The repertoire of cellular functions mediated by Ribonucleic acid (RNA) molecules have expanded considerably during the last two decades. The role played by RNA in controlling and regulating gene expression in viruses, prokaryotes and eukaryotes has been a matter of continuous investigations. This interest has arisen primarily due to the discoveries of cisacting RNA structures like riboswitches, ribosensors and frameshift elements, which are found in either the 5’-, 3’-untranslated regions of mRNA or in the open reading frames. These structures control gene expression at the level of translation by either sequestering the Shine-Dalgarno (SD) sequence to regulate translation initiation or modulating ribosomal positions during an active translation process. Very often, these structures comprise of an RNA pseudoknot and it has been observed that these pseudoknots exist in a dynamic equilibrium with other intermediate structures. This equilibrium could be shifted by several factors including presence of ions, metabolites, temperature and external force. RNA pseudoknots represent the most versatile and ubiquitous class of RNA structures in the cell, whose unique folding topology could be exploited in a number of ways by the cellular machinery. In this thesis, a thorough study of programmed -1 ribosomal frameshifting (-1 PRF) process, which is a well known gene regulation event employed by many RNA viruses, was carried out. -1 PRF is a translation recoding process, necessary for viruses to main-tain a stoichiometric ratio of structural: enzymatic proteins. This ratio varies among different viral species. At the heart of this process, lies an RNA pseudoknot accompanied by a seven nucleotide long sequence motif, which pauses an actively translating ribosome on mRNA and causes it to shift its reading frame. The frameshift inducing efficiency of pseudoknot depends on multiple factors, for example the time scale of ribosomal pause and RNA unfolding, subsequent refolding of structure to native/intermediate states and/or environment conditions. With the aim of illustrating the fundamentals of the process, multiple factors involved in -1 PRF were studied. Chapters 2-4 represent distinct aspects of -1 PRF process, while Chapter 5 discusses a different work concerned with nucleocytoplasmic transport of tRNA carried out by nuclear export receptor Exporting. Chapter 1 gives an overview of the different regulatory activities with which RNA structures and sequences are found to be associated and the evolution of these stud-ies. It discusses the different types of structural motifs found to constitute tertiary RNA structure and secondary structure prediction and determination techniques. A brief description of ab initio RNA structure modeling and other relevant tools and methodologies used in this work has been presented. Details of techniques used in each study have been provided in relevant chapters. Chapter 2 describes how local factors like ionic conditions, hydration patterns, presence of protonated residues and single residue mutations affect the structural dynamics of an RNA pseudoknot involved in -1 PRF from a plant luteovirus. Single residue mutations in the loop regions or certain base-pair inversions in the stem regions of pseudoknot increase the frameshift inducing ability of the pseudoknot structure, while some others decrease this efficiency. However, it was not clear how the changes made to the wild-type (WT) RNA pseudoknot from Beet Western Yellow Mosaic virus were affecting the global structure in terms of its dynamics and other parameters. To study this, multiple all-atom molecular dynamics simulations (MD) were performed on WT and mutant structures created in silico. The effect of presence and absence of magnesium ions on the structural geometry was also studied. The analysis was done to identify the increase/decrease in the number of hydrogen bonds formed by Watson-Crick base-pairs in stem region or non Watson-Crick pairs between stem and loop. Ionic and water densities were analyzed and the role of potential ribosome-pseudoknot interaction was elaborated. With the aim of mimicking ribosome induced unfolding of an RNA pseudoknot, steered molecular dynamics pulling experiments were performed. This work was done primarily to understand the unfolding pathway of Hairpin(H)-type pseudoknots in general and the intermediate structures formed. Chapter 3 describes the thermodynamics and mechanics associated with the mechanical pulling of -1 PRF inducing RNA pseudoknot and its mutants described in previous chapter. Analysis of the trajectories reveal relative unfolding patterns in terms of disruption of various hydrogen bonds. This study allowed us to pinpoint