Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-31T23:28:44Z No. of bitstreams: 1 DISSERTA??O_Ederson.pdf: 3940834 bytes, checksum: 744a5f9a750b4ba18a1faa1998bc296d (MD5) / Made available in DSpace on 2018-01-31T23:28:44Z (GMT). No. of bitstreams: 1 DISSERTA??O_Ederson.pdf: 3940834 bytes, checksum: 744a5f9a750b4ba18a1faa1998bc296d (MD5) Previous issue date: 2017-02-21 / This dissertation is the result of a research that aims to analyze strategies of teaching Physics using Astronomy as a motivational agent for its learning, establishing a relationship of transversality between Physics and Astronomy. The teaching methodologies included teaching strategies for scientific research, observation and practical experimental activities, executed in a high school in the city of Salvador-Bahia in the years 2015 and 2016. For the research activity, it was proposed the construction on one radio telescope for purposes didactics to capture and record the radio waves emitted by the Sun. Another activity proposed to the students was to observe the different phases of the Moon to then make models made from low cost materials that simulate the phases of the Moon as observed and an apparatus that allows the analysis of spectra of light through the spectroscope. All research work was based on the theoretical principles of John Dewey, which advocated participatory learning where ideas should be shared - and this is only possible when there is no barrier to free expression of thought -, and David Ausubel's Theory of Meaningful Learning, according to which to have meaning it is necessary that the new knowledge has connection with what the student already knows. The research methodology has qualitative descriptive treatment, and the author intervened directly in the research process. In this work, exploratory analyzes of the History of Astronomy education in Brazil and the teaching and learning of Sciences are carried out in the perspective of research and experimentation on the points of view of authors such as Antoni Zabala, Gil Perez and others. Physics teaching practices associated with experimental activities and integrated with themes that raise outstanding curiosities such as Astronomy have contributed to the participatory increase of students in the teaching-learning process. As a product of the construction work, we have as final production the elaboration of a practical manual containing the experiments in which shared the methods and procedures employed. / Esta disserta??o ? resultado de um trabalho de pesquisa que visa analisar estrat?gias de ensino de F?sica que utiliza a Astronomia como agente motivacional para seu aprendizado, estabelecendo uma rela??o de transversalidade entre a F?sica e a Astronomia. As metodologias de ensino contemplaram estrat?gias de ensino por investiga??o cient?fica, por observa??o e por atividades pr?ticas experimentais, e foram executadas em uma escola de ensino m?dio na cidade de Salvador-Bahia nos anos de 2015 e 2016. Para a atividade de investiga??o cient?fica foi proposta a constru??o de um radiotelesc?pio para fins did?ticos para captar e registrar as ondas de r?dio emitidas pelo Sol. Outra atividade proposta aos estudantes foi observar as distintas fases da Lua para, em seguida, confeccionar modelos constitu?dos a partir de materiais de baixo custo que simulassem as fases da Lua como observadas e um aparato que permita analisar espectros de luz atrav?s do espectrosc?pio. Todo o trabalho de pesquisa foi embasado nos princ?pios te?ricos de John Dewey, que preconizava uma aprendizagem participativa, onde as ideias devem ser compartilhadas ? o que s? ? poss?vel quando n?o h? barreira para livre express?o do pensamento -, e na Teoria da Aprendizagem Significativa de David Ausubel, segundo o qual para ter significado ? necess?rio que o novo conhecimento tenha conex?o com o que o estudante j? conhece. A metodologia de pesquisa tem tratamento qualitativo descritivo e o autor interveio diretamente no processo de pesquisa. Nesse trabalho, tamb?m s?o realizadas inser??es de an?lises explorat?rias sobre a Hist?ria do Ensino de Astronomia no Brasil e do ensino e aprendizagem de Ci?ncias na perspectiva da investiga??o e da experimenta??o dos pontos de vistas de autores como Antoni Zabala, Gil Perez e outros. As pr?ticas de ensino de F?sica associadas ?s atividades experimentais e integradas a temas que suscitam not?vel curiosidade, como a Astronomia, contribu?ram para o aumento do interesse dos alunos no processo de ensino-aprendizagem. Como produto do trabalho edificado, temos como produ??o final a elabora??o de um manual pr?tico contendo os experimentos desenvolvidos, nos quais ser?o compartilhados os m?todos e procedimentos empregados.