As the western society gradually turns into a knowledge- and risk society, where science and scientific innovations increasingly both promise to save the world and destroy it, a shift in the relation between the scientific community and the rest of society has emerged. A shift from a top-down one-way transfer view regarding communication, to a dialogue-based interactive co-production model, where the public are part of setting the agenda for research and contribute to the knowledge production. Or at least in theory, in EU documents and in many different country's policy documents. In practical application however, one might have a hard time see the implementation of such model. As a more comprehensive and dialogue-based science communication is depending on the possibility for scientist themselves to engage and fell the need to engage, we have focused on their thoughts. In this thesis we have examined six scientists view on, and work with, science communication, as well as their perceived social and structural conditions. We have also examined action plans and strategy documents from three Swedish universities that in different ways mention science communication and interaction with the broader society. Finally we have compared the view on science communication that we have found in the documents with that of the scientists. We have used qualitative interviews to gather information from the six scientists, who range from 30 to 60 years in age and come from different fields of study. For the documents we used a qualitative analyse, searching for different areas regarding science communication and interaction with society. Our finding show that both the view of the scientist and that of the documents, regarding science communication, more resemble that of the older one-way transfer model, although some minor parts remind of a dialogue-based model. All the scientists we have interviewed are positive to science communication, especially for its possibility to increase the knowledge in general society and set a ground for better decision making, and also to give legitimacy for both research and the decisions based on it. Regarding their practical work with science communication, no one have fixed routines, and the time they spend differ greatly. It is mostly reactive in nature and consist of lectures, popular science articles, participation in interviews in media and conferences etcetera. Three of the scientists use, or are about to use, websites where they communicate their science. Socially, most of the scientists both talk extensively with their colleagues about science communication and feel that they think it is important. When it comes to their superior or employer view on science communication most of the scientists don't feel that they act as if it is a subject of concern. Regarding to the academic world at large, they think it is both seen as something positive and sometimes negative. For example some scientists may see it as a positive and important work, while others see the science communication as being part of self promotion and a attempt to raise more funds for specific research. The scientists still feel principle encourage to work with science communication. The structural conditions differ between the different scientists, and only one has had training in science communication, although three think they have the possibility to get training. All the scientist have possibility to get some help with their communication however. Two of the scientists felt that their conditions for working with science communication are sufficient, while others feel the need for more resources, time and natural environments for engagement. In the action plans and strategy documents we found five interesting areas regarding science communication and engagement with the broader society. First of are their view on science communication and its positive effects. Here all the universities point at the importance of science communication for a sustainable development. They also focus on the benefit for the research in utilizing the knowledge and experience of the broader society. Secondly two of the universities give examples on how they work with science communication. Here they mention open lectures, seminars, study visits, among other. The third area focus on the education of scientist in science communication. Here KTH strongly emphasis the importance education for good leadership and communicative skills for scientists. Fourth, the need for better structural conditions is something that Södertörn stresses, both regarding funding, merits and different departments’ tasks regarding science communication. Last, the importance of business related education as a way of spreading knowledge is something that all the universities focus on.