the kind of intermediate structures being formed during pulling and whether these intermediate structures correspond to any known secondary structures, such as simple stem-loops. This information could be used for gaining insights into the folding pathways of these structures. An RNA pseudoknot stimulates -1 PRF in conjunction with a heptanucleotide “slippery site” and an intervening spacer sequence. A comprehensive study of analyzing the sequence signatures and composition of all overlapping gene segments harboring these frameshift elements from four different RNA virus families was carried out. Chapter 4 describes the sequence composition of all overlapping gene segments in Astroviridae, Coronaviridae, Retroviridae and Luteoviridae viral families which are known to employ -1 PRF process for maintaining their protein products. Sequence analysis revealed preference for GC bases in the structure forming sequence regions. A comparative study between multiple sequence alignment and secondary structure prediction revealed that while pseudoknots have a clear preference for specific base-pairs in their stem regions, viral families that employ a hairpin loop as -1 PRF structure, doesn’t show this preference. Information derived from secondary structure prediction was then used for RNA ab initio modeling to generate tertiary structures. Furthermore, the structural parameters were calculated for the helices of the frameshift inducing pseudoknots and were compared with the values calculated for a set of non -1 PRF inducing H-type pseudo-knots. This study highlighted the differences between -1 PRF pseudoknots and other H-type pseudoknot structures as well as specific sequence and structural preferences of the former. Chapter 5 discusses the dynamics of a tRNA transport factor Exportint (Xpot), which transports mature tRNA molecules from nucleus to cytoplasm and belongs to Importitβ family of proteins. The global conformational dynamics of other transport receptors has been reported earlier, using coarse-grained modeling and Elastic Network Models (ENMs), but a detailed description of the dynamics at an all-atomic resolution was lacking. This transport requires association of Xpot with RanGTP, a G-protein, in the nucleus and hydrolysis of RanGTP in the cytoplasm. The chain of events leading to tRNA release from Xpot after RanGTP hydrolysis was not studied previously. With these objectives, several molecular complexes containing Xpot bound to Ran or tRNA or both in the GTP and GDP ligand states as well as free Xpot structures in nuclear and cytosolic forms were studied. A combination of conventional and accelerated molecular dynamics simulations was used to study these molecular complexes. The study highlighted various aspects associated with tRNA release and conformational change which occurs in Xpot in cytosolic form. The nuclear to cytosolic state transition in Xpot could be attributed to large fluctuations in C-terminal region and dynamic hinge-points located between specific HEAT repeats. A secondary role of Xpot in controlling the quality of tRNA transport has been proposed based on multiple sequence and structure alignment with Importin-β protein. The loss of critical contacts like hydrogen bonds and salt bridges between Xpot/Ran and Xpot/tRNA interface was evaluated in order to study the initial effects of RanGTP hydrolysis and how it influences receptor-cargo binding. This study revealed various aspects of tRNA transport process by Xpot, not understood previously. The results presented in this thesis illustrate the role of RNA sequence elements and pseudoknots present in RNA viruses in modulating -1 PRF process and how multiple environmental factors affect -1 PRF inducing ability of the structure. From the studies of Xpot and its complexes, the effects of GTP hydrolysis leading to tRNA dissociation have been presented and the progression of conformational transition in Xpot after tRNA dissociation has been highlighted. Chapter 6 summarizes major conclusions of this thesis work. The refolding of single stranded RNA chains, subjected to a previous unfolding simulation is studied. Appendix A describes this work and initial results. Appendix B describes the effect of improved molecular dynamics force fields, containing corrections for χ torsion angle for RNA, on the conformation of tertiary RNA structures. Part of the work presented in this thesis has been reported in the following publications. 1.Asmita Gupta and Manju Bansal. Local Structural and Environmental Factors De-fine the Efficiency of an RNA Pseudoknot Involved in Programmed Ribosomal Frameshift Process. J. Phys. Chem. B. 118 (41), pp 11905-11920. 2014 2.Asmita Gupta, Senthilkumar Kailasam and Manju Bansal. Insights Into Nucleo-cytoplasmic Transport of tRNA by Exportin-t. Manuscript under review. List of manuscripts that are being prepared from the work reported in Chapter 3 in this thesis. 1 Asmita Gupta and Manju Bansal. The role of sequence effects on altering the un-folding pathway of an RNA pseudoknot: a steered molecular dynamics study. Manuscript in preparation. 2 Asmita Gupta and Manju Bansal. Molecular basis for nucleocytoplasmic transport of tRNA by Exportin-t. Journal of Biomolecular Structure and Dynamics, May;33 Suppl 1:59-60, 2015