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-06-04T16:38:28Z No. of bitstreams: 1 VIVIAN ANNICCHINI FORNER.pdf: 4347051 bytes, checksum: 01447c7d098d0f87f8e3943783e8db6e (MD5) / Made available in DSpace on 2018-06-04T16:38:28Z (GMT). No. of bitstreams: 1 VIVIAN ANNICCHINI FORNER.pdf: 4347051 bytes, checksum: 01447c7d098d0f87f8e3943783e8db6e (MD5) Previous issue date: 2018-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present research is an intervention-type participatory research focused on students with completed literacy cycle, without, however, being literate. The choice was to take on music as a guiding axis for the work to be developed. During the process, fourth grade students from an elementary state school in Campinas (SP) participated in this research, indicated by its managing team. The main objective of the research was to investigate how can music contribute to the development of specific knowledge about written language, in fourth grade students from elementary school, which presented important literacy lags, in order to enhance their literacy process. Considering this, the following specific objectives were outlined: (i) to meet the kind of work that students experience at school, regarding written language; (ii) to identify, through actions that students participating in the research have in the classroom, their difficulties regarding the appropriation of written language; (iii) to promote experiences with literacy activities involving music; (iv) to examine, in the light of historical-cultural theory, the interpsychological and intrapsychological processes that can highlight changes in students. For this, the methodological procedures used were: registering field observations of participants in classrooms; recorded interviews with faculty and coordination; recorded interviews of conversations with students; documentary analysis of students' written production through their notebooks. All procedures were performed before the beginning and after the period in which all intervention meetings occurred ? in sum, twenty-two meetings were held with seven students who attended the fourth grade of elementary school, during the second semester of 2016, recorded by video camera recorders and followed by literal transcription. This research was based on the theoretical framework of Vygotsky's cultural-historical dialogue with the discursive perspective of literacy. The data analysis was done by thematic nuclei created from the similarity from which the empirical material was presented to each other. Two cores were created: music as an educational resource, which involved exploiting specific aspects of language; and music as language, which involved exploring the discourse aspect of the song. The research presented a favorable scenario to the educational field by reflecting how teachers work with written language, aiming student?s development, expanding their language skills and contributing on discussions of teachers? formation and pedagogical practices of literacy. It is concluded that music as a form of language and mediating instrument can be a strong ally to engage students with written culture, approaching children of the literate world and promoting, with this approach, a greater understanding of its process. / O presente estudo ? uma pesquisa participante do tipo interven??o, que conta com alunos de ciclo de alfabetiza??o conclu?do, sem, no entanto, estarem alfabetizados. A m?sica foi assumida como eixo norteador do trabalho. Participaram alunos do 4? ano do Ensino Fundamental, indicados pela equipe gestora de uma escola estadual do munic?pio de Campinas (SP). O objetivo principal ? investigar de que maneira a m?sica pode contribuir para o desenvolvimento de conhecimentos espec?ficos sobre a linguagem escrita em alunos do 4? ano do Ensino Fundamental que apresentavam defasagens importantes no processo de alfabetiza??o, visando potencializ?-lo. Para tal, delinearam-se os seguintes objetivos espec?ficos: (i) conhecer o tipo de trabalho vivenciado pelos alunos na escola em rela??o ? linguagem escrita; (ii) identificar, por meio das a??es que os alunos participantes da pesquisa t?m em sala de aula, suas dificuldades em rela??o ? apropria??o da linguagem escrita; (iii) promover experi?ncias com atividades de alfabetiza??o que envolvam a m?sica; (iv) analisar, ? luz da teoria hist?rico-cultural, os processos interpsicol?gicos e intrapsicol?gicos que evidenciam movimentos de mudan?as nos alunos. Os procedimentos metodol?gicos utilizados foram: registro em di?rio de campo das observa??es participantes nas salas de aula; audiograva??o de entrevistas com coordena??o e corpo docente; audiograva??o de conversas com discentes envolvidos; an?lise documental de cadernos de produ??o escrita dos alunos. Os procedimentos realizaram-se antes do in?cio e ap?s o per?odo em que os encontros de interven??o ocorreram ? ao todo 22 encontros com sete alunos de 4? ano durante o segundo semestre de 2016, registrados por videograva??o e seguidos de transcri??o literal. Teve como base o referencial te?rico hist?rico-cultural de Vigotski em di?logo com a perspectiva discursiva de alfabetiza??o. A an?lise de dados foi feita por n?cleos tem?ticos criados a partir da similaridade que o material emp?rico apresentava entre si. Dois n?cleos foram criados: a m?sica como recurso pedag?gico, que envolveu a explora??o de aspectos espec?ficos da l?ngua; e a m?sica como linguagem, que envolveu a explora??o do aspecto discursivo da can??o. A pesquisa apresentou, para o campo educacional, cen?rio favor?vel ? reflex?o de um trabalho com a linguagem escrita, visando o desenvolvimento dos alunos, a amplia??o de suas compet?ncias lingu?sticas e a contribui??o para discuss?es sobre forma??o de professores e pr?ticas pedag?gicas de alfabetiza??o. Concluiu-se que a m?sica, como linguagem e recurso mediador, pode ser aliada no envolvimento dos alunos com a cultura escrita, aproximando-os do mundo letrado e promovendo sua compreens?o.