Grâce aux nanotechnologies, l’être humain peut maîtriser la matière à l’échelle du nanomètre — soit au niveau des atomes et des molécules. Les matériaux obtenus suite à ces manipulations présentent des propriétés nouvelles qui les rendent très intéressants pour nombre d’applications techniques, et ce dans tous les domaines technoscientifiques. Ainsi, les nanotechnologies sont souvent considérées comme les prémisses d’une profonde révolution technologique et sociale. Toutefois, si les nanotechnologies intéressent investisseurs, gouvernement, entreprises et universités, elles soulèvent aussi des questions éthiques, notamment au sujet de leur toxicité, de leurs retombées et de la modification de l’être humain. À ces questions s’ajoutent plusieurs interrogations sur la gouvernance des nanotechnologies : comment, en effet, encadrer en amont le développement de celles-ci pour éviter d’éventuelles conséquences néfastes en aval? Parmi ces interrogations, le rôle des médias dans les relations entre les développeurs de nanotechnologies et le public est souvent mentionné. Certains voient dans les médias un acteur auquel les chercheurs pourraient recourir pour établir un dialogue avec le public afin d’assurer un développement harmonieux des nanotechnologies. Si cette recommandation semble très pertinente, il n’existe, à notre connaissance, aucune étude empirique pour en vérifier la faisabilité auprès des acteurs concernés (chercheurs, médias, etc.). Dans le cadre de cette thèse, nous avons donc voulu examiner et analyser les perceptions des chercheurs et des journalistes québécois envers des initiatives médiatiques pour baliser le développement des nanotechnologies. Pour ce faire, nous avons procédé à une étude qualitative auprès de vingt (20) chercheurs en nanobiotechnologies/nanomédecine et dix (10) journalistes spécialisés en vulgarisation scientifique. L’analyse des entretiens avec les répondants a révélé que si les acteurs rencontrés sont favorables envers de telles initiatives, il existe plusieurs contraintes pouvant gêner une telle entreprise. Suite à l’examen de ces contraintes, nous avons suggéré des initiatives concrètes que les chercheurs québécois pourraient mettre en place pour mieux baliser le développement des nanotechnologies à l’aide d’un dialogue avec le public. Ces suggestions consistent notamment à créer des médias privés pour les chercheurs, à recourir aux médias indépendants et à investir le web. De telles initiatives, cependant, ne peuvent s’obtenir qu’au prix d’un remaniement des priorités des chercheurs. / Thanks to nanotechnologies, mankind can control matter at the nanometer scale, on the level of individual atoms and molecules. Materials obtained following these nanoscale manipulations demonstrate novel properties with the potential for application to all scientific and technological disciplines. Nanotechnologies are therefore often considered a foundation for a deep technological and social revolution. However, while nanotechnologies interest investors, government, private enterprises and universities, they also raise ethical questions, particularly regarding their toxicity, their outcome and the modification of human beings. On top of these ethical questions several other interrogations arise with respect to the governance of nanotechnologies: how, indeed, should their development be initially monitored in order to avoid eventual negative consequences in the future? Among these many questions, the role of the media in the relations between the developers of nanotechnologies and the public is often mentioned. Some see in the media an actor that researchers might refer to in order to establish a dialogue with the public to insure a harmonious development of nanotechnologies. While this recommendation seems very relevant, no empirical study exists to our knowledge to assess its feasibility among the concerned stakeholders (researchers, media). Within the scope of this thesis, we thus wanted to examine and analyze the perception of researchers and journalists from Quebec towards media initiatives to monitor the development of nanotechnologies. To do so, we proceeded to perform a qualitative study with twenty (20) researchers in the fields of nanobiotechnology/nanomedicine and ten (10) journalists specialized in scientific popularization. The analysis of interviews with responders revealed that while the concerned parties are in favour of these initiatives, there are several constraints that may impede such an enterprise. Following the study of these constraints, we have suggested concrete initiatives that Quebec researchers may implement in order to better monitor the development of nanotechnologies through a dialogue with the public. These suggestions mainly consist in creating private media for researchers, resorting to independent media and engaging the World Wide Web. Such initiatives, however, can only be obtained at the price of a realignment of researchers’ priorities.

No description available.