Inledning: Författarna har under sina fältdagar i utbildningen uppmärksammat att det finns olika åsikter och tankar om specialpedagogens uppdrag i verksamheterna bland pedagogerna. Spe­cialpedagogens uppdrag styrs på olika sätt beroende på ledning och vilka befogenheter speci­alpedagogen har i verksamheterna. Syfte: Att öka kunskapen om pedagogers syn på det spe­cialpedagogiska uppdraget samt hur det kan påverka specialpedagogens roll i en verksamhet. Metod: Vid ett tillfälle träffades fyra pedagoger i en fokusgrupp där deltagarna fick diskutera ett antal bilder med påståenden utifrån den specialpedagogiska examensordningen. En rektor och två specialpedagoger besvarade en enkät med samma tolv påståenden som fokusgruppen samt med några öppna frågor. Resultat: Det skiljde sig i pedagogernas diskussioner om speci­alpedagogens uppdrag beroende på om det diskuterades utifrån vad det står i examensord­ningen eller om det var utifrån pedagogernas önskan. Handledningssamtal var ofta i fokus samt hur handledningssamtal påverkade pedagogernas arbete. Pedagogerna ville ha specialpeda­gogens kunskap och tar upp att det är viktigt med ett bra samarbete mellan professionerna. Skolutveckling diskuterades mest i fokusgruppen när det var utifrån examensordningen. Synen på det specialpedagogiska uppdraget behöver utvecklas i verksamheten menar rektorn. Slut­sats: Pedagogerna uttrycker att specialpedagogerna är viktiga i verksamheten samtidigt som det finns en osäkerhet och otydlighet i det specialpedagogiska uppdraget. / Introduction: The authors have noted during their field days in the education that there are different opinions and thoughts about the special educator's assignments in the activities of the educators. The Special Education Officer's assignments are governed differently depending on management and the powers of the Special Pedagogue in the activities. Aims: To raise aware­ness of educators' views on the special education assignment and how it may affect the role of the Special Educator in an activity. Method: At one time, four educators met in a focus group where the participants were allowed to discuss a number of pictures with claims based on the special education degree scheme. A principal and two special educators answered a quest­ionnaire with the same twelve statements as the focus group and with some open questions. Result: It was different in the pedagogues discussions about the special educator's as­signments, depending on whether it was discussed based on the degree program or whether it was the wish of the educators. Tutorials were often in focus and how tutoring conversations influenced the teachers' work. The educators wanted the specialist teacher's knowledge and stated that it is important to have good cooperation between the professions. School develop­ment was discussed most in the focus group when it was based on the degree scheme. The view of the special education mission needs to be developed in the activities, says the director. Conclusion: Educators express that the special educators are important in the activities while there is uncertainty and ambiguity in the special education mission.

Made available in DSpace on 2016-12-08T17:06:43Z (GMT). No. of bitstreams: 1 114571-1.pdf: 33908634 bytes, checksum: 0ca2be800137923c27c3387b99eb80d5 (MD5) Previous issue date: 2013-06-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study is to investigate how children comprehend the composing process within the musical education in the basic schooling. To answer this question, the study sought to comprehend children s perspective about what is composition; and how they explain the process of composition. The paper is theoretically based upon researches which inquiry the composition in the musical education, especially those focused the children s perspectives (BEINEKE, 2009; BURNARD, 2000a; 2000b; 2004; 2006a; 2006b). It has been carried out a case study with a primary school 4th grade class, through weekly meetings during a three-month period, in which the students produced musical compositions. The students organized themselves to form their work groups, chose their partners