Made available in DSpace on 2016-04-04T18:27:24Z (GMT). No. of bitstreams: 1 Angela Maria Teixeira 1.pdf: 482097 bytes, checksum: 96fe6d304f28543f7f9152a4c9aaba6e (MD5) Previous issue date: 2006-08-29 / Considering that the acquired deficiency in the adult phase modifies the personal life radically and dramatically, we investigated the existence of two paraplegia bearers, with more than two years of wheel chair. From a clinical-qualitative perspective, we centered the methodological strategies in the use of the "prose" and of "chatting" become pregnant as a slow conversation where the "cases" of the life are told laggingly, in a movement of appropriation of the culture the state of Minas Gerais Brazil. Recording of conversations were heard several time, consenting a subsequent elaboration of the "proses" under the form of narratives that could be analyzed in agreement with Campos Psychoanalytic Theory. We verified that the interviewees suffering pronounces primordialment starting from three fields live that we denominated of maternity, negation of the sexuality and premature retirement, that causes chronic emotional suffering. / Considerando que a defici?ncia adquirida na fase adulta modifica a vida pessoal radical e dramaticamente, investigamos a viv?ncia de dois portadores de paraplegia com mais de dois anos de cadeira de rodas. A partir de uma perspectiva cl?nico-qualitativa, centramos as estrat?gias metodol?gicas no uso da prosa e do prosear , concebidos como uma conversa demorada, na qual os causos da vida s?o relatados vagarosamente, num movimento de apropria??o da cultura mineira. Grava??es de conversas foram ouvidas v?rias vezes, permitindo uma elabora??o posterior das prosas sob a forma de narrativas, que puderam ser analisadas de acordo com a Teoria Psicanal?tica dos Campos. Constatamos que o sofrimento dos entrevistados articula-se primordialmente a partir de tr?s campos vivenciais, que denominamos de maternaliza??o, nega??o da sexualidade e aposentadoria precoce.

Made available in DSpace on 2016-04-04T18:27:49Z (GMT). No. of bitstreams: 1 Maria Cristina Zago.pdf: 288550 bytes, checksum: 4036425049f334f871e941a0a5f1c568 (MD5) Previous issue date: 2009-11-18 / Pontif?cia Universidade Cat?lica de Campinas / This research presented a relational-game of a group of psychotic patients in crisis, who gathered for physical activities outside the institutional environment. The aim of this research was to study the physical activity as a mitigating factor of psychotic symptoms using a technique here called Group of Physical Activities. In this unconventional "setting", the research investigated the group activities as a favorable element in the perception of others as relational objects, i.e., a slip of the narcissistic libido in direction to the object libido. The group itself was open, heterogeneous (youngs and adults) and mixed by sex. The concepts of Sigmund Freud and of the group analysis provided the theoretical basis in this study. The qualitative research from the viewpoint of the psychoanalytic method was chosen as the methodological approach. This approach was used as an instrument technique, here called Group of Physical Activities, which comprised three main stages: walk (round trip service to a community playground), sports activities and a symbolic closing of the session. For the analysis of the results we adopted the technique of content analysis proposed by Mathieu. It was concluded that in several times, the technique used has led the group towards the psychic organization. During the sessions, the dynamics of the group was giving notice of a movement of aggregation, of trying to be and to have a body. The applied technique has generated an environment that nurtured the relationship amongst the components of the group and at the same time, produced an elaborative space. The Group of Physical Activities became a legitimate space for expressing