Ce doctorat se penche sur les conditions d’émergence d’une figure de « l’artiste universitaire » aux États-Unis au lendemain de la Seconde Guerre mondiale. Il s’intéresse au contexte intellectuel et politique qui a accompagné ce changement radical de paradigme dans l’enseignement artistique américain et tente d’en observer les répercussions sur les modalités d’écriture d’une histoire de l’art dont les instances productrices sont elles-mêmes considérablement renouvelées. Accordant une place importante aux réformes de l’enseignement supérieur, cette thèse souligne le rôle instrumental de cette nouvelle figure dans la requalification de la recherche universitaire entre les années 1930 et 1960. Toutefois, loin d’être la simple conséquence d’aspirations politiques, l’artiste universitaire s’incarne dans des parcours hétérogènes ne partageant pas nécessairement les mêmes pratiques ou les mêmes objectifs. De manière convenue ou plus inattendue, nombre d’artistes dont le nom a été associé aux universités ont participé à une refonte des modalités de production des savoirs. Pourtant la reconnaissance de ces contributions individuelles s’est avérée beaucoup plus problématique que la célébration générique d’un nouvel art américain porté par des artistes « éduqués ». Aussi, cette thèse s’attache-t-elle à observer ces questions sous un angle épistémologique et à mettre ce déficit paradoxal de crédit académique en regard de pratiques contemporaines de l’histoire et de l’histoire de l’art. Ce dernier aspect est plus spécifiquement étudié à travers le parcours de Donald Judd et sa volonté d’opposer à l’idéalisme philosophique européen une pratique « réaliste » de l’histoire de l’art / This doctoral thesis explores the conditions in which the figure of the ‘academic artist’ emerged in the USA following World War II. The intellectual and political climate for radical change in the American visual arts educational paradigm is evidenced as are its repercussions on the profound renewal of agencies involved in art history production. Importance is given to reform in higher education and the instrumental role the academic artist played in redefining academic research between the 1930s and the 1960s. Such figures were far from being merely aspirational in political terms as is apparent in their range of trajectories, their practices and goals which did not necessarily coincide. Many artists, whose names were associated with academia, contributed – some conventionally, others less predictably – to new ways of producing knowledge. Yet recognizing such individual contributions posed many more problems than the more generic celebration of the new American art personified by “educated” artists. My dissertation therefore views these issues from an epistemological standpoint, weighing what paradoxically was an academic deficit against contemporary practices in history and art history. The latter is examined through the specific case of Donald Judd and his determined stance against European philosophical idealism via the “realistic” practice of art history

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-07Bitstream added on 2014-06-13T20:13:12Z : No. of bitstreams: 1 moreira_c_me_bauru.pdf: 2309302 bytes, checksum: ecbf3373a03a4a0eac2f08bc12173522 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho buscou enfocar as práticas docentes no ensino de ciências nas séries finais do Ensino Fundamental, na atualidade, e os fundamentos teóricos que as embasam, assim como o nível de envolvimento dos professores com as propostas de inovações e/ou reorganizações curriculares para tal ensino. A pesquisa, de natureza qualitativa, teve a participação de cinco professores de ciências que atuam em quatro escolas da rede pública estadual de São Paulo. Para a coleta de dados foram aplicados questionários, realizadas entrevistas individuais e grupais, observadas 25 (vinte e cinco) aulas desses professores e analisados seus planos de ensino e os livros didáticos adotados por eles. Através desses instrumentos tentou-se desvendar o retrato do ensino de ciências na atualidade e os entraves que limitam as práticas docentes para compreensão do que falta para que o ensino e a aprendizagem ocorram de modo mas satisfatório. Estes aspectos foram priorizados por serem relevantes como ponto de partida para qualquer processo de mudança no ensino. Conclui-se que, muito ainda há de ser feito, principalmente no campo da formação inicial e continuada de professores de ciências, visto que o ensino ministrado conserva os pressupostos da pedagogia tradicional, quando o desejável seria o ensino ativo, para o alcance da educação voltada para a alfabetização científica. / This paper aims to give emphasis about practical teaching of science teachers of high school nowadays, as well to concern about theorical embasaments of teaching and learning and so their involvement when facing innovation and/or reorganization purposes related to this matter. The research based on qualitative data had 05 science teachers from public schools of São Paulo State and the data were gathered through 25 questionnaires, individual and grupal interviews and 25 times observation of classes by these teachers when doing that. Their schedules (plans of work), school methods adopted by high schools were still subjected to a study. By those instruments the portrait of science nowadays was the goal to face problems that this work can cause to education process, in order to bring comprehension to the lacks of teacher's practice to make them the way to a better job in education (satisfaction ways of doing this). These points of view were considered initial to any change in education process. Finally, there are so much things to do in education mainly about professional career, about its beginning and in its continuing of science teachers, cause their job still has traditional pedagogic practices and the ideal way to work could be actually being active when teaching, in order to reach scientific alphabetization in educational process.

