’acquisition initiale de l’écriture. Cette thèse visait à apporter des données empiriques et des éclairages théoriques nouveaux sur 1) son évolution au cours du développement et, 2) sa contribution à la production et à la reconnaissance des formes de lettres. Ces deux axes de recherche ont été déclinés en cinq études. Une première étude investiguait le poids de l’influence culturelle sur la directionnalité graphique au long du développement. Elle permettait de comparer les performances de tracé chez des enfants âgés de 5 à 9 ans dans des conditions où des contraintes biomécaniques, syntaxiques et sémantiques variaient. Les résultats faisaient apparaître un renforcement de l’influence culturelle sur la directionnalité graphique à partir de 6 ans. Cependant, les enfants les plus âgés (9 ans) se montraient capables d’adopter des procédures plus flexibles et de se désengager de contraintes culturelles afin de satisfaire des contraintes contextuelles. La deuxième étude examinait l’évolution développementale de la directionnalité de l’écrit chez des enfants âgés de 4 à 11 ans en comparant la production de formes communes à l’écriture et au dessin. Les résultats obtenus mettaient en évidence une acquisition synchrone des invariants universels (i.e., l’écriture est uni-directionnelle) et des spécificités culturelles du système d’écriture (i.e., la langue est transcrite de gauche à droite). Dans le deuxième axe de recherche, deux études avaient pour objectif de mettre à l’épreuve des faits des hypothèses explicatives récentes de l’écriture en miroir dans l’acquisition initiale et typique de l’écrit. La comparaison de productions en temps réel et appariées d’écritures en miroir et d’écritures conventionnelles chez des enfants pré-lettrés révélait une implication majeure de la directionnalité de l’écrit et une invariance cinématique. Enfin, la dernière étude a permis de mettre en évidence, à l’aide d’un paradigme d’entrainement, une contribution de la directionnalité de l’écriture au rappel de l’orientation de lettres a été mise en évidence chez des enfants pré-lettrés. Les résultats obtenus sont discutés dans une approche incarnée de la cognition et des pistes pédagogiques sont amorcées. / Directionality is a crucial perceptual-motor and culturally-based component of early writing acquisition. This research was aimed at providing empirical data and new theoretical insights on 1) its developmental evolution and, 2) its contribution to the production and the recognition of the shapes of letters. Five studies have been devised to fulfill the research objectives.The first study was aimed at investigating how print experience, as a cultural factor, influences directional tendencies in children’s drawing in the interplay with biomechanical, syntactic and semantic factors. Results showed a reinforcement of cultural influence on directional tendencies from 6 years onward. Older children were better able to disengage from a prevalent embodied behavior to meet contextual constraints. The second study examined the specific developmental evolution of writing directionality in children aged from 4 to 11 years while producing the same shapes in both writing and drawing tasks. The results suggested that universal and culture-specific features of writing appear concomitantly and early on in children’s productions. Another two studies were aimed to empirically test competing accounts of mirror writing in preliterate children. On-line productions of paired conventional and mirror writings revealed a predominant role of writing directionality and a kinematic invariance. Finally, a training study showed a contribution of writing directionality to the subsequent recall of the shapes of letters. Results are discussed in terms of embodiment and perspectives in educational settings.

La naissance prématurée se caractérise par des expériences multisensorielles et sensorimotrices atypiques lors d’une période du développement très sensible à ces dernières (Koenig-Zores & Kuhn, 2016). Les recherches ont mis en évidence un impact significatif de la prématurité sur le développement des enfants (Marret et al., 2015) induisant notamment des troubles perceptivo-moteurs avec ou sans troubles neurologiques associés (De Rose et al., 2013). Cependant, si beaucoup d’études portent sur la motricité des nouveau-nés et nourrissons nés prématurés, peu de données existent sur le développement perceptivo-moteur des enfants nés prématurés sans diagnostic de trouble neurodéveloppemental. La question principale abordée dans cette thèse est de savoir si la prématurité n’induit pas des signatures motrices spécifiques, même en absence de ces troubles. Dans l’objectif de répondre à cette question, différents tests standardisés, et trois tâches expérimentales impliquant la perception des équivalences intermodalitaires, la coordination visuomotrice et le contrôle postural, ont été proposés à 48 enfants nés à terme et 32 enfants nés grands prématurés sans diagnostic de trouble neurodéveloppemental et tous âgés de 8 ans. Les résultats ont mis en évidence dans les deux groupes des habiletés comparables de perception des équivalences intermodalitaires dans les modalités haptique et visuelle. Cependant, ils ont aussi révélé une efficience moindre de la coordination visuomotrice et du contrôle postural chez les enfants nés prématurés en comparaison des enfants nés à terme. Ces différences suggèrent des processus perceptivo-moteurs différents chez les enfants nés grands prématurés sans diagnostic de trouble neurodéveloppemental âgés de 8 ans. Ces résultats offrent ainsi de nouvelles perspectives cliniques, notamment