Nesta dissertação apresentamos uma sequência de atividades não tradicionais, com foco no ensino e na aprendizagem de Geometria, em particular no que se refere às Isometrias no Plano, elaboradas para alunos de Ensino Fundamental, e o resultado de sua aplicação a oito turmas de 9o ano, como forma de desenvolver habilidades de raciocínio desses alunos. Utilizamos para esse experimento o Design Experiment, experimento de ensino fundamentado no aprimoramento contínuo, e a teoria de Van Hiele baseada na tese de doutorado de Adela Jaime-Pastor (1993), com uma série de atividades elaboradas e aplicadas pela professora/pesquisadora envolvendo as translações e as reflexões, através das fases de aprendizagem e níveis de raciocínio que os alunos desenvolvem com a aplicação dessa teoria. Esse experimento foi dividido em dois momentos, aplicação com quatro turmas de 9o ano em 2015 e aplicação com outras quatro turmas de 9o ano em 2016, subdivididos em outras duas situações, atividades sobre translações e atividades sobre reflexões. Os dados desse experimento foram obtidos através das produções dos alunos, que trabalharam em duplas, em sala de aula, registrados por meio de fotos, vídeos e áudios gravados pela própria pesquisadora. Também utilizamos as bonecas de papel de Brigitte Servatius (1997), com as quais foram trabalhadas translações e reflexões. Os alunos participantes do experimento finalizaram-no com noções sólidas das características das isometrias e um visível progresso em seu nível de conhecimento. A forma como as atividades foram realizadas trouxeram reflexos na rotina desses estudantes em sala de aula, tornando evidente que a busca por situações que despertem o interesse dos alunos de forma inovadora pode gerar melhores resultados e a motivação de uma contínua aprendizagem. / In this dissertation we present a sequence of non-traditional activities, focusing on the teaching and learning of Geometry, in particular regarding the Isometrics in the Plan, elaborated for elementary school students, and the result of its application to eight classes of 9th grade , As a way to develop students\' reasoning skills. We used for this experiment the Design Experiment, a teaching experiment based on continuous improvement, and Van Hiele\'s theory based on Adela Jaime-Pastor\'s (1993) doctoral thesis, with a series of activities elaborated and applied by the teacher/researcher involving the translations and the reflections, through the phases of learning and levels of reasoning that the students develop with the application of this theory. This experiment was divided in two moments, application with four classes of 9th grade in 2015 and application with four other groups of 9th grade in 2016, subdivided into two other situations, activities on translations and activities on reflections. The data of this experiment were obtained through the productions of the students, who worked in doubles, in the classroom, recorded through photos, videos and audios recorded by the researcher herself. We also used the paper dolls of Brigitte Servatius (1997), with which we worked on translations and reflections. The students participating in the experiment finalized it with solid notions of the characteristics of the isometries and a visible progress in their level of knowledge. The way the activities were carried out brought reflexes to the routine of these students in the classroom, making it evident that the search for situations that arouse the students\' interest in an innovative way can generate better results and the motivation of continuous learning.