and selected the available musical instruments to develop their compositions. The data were collected through participant observation, video recordings of all processes, and semi structured interviews with the students. The researcher conducted the work inside the classroom, trying not to directly interfere on the compositions, however trying to establish a positive environment, appreciating prior knowledge from the students and their contributions within the class (JEFFREY; WOODS, 2009). Results show that the students conceive their musical production in a comprehensive manner, assigning authorship sense to parodies, compositions, arrangements, and improvisations. According to them, their songs are composed of lyrics, message, rhythm, rime, friendship, voice, instruments, expression, punctuation, chorus, willingness, and choreography. They assign great value to the message that is passed through the lyrics, being the composition only making sense if it is developed with friends and presented to other people. The relation to the body is also given value within the compositions; inasmuch to a great deal of children, the composition involves gestures and choreography that are settled simultaneously. For them to feel triggered and safe in terms of developing their compositions, the children appreciate the teacher s role in conducting the activities; mainly to help organizing the class, transmit musical content, and the affective relationship built among the students. It is believed that researches that bring children s point of view about their involvement with music and with the musical composition could contribute to strengthen of those practices in the musical education. Regarding this perspective, the teaching of music assumes a commitment with building processes, reasoning and reflecting about musical practices within the classroom, appreciating the voice of a child for a more active society participation. / Este estudo teve como objetivo investigar como as crianças compreendem a composição no contexto da educação musical na escola básica. Para responder a essa questão, buscou-se compreender a perspectiva das crianças sobre o que é composição; por que as pessoas compõem música; quais os valores atribuídos à atividade de compor; e como elas explicam o processo de composição. O trabalho é apoiado teoricamente em pesquisas que investigam a composição na educação musical, em especial aquelas que focalizam a perspectiva das crianças (BEINEKE, 2009; BURNARD, 2000a; 2000b; 2004; 2006a; 2006b). Foi realizado um estudo de caso com as crianças de uma turma do 4º ano do ensino fundamental que não frequentavam aulas de música. Através de encontros semanais por um período de três meses, as crianças elaboraram composições musicais, organizando-se livremente na formação de grupos de trabalho, na escolha de parcerias e na seleção dos instrumentos musicais disponibilizados. Os dados foram coletados através de observação participante, registros em vídeo de todo o processo e entrevistas semiestruturadas com as crianças. A pesquisadora conduziu o trabalho em sala de aula, procurando não interferir diretamente nas composições, mas procurando estabelecer um ambiente positivo, valorizando os conhecimentos prévios das crianças e suas contribuições em sala de aula (JEFFREY; WOODS, 2009). Os resultados mostram que as crianças entendem a atividade de composição musical de maneira abrangente, realizando paródias, composições, arranjos e improvisações. Segundo elas, suas músicas são constituídas de letra, mensagem, ritmo, rima, amizade, voz, instrumentos, expressão, pontuação, refrão, vontade e coreografia. Elas atribuem grande valor à mensagem transmitida nas letras de suas músicas, sendo que a composição só faz sentido quando é realizada com amigos e apresentada a outras pessoas. A relação com o corpo também é valorizada nas composições, visto que, para muitas crianças, a composição envolve gestos e coreografias, que são elaborados simultaneamente. Para se sentirem estimuladas e seguras no desenvolvimento de suas composições, as crianças valorizam o papel do professor na condução das atividades, principalmente para ajudar na organização da turma, pelos conteúdos musicais transmitidos e pela relação afetiva construída com os estudantes. Acredita-se que as pesquisas que trazem o ponto de vista das crianças sobre o seu envolvimento com a música e com a composição musical podem contribuir para o fortalecimento dessas práticas na educação musical escolar. Nessa perspectiva, o ensino de música assume um compromisso com processos de produção, crítica e reflexão sobre as práticas musicais em sala de aula, valorizando a voz da criança para uma participação mais ativa na sociedade.