affections, such as aggression, which in this case was found to be a culturally accepted behaviour within the game scope. The group itself saw the group activity as something that has left health, which could nurture and bring vitality. The physical activity provided a stage for the establishment of procedures of identification, by acting as a facilitator of inter-subjective contact, here and now. Hence, this unconventional "setting" acted to alleviate psychotic symptoms, allowing the subject to restore his/her ties with the outside world. / Esta pesquisa apresentou um jogo-relacional de um grupo de pacientes psic?ticos em crise, que se reuniam para praticar atividades f?sicas fora do ambiente institucional. O objetivo desta pesquisa foi estudar a pr?tica de atividades f?sicas como fator atenuante dos sintomas psic?ticos segundo uma t?cnica aqui denominada de Grupo de Atividades F?sicas. Investigando, nesse setting n?o convencional, a atividade grupal como elemento propiciador da percep??o do outro enquanto objeto relacional, ou seja, um deslizamento da libido narc?sica em dire??o ? libido objetal. O grupo em quest?o era aberto, heterog?neo e misto quanto ao sexo. Os conceitos de Sigmund Freud e as concep??es de grupan?lise deram o entorno te?rico a este estudo. Como caminho metodol?gico optou-se pela pesquisa qualitativa sob o olhar do m?todo psicanal?tico. Utilizou-se como instrumento uma t?cnica, aqui denominada de Grupo de Atividades F?sicas, que compreendia tr?s momentos principais: caminhada (de ida e volta do Servi?o ? Pra?a de Esportes da comunidade), atividade esportiva coletiva e fechamento simb?lico da sess?o. Para a an?lise dos resultados foi adotada a t?cnica de An?lise de Conte?do proposta por Mathieu. Conclui-se que a t?cnica utilizada, em seus diversos momentos, direcionou o grupo no sentido da organiza??o ps?quica. No decorrer das sess?es, a din?mica grupal foi dando not?cia de um movimento de agrega??o, de tentativa de ser e ter corpo. A t?cnica aplicada gerou um ambiente que oportunizou a rela??o com o outro e, ao mesmo tempo, constituiuse num espa?o elaborativo. O grupo transformou-se num espa?o para se legitimar afetos, como por exemplo, a agressividade, que encontrou dentro do jogo uma possibilidade de express?o culturalmente aceita. A atividade grupal foi vista pelo grupo como algo que legou sa?de, que p?de nutrir e trouxe vitalidade. Propiciou um cen?rio para o estabelecimento de processos de identifica??o, ao funcionar como elemento facilitador do contato intersubjetivo no aqui e agora. Dessa maneira, este setting n?o convencional agiu no sentido de atenuar os sintomas psic?ticos, possibilitando ao sujeito a restaura??o dos la?os com o mundo externo.

Made available in DSpace on 2016-04-04T18:27:53Z (GMT). No. of bitstreams: 1 Ariane Vicinanca Fornasin.pdf: 848773 bytes, checksum: db0b7ade0380be01de59ff8457b7bd1f (MD5) Previous issue date: 2010-02-05 / The objective of the present study was to assess if competitive activity represents a source of stress for sportsmen in the armed forces, based on a survey of stress symptoms. The study included the participation of 162 male military personnel in the 17-20 age range, divided into two groups: Athletes in the military (GMA) and non-athletes in the military (GM), each consisting of 81 participants. In order to ascertain the level of stress, the Stress Symptoms Inventory (ISSL) was used along with a questionnaire that was different for each group, consisting of open-ended questions. It was noted that 58.02% of the GM participants and 80.25% of GMA athletes did not present symptoms of stress. The main factors which could have contributed to this outcome were a balanced diet of food which they receive in the Army Cadet Preparatory School (EsPCEx), the making of the career decision, the stability that this career affords and the practice of physical activity. However, the level of military personnel with symptoms