Appliquer un champ électrique ou un gradient de température à une solution colloïdale implique la migration des particules (soluté) en suspension. Ce déplacement n’est pas la conséquence de forces de volume comme dans le cas de la sédimentation mais de forces interfaciales agissant sur la double couche électrique présente à la surface des particules colloïdales chargées. Ces forces induisent un écoulement de surface qui à son tour engendre un champ de vitesse du fluide en 1/r³ autour des particules dans la direction opposée à leurs déplacements, où r distance au centre des particules. Dans ce travail on considère une situation différente où la suspension est confinée dans un demi-espace infini limité par une paroi rigide. Un colloïde, sous l’action d’un champ extérieur, se dépose le long de la surface rigide. Bien qu’immobile le colloïde continue de pomper le fluide environnant. Il apparaît alors un écoulement latéral le long du mur et en direction du colloïde. D’autres colloïdes insérés dans un tel écoulement subissent une force hydrodynamique de trainée à l’origine de la formation d’agrégats. De tels agrégats ont été observés aussi bien lors de déposition électrophorétique que plus récemment lors de déposition thermophorétique pour des particules micrométriques en solution aqueuse. Le champ de vitesse confiné prend une forme plus complexe que dans le cas infini : il doit satisfaire à la fois la condition limite fixée à la surface de la particule et sur le mur. Deux méthodes perturbatives, la méthode des réflexions et la méthode d’Oseen, sont utilisées pour résoudre l’équation de Stokes et trouver une solution exacte pour l’écoulement autour du colloïde confiné en puissance de e = a/h rapport du rayon de la particule sur sa distance au mur. La solution usuelle à l’ordre zéro en e donne de pauvres résultats alors que les corrections suivantes donnent de meilleurs conclusions en accord avec les récentes mesures expérimentales de potentiel hydrodynamique de paire entre colloïdes sous champ confinés le long d’un mur. / Applying a steady electric field or a constant thermal gradient to a colloidal suspension induces a finite velocity of the dispersed particles. The motion of particles is not due to a net body force like in sedimentation but to interfacial forces acting on the electric double layer at their surface. These forces involve a surface flow, which, in turn, results in a velocity field of the surrounding fluid in 1/r³ in the opposite direction of the particle displacement, with r the distance from the centre of the particle. In this work we consider a somewhat different situation, where the suspension is confined to a semi-infinite half space. The particle, under the action of the applied field, is trapped against the solid interface. Still, the creep flow remains; more precisely the particle continues to pump the fluid in the opposite direction. As a consequence there arises a lateral flow along the solid surface towards the particle. Thus others particles inserting themselves in this flow undergo drag forces and form clusters. Particles aggregation has been observed in Electrophoresis deposition and more recently in Thermophoresis deposition for micron sized polystyrene beads in aqueous solution. The total velocity field takes a form significantly more complicated than in the above mentioned unbounded cases; it must satisfy boundary conditions both at the particle surface and at the confining wall. Using the perturbative method of reflections or Oseen method based on Fourier transform we resolve the Stokes equation and find an analytic solution for the drag flow along the interface in powers of the ratio e=a/h of particle radius and wall distance. The usual solution at the zero order induces poor approximation, when following corrections in e involves better results in agreement with experimental measurements of hydrodynamic pair potential between two particles along a wall.

nÃo hà / A pesquisa discute argumentos sobre o conhecimento de si na DeduÃÃo Transcendental da CrÃtica da RazÃo Pura, utilizando como estratÃgia de anÃlise e estudo da obra o seu cotejamento com um manuscrito kantiano encontrado e publicado apenas no final do sÃculo XX. Utiliza tambÃm para aprofundamento das teses os comentadores que notadamente realizaram discussÃes sobre a temÃtica. Os argumentos defendem a importÃncia do sentido interno para compreensÃo do argumento principal e para caracterizaÃÃo de suas especificidades, o que o torna esse Ãltimo tema adjunto ao problema. O tempo, que à a forma desse sentido interno, foi estudado como aparecimento do sujeito na sensibilidade e, portanto, à fator crucial na compreensÃo da subjetividade kantiana. O trabalho de pesquisa foi estruturado em torno de algumas distinÃÃes importantes para compreensÃo do tema em anÃlise, sÃo elas: entre sentido interno e sentido externo, e apercepÃÃo e sentido interno. Ao longo da produÃÃo dos argumentos, ressaltou-se o carÃter sistÃmico do pensamento kantiano, o que implica em maior complexidade na definiÃÃo de seus elementos, visto os mesmos estarem bastante definidos em relaÃÃo aos demais. Do trabalho se conclui a especificidade do conhecimento de si, compreendido como distinto do conhecimento em sentido strictu por nÃo conter os qualificativos de um conhecimento propriamente objetivo. Das conclusÃes tambÃm emergiram a corporeidade do sujeito empÃrico como modo de apreensÃo de si mesmo, revelando a relaÃÃo sentido interno e externo, alÃm da autoafecÃÃo como conceito importante na compreensÃo da distinÃÃo do sentido interno da apercepÃÃo transcendental. / This research discusses arguments about self-knowledge in the work Transcendental Deduction of the Critique of Pure Reason using as a strategy of analysis and study of the work the comparison of it with a Kantian manuscript found and published only at the end of the 20th century. It also uses, in order to deepen the theses, the commentators who notably held discussions on the subject. The research defends the importance of inner sense to understand the main argument and to characterize its specificities. Inner sense is a secondary theme, but very attached to the main problem. Time, which is the form of this inner sense, has been studied as the appearance of the subject in the sensibility and, therefore, crucial factor in the understanding of the Kantian subjectivity. This research was structured around some important distinctions to understand the theme under analysis, they are: between internal sense and external sense, and apperception and inner sense. Throughout the production of the arguments the systemic character of the Kantian thought was emphasized, which implies in a greater complexity in the definition of its elements since they are defined in relation to the others. The research concludes the specificity of the self-knowledge that is distinct from the knowledge in a strict sense, because it does not contain the qualifiers of a properly objective knowledge. From the conclusions also emerged the importance of the embodiment of the empirical subject as a way of apprehending oneself, expressing the relation between internal and external sense; as well as the self-affection as an important concept to understand the distinction of the inner sense from the transcendental apperception.