Made available in DSpace on 2015-05-14T12:42:48Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5386340 bytes, checksum: 71a1471d0543ac37b37195fc51906dd2 (MD5) Previous issue date: 2008-12-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Low performance in reading activities and, mainly, in writing is a problem that affects students of all ages and levels of education, including higher education, in several subjects. Therefore, the expansion of literacy practice has been one of the main objectives of Education in recent years, particularly of professionals who work with language teaching. This expansion requires a new conception of teaching-learning of reading and writing, based on the study of textual genres, with emphasis on their social-historical-ideological aspects. It also requires that we teachers should have a critical-reflective positioning, in which we play the role of researcher and literacy agents. For this, we needed to grasp different textual genres, among them, the academic and scientific, and particularly the Research Project. Several theoretical and methodological proposals have emerged in order to help us to take these difficulties and these essential tasks. One of the most complete is the Social-discursive Interactionism (SDI), because it considers language as unit of analysis, the active conducts and the conscious thought in order to explain the process of texts-discourses production, considering it as a tool to human development. Our work is situated in this theoretical and methodological approach and aims at investigating the process of the textual genre Research Project for pre-graduate students in Literature. To achieve the objective mapped out, we conducted an action research with Modern Languages students of the sixth semester of a private institution of the state of Bahia. Our tools for data collection were direct observation and participatory implementation of a Pre-Test, of a Post-Test and several activities of production and rewriting. We organized the results of our research into four chapters: 1 Teacher development and Academic Literacy (HENGEMUHLE, 2007; TARDIF, 2002; AMARAL, and MOREIRA RIBEIRO, 1996; LOPES, 1997; SOARES, 1998 and 2005; Bazerman, 2006; OLSON , 1997; KLEIMAN, 1995 and 2006, and MATENCIO, 2006); 2 Social-discursive Interactionism: path to support the analysis and the scaling of literacy practices(BRONCKART, 1999 and 2006 and MACHASDO, 2005); 3 Research Project: the first step to the development of investigative attitude (ABNT NBR 15287: 2005; GIL, 2002; LUNA, 2006; MICHEL, 2005; Bagno, 1998; MACHADO, LOUSADA and ABREU-TARDELLI, 2005), and 4 The understanding of the Genre Research Project for Students of undergraduate Course in Literature: a process of (re) construction of knowledge. We concluded that initial representations relating to both the concept and the superstructure of the genre studied focuses predominantly on the textual typology discourse. Meanwhile, the final representations are guided into the version of the research project studied in the classroom. Items which have caused more difficulties were: the problems, because of the background knowledge triggered by vocabulary which named this item, usually related to the difficulty, and the objectives, by not differentiating the personal, the teaching and research objectives. Based on analyzed the data, it was found that the apprehension of the genre Research Project triggers a continuous process of (re) construction of knowledge, especially linguistic-textual and enunciative-discursive knowledge as well as the reconstruction of concepts concerning the genre itself. / O baixo desempenho nas atividades de leitura e, principalmente, de escrita é um problema que afeta alunos de todas as idades e níveis de ensino, inclusive os de ensino superior, nas mais diversas disciplinas. Por isso, a ampliação das práticas de letramento tem sido um dos principais objetivos da Educação nos últimos anos, especialmente, dos profissionais que trabalham com o ensino de línguas. Essa ampliação exige uma nova concepção de ensino-aprendizagem de leitura e de escrita, pautada no estudo dos gêneros textuais, com ênfase em seus aspectos sócio-histórico-ideológicos. Requer também que nós, professores, assumamos uma postura crítico-reflexivo, na qual exerçamos o papel de pesquisador e de agentes de letramento. Para tanto, precisamos nos apropriar de diferentes gêneros textuais, dentre eles, dos acadêmico-científicos e, particularmente, do Projeto de Pesquisa. Várias propostas teórico-metodológicas têm surgido no intuito de auxiliarmo-nos a assumir essas difíceis e imprescindíveis tarefas. Uma das mais completas é o Interacionismo Sociodiscursivo (ISD), pois