Nesta pesquisa foi feita uma revisão dos Programas de Cooperação Acadêmica Internacional promovidos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) e ma exploração sobre o potencial desses programas para contribuir com a gestão do Programa Ciência Sem Fronteiras. A metodologia foi de natureza exploratória, qualitativa, e descritiva com base em uma consulta endereçada às agências que cooperam com a Capes. Foi realizada uma revisão do Estado da Arte sobre cooperação internacional da Capes e internacionalização da educação superior no Brasil, com base nos documentos disponíveis, bem como nas publicações, citações, e nos resultados de pesquisas recentes, usando o Aplicativo Publish or Perish. Também são apresentados os resultados da pesquisa documental e de outras pesquisas relacionadas aos programas de cooperação internacional e do Programa Ciência Sem Fronteiras. A partir dessa revisão foram realizadas entrevistas com representantes de algumas agências que cooperam com a Capes, e também com autoridades e servidores envolvidos com os Programas de Cooperação Internacional e com a gestão do Programa Ciência Sem Fronteiras. A conclusão da pesquisa é que, programas de cooperação acadêmica internacional estabelecem relações institucionais e pessoais que, repercutem positivamente nos programas de graduação e pós-graduação brasileiros e que contribuem na formação de pessoal qualificado e de núcleos de pesquisa de excelência. / In the present research it has been made a review of International Academic Cooperation Programs promoted by the Brazilian Federal Agency for Support and Evaluation for Graduate and Evolution of Graduate Education of the Ministry of Education of Brazil (Capes-MEC) and an exploration about the potential of these programs to contribute to the management of the Science without Borders Program. The methodology was qualitative and exploratory in nature, and descriptive based on a consultation addressed to the agencies which cooperate with the Capes. It was carried out a review on the State of the art about international cooperation and internationalization of higher education in Brazil, on the basis of the documents available, as well as in publications and citations, as well as on the results of recent research, by using the Publish or Perish Applicative (HPP). It is also presented the results of research on documents and other research related to international cooperation programs and Science without borders program. From that review were conducted interviews with representatives of some agencies that cooperate with Capes and also with the authorities and servers involved with the programs of international cooperation and Science without Borders Program. The conclusion of the research is that international academic cooperation programs provide personal and institutional relationships that resonate positively en undergraduate programs and graduate Brazilians and contribute in the training of qualified personal and research centers of excellence.

EditorialThe text doesn't have an abstract / El texto no presenta resumen

Background: Postnatal depression (PND) is one of the most common maternal mental health problems for women worldwide. Yet the wide range of reported rates of PND in different countries raises questions about how PND is experienced by women in different cultures and whether interventions developed in western cultures are appropriate in very different settings. It is important to establish how PND is defined, experienced and managed in different cultures in order to create culturally relevant interventions. No previous studies of experience of PND and its management have been conducted in Malaysia. The aim of this study was to explore women’s experiences and healthcare practitioners’ (HCPs) perspectives of PND in a multicultural country, Malaysia. Methods: This was a qualitative study informed by a critical realist approach. Semi-structured interviews were carried out with 33 women (from three different cultural backgrounds) attending for child or postnatal care and 18 HCPs in six purposively selected maternal and child health (MCH) clinics and a female psychiatric ward in Kuala Lumpur, Malaysia. Data were analysed using framework analysis. Findings: There were some differences in the women’s perceptions of PND experience across three different cultural backgrounds in Malaysia. Malay women were more likely to describe the symptoms of PND based on a combination of emotional and behavioural changes, whereas Chinese and Indian women talked more about emotional changes. Traditional postnatal practices were described as contributing to PND by some Malay women but were accepted as promoting maternal and infant well-being by the majority of Indian women. Religious activities were reported as an effective strategy for the Malay women but were not seen as helpful by the majority of Chinese women. Considering HCPs, it appeared that the absence of a clear and specific policy and guideline in the management of PND within the Malaysian healthcare system has resulted in a lack of professional ownership in the management of PND, especially among HCPs in MCH clinics. Conclusion: The women and the HCPs had distinct ways of conceptualising PND experiences, although they agreed on several symptoms and causal explanations. This study calls for a system-based enhanced PND care with an initiation of culturally appropriate care for PND within the healthcare system.

