Made available in DSpace on 2015-03-04T20:07:56Z (GMT). No. of bitstreams: 0 Previous issue date: 13 / Nenhuma / Esta dissertação tem por objetivo analisar modos pelos quais os discursos pedagógicos constituíram jeitos de pensar a educação através da organização por projetos, colocando sob suspeita a ordem privilegiada dessa denominação e as produtividades colocadas em ação por práticas assim expressas. Para efetivar minhas investigações, utilizei como material de pesquisa duas revistas pedagógicas – a Revista do Ensino do Rio Grande do Sul e a Revista Nova Escola –, analisando as recorrências e proveniência dos discursos que circulam nestes periódicos. Coloquei em jogo olhares na perspectiva que assume a linguagem como constitutiva da realidade, buscando por condições de possibilidade que deram sustentação para os significados construídos para projetos na Contemporaneidade e examinei como essas práticas vêm funcionando na condução das condutas ao servir como potente estratégia para colocar em ação diferentes tecnologias de poder da maquinaria escolar no governo população escolar. Nas análises realizadas, argumento que / This dissertation aims to examine some ways in which the pedagogical discourses constituted a way of thinking about education through the organization by putting projects under suspicion inside the order of that name and the yield set in motion by practices expressed that way. To carry out my investigations, I used as research material two educational journals: the Journal of Teaching in Rio Grande do Sul and the New School Journal, analyzing the recurrences of the discourses that circulate in these journals. I put into play looks from the perspective that takes language as constitutive of reality, searching for conditions of possibility that gave support to the meanings built to designs in contemporary and examined how this practice have been working in dealing with the conduct to serve as a powerful strategy and tactics for put into action different technologies of power machinery in the government school in this population. In the performed analytical, I argument that the use of the term to indicate projec

The theoretical aspects of Architectural Management (AM) have been widely researched from a variety of international perspectives through the published research work of the CIB W096 Working Group. There is much less research, however, covering the transfer of these theoretical aspects into professional practice. There is a lack of a holistic approach towards defining AM, explaining what it constitutes, its deliverables to its users, whether there is a need for architectural managers, and if so, what are their qualifications. Similarly, there is a lack of research concerning the opinions of those outside the CIB W096 community with regard to Architectural Management. This research has contributed to the theory and practice of AM by conducting a combination of inductive/deductive, exploratory/explanatory, and qualitative/quantitative approaches in order to understand the exact meaning of AM; capture and detail its components; and to validate all these issues by examining the professional opinions of two groups: researchers and practitioners. The primary focus of this research was answering the question as to how AM can be transferred successfully from theory into practice. In order to answer this question, the research was divided into five consecutive phases. Firstly, reviewing the literature helped establish a solid theoretical background for the research, and it helped in highlighting the major gaps in knowledge associated with AM. Subsequently, and in response to the shortage of information within the AM literature, a preliminary study was found to be a useful source for gathering information about the meaning, components, benefits, strategies and requirements of AM, and the need for architectural managers. Then, both the data extracted from the literature and the data obtained through the preliminary study were analysed and combined, generating a framework for transferring AM from theory to practice using the grounded theory methodology. Then the AM framework testing process was conducted in three stages through a workshop, interviews, and questionnaire survey examining the professional perspectives of architectural researchers (within and outside the CIB W096) and the leaders of UK architectural firms. The final stage involved discussing and synthesising the data obtained through the entire course of this research and generating conclusions. During its testing and after refinement, the newly proposed AM framework proved its practicality and usefulness for transferring Architectural Management from theory to practice. The findings indicated that the decision to adopt AM should be taken at the firm's strategic management level; and there is a need for a facilitator expert in design, management and construction to lead the successful adoption and application of AM. Similarly, the findings revealed that adopting AM in practice has the capability to increase a firm's competitiveness. However, this requires effective communication, collaboration, and knowledge sharing within the firm's internal and external environments. Similarly, the findings indicated the crucial role of basic and vocational architecture education in spreading the concept of AM and assuring its successful application.