toma como unidades de análise a linguagem, as condutas ativas e o pensamento consciente, com o intuito de explicar o processo de produção de textos-discursos, considerando-os como instrumentos de desenvolvimento humano. Nosso trabalho situa-se nessa abordagem teórico-metodológica e tem como objetivo principal investigar o processo de apreensão do gênero textual Projeto de Pesquisa por alunos pré-concluintes licenciandos em Letras. Para atingirmos o objetivo traçado, realizamos uma pesquisa-ação com alunos do VI período de um curso de Licenciatura Letras de uma instituição particular do interior do estado da Bahia. Nossos instrumentos de coleta de dados foram a observação direta participativa e a aplicação de um Pré-Teste, de um Pós-Teste e de várias atividades de produção e reescritura. Organizamos os resultados de nossa pesquisa em quatro capítulos: 1 Formação do Professor Pesquisador e Letramento Acadêmico (HENGEMUHLE, 2007; TARDIF, 2002; AMARAL, MOREIRA e RIBEIRO, 1996; LOPES, 1997; SOARES, 1998 e 2005; BAZERMAN, 2006; OLSON, 1997; KLEIMAN, 1995 e 2006; e MATENCIO, 2006); 2 Interacionismo Sociodiscursivo: caminho para subsidiar a análise e o redimensionamento das práticas de letramento (BRONCKART, 1999 e 2006 e MACHASDO, 2005); 3 Projeto de Pesquisa: primeiro passo para o desenvolvimento da postura investigativa (ABNT NBR 15287: 2005; GIL, 2002; LUNA, 2006; MICHEL, 2005; BAGNO, 1998; MACHADO, LOUSADA e ABREU-TARDELLI, 2005); e 4 A Apreensão do Gênero Projeto de Pesquisa por alunos Pré-concluintes do Curso de Letras: um processo de (re) construção do conhecimento. Concluímos que as representações iniciais referentes tanto à conceituação como à superestrutura do gênero em estudo centram-se, predominantemente, na tipologia textual dissertativa. Entretanto, as representações finais pautam-se no modelo do Projeto de Pesquisa trabalhado em sala. Os itens que provocaram maiores dificuldades foram: os Problemas, em virtude do conhecimento de mundo acionado pelo vocábulo que nomeia esse item, geralmente, relacionado à dificuldade; e os Objetivos, pela não diferenciação de objetivos pessoais, de ensino e de pesquisa. Frente aos dados analisados, constatamos que a apropriação do gênero Projeto de Pesquisa aciona um processo contínuo de (re) construção do conhecimento, particularmente, do conhecimento linguístico-textual e enunciativo-discursivo, bem como a reconstrução das concepções concernentes ao próprio gênero.

Submitted by Mario Mesquita (mbarroso@fiocruz.br) on 2017-03-07T18:37:24Z No. of bitstreams: 1 Ana_Paula_Caetano_EPSJV_Mestrado_2016.pdf: 2713436 bytes, checksum: 7edaccb98df5c606eb507aeb6821a3c9 (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2017-03-07T18:39:10Z (GMT) No. of bitstreams: 1 Ana_Paula_Caetano_EPSJV_Mestrado_2016.pdf: 2713436 bytes, checksum: 7edaccb98df5c606eb507aeb6821a3c9 (MD5) / Made available in DSpace on 2017-03-07T18:39:10Z (GMT). No. of bitstreams: 1 Ana_Paula_Caetano_EPSJV_Mestrado_2016.pdf: 2713436 bytes, checksum: 7edaccb98df5c606eb507aeb6821a3c9 (MD5) Previous issue date: 2016 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. Rio de Janeiro, RJ, Brasil. / Trata-se de projeto de pesquisa desenvolvido no âmbito do Programa Pós-graduação em Educação Profissional em Saúde da EPSJV/Fiocruz, o qual tem como objeto de pesquisa o Programa Institucional de Bolsas de Iniciação Científica – PIBIC realizado na ENSP. A investigação se deu à luz da discussão da Iniciação Científica e a formação profissional para saúde pública. Teve como objetivos a) descrever e caracterizar o PIBIC na ENSP; b) mapear as práticas de Iniciação Científica na ENSP; c) identificar o perfil dos alunos e dos orientadores que participam do PIBIC na ENSP e d) identificar e propor estratégias de aperfeiçoamento e ampliação do PIBIC. A pesquisa é de natureza quantitativa e se apoiou na revisão bibliográfica de teses, trabalhos publicados, na análise de documentos produzidos pela ENSP e Fiocruz sobre políticas institucionais de pesquisa com destaque para iniciação científica, além da análise das bases de dados do PIBIC mantidas pela ENSP e pela Fiocruz referentes ao período de 2005 a 2014. Uma das principais fontes deste estudo foram os dados extraídos do currículo lattes dos alunos e orientadores vinculados ao programa PIBIC/CNPq/ENSP. Os resultados alcançados foram à sistematização dos dados do PIBIC na ENSP, a identificação do perfil dos alunos, o mapeamento do perfil dos egressos e sua trajetória acadêmica. Verificou-se, ao final, que mesmo com a ausência de uma política institucional para o PIBIC na Unidade, o programa cumpre o papel estabelecido pelo CNPq de incentivo a formação acadêmica e qualificação para a pesquisa. / This is a research