Abstrakt Bakgrund: Vårdmiljön på operations- och intensivvårdsavdelningen är avancerad och högteknologisk. Att vara patient och behöva vårdas på sjukhus innebär att komma till en främmande miljö med risk att förlora kontroll över sig själv och behöva överlämnas till andra. Förhållandet mellan patient, vårdpersonal, närstående, teknik, omgivning samt omvärld anses vara avgörande för hur patienten kommer att uppleva vårdmiljön.  Syfte: Att beskriva patienters upplevelser av vårdmiljön på operations- och intensivvårdsavdelning. Metod: Systematisk litteraturstudie med induktiv och kvalitativ ansats. Analysen utfördes genom att syntetisera och summera innehållet i 17 kvalitativa primärstudier.  Resultat: Resultatet består av 3 huvudteman och 8 underteman. Tema nr 1: Att vara patient i en främmande och teknisk vårdmiljö - patienternas förändrade upplevelser av sig själva, att befinna sig mellan fantasi och verklighet, att ha och inte kontroll över sin situation samt familjens betydelse för patienternas upplevelser. Tema nr 2: Patienternas upplevelser av rädsa - att vara rädd samt rädsla mot existensen. Tema nr 3: Personalens betydelse för patienternas upplevelser - att vara väl eller icke väl omhändertagen samt att behandlas som subjekt eller objekt.  Slutsats: Patienternas upplevelser av vårdmiljön på operations- och intensivvårdsavdelningen beskrevs som både positiva och negativa, betryggande och skrämmande men var framförallt individuella. Relationen med vårdpersonalen och att som patient känna sig väl omhändertagen samt att bli bemött och behandlad med respekt, där patientens integritet och individualitet låg till grund för vårdandet, var den viktigaste aspekten i patienternas möte med vården.

Através do manejo do foco narrativo,dentre outros recursos literários, o Autor alterna e entrelaça narrativas de experiências de personagens oriundas de formações culturais diferentes com a representação do pensamento de cada uma delas sobre o passado, sobre si, sobre o outro e sobre vários espaços em que atuam. Esses espaços se revelam incongruentes com a idéia de um mundo sem fronteiras conforme se apregoa na modernidade tardia. O objetivo desta tese é discutir como aspectos do real histórico e do real psicológico nos tempos em que vivemos se sedimentam na forma deste romance contemporâneo / Through shifts in point-of-view, among other literary resources, the Author alternates and intertwines narratives of the experiences of two characters from contrasting cultural formations with narratives of their thoughts about the past, themselves, each other and the various settings in which they act. These spheres are rendered as incongruent with the idea of a world without borders, so often celebrated in late modernity. The aim of this thesis is to discuss how elements of present-day historical and psychological experience solidify in the form of this particular contemporary novel

Nesta pesquisa foi feita uma revisão dos Programas de Cooperação Acadêmica Internacional promovidos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) e ma exploração sobre o potencial desses programas para contribuir com a gestão do Programa Ciência Sem Fronteiras. A metodologia foi de natureza exploratória, qualitativa, e descritiva com base em uma consulta endereçada às agências que cooperam com a Capes. Foi realizada uma revisão do Estado da Arte sobre cooperação internacional da Capes e internacionalização da educação superior no Brasil, com base nos documentos disponíveis, bem como nas publicações, citações, e nos resultados de pesquisas recentes, usando o Aplicativo Publish or Perish. Também são apresentados os resultados da pesquisa documental e de outras pesquisas relacionadas aos programas de cooperação internacional e do Programa Ciência Sem Fronteiras. A partir dessa revisão foram realizadas entrevistas com representantes de algumas agências que cooperam com a Capes, e também com autoridades e servidores envolvidos com os Programas de Cooperação Internacional e com a gestão do Programa Ciência Sem Fronteiras. A conclusão da pesquisa é que, programas de cooperação acadêmica internacional estabelecem relações institucionais e pessoais que, repercutem positivamente nos programas de graduação e pós-graduação brasileiros e que contribuem na formação de pessoal qualificado e de núcleos de pesquisa de excelência. / In the present research it has been made a review of International Academic Cooperation Programs promoted by the Brazilian Federal Agency for Support and Evaluation for Graduate and Evolution of Graduate Education of the Ministry of Education of Brazil (Capes-MEC) and an exploration about the potential of these programs to contribute to the management of the Science without Borders Program. The methodology was qualitative and exploratory in nature, and descriptive based on a consultation addressed to the agencies which cooperate with the Capes. It was carried out a review on the State of the art about international cooperation and internationalization of higher education in Brazil, on the basis of the documents available, as well as in publications and citations, as