Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-30Bitstream added on 2014-06-13T20:53:47Z : No. of bitstreams: 1 penna_cma_me_prud.pdf: 450731 bytes, checksum: 37dec303548b48aeeec0aabf2c6f05d0 (MD5) / O presente estudo vinculado à linha de pesquisa “Processos Formativos, Diferença e Valores”, do programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP (FCT- UNESP), Campus de Presidente Prudente, buscou compreender/refletir, através de análise bibliográfica, sobre a construção das identidades sexuais e de gênero das crianças no recreio escolar das séries iniciais do Ensino Fundamental. O trabalho se apoia, entre outros, nos estudos teóricos pós-estruturalistas de Guacira Lopes Louro e Tomaz Tadeu da Silva, na compreensão de que as construções das polaridades sexuais (heterossexual / homossexual) e de gênero (masculino / feminino) precisam ser problematizadas e desconstruídas. Trata-se de uma pesquisa qualitativa de cunho bibliográfico em que foi utilizada literatura acadêmica para a problematização do tema. O estudo partiu do pressuposto de que alguns modos de agir, de brincar e de ocupar espaços, entre as crianças, no recreio escolar, estão ligados à construção das identidades sexuais e de gênero. Pude refletir, a partir das leituras, como essas diferenças são engendradas nas crianças de formas variadas, podendo ser verificadas nas brincadeiras que sinalizam modos de brincar apropriados para meninos e para meninas. Brincadeiras como pique-pega, amarelinha e elástico, entre outras, foram identificadas como brincadeiras de meninas e de meninos, ou ora de meninas, ora de meninos, sofrendo variações de acordo com o local investigado. O futebol e a brincadeira de boneca foram as atividades lúdicas que se destacaram como as práticas mais representativas dessa diferenciação, associadas à heterossexualidade. Revelando o quanto nossas práticas sociais estão marcadas pela ideia de que as diferenças anatomosexuais definem naturalmente características e formas de agir para cada sexo... / This study linked to the research line formative process, diversity and values, the program of Graduate Education, Faculty of Science and Technology, UNESP (FCT-UNESP), Campus of Presidente Prudente, sought to understand / think through literature review on the construction of sexual identities and gender of children in the playground of the lower grades of elementary school. The work is based, among others, in studies of post-structuralist theorists Guacira Lopes Louro and Tomaz Tadeu da Silva, on the understanding that the construction of polarities sex (heterosexual / homosexual) and gender (male / female) need to be debated and deconstructed. This is a qualitative survey of bibliographical in academic literature that was used for the theme problem. The study assumed that some ways of acting, to play and occupy spaces between children in the playground, are linked to the construction of sexual identities and gender. I could reflect, from the readings, as these differences are engendered in children in different ways and can be verified in the jokes that signal appropriate modes of play for boys and for girls. Jokes like pike-handle, hopscotch and elastic, among others, were identified as playing girls and boys, and sometimes girls, sometimes boys, suffering variations according to the investigated area. The football and playing with dolls were playing activities that stood out as the most representative of this differentiation practices associated with heterosexuality. Showing how our social practices are marked by the idea that differences anatomosexuais defining characteristics and course of action for each sex. The sensualization expressed in the body of the girls, observed in some studies in dance or aesthetic significance among children indicated how they construct their gender identities from social values attributed to the beauty of the woman linked to eroticism... (Complete abstract click access electronic below)

This work deals with the safety of children playgrounds in Tábor. Since 2002 The program of children playground optimisation has been running in the town. Children playgrounds have been reconstructed in the sense of Czech regulations 1176 and 1177 so that they meet requirements of childrens´ safety. The aim of the thesis consists in mapping technical condition of children playgrounds and finding out about public awareness of safe playing.