project developed within the framework of the Graduate Program in Health Professional Education EPSJV/Fiocruz. The goal was to investigate the Institutional Scholarship Program for Scientific Initiation for undergraduate students - PIBIC held at ENSP, considering the scope of scientific initiation of undergraduate students in Public Health. The aim was to a) describe and characterize the PIBIC at ENSP; b) map the scientific initiation practices in ENSP; c) identify the profile of the students and mentors participating in the PIBIC at ENSP and d) identify and propose strategies for improvement and expansion of PIBIC. The research is quantitative and supported by literature review of theses, published works, the analysis of documents produced by the ENSP and Fiocruz on institutional research policies with emphasis on scientific research, as well as analysis of PIBIC at ENSP using using databases kept by ENSP and Fiocruz, corresponding to the period from 2005 to 2014. One of the main sources of this study were the data extracted from Lattes curriculum of the students and advisors that participated in the PIBIC program/CNPq/ENSP. The results were the systematization of data in PIBIC ENSP , the identification of the student profile, the profile mapping of the graduates and their academic career . It was at the end , even with the absence of an institutional policy for the PIBIC the Unit, the program fulfills the role established by CNPq to encourage academic training and qualifications for research.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The object of this research focuses on the relationship between theory and practice in the formation of the teacher majoring in Education, developing a critical study of the reflective teacher-researcher theory in the prospect of the Education Course at UNEB (Universidade Estadual da Bahia) specifically through the syllabus components research and Pedagogical Practice and Research and Training. These express themselves as possibilities of concreting the relationship between theory and practice making the pedagogy student realize themselves as potential reflexive researchers to different educational practices. This view of the reflective teacher-researcher has been justified in initial teacher education as an innovation by making the "criticism" to the traditional intellectualism and technicality, it points out to make the educational practice the main reference for the production of knowledge, therefore, a supposed solution to the historic dichotomy between theory and practice in pedagogy and teacher formation. From this perspective, we raise the following issue: what conception of theory and practical bases the training of graduate educational students in the UNEB and, to what extent, this view has elements for analysis and effective intervention on educational practice with ways to overcome the historical dichotomy between theory and practice? Thus, the objective of this research is to examine the pedagogical rationale underlying the design theory and practice in the syllabus and pedagogical training of teachers at UNEB prepared between the years 2007-2008, aiming to identify the contradictions and the possibilities to overcome into the perspective of historical-critical pedagogy. This study was based on literature research and reference documents from the historical and dialectical materialism, taking to the analysis of documents, specifically: the political pedagogical project and the UNEB syllabus, the teaching plans of the PPP and EP components, the CNE / CP 1 / 2006 and a document ANFOPE sent to the Brazilian National Council in 2004 on the DCN for the Education Majoring Course. The result is that there are four proposals for teacher training: 1) the ANFOPE in defense of common national base, the expansion of educational work into the non-integration in one school and bachelor's degree and, 2) group composed by Libâneo, Garrido and Franco, who advocate the formation of the teacher-researcher based on the "theory of reflective teacher-researcher" and in favor of specialization in order not to reduce the formation of the teacher to teaching, 3) Saviani‟s in defense of teacher and specialist teacher in the conjugated form, emphasizing the need for pedagogy and school appropriation of scientific knowledge, and finally, 4) the proposal approved by the CNE in 2006, which covers the positions of ANFOPE determining teaching as the basis of training, while it extends the teaching function for non-school education, and also the position of Libâneo, Franco and Garrido basing themselves on the pedagogy of reflective teacher-researcher. We identified the theory of reflective teacher-researcher as a consequence of