Esta dissertação é o resultado da pesquisa que realizamos acerca das crenças subjacentes à teoria metodológica e suas relações com a prática, no âmbito do ensino e aprendizagem de língua estrangeira (LE). Partimos dos questionamentos elaborados por nós desde a Licenciatura, como estudante, até o labor atual como professora de espanhol como língua estrangeira (ELE). No que se refere aos objetivos de nossa pesquisa, procuramos: 1) investigar como a teoria relaciona-se à prática docente, 2) averiguar quais são as crenças mais comuns de professores sobre atuação, papel do docente, materiais didáticos e desenvolvimento da aula, 3) analisar como os procedimentos aplicados revelam as crenças a respeito da teoria e da prática. Justificamos a relevância de nosso estudo ao investigar as representações, crenças ou percepções que tanto os professores quanto os alunos criam sobre uma boa atuação pedagógica e os componentes a ela referidos. Consideramos alguns aspectos filosóficos apresentados por Dewey (1959) referentes à importância da reflexão sobre teoria e prática didática, acerca do fundamento teórico-metodológico relacionado à competência comunicativa, abordagens e métodos expostos por Almeida Filho (2005, 2010) e Richards e Rodgers (2001) bem como as crenças no ensino e aprendizagem explanadas por Barcelos (2004, 2006). As contribuições teóricas apontadas por Barcelos e Vieira Abrahão (2006); Cortés Cárdenas, Cárdenas Beltrán e Nieto Cruz (2013); Eres Fernández (2000, 2009); Figueiredo (2012); Sánchez Pérez (1997, 2009); Sánchez Lobato e Santos Gargallo (2004) embasam nosso estudo. Centramos nossa análise nas características qualitativas e adotamos uma perspectiva etnográfica de estudo de caso. Para a pesquisa de campo foram realizadas entrevistas com questões abertas direcionadas às professoras e aos seus alunos na rede pública de ensino, em Centros de Estudos de Línguas do estado de São Paulo (CEL) e também observamos aulas nesse mesmo espaço educacional. As informações coletadas relacionam-se ao contexto em que se insere a pesquisa e a ida a campo teve o intuito de conhecer em que momento(s) a teoria, a prática e as crenças subjacentes dialogam. Os dados obtidos e analisados por nós revelam as competências docentes esperadas no profissional, entre as quais ressaltamos a competência comunicativa que se refere à capacidade de utilizar a LE e de promovê-la nos aprendizes, além da competência pedagógica, que está relacionada ao contexto educativo, aos métodos, às reflexões sobre a atuação docente. As considerações finais ressaltam a importância dos estudos sobre abordagens, métodos, aspectos emocionais, análise de materiais didáticos e em especial a reflexão sobre a atuação didática na formação inicial ou continuada do docente, pois a partir da conscientização é possível melhorar a prática pedagógica, para facilitar o ensino e a aprendizagem. Ao conhecer as crenças no ensino, o professor pode promover uma (re)significação da atuação docente, em busca da formação pedagógica integral. / This dissertation is the result of the research that we have made about the intrinsic beliefs related to the methodological theory and its correlation to the practice, as far as the learning/teaching of a foreign language (FL) is concerned. We have started with enquiries which have been carried on from the time we were finishing our Bachelors Degree up to present as Spanish as a foreign language (SFL) teacher. Concerning the objectives of our research, we have attempted: 1) to investigate how the theory connects to the teaching practice; 2) to verify which are the most common teachers beliefs about their acting, the role of the educators, the didactic materials and the development of the classes; 3) to analyze how the applied procedures reveal these beliefs about the theory and the practice. We justify the relevance of our study through the investigation of representations, beliefs or perceptions that both teachers and students create about a good pedagogical action and its components. We have considered some philosophical aspects presented by Dewey (1959), linked to the importance of the thinking about the theory and the didactical practice, regarding the theoretical - methodological fundaments associated to the communicative competence, approaches and methods exposed by Almeida Filho (2005, 2010) and Richards and Rogers (2001) as well as the teaching/learning beliefs elucidated by Barcelos (2004, 2006). The theoretical contributions pointed by Barcelos and Vieira Abrahão (2006); Cortés Cárdenas, Cárdenas Beltrán and Nieto Cruz (2013); Eres Fernández (2000, 2009); Figueiredo (2012); Sánchez Pérez (1997, 2009); Sánchez Lobato and Santos Gargallo (2004) support our study. Our analysis is centered in qualitative characteristics and we adopted an ethnographic perspective in our case. For the field research were provided interviews with open questions directed to the teachers and their public schools students in the Language