abstract: In the past three decades alone, the United States has witnessed a dramatic rise in the prevalence of obesity and overweight in adults and children. Efforts towards obesity mitigation and prevention have produced promising recommendations and researchers and practitioners alike acknowledge that real solutions must match the complexity of the problem. Comprehensive approaches that target environmental, economic, socio-cultural, and knowledge-based factors that influence diet and physical activity are highly recommended. However, the literature yields little in the way of what such comprehensive obesity interventions actually entail and how they ought to be developed. In particular, there are knowledge gaps in how various stakeholder groups can bridge institutional barriers to collaborate in ways that maximize resources, build upon synergies, and avoid duplication of efforts; and how specific recommendations are actually implemented. This thesis aims to contribute to an emerging body of literature that fills this gap by presenting a practical case study on how to create a playground obesity intervention in the Gateway District of Phoenix, Arizona, in collaboration with researchers, health professionals, neighborhood residents, and city officials. The objectives were two-fold: 1. To outline concrete steps that will allow an organization to create a playground linked with healthy kids education program that aims to increase physical activity, perceptions of safety, and community cohesion; 2. To outline how diverse stakeholders can collaborate effectively to create such a cohesive, complex obesity intervention. A detailed, actionable intervention manual was drafted through semi-structured interviews, literature review, a survey, a stakeholder workshop, and an extended peer-review. The manual describes the sequence of actions necessary for creating an innovative playground that reinforces learning, encourages creative play, and increases physical activity. The sequence of actions was linked with existing local assets, stakeholder roles and responsibilities, costs, and potential barriers. This manual, as well as the process itself, can serve as a transferable model for helping organizations come together to build the capacity required in order to tackle complex health challenges. / Dissertation/Thesis / M.A. Sustainability 2013

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2011. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-25T03:30:35Z No. of bitstreams: 2 INTERAÇÕES INFANTIS E RELAÇÕES DE PODER FIOS QUE 2.pdf: 1107602 bytes, checksum: 3be7816e1c490f861222c9ffaac5af17 (MD5) INTERAÇÕES INFANTIS E RELAÇÕES DE PODER FIOS QUE.pdf: 167809 bytes, checksum: 76cc0c78d5ea79fe46ef2cba60d1ebca (MD5) / Approved for entry into archive by Gabriela Silva da Rosa(gabrielasilvadarosa@gmail.com) on 2013-07-01T23:42:38Z (GMT) No. of bitstreams: 2 INTERAÇÕES INFANTIS E RELAÇÕES DE PODER FIOS QUE 2.pdf: 1107602 bytes, checksum: 3be7816e1c490f861222c9ffaac5af17 (MD5) INTERAÇÕES INFANTIS E RELAÇÕES DE PODER FIOS QUE.pdf: 167809 bytes, checksum: 76cc0c78d5ea79fe46ef2cba60d1ebca (MD5) / Made available in DSpace on 2013-07-01T23:42:38Z (GMT). No. of bitstreams: 2 INTERAÇÕES INFANTIS E RELAÇÕES DE PODER FIOS QUE 2.pdf: 1107602 bytes, checksum: 3be7816e1c490f861222c9ffaac5af17 (MD5) INTERAÇÕES INFANTIS E RELAÇÕES DE PODER FIOS QUE.pdf: 167809 bytes, checksum: 76cc0c78d5ea79fe46ef2cba60d1ebca (MD5) Previous issue date: 2011 / Esta dissertação é o resultado de um estudo realizado sobre as interações infantis e as relações de poder. A mesma foi fundamentada, principalmente, a partir de algumas contribuições do pensamento de Michel Foucault - especialmente as noções de relações de poder, instrumentos disciplinares e práticas de liberdade –,bem como de outros autores inseridos no campo reconhecido como pós-estruturalista, com dois objetivos: problematizar as temáticas das interações infantis enquanto potência de produção – de modo geral –, e analisar como as relações de poder atravessam, constituem e possibilitam as próprias ações infantis. Para atingir esse propósito foi fundamental perceber a ciência como aquela que é compreendida nas vontades de verdades dos sujeitos, o que, para o estudo aqui realizado, implica em desconfiar dos discursos que foram instaurando verdades sobre as crianças e suas ações e atrelando a elas características, muitas vezes, pautadas em faltas e ausências. Essa outra maneira de investigar desafiou e provocou meu olhar de pesquisadora, de forma a me deixar ser guiada pelas crianças e de procurar diferentes estratégias que permitissem que este trabalho acontecesse com elas. Assim, o trabalho de campo se realizou no período de Março a Abril de 2010 em um recreio escolar, na cidade de Pelotas/RS, a partir de uma bricolagem, a qual operou através do diálogo constante entre algumas ferramentas como o diário de campo, as observações, as fotografias e as conversas-entrevistas. Os entrecruzamentos feitos a partir das capturas realizadas no recreio me permitiram perceber que as interações dos sujeitos infantis são atravessadas e constituídas por relações de poder, logo, podem ser percebidas enquanto potência de produção, uma vez que as crianças são também entendidas tanto como efeito quanto produtoras do meio ao qual estão inseridas. Foi possível considerar, ainda, as interações infantis enquanto produtivas, à medida que, por meio do exercício sutil e constante de algumas estratégias e instrumentos disciplinares, elas caracterizavam o recreio escolar como uma das engrenagens que possibilita e mantém o funcionamento da maquinaria escolar, bem como permitia que outras interações, que outros jeitos de agir, de organizar as brincadeiras, de estabelecer outras regras e de ser criança fossem sendo produzidos e instituídos. Em suma, para além de mostrar as interações das crianças enquanto potência de produção, esta dissertação também permitiu olhar de outra forma para as crianças e para suas ações, uma vez que a trama de reflexões aqui tecida teve como ponto de partida as interações e as relações de poder estabelecidas entre os próprios sujeitos infantis e não as desenvolvidas entre adultos-crianças. / This dissertation is the result of a study on child interaction and power relations. The same was based mostly contributions from some of the thinking of Michel Foucault - especially the notions of power relations, disciplinary tools and practices of freedom - as well as others have entered into the field known as poststructuralism, with two objectives: to discuss the issues of child interaction as a power production - in general - and to analyze how relations of power are shaping and allow the infant's own actions. To achieve this purpose was essential to understand science as one that is understood in the minds of the subjects of truth, which, for the study conducted here, implies distrust of the speeches that were introducing truths about children and their actions and characteristics attaching to them often framed by absences. This other way of investigating challenged and caused my eyes to a researcher, to let myself be guided by the children and seek different strategies that allowed this work to happen to them. Thus, the fieldwork was conducted from March to April 2010 in a school playground in the city of Pelotas/RS, from a “bricolage”, which operated through constant dialogue between some tools like the diary, observations, photographs, interviews and conversations. The intersections made from the catch in the recreational allowed me to realize that the interactions of the subjects children are traversed and constituted by power relations, then, can be perceived as a power production, since children are also understood as the effect of both producing the means to which they belong. Could also consider the child interaction as productive as they, through the subtle and constant exercise of certain disciplinary strategies and tools, they characterized the playground as a gear that enables and maintains the operation of the school machinery and to allow other interactions with other ways to act, to organize the games, to establish other rules and to be produced and child were being imposed. In short, in addition to show the interactions of children while power production, this work also allowed to look another way for children and for their actions, since the plot was woven of reflections as a starting point the interactions and power relations established between the subjects themselves and not the children developed between adult-children.