well as on the results of recent research, by using the Publish or Perish Applicative (HPP). It is also presented the results of research on documents and other research related to international cooperation programs and Science without borders program. From that review were conducted interviews with representatives of some agencies that cooperate with Capes and also with the authorities and servers involved with the programs of international cooperation and Science without Borders Program. The conclusion of the research is that international academic cooperation programs provide personal and institutional relationships that resonate positively en undergraduate programs and graduate Brazilians and contribute in the training of qualified personal and research centers of excellence.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-18T12:32:57Z No. of bitstreams: 1 Fernanda Muniz Brayner Lopes.pdf: 10232920 bytes, checksum: d988a442a96b429481ccb631a631fcb1 (MD5) / Made available in DSpace on 2016-08-18T12:32:58Z (GMT). No. of bitstreams: 1 Fernanda Muniz Brayner Lopes.pdf: 10232920 bytes, checksum: d988a442a96b429481ccb631a631fcb1 (MD5) Previous issue date: 2015-06-08 / The present research has the objective of evaluating the methodological proposition of applying the Multiple Perspectives Model (MoMuP) and Cooperative Learning principles in order to articulate experiential, content and pedagogical practice knowledge of university level educators through constructivist autonomy to re-elaborate complex-systemic comprehension of biological processes. Such methodology has been developed by professors with both bachelors and licentiate degrees from multiple areas of biology and medical sciences during virtual and personal meetings. A private group, GE-Glicemia, in the social network Facebook was used as virtual meeting environment. In those, cooperative dialogues were developed regarding Garfield’s biological processes in a complex-systemic perspective. Personal meetings involved individual building of parking lot schemes that worked as Deconstruction (or conceptual development) preparing the group for a further moment when the conceptual scheme was built collectively. The main premise was promoting an articulate concept reconstruction permeating science paradigms – Cartesian, Systemic and Complex. Result analysis revealed that it was possible to materialize a continuous in-service development of professors in order to improve Biology Teaching. From the individual and collective activities, participants reflected and elaborated their specific conceptual comprehension in the complex-systemic perspective. The theoretical-methodological choice of MoMuP allowed the Deconstruction, development and Reconstruction of concepts and paradigms. Group work favored the articulation, not only, of knowledge, but also, of pedagogical practices and experiences. Therefore, knowledge articulation in the complex-systemic Biology perspective in cooperative way is a possible path to minimize fragmentation in Biology Teaching. / O objetivo desta pesquisa foi avaliar uma proposta metodológica utilizando o Modelo das Múltiplas Perspectivas (MoMuP) e os princípios da Aprendizagem Cooperativa visando propiciar a articulação dos saberes experienciais, do conteúdo e da prática pedagógica de docentes universitários através da autonomia construtivista, para reelaborar a compreensão sistêmico-complexa dos processos biológicos. A metodologia foi desenvolvida por docentes universitários de várias áreas da Biologia com dupla formação (bacharelado e licenciatura) e da área médica, em momentos virtuais e presenciais. A rede social Facebook foi utilizada como ambiente virtual em um grupo de privacidade secreta intitulado GE-Glicemia. Neste foram desenvolvidos blocos de diálogos com viés cooperativo acerca dos processos biológicos de Garfield na perspectiva da Biologia sistêmico-complexa. Os momentos presenciais envolveram a construção de Esquemas Conceituais Individuais em parking lot que funcionaram como Desconstrução ou aprofundamento conceitual, preparando o grupo para o momento em que esse esquema conceitual seria reconstruído coletivamente. A premissa foi promover uma Reconstrução conceitual articulada, permeando entre os paradigmas da ciência - Cartesiano, Sistêmico e Complexo. A análise dos resultados revelou que foi possível materializar uma formação contínua, em serviço, de docentes universitários, visando o aprimoramento do Ensino de Biologia. Os participantes, a partir de atividades desenvolvidas individual e cooperativamente, refletiram e reelaboraram a compreensão conceitual específica na perspectiva sistêmico-complexa. A opção teórico-metodológica pelo MoMuP propiciou o processo de Desconstrução, aprofundamento e (Re) construção conceitual e paradigmática. O trabalho em grupo cooperativo favoreceu a articulação de saberes docentes na Biologia, assim como das práticas pedagógicas e experienciais. Portanto, articular saberes na perspectiva da Biologia sistêmico-complexa, de forma cooperativa é um possível caminho para minimizar a fragmentação presente no ensino da Biologia.