Study Centers of the State of São Paulo (CEL), as well as classes observation at the same educational centers. The collected information is related to the context in which the investigation is inserted and the field study had the objective of showing the moment that the theory, the practice and the fundamental beliefs interact. The obtained and analyzed data revealed the educational competences expected to be developed by the teachers, among which we emphasize the communicative competence that refers to the ability of using the FL. We also promote it to the learners, along with a pedagogical aptness that is connected to the educational context and with the methods and the reflection on the educators actions. The final considerations focus the attention on the importance of academic studies about different approaches, methods, emotional aspects and analysis of didactic material. They especially consider the initial and continual formation of the educators, because from their consciousness it is possible to improve the pedagogical practice in order to make the learning/teaching process easier. Being aware of the learning beliefs, the teachers are able to promote a new connotation to their actions, searching for an intrinsic pedagogical formation.

O município de Itu-SP já foi um dos mais importantes da província de São Paulo, sobretudo entre meados do século XIX e início do século XX. Nesta época Itu tinha grande participação na economia do estado com o cultivo do café, e na vida política do país, pois foi nele que se deu a convenção republicana de 1873. Porém, da metade do século XX em diante, o município passou a enfrentar diversos problemas internos o que atrapalhou o seu desenvolvimento, e acarretou numa diminuição significativa de importância no cenário estadual e nacional. Um desses problemas foi a escassez de água para abastecimento público ao longo de séculos, mas que se intensificou durante o século passado trazendo prejuízos em diversos setores. Este estudo teve por objetivo analisar esta problemática, seus reflexos para o município e para população ituana ao longo das últimas décadas. Os resultados obtidos e aqui apresentados permitiram-nos conhecer a atual situação dos recursos hídricos e do serviço de abastecimento público de água municipal. Revelaram também características peculiares, mostraram a relação existente entre o problema do abastecimento público de água e o quadro socioeconômico ituano como, por exemplo, um aumento dos gastos com saúde e uma menor produção industrial em anos de racionamento. / The municipality of Itu-SP was already one of the most important districts of São Paulo province, above all between the nineteenth century and the turn of the twentieth century. At this time Itu had great participation in the state economy with the coffee cultivation, and the political life of the country, because it was in Itu that the republican convention of 1873 took place. However, from the mid twentieth century on, the municipality started facing several internal problems that hindered its development, and it brought about a significant decrease of importance in the state and national scenery. One of these problems was the water shortage for public supply along centuries, which was intensified during the last century resulting losses in several sectors. This case study had the objective to analyze this problem, its reflections on the municipality and on Itu population along the last decades. The obtained results and presented here allowed us to know todays situation of the hydric resources and the municipal water supply public service. They also revealed peculiar characteristics, they showed the existent relationship between the problem of the public water supply and Itus socioeconomic picture such as, for instance, an increase in health expenses and a smaller industrial production in years of rationing.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-30T12:32:49Z No. of bitstreams: 1 2015 - Wanuza Nogueira Guimar?es.pdf: 2523317 bytes, checksum: ade049b2922c1ceb624720d0b3bb7e85 (MD5) / Made available in DSpace on 2017-05-30T12:32:49Z (GMT). No. of bitstreams: 1 2015 - Wanuza Nogueira Guimar?es.pdf: 2523317 bytes, checksum: ade049b2922c1ceb624720d0b3bb7e85 (MD5) Previous issue date: 2015-02-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research presents a study focused on technology integration in the continuing education of mathematic teachers. It specifically identifies and analyzes possible contributions of a continuing education project in the professional development of teachers involved in the "Design Educational Curriculum Materials Online for Mathematics in Basic Education", from Capes in the Education Observatory Centre. Through participant observation and the use of half-open questionnaires, audio, video recordings of those involved and field diaries, this study tried to answer the questions: "How do Mathematics teachers notice the technological