Esta dissertação, desenvolvida no campo das interrelações entre o Design e a Arquitetura, apresenta uma pesquisa sobre espaços interativos para crianças, com foco dirigido a projetos de abordagens multidisciplinares e experimentais referentes ao lúdico.São obras implantadas em áreas urbanas de acesso público e ao ar livre, desenvolvidas pelo setor institucional ou público, a partir da metade do século vinte aos dias atuais,selecionadas no Brasil e em outros países. Inicia-se este trabalho conceituando: a criança, quanto ao desenvolvimento integral e suas linguagens; o espaço; o interativo e o lúdico.Adiciona-se a estes, reflexões sobre: a qualidade como conceito no desenvolvimento e implantação destes projetos e as capacidades sensoriais humanas, segundo o arquiteto Victor Papanek. Após contextualização desses espaços na cidade, apresenta-se compilação de projetos selecionados, organizados por período cronológico, localização e autores. Com método de pesquisa qualitativa exploratória e estudos de casos, a organização deste trabalho estrutura-se em tópicos: contexto, percurso, conceitos envolvidos e projetos; apresenta propostas de abordagens experimentais e criativas, em concepções que buscaram novas soluções e foram além do pré-estabelecido e convencional. Após sistematização e análise, elaboraram-se conclusões e considerações em que se almeja auxiliar, com subsídios teóricos, pesquisadores e profissionais de áreas afins no desenvolvimento de novos projetos. Ao identificar aproximações entre o lúdico e a inovação, investiga-se seu conceito e soma-se a este uma reflexão sobre a complexidade e as competências necessárias para os novos tempos, segundo o pensamento de Edgar Morin. Conclui-se o trabalho com um conjunto de propostas nos campos da Arquitetura, do Design e das Artes que unem os conceitos de inovação, lúdico e espaço, em abordagens experimentais, criativas e multidisciplinares. Discutem-se,assim, outros modelos possíveis de relacionamento com o entorno e com os elementos da natureza. Um convite a reconectar-se com as capacidades sensoriais humanas e um caminho para o desenvolvimento de saberes necessários, como listados na obra Sete saberes necessários à educação do futuro, de Edgar Morin: \"As cegueiras do conhecimento; Os princípios do conhecimento pertinente; ensinar a condição humana;Ensinar a identidade terrena; enfrentar as incertezas; ensinar a compreensão e a ética do gênero humano\". / This dissertation, which inhabits the space between Design and Architecture, presents a research on interactive spaces for children, focusing on multidisciplinary and experimental approaches to play. Those spaces are implemented in outdoors urban areas of public access built by the institutional or public sectors, from the first half of the twentieth century up to the present day, in Brazil and other countries. This work starts off with the establishment of key concepts: the child, in light of integral development and its languages; the space; interaction and play. In addition to those definitions, there are reflections on quality as a concept for the development and implementation of those projects; human sensorial capabilities, according to architect Victor Papanek, and the child in the present society. After the contextualization of those spaces in the city, we present a compilation of selected project, organized according to chronology, location and authors. With a qualitative exploratory research method and case studies, this work is organized in topics: context, trajectory, concepts and projects involved; it presents experimental and creative approaches, in conceptions that sought out new solutions and moved beyond the pre-established and conventional standards. After systematizing and analysis, we present conclusions and considerations with the aim of offering theoretical subsidies for researchers and professionals in adjacent areas for the development of new projects. By identifying approximations between play and innovation, we investigate this concept and enhance it with a reflection about complexity and the abilities that are necessary for the present times, according to Edgar Morin. We wrap up the work with a set of proposals in the fields of Architecture, Design and the Arts uniting the concepts of innovation, play and space, in experimental, creative and multidisciplinary approaches. Thus, we discuss other possible models of relationship with the surroundings and with the elements of nature. It is an invitation to reconnect with human sensorial capabilities and a path toward the development of necessary knowledge, as listed in Seven complex lessons in education for the future, by Edgar Morin: \"Detecting error and illusion; Principles of pertinent knowledge; Teaching the human condition; Earth identity; Confronting uncertainties; Understanding each other; Ethics for the human genre\".