of stress in the GM group is 41.98%, and 38.28% of these are in the resistance phase. Although the percentage of participants with stress is high, when compared with samples from other studies, it is found that the index recorded is below that observed in young adults. In comparison with the GMA group, the index of stress was even lower. It may be concluded that sporting activity is a factor that lessens stress in young military personnel. / A presente pesquisa analisou se a atividade competitiva representa uma fonte de stress para desportistas militares, tendo como base o levantamento de sintomas de stress. Participaram dessa pesquisa 162 militares do sexo masculino, na faixa et?ria de 17 a 20 anos, divididos em grupos de militares atletas (GMA) e militares n?o atletas (GM), com 81 participantes cada um. Para a verifica??o do stress, foi utilizado o Invent?rio de Sintomas de Stress (ISSL) e um question?rio diferenciado para cada grupo com perguntas abertas. Observou-se que 58,02% dos participantes do GM e 80,25% dos atletas do GMA n?o apresentavam sintomas de stress. Os principais fatores que poderiam contribuir para esse resultado ? a alimenta??o equilibrada que recebem na EsPCEx, a tomada de decis?o sobre a carreira, a estabilidade que ela proporciona e a pr?tica de atividade f?sica. Por?m, o n?vel de militares com sintomas de stress no GM foi de 41,98%, sendo 38,28% desses estavam na fase de resist?ncia. Embora este percentual de participantes com stress seja elevado, quando comparado com amostras de outros estudos, verifica-se que o ?ndice registrado est? abaixo do observado em jovens adultos. Com rela??o ao GMA, o ?ndice de stress foi ainda mais baixo. Conclui-se que a atividade desportista ? um fator atenuante de stress em jovens militares.

Made available in DSpace on 2016-04-04T18:32:50Z (GMT). No. of bitstreams: 1 Eliana Maria Oligurski.pdf: 2357030 bytes, checksum: a13b8382f2a4427b09c4e98d6b086557 (MD5) Previous issue date: 2009-02-09 / This research aims to verify the possible link between teaching and research in teacher s work in basic education. The research was conducted in a Municipal Elementary School in the city of Campinas, with teachers and students of the first years of Elementary School. We analyzed documents, as the Pedagogical Project of the school and texts presented by students, and also interviewed students and teachers in order to clarify their conceptions of research. The results of this research point out that it is possible to develop a pedagogical practice in Elementary School articulating teaching and research, and taking research as a way to promote intellectual and integral development of students, as well as integration between school and its community. Nevertheless, to achieve this objective, it is necessary that the school, and the educational system as a whole, offer conditions for projects like the one exposed in this study to achieve success. / Esta pesquisa tem como objetivo verificar a poss?vel articula??o entre ensino e pesquisa na pr?tica pedag?gica do professor da educa??o b?sica. O estudo foi realizado em uma escola da Rede Municipal de Campinas-SP, com alunos e professores das s?ries iniciais do ensino fundamental, a partir da an?lise de documentos, como o Projeto Pol?tico Pedag?gico da Escola, e de trabalhos produzidos pelos estudantes. Foram tamb?m realizadas entrevistas e question?rios para an?lise das concep??es de pesquisa destes professores e alunos. Os resultados apontam que ? poss?vel desenvolver na escola b?sica uma pr?tica pedag?gica que articule ensino e pesquisa, tornando esta ?ltima uma fonte catalizadora de desenvolvimento integral e intelectual dos alunos, bem como de integra??o entre escola e comunidade. Para tal, no entanto, ? de fundamental import?ncia que a escola, e o sistema educativo como um todo, ofere?am condi??es para que propostas como as analisadas no presente estudo possam ser efetivadas.

Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 MARIA SALETE PEREIRA SANTOS.pdf: 1332885 bytes, checksum: e8813da8d65b7d35d3b380c0c9ed1e14 (MD5) Previous issue date: 2013-06-11 / This research aimed to investigate the experiences of play in the 1st year of elementary school in a school in Campinas-SP. From analysis of the enactment of the law 11.274/06, determining the mandatory enrollment of children of six years in elementary school and official guidelines published by the Ministry of Education that indicate the importance and urgency of building a new curriculum for the first years of the new elementary school (which the play should be part), investigative works have shown minimal presence of playful activities in children freshmen daily. However, the studies conducted have focused, primarily, classrooms and left uncovered other spaces and times which also make up the school routine. With this research was intended to help fill this gap, and for that, we investigated the occurrence of experiences of playful activities with freshmen of the first year of the new elementary school in physical education classes, seeking to achieve the following objectives: (i) whether and how there are episodes of playful activity, (ii) if positive occurrence, identify among the different modes of play, if any teaching practices emphasize some of it. The theoretical basis of our study lies in the Historical-cultural approach, specifically from the works of L. S. Vygotsky, A. N. Leontiev and D. B. Elkonin, with special interest in the proposals of these authors on the play and pedagogical mediation. The research is qualitative and was developed through participant observation in lessons of focused discipline, during the second half of 2011 and a semi-structured interview with the teacher. In addition, was conducted a research of literature review seeking to locate dissertations and theses that have investigated the new elementary school and documentary research in the official documents of the Ministry of Education that related to issues of expansion of education. In the analysis of the observation records identified the occurrence of several games going on, but developed through the initiative of children and unauthorized by the teacher, representing a counterpoint to prevalence of tests of motor skills in the teaching practices. In terms of modes of play, were recorded more often, games of rules and of exercises, with rare make-believe games. It is proposed that, given the results, a discussion about the role of teacher to incorporate or not the pedagogical practices that include a variety of activities aimed at the psychological development of children in many aspects. / Com esta pesquisa buscou-se conhecer experi?ncias de brincadeiras no 1? ano do Ensino Fundamental em uma escola do munic?pio de Campinas-SP. A partir de an?lises sobre a promulga??o da lei 11.274/06, que determina a obrigatoriedade de matr?cula das crian?as de seis anos no ensino fundamental, e das diretrizes oficiais publicadas pelo Minist?rio da Educa??o que indicam a import?ncia e urg?ncia de se construir um novo curr?culo para os primeiros anos do novo ensino fundamental (do qual as brincadeiras devem fazer parte), trabalhos investigativos t?m evidenciado m?nima presen?a da atividade l?dica no cotidiano das crian?as ingressantes. Entretanto, as pesquisas realizadas t?m focalizado, prioritariamente, as salas de aula e deixado a descoberto outros espa?os e tempos que tamb?m comp?em a rotina escolar. Com a presente pesquisa pretendeu-se contribuir para preencher esta lacuna; para isso, investigou-se a ocorr?ncia de experi?ncias de atividades l?dicas com ingressantes do primeiro ano do novo Ensino Fundamental nas aulas de Educa??o F?sica, buscando atingir os seguintes objetivos: (i) identificar se e como ocorrem epis?dios de atividade l?dica; (ii) em caso positivo de ocorr?ncia, identificar, dentre as diferentes modalidades de brincadeiras, se as pr?ticas pedag?gicas privilegiam alguma(s) dela(s). A fundamenta??o te?rica de nosso estudo encontra-se na abordagem Hist?rico-cultural, especificamente a partir dos trabalhos de L. S. Vigotski, A. N. Leontiev e D. B. Elkonin, com especial interesse nas proposi??es desses autores sobre a brincadeira e a media??o pedag?gica. A pesquisa tem car?ter qualitativo e foi desenvolvida por meio de observa??o participante em aulas da disciplina focalizada, ao longo do segundo semestre de 2011, e de entrevista semi-estruturada realizada com a professora. Al?m disso, foram feitas pesquisas de revis?o bibliogr?fica buscando localizar disserta??es e teses que tenham investigado o novo Ensino Fundamental e pesquisa documental nos documentos oficiais do Minist?rio da Educa??o que se referiam a quest?es da amplia??o do ensino. Na an?lise dos registros da observa??o, identificou-se a ocorr?ncia de v?rias brincadeiras, por?m desenvolvidas por iniciativa das crian?as e n?o autorizadas pela professora, representando um contraponto ? preval?ncia de testes de habilidades motoras nas pr?ticas pedag?gicas. Em termos de modalidades de brincadeiras, registraram-se mais frequentemente jogos de regras e de exerc?cios, sendo raras as brincadeiras de faz-de-conta. Prop?e-se, face aos resultados encontrados, uma discuss?o acerca do papel da forma??o do professor para incorpora??o ou n?o de pr?ticas pedag?gicas que contemplem uma diversidade de atividades visando ao desenvolvimento psicol?gico das crian?as em m?ltiplos aspectos.