the New School of Dewey and Piaget, who sought the definition of pedagogy as a science of education in a pluralistic and interdisciplinary perspective based on an epistemology of practice, i.e., under the logic of forms. Thus, after examining the proposal of UNEB, we conclude that it is based on the pedagogy of reflective teacher-researcher, confirming our hypothesis that the relation between theory and practice in teacher training at UNEB is now being understood as mere scope of the theory in practice, sometimes as a field of practice of building knowledge through research without the need to transcend the concrete-thinking, therefore, contrary to overcome the dichotomy between theory and practice, this training under the aegis of the reflective teacher-researcher indeed reinforces it, thus it values practice over the appropriation of scientific knowledge. / O objeto de estudo desta pesquisa centra-se na relação teoria e prática na formação do licenciado em Pedagogia, desenvolvendo um estudo crítico sobre a teoria do professor reflexivo-pesquisador na proposta do curso de Pedagogia da UNEB por meio, especificamente, dos componentes curriculares Pesquisa e Prática Pedagógica e Pesquisa e Estágio. Estes se expressam como possibilidades de se efetivar a relação teoria e prática fazendo o estudante de pedagogia se perceber como potenciais pesquisadores reflexivos das diferentes práticas educativas. Esta perspectiva do professor reflexivo-pesquisador tem se justificado na formação inicial de professores como uma inovação por tornar a prática educativa o principal referencial para a produção do conhecimento, portanto, uma suposta solução da histórica dicotomia entre teoria e prática na formação do pedagogo. A partir disso, levantamos o seguinte problema: que concepção de teoria e prática fundamenta a formação dos licenciados em pedagogia da UNEB e, em que medida, esta concepção apresenta elementos para a análise e intervenção efetiva sobre a prática educativa com vias a superação da histórica dicotomia entre teoria e prática? Assim, o objetivo desta pesquisa consiste em analisar os fundamentos pedagógicos que orientam a concepção de teoria e prática no projeto pedagógico e proposta curricular de formação de pedagogos da UNEB elaborados entre os anos 2007-2008, buscando identificar as contradições e as possibilidades superadoras na perspectiva da pedagogia histórico - crítica. Este estudo baseou-se na pesquisa bibliográfica e documental a partir da referência do materialismo histórico dialético, tomando para a análise documental, especificamente: o projeto político pedagógico e proposta curricular da UNEB, os planos de ensino dos componentes PPP e PE, a Resolução CNE/CP 1/2006 e um documento da ANFOPE enviado ao conselho nacional em 2004 sobre as DCN para o curso de Pedagogia. Como resultado tem-se que foram identificadas quatro propostas de formação do pedagogo: 1) a da ANFOPE na defesa da base comum nacional, na ampliação do trabalho pedagógico para o âmbito não escolar e a integração numa mesma formação do bacharelado e licenciatura, 2) a do grupo de Libâneo composto por Garrido e Franco, os quais defendem a formação do pedagogo pesquisador com base na teoria do professor reflexivo-pesquisador e em favor das especializações como forma de não reduzir a formação do pedagogo a docência, 3) a do Saviani em defesa da formação do professor e do especialista de forma conjugada no educador, dando ênfase a pedagogia escolar e a necessidade de apropriação do conhecimento científico, e, por fim, 4) a proposta do CNE homologada em 2006, a qual atende as posições da ANFOPE determinando a docência como base da formação, ao mesmo tempo em que amplia a função docente para a educação não escolar, e também a posição do Libâneo, Garrido e Franco se fundamentando na pedagogia do professor reflexivo-pesquisador. Identificamos a teoria do professor reflexivo-pesquisador como desdobramento do escolanovismo de Dewey e Piaget, os quais buscaram a definição da Pedagogia como ciência da educação na perspectiva interdisciplinar e pluralística com base na epistemologia da prática. Assim, após a análise da proposta da UNEB concluímos que esta se fundamenta na pedagogia do professor reflexivo-pesquisador, confirmando nossas hipóteses de que a relação teoria e prática na formação do pedagogo na UNEB esta sendo entendida ora como mero campo de aplicação da teoria na prática, ora como campo prático de construção do conhecimento através da pesquisa sem a necessidade de transcender ao concreto-pensado, portanto, sob a égide do professor reflexivo-pesquisador não há superação da dicotomia teoria e prática, pois valoriza a prática em detrimento da apropriação do conhecimento científico.