O presente trabalho tem como objeto de estudo o processo de transformação de um dos espaços externos de um Centro de Educação Infantil (CEI), do município de São Paulo o parque. A pesquisa teve como objetivo analisar de que modo a participação de diferentes sujeitos influenciaram na transformação do parque de um CEI tendo como perspectiva a ideia de lugar pedagógico, utilizando o conceito de lugar embasado por Frago e lugar pedagógico por Faria. A metodologia utilizada foi um estudo de caso Stake, sendo acompanhada a jornada diária dos sujeitos presentes do CEI, durante seis meses, e como fontes de dados foram considerados: Projeto Político Pedagógico de 2015; registros do Projeto Especial de Ação (PEA) de 2015; planta arquitetônica do pavimento térreo e do pavimento superior e outros documentos referentes à manutenção do prédio e áreas externas do CEI; diário de campo da pesquisadora; registros fotográficos; transcrição de reuniões do PEA, do Conselho de Escolas e entrevistas realizadas com professoras, diretora pedagógica, coordenadora pedagógica e famílias. A análise dos dados produzidos foi realizada à luz principalmente dos conceitos de espaço escolar e cultura escolar trazidos por Frago e Escolano. A investigação desenvolvida trouxe importantes evidências acerca da participação dos sujeitos na construção de seus lugares, entre elas: como profissionais do CEI e crianças criam soluções para driblar os obstáculos encontrados no projeto arquitetônico original; a ausência de uma interface do dia-a-dia de profissionais da educação e arquitetos; a importância do envolvimento da comunidade nos projetos do CEI; a presença dos diferentes saberes docentes (TARDIF) nas decisões que são tomadas pelo grupo de professoras; o impacto direto que a formação continuada em serviço pode ter na alteração dos espaços do CEI enquanto lugar pedagógico e a importância de envolver a criança em todas as etapas do planejamento dos espaços físicos em uma Pedagogia-em-Participação (OLIVEIRA-FORMOSINHO). / The present work has as object of study the process of transformation of one of the external spaces of a Center of Early Childhood Education (CEI), of the municipality of São Paulo the park. The research had as objective to analyze how the participation of different subjects influenced in the transformation of the park of a CEI having as perspective the idea of pedagogical place, using the concept of place based by Frago and pedagogical place by Faria. The methodology used was a Stake study of case, followed by the daily workday of the individuals present at the CEI, during six months, and as data sources were considered: Political Pedagogical Project of 2015; Special Action Project (PEA) 2015 records; architectural plan of the ground floor and upper floor and other documents referring to the maintenance of the building and external areas of the CEI; researcher\'s field diary; photographic records; transcription of PEA meetings, the Schools Council and interviews with teachers, pedagogical coordinator, pedagogical director and families. The analysis of the produced data was made mainly under the light of the concepts of school space and school culture brought by Frago and Escolano. The developed research has brought important evidence about the participation of the subjects in the construction of their places, for example: how professionals of the CEI and children create solutions to overcome the obstacles found in the original architectural project; the absence of a day-to-day interface of education professionals and architects; the importance of community involvement in CEI projects; the presence of different teachers\' knowledge (TARDIF) in the decisions that are made by the group of teachers; the direct impact that continuing in-service training can have on changing CEI spaces as a pedagogical place and the importance of involving the child in all stages of the planning of physical spaces in a Pedagogy-in-Participation (OLIVEIRAFORMOSINHO).