d’évaluation plus fine des habiletés perceptivo-motrices, ainsi que de nouveaux questionnements de recherche sur les trajectoires développementales de ces mêmes habiletés et des réseaux neuronaux sous-jacents chez les enfants nés prématurés. / Preterm birth is associated with atypical multisensory and sensorimotor experiences during a period of development sensitive to these experiences (Koenig-Zores & Kuhn, 2016). The studies showed a significant impact of prematurity on children development (Marret et al., 2015), such as perceptual-motor disorders, with or without associated neurological disorders (De Rose et al., 2013). However, even though there are many studies on motor abilities of preterm newborns and preterm infants, little data exists on perceptual-motor development of preterm children without neurodevelopmental disorders. The main question addressed in this thesis is to know whether prematurity does induce specific motor signatures, even in the absence of neurodevelopmental disorders. To answer this question, different standardized tests and three research tasks involving perception of intersensory equivalences, visuomotor coordination, and postural control, have been proposed to 48 full-term children and 32 very preterm children without any diagnosis of neurodevelopmental disorders, all aged 8 years old. The results revealed comparable perception abilities of intersensory equivalences in haptic and visual modalities in the preterm and the full-term groups. However, they also showed a lower efficiency of visuomotor coordination and postural control in the preterm children compared to the full-term children. These observations suggest different perceptual-motor processes in very preterm children without diagnosis of neurodevelopmental disorders at the age of 8. The results offer new clinical opportunities for a more precise evaluation of perceptual-motor abilities, and new research questions about developmental trajectories of perceptual-motor abilities and underlying neuronal networks, in preterm children.

Pour être performant au plus haut niveau, les athlètes doivent posséder une capacité perceptivo-cognitive supérieure à la moyenne. Cette faculté, reflétée sur le terrain par la vision et l’intelligence de jeu des sportifs, permet d’extraire l’information clé de la scène visuelle. La science du sport a depuis longtemps observé l’expertise perceptivo-cognitive au sein de l’environnement sportif propre aux athlètes. Récemment, des études ont rapporté que l’expertise pouvait également se refléter hors de ce contexte, lors d’activités du quotidien par exemple. De plus, les récentes théories entourant la capacité plastique du cerveau ont amené les chercheurs à développer des outils pour entraîner les capacités perceptivo-cognitives des athlètes afin de les rendre plus performants sur le terrain. Ces méthodes sont la plupart du temps contextuelles à la discipline visée. Cependant, un nouvel outil d’entraînement perceptivo-cognitif, nommé 3-Dimensional Multiple Object Tracking (3D-MOT) et dénué de contexte sportif, a récemment vu le jour et a fait l’objet de nos recherches. Un de nos objectifs visait à mettre en évidence l’expertise perceptivo-cognitive spécifique et non-spécifique chez des athlètes lors d’une même étude. Nous avons évalué la perception du mouvement biologique chez des joueurs de soccer et des non-athlètes dans une salle de réalité virtuelle. Les sportifs étaient systématiquement plus performants en termes d’efficacité et de temps de réaction que les novices pour discriminer la direction du mouvement biologique lors d’un exercice spécifique de soccer (tir) mais également lors d’une action issue du quotidien (marche). Ces résultats signifient que les athlètes possèdent une meilleure capacité à percevoir les mouvements biologiques humains effectués par les autres. La pratique du soccer semble donc conférer un avantage fondamental qui va au-delà des fonctions spécifiques à la pratique d’un sport. Ces découvertes sont à mettre en parallèle avec la performance exceptionnelle des athlètes dans le traitement de scènes visuelles dynamiques et également dénuées de contexte sportif. Des joueurs de soccer ont surpassé des novices dans le test de 3D-MOT qui consiste à suivre des cibles en mouvement et stimule les capacités perceptivo-cognitives. Leur vitesse de suivi visuel ainsi que leur faculté d’apprentissage étaient supérieures. Ces résultats confirmaient des données obtenues précédemment chez des sportifs. Le 3D-MOT est un test de poursuite attentionnelle qui stimule le traitement actif de l’information visuelle dynamique. En particulier, l’attention sélective, dynamique et soutenue ainsi que la mémoire de travail. Cet outil peut être utilisé pour entraîner les fonctions perceptivo-cognitives des athlètes. Des joueurs de soccer entraînés au 3D-MOT durant 30 sessions ont montré une amélioration de la prise de décision dans les passes de 15% sur le terrain comparés à des joueurs de groupes contrôles. Ces données démontrent pour la première fois un transfert perceptivo-cognitif du laboratoire au terrain suivant un entraînement perceptivo-cognitif non-contextuel au sport de l’athlète ciblé. Nos recherches aident à comprendre l’expertise des athlètes par l’approche spécifique et non-spécifique et présentent également les outils d’entraînements perceptivo-cognitifs, en particulier le 3D-MOT, pour améliorer la performance dans le sport de haut-niveau. / To perform at the top, athletes must possess a special perceptual-cognitive ability. This talent is the capacity to extract key information from a visual scene and is reflected by sportsmen’s