integration in continuing education? What is the thematic interest (content etc.) of educators? What do they consider that interferes with the use of technology in their classes? "The teachers realize the continuing education as essential and necessary for teaching and their learning. Their reflections suggest that technological integration in teachers? training will also constitute significant in school area. Educators showed thematic interest in geometry and the history of mathematics, among other demands associated with the use of softwares. All teachers demonstrated that the insufficient number of computers for students to use interferes with the use of this technology in class. The results also indicated that educational computing insertion in continuing education is required in order to promote the upgrade and by activities related to its practice, as they were implemented in PMCEO. However, the school administration supports as well as the adequate infrastructure for the implementation of training activities are essential for more effective implementations / Esta pesquisa apresenta um estudo focado na inser??o tecnol?gica na forma??o continuada de docentes de Matem?tica. Especificamente, identifica e analisa poss?veis contribui??es de um projeto de forma??o continuada no desenvolvimento profissional de docentes envolvidos no ?Projeto Materiais Curriculares Educativos On-line para a Matem?tica na Educa??o B?sica?, do Observat?rio da Educa??o, da Capes. Mediante observa??o participante e com o uso de question?rios semiabertos, grava??es em ?udio e v?deo dos envolvidos e di?rios de campo procurou-se responder ?s quest?es: ?Como docentes de Matem?tica percebem a inser??o tecnol?gica na forma??o continuada? Qual o interesse tem?tico (de conte?dos etc.) dos educadores? O que eles consideram que interfere na utiliza??o da tecnologia em suas aulas?? Os docentes percebem a forma??o continuada como essencial e necess?ria para o ensino e o seu aprendizado. Suas reflex?es sucitam que a inser??o tecnol?gica na forma??o tamb?m se configure como significativa no ?mbito escolar. Os educadores mostraram interesse tem?tico pela Geometria e pela Hist?ria da Matem?tica, dentre outras demandas associadas ao uso de softwares. Todos os docentes sinalizaram que o n?mero insuficiente de computadores para uso dos alunos interfere na utiliza??o dessa tecnologia, em classe. Os resultados tamb?m indicaram que a inser??o inform?tica educativa na forma??o continuada ? necess?ria de modo a promover a atualiza??o e mediante atividades relacionas ? sua pr?tica, como foram as implementadas no PMCEO. Todavia, o apoio da dire??o da escola, bem como a infraestrutura adequada para a realiza??o das atividades de forma??o tornam-se imprescind?veis para uma maior efetividade das implementa??es

Nesta dissertação apresentamos uma sequência de atividades não tradicionais, com foco no ensino e na aprendizagem de Geometria, em particular no que se refere às Isometrias no Plano, elaboradas para alunos de Ensino Fundamental, e o resultado de sua aplicação a oito turmas de 9o ano, como forma de desenvolver habilidades de raciocínio desses alunos. Utilizamos para esse experimento o Design Experiment, experimento de ensino fundamentado no aprimoramento contínuo, e a teoria de Van Hiele baseada na tese de doutorado de Adela Jaime-Pastor (1993), com uma série de atividades elaboradas e aplicadas pela professora/pesquisadora envolvendo as translações e as reflexões, através das fases de aprendizagem e níveis de raciocínio que os alunos desenvolvem com a aplicação dessa teoria. Esse experimento foi dividido em dois momentos, aplicação com quatro turmas de 9o ano em 2015 e aplicação com outras quatro turmas de 9o ano em 2016, subdivididos em outras duas situações, atividades sobre translações e atividades sobre reflexões. Os dados desse experimento foram obtidos através das produções dos alunos, que trabalharam em duplas, em sala de aula, registrados por meio de fotos, vídeos e áudios gravados pela própria pesquisadora. Também utilizamos as bonecas de papel de Brigitte Servatius (1997), com as quais foram trabalhadas translações e reflexões. Os alunos participantes do experimento finalizaram-no com noções sólidas das características das isometrias e um visível progresso em seu nível de conhecimento. A forma como as atividades foram realizadas trouxeram reflexos na rotina desses estudantes em sala de aula, tornando evidente que a busca por situações que despertem o interesse dos alunos de forma inovadora pode gerar melhores resultados e a motivação de uma contínua aprendizagem. / In this dissertation we present a sequence of non-traditional activities, focusing on the teaching and learning of Geometry, in particular regarding the Isometrics in the Plan, elaborated for elementary school students, and the result of its application to eight classes of 9th grade , As a way to develop students\' reasoning skills. We used for this experiment the Design