This graduation thesis deals with the design of irrigation of the sport area with the use of local groundwater sources. The main part of the thesis is devoted to evaluating of capacity existing water well, practice the exploratory drilling and the hydrodynamic tests. The integral part of the thesis is technical proposal of irrigation device in the specific sport area.

The aim of this master's thesis is to design a kindergarten in Horšovský Týn. Kindergarten is situated in a town district called Malé předměstí. It is three-storey building with wall support system. Building is founded on shallow foundation; walls are made of ceramic bricks and single ply flat roof. Kindergarten has one basement and two overground storey. On the basement there are offices and common room. On the first floor there are two kindergarten's departments and second floor there it one kindergarten's department. Outside the kindergarten there is playground.

Children outdoor playground and play equipment have been innovative in design and interaction in recent years. Multiple pieces of research attempt to use technologies to refresh play and activities experience in playground. The article focus on an IoT playground project about technological-enhanced artefacts installed and located in Magistratshagen, Linköping. This study investigates how do technology-enhanced artefacts actively attract and engage children in the playground. Specifically, actively attract and engage means the artefact invites players and sustains their attention on the activities. Research through design is used to study the behaviour of our participant. Previous observation data are used to give an initial idea of playground structure and play activities. After the analysis, on-field observation was conduct in the Magistratshagen playground. A visual and audio based scenario design is created to gather more data on attracting attention. The result showed that audio and visual element has a significant advantage on grabbing player’s attention. However, the visual and audio effect in the design fails to keep participants’ attention. The concept of social interaction should be considered when we are designing attracting and engaging interaction for playground artefact.

Este Proyecto de Tesis rescata las características arquitectónicas clásicas y el estilo de vida artístico de la zona del Callao Monumental. El objetivo principal es repotenciar el Centro Histórico del Callao a través de las artes visuales y escénicas. Debido a las instituciones temporales de danza y artes plásticas que se encuentran en edificaciones como la Casa Ramón o el Centro Cultural José María Arguedas, se propone una escuela de danza contemporánea que, en el aspecto artístico, continúe creciendo la cultura Chalaca, y en el aspecto arquitectónico y urbanístico, sirva como un nuevo remate y expansión de la zona monumental del Distrito del Callao, ya que es el remate al extremo opuesto de la zona monumental a la Casa Ramón. El proyecto propone una edificación moderna que reúna aspectos de la arquitectura clásica, por lo que se toma como punto de partida la forma de una típica casa patio y los ritmos y órdenes de una fachada clásica. Sin embargo, el aspecto moderno del proyecto está inspirado en el arquitecto David Chipperfield, ya que las tramas verticales que utiliza en sus fachadas permiten reinterpretar una fachada clásica del Callao para respetar el aspecto arquitectónico de la zona. / This thesis Project reunites classic architectonic and artistic features from Callao Monumental. The aim is to expand the artistic Historical Centre of Callao, starting by the existing visual and performing arts institutions like Ramon House and Jose Maria Arguedas Cultural Centre. Due to these buildings, the project introduces a contemporary dance school that will continue to expand the “Chalaca” culture (Callao´s lifestyle) in the artistic area. Moreover, in the architectonic and urbanistic areas, will work as a landmark and expansion of District of Callao´s monumental zone, being at the opposite end of this zone to Ramon House. The project presents a compilation of classic architectonic features from Callao and Lima in a modern building, which is why it takes the “Patio House” as well as orders and rhythms from a classic façade as a starting point. Nevertheless, the modern architectonic features presented are inspired by the Architect David Chipperfield. The vertical patterns used in his projects can be adapted to reinterpret a classical building in Callao and allow to respect the architectonic style of the zone. / Tesis