vision and intelligence of play. For a long time, sport science has reported perceptual-cognitive expertise inside the domain-specific sport environment of athletes. But more recently, evidence has shown that expertise could also been reflected outside of this context, in daily activities for instance. Moreover, recent theories surrounding brain plasticity have driven researchers to develop new tools to train perceptual-cognitive skills of athletes in order to increase performance on the field. Those methods are mostly contextual to the athlete’s discipline. However, a new perceptual-cognitive training methodology, called 3-Dimensional Multiple Object Tracking (3D-MOT), which is deprived of sport context, has recently been developed and took a center part in our researches. One of the main objectives was to observe athletes’ specific and non-specific expertise during the same study. We evaluated biological motion perception in soccer players and non-athletes in a virtual reality environment. Sportsmen were systematically more efficient and faster compared to novices when discriminating the direction of the biological motion during a soccer specific exercise (shot) but also during a daily action (walk). The results suggest that athletes are better capable in perceiving human biological motions performed by others. Soccer activity seems to confer a fundamental advantage that goes beyond sport specific functions. Concurrent with those discoveries, we observed the amazing ability of an athlete’s performance to process dynamic and neutral visual scenes. Soccer players outperformed novices throughout the 3D-MOT test which consists in tracking moving targets and simulates perceptual-cognitive skills. Their visual tracking speed and their learning ability were superior. The results confirm previous data obtained by sport experts. The 3D-MOT is an attentional tracking paradigm that stimulates active processing of dynamic visual information. In particular, it targets selective, dynamic and sustained attention, as well as working memory. This tool can be used to train perceptual-cognitive functions of athletes. Soccer players trained with the 3D-MOT throughout 30 sessions have shown an increase in passing decision making (15%) on the field compared to control groups. For the first time, the results demonstrate a perceptual-cognitive transfer from the laboratory to the field following a non-contextual perceptual-cognitive training program. Our research helps to understand athletes’ expertise by using both specific and non-specific approaches and also present perceptual-cognitive training tools, in particular the 3D-MOT technique, to improve performance in sport.

Comme toute expérience humaine, la relation au sonore appelle le langage, qui contribue à l‟inscrire dans la vie des individus et des communautés. Récurrente cependant chez les locuteurs, l‟expression d‟une difficulté particulière à parler des phénomènes acoustiques doit-elle être attribuée à l‟irréductibilité essentielle du perçu au dire, à d‟éventuelles lacunes de la langue dans la saisie de l‟expérience auditive, ou encore à la spécificité d‟une situation dans laquelle le discours, attaché au sonore par le double lien du signans et du signatum, réactive à sa source le procès sémiotique ? Mettant en évidence le fait que parler des sons est toujours parler de notre relation aux phénomènes acoustiques, l‟étude, basée sur une analyse de corpus, s‟intéresse à la façon dont le discours témoigne - et participe - de l‟inscription de l‟expérience sonore au coeur de l‟être au monde. Utilisant les ressources de l‟approche cognitive de l‟analogie (Hofstadter, Sander, 2013), elle s‟attache aux relations unissant, du sonore au musical, les processus de catégorisation auditive aux diverses modalités de saisie discursive du perçu. Si, comme en témoigne l‟analyse, ce sont bien les mêmes analogies qui participent de la relation aux phénomènes auditifs et de l‟usage signifiant du sonore en langue, le discours sur le son permet-il de mieux comprendre les enjeux du lien originaire unissant, dans et par l‟expérience acoustique, l‟exploration du sensible à l‟engagement de l‟aventure du sens? / Like any human experience, the relationship to sound calls for language, which contributes to engaging it in the lives of individuals and communities. Speakers, though, often claim to encounter special difficulties when talking about acoustic phenomena. Should this situation be attributed to the essential irreductibility of percept to speech, to possible deficiencies of language in the field of auditory experience or to the specificity of a situation in which speech, bound both by signans and signatum to sound, has to reactivate the semiotic process at its source? Highlighting the fact that talking about soundsalways means talking about our relation to acoustic phenomena, this study is based on a corpus analysis and focuses on the way speech bears witness to and takes part in the central contribution of acoustic experience to “being in the world“. Based on the cognitive approach of analogy (Hofstadter, Sander, 2013), it focuses - from acoustic to musical points of view - on the links between auditory categorization processes and the different modalities of “speech on sound“. If, as the analysis suggests, analogies which play a part in auditory perception are the same as those which contribute to the significant useof sound in language, can speech on sound enable us to better understand what is at stake in the original link binding, in and by acoustic experience, the exploration of the sensitive universe to the adventure of meaning ?