Experiment, a teaching experiment based on continuous improvement, and Van Hiele\'s theory based on Adela Jaime-Pastor\'s (1993) doctoral thesis, with a series of activities elaborated and applied by the teacher/researcher involving the translations and the reflections, through the phases of learning and levels of reasoning that the students develop with the application of this theory. This experiment was divided in two moments, application with four classes of 9th grade in 2015 and application with four other groups of 9th grade in 2016, subdivided into two other situations, activities on translations and activities on reflections. The data of this experiment were obtained through the productions of the students, who worked in doubles, in the classroom, recorded through photos, videos and audios recorded by the researcher herself. We also used the paper dolls of Brigitte Servatius (1997), with which we worked on translations and reflections. The students participating in the experiment finalized it with solid notions of the characteristics of the isometries and a visible progress in their level of knowledge. The way the activities were carried out brought reflexes to the routine of these students in the classroom, making it evident that the search for situations that arouse the students\' interest in an innovative way can generate better results and the motivation of continuous learning.

O presente estudo tem por objetivo analisar as reflexões sobre a prática de ensino, feitas pelo próprio pesquisador enquanto professor de francês, língua estrangeira, em contexto exolíngue de ensino-aprendizagem, por meio da análise de seus relatos de vida ou narrativas (auto)biográficas (Connelly & Clandinin, 1995; Zabalza, 2002; Souza, 2008; Holly, 2013; Nóvoa, 2013) acompanhados de seus diários de aula. Como forma discursiva, os relatos permitem ao narrador a rememoração e o resgate de experiências vividas; dessa forma, a narrativa apresenta-se, igualmente, como um retrato da situação no momento acontecido, trazendo consigo uma significação social, cheia de descrições e informações sobre um determinado contexto sociocultural e permitindo aos indivíduos, envolvidos no relato ou não, a compreensão do vivido pela perspectiva do narrador. Os relatos aqui trazidos dizem respeito à minha formação docente como um todo. Quanto aos diários de aula, eles concernem as atividades didáticas que realizei nos cursos FLE, FOS, FOU do CFIPOLI- USP. A presente pesquisa se define como uma investigação qualitativa, feita à luz da metodologia de pesquisa heurística de Clark E. Moustakas (1994). O registro de vida e das aulas constituem um espaço de expressão e de elaboração do pensamento do professor, no qual ele se expõe como profissional e pessoa; ao (se) expor, ele explica e interpreta sua ação pedagógica em aula e fora dela. Desta forma, como sujeitonarrador trago questões que influenciaram minhas ações e decisões pedagógicas e complemento os relatos com estudos específicos e analíticos, além de reflexões sobre práticas de aulas apresentadas. Todo esse processo, apenas possível pela ação reflexiva docente, contamina todos os envolvidos gerando um processo consciente e reflexivo também no(s) aluno(s). / The present study aimed to analyze the reflections about the teaching practice performed by the researcher as a French teacher, foreign language, in exolingual context of teaching and learning, by analyzing his life reports or autobiographical narratives (Connelly & Clandinin, 1995; Zabalza, 2002; Souza, 2008; Holly, 2013; Nóvoa, 2013) together with his class diary. As discursive form, the reports allows the narrator the recalling and the rescue of past experiences, thus, the narrative is presented as a picture of the situation from the that moment, bringing with it a social meaning, full of descriptions and information about a certain sociocultural context and allowing the subjects, involved in the report or not, the understanding of moment by the narrator perspective. The reports of this article are about the authors graduation being a teacher as a whole. About the class diary, they report the didactics activities performed in courses of FLE, FOS, FOU of CFI-POLI-USP. The present research is defined as a qualitative investigation, done by the methodology of heuristic research of Clark E. Moustakas (1994). The class and life records constitute a space of expression and development of teachers thought, exposing him professionally and as a person, doing it, the teacher explains and interprets his pedagogical actions inside and outside the class. Thus, as narrator subject, bringing issues that influenced the actions and pedagogical decisions and adding the reports with specific and analytics studies, besides the reflections about the practice of presented classes. All this process, only is possible by the teachers reflective action, contaminates everyone involved promoting a conscious and reflective process for students also.