中央研究院被認為是我國最高學術機構，院內一級單位主管皆由研究人員兼任。本研究旨在探討中央研究院學術研究人員兼任行政主管的領導風格與所屬單位員工組織溝通與行政效能的關聯性，並採用問卷調查法中的配額抽樣方式，行政單位發出105份，研究單位則發出310份，合計為415份。問卷回收共計315份，其中有效問卷數為293份，可用率為93.01%。 經分析結果得出以下結論：中央研究院由研究人員兼任行政主管之所屬單位員工對於主管的領導風格、組織溝通與行政效能的感受平均得分分別為3.48、3.31、3.95，位於「李克特五點尺度法」的中上但未達同意程度。其次，組織溝通的「正式溝通」與行政效能之間具有顯著之正向關係。由此可知，中央研究院由研究人員兼任行政主管所屬單位員工的正式溝通感受程度愈高，其行政效能的知覺程度亦會愈高。最後，主管的「轉換型領導」與「交易型領導」對於組織溝通的「正式溝通」與行政效能之間具有正向之調節效果，但對於不同社會屬性特徵員工與行政效能之間則不具有調節效果。 根據研究結果，本研究提出四項實務建議，以增進單位員工的行政效能。包括：主管對於部屬應加強個別關懷及提供教育訓練、對待部屬應賞罰分明、強化與部屬之間的溝通管道以及兼任行政主管應善盡主管之職責。 / The Academia Sinica is considered the highest academic institution of the country. The researchers hold the concurrent post as the highest administration positions at the director level. The purpose of this research is to analyze the relationship of the academic researcher with administrative director’s leadership style, organizational communication, and administrative effectiveness. The method of Quota Sampling is used to distribute questionnaires to the staff. There are a total of 415 questionnaires: 105 of which are given to the administrative staff and 310 are given to the research staff. In total, there are 315 questionnaires collected and 293 of them, 93.01%, are considered as valid. There are several conclusions drawn from the analysis of the research. First, the average score of the administrators’ leadership style, organizational communication, and administrative effectiveness is 3.48, 3.31, 3.95, is located to “Likert scale” in the upper but not agree with the degree. Secondly, there is a positive relationship between the formal communication and administrative effectiveness. Lastly, administrators’ transforming leadership and transactional leadership positively moderated the relationship between formal communication and administrative effectiveness, but there is no moderating effect on the relationship between the staff’s social and demographical background and administrative effectiveness. Based on the conclusions, four practical recommendations are proposed to further enhance the administrative effectiveness: (1) The administrative director should pay more attention to the individual subordinate, and provide training programs to the staff. (2) The administrative director should have a very clear award and punishment system. (3) The administrative director should better communicate with the staff. (4) Academic researchers with administrative responsibilities should fulfill his administrative responsibility.

Le droit de la recherche, entendu en tant que discipline juridique, concerne la régulation de la recherche scientifique entre les impératifs opposés de la science et du droit. Il est donc question, à travers cette construction juridique de l'objet « science » par le « droit de la recherche », de comprendre les modes d'émergence et les fonctions - l'élaboration et la régulation - d'un tel droit à la fois gardien et contradicteur des institutions savantes. L'intérêt et l'utilité du droit de la recherche pourrait bien être de montrer, à travers une analyse juridique des comportements scientifiques, comment fonctionne le droit entendu en tant que technique. Est-ce que la théorie juridique peut saisir un objet sociologique ? Pour répondre, le concept de « communauté scientifique », bien connue en sociologie des sciences (voir notamment Robert K. Merton et la « structure normative » de la science), va être analysée suivant la théorie de l'ordre juridique du constitutionnaliste italien Santi Romano, afin de mieux comprendre la définition du concept d'ordre juridique. Finalement, il apparaît que la régulation opérée par l'ordre juridique étatique contrarie l'indépendance de la science, notamment la sphère universitaire, et ne parvient pas toujours à en assurer la protection là où l'État devrait justement sauvegarder et promouvoir la quête de savoir. Serait-il possible, dès lors, de consacrer une science libérée de son hétéronomie par rapport à l'Etat ? C'est toute la proposition finale de la création d'un statut juridique authentique pour le chercheur et, notamment, de la résolution des conflits scientifiques par des Cours scientifiques de nature prud'homale / Understood as a legal discipline, the right of research, relates to the regulation of scientific research between the opposite requirements of science and law. So we're talking through this legal construction of the object : "science", through the "law of research" to understand the patterns of emergence and functions - the development and regulation - of such a right being both caretaker and opponent to the learned institutions.The value and usefulness of the right of the research might be to show, through a legal analysis of scientific behavior, how does the right being understood as a technique works. Does the legal theory can understand a sociological object ? To answer to this, the concept of "scientific community", well known in sociology of science (see especially Robert K. Merton and the "normative structure" of science), will be analyzed according to the theory of the legal system of the Italian constitutional lawyer Santi Romano, in order to better understand the definition of the concept of the legal order.Eventually, it appears that the regulation operated by the state legal order upsets the independence of science, especially the academia sphere and is not always being able to ensure protection where the state should precisely safeguard and promote the quest for knowing. Is it therefore possible to devote a science released from his heteronomy versus the state ? This is the whole final proposal for the establishment of an authentic legal status for the Researcher and, especially, the resolution of scientific disputes by some sort of scientific Labour Court lessons