The marimba is rapidly achieving greater importance as a solo percussion instrument. Solo compositions for the marimba have been commissioned and performed only in the last sixty years. The 1986 National Endowment for the Arts Solo Marimba Commission is considered one of the most important commissioning projects in the history of marimba literature. Two compositions created through this project, Velocities by Joseph Schwantner and Reflections on the Nature of Water by Jacob Druckman have become two of the most influential works in contemporary marimba music. This thesis will focus on a historical perspective of the project, as well as theoretical aspects and performance issues related to these two compositions. The National Endowment for the Arts (NEA) issued a consortium commissioning grant through the Percussive Arts Society (PAS) in 1986 to three internationally renowned marimbists, William Moersch, Leigh Howard Stevens and Gordon Stout. Three Pulitzer Prize winners were brought together to compose three new works for the marimba. The resulting pieces were: Reflections on the Nature of Water by Jacob Druckman, Velocities by Joseph Schwantner, and Islands from Archipelago: Autumn Island by Roger Reynolds. A brief history of the classical concert marimba and the development of solo marimba literature is provided in the second chapter. The fourth and fifth chapters provide individual information about the pieces, including concise biographical information about the composers and an analysis of the two compositions.

In this thesis, the parallel barrier analysis feature in the Federal Highway Administration Traffic Noise Model (FHWA TNM), which is based on RAYVERB was used to explore the effects of multiple reflections due to single and parallel barriers and the use of absorptive treatment. Database was developed from the data collected from previous research efforts was used to generate a best fit equation model that can be used as a predetermining tool to determine the magnitude of parallel barrier insertion loss. The best fit equation model was then used to test against measured/model result and TNM prediction results for its validity. Absorptive materials were also studied such that 3 top of them were selected and recommended for Florida highway barrier use. It was found that the top three absorptive treatments for use on Florida highway barriers have been determined to be cementitous material, metal wool and glass fiber. These materials can be used to reduce the sound reflections for single and parallel barriers. The developed best fit equation model from this research is Deg = -2.17NRC - CW[superscript 0.42] + 1.97eln(BH) + RH[superscript 0.29] + DBB[superscript 0.27]; the prediction results give moderately high R[superscript 2] value of 0.55 if compared to the results from database. Prediction results from best fit equation model was also found to be consistent with the results from the measure/modeled results, providing further proof of the validity of the model. However, if compared results from equation model, TNM and measured/model (measured and model compared results using ANSI method), TNM was shown to provide higher insertion loss degradation. It was found that the most effective placement of absorptive material was the pattern which covers the barrier from the bottom up; it was also found that only about 60% from the bottom of the barrier area requires covering with high NRC absorptive treatment (NRC greater than or equals to 0.8) without sacrificing insertion loss. Also, if the barrier area near the top includes an easily obtainable NRC value of 0.4, only 40% to 50% of the bottom barrier needs absorptive treatment with a higher, more expensive NRC rating. These findings can substantially reduce the cost of conventional absorptive barrier which have full coverage of high NRC absorptive treatment. This research has begun important improvements in noise barrier design, additional work can be continued to further verify all the findings in this thesis such that easier and better equation model can be developed to calculate insertion loss degradation and cheaper absorptive barrier with less absorptive material usage can be built.