Made available in DSpace on 2015-04-14T14:41:45Z (GMT). No. of bitstreams: 1 447434.pdf: 3992802 bytes, checksum: df4eac3119f5cb4382facf3f434beadb (MD5) Previous issue date: 2013-03-25 / Esta investigaci?n examina la industria de la m?sica y el grado en que las nuevas tecnolog?as de informaci?n y comunicaci?n, con la participaci?n de la digitalizaci?n de la m?sica, son capaces de modificar directamente la relaci?n entre los artistas y sellos discogr?ficos en el ecosistema de la producci?n musical. Se estudia c?mo las nuevas tecnolog?as afectan y transforman los aspectos de la industria de la m?sica, sobre todo las condiciones de producci?n musical para artistas aut?nomos. Ante este escenario, tambi?n se debe observar c?mo la industria de la m?sica y los artistas responden a los cambios tecnol?gicos / Nesta pesquisa, examina-se a ind?stria musical e em que medida as novas tecnologias de informa??o e comunica??o, que envolvem a digitaliza??o da m?sica, s?o capazes de diretamente modificar a rela??o entre artistas e gravadoras no ambiente da produ??o musical. Estuda-se como as novas tecnologias afetam e transformam aspectos da ind?stria fonogr?fica e, sobretudo, as condi??es de produ??o musical para artistas aut?nomos. Diante deste cen?rio, cabe tamb?m observar de que forma a ind?stria musical e os artistas respondem ? transforma??o tecnol?gica

Made available in DSpace on 2015-04-14T14:41:51Z (GMT). No. of bitstreams: 1 451354.pdf: 11272864 bytes, checksum: 797a49c918a5ff3f351fab2515566824 (MD5) Previous issue date: 2013-08-27 / This paper will analyze the current situation between a broadcaster and recipient based on a communicational process fostered via the internet, in which horizontalization generates a new meaning with regards to the roles of music consumers and record producers. We will demonstrate the degree of effective participation of the first as a financer of projects and discuss the productive involvement of the second. From a post-modernist point of view, it is imperative to bring to light a reflection on the new roles of both and establish the current limits of articulation of each from the perspective of creating a network. / Este trabalho ir? analisar a atual situa??o entre emissor e receptor a partir do processo comunicacional promovido pela internet onde a horizontaliza??o gera a resignifica??o de pap?is do consumidor musical e do produtor fonogr?fico. Mostraremos qual efetiva participa??o do primeiro como financiador de projetos e problematizar a inger?ncia produtiva sobre o segundo. Sob o olhar do p?s-modernismo, ? imperativo trazer ? luz uma reflex?o sobre os novos pap?is de ambos e estabelecer os atuais limites de articula??o de cada um diante da perspectiva de uma cria??o em rede.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-12-17T16:16:41Z No. of bitstreams: 1 476766 - Texto Completo.pdf: 1396962 bytes, checksum: 3bd24e7cbdb2867629439ed6d1c07b63 (MD5) / Made available in DSpace on 2015-12-17T16:16:41Z (GMT). No. of bitstreams: 1 476766 - Texto Completo.pdf: 1396962 bytes, checksum: 3bd24e7cbdb2867629439ed6d1c07b63 (MD5) Previous issue date: 2015-03-31 / This study is a qualitative, exploratory, specifically a theoretical review of the state of the art Interdisciplinary from science education, specifically biology, physics and chemistry in its relations with the school physical education, aimed at broad understanding about theme and also a definition of the Interdisciplinary themes in the work context. The research targets the publications in Qualis A in the education and the analysis of publications was made by Discursive Textual Analysis (DTA) and comprised a total of ninety-eight articles found using the parameter set for the research, that is, there was in your title and/or abstract the word interdisciplinarity. After considering the demand, the period to be considered at most published ten years ago and that the publication which addresses the science education, the total of nine articles were found and analyzed. The result showed that the understanding of the authors about the Interdisciplinary concept is not quite right, causing confusion with the concept of Multi-disciplinary. Another conclusion is about the interaction of physical education with the science education, where the actions taken and disclosed in the analyzed productions can talk with the contents developed in physical education classes. There is a gap in teacher education to address the interdisciplinarity and about that aspect modifications can be made to meet this feature. / O presente trabalho ? uma pesquisa qualitativa, explorat?ria, especificamente uma revis?o te?rica do estado da arte da Interdisciplinaridade a partir do ensino das ci?ncias, mais precisamente da biologia, f?sica e qu?mica em suas rela??es com a educa??o f?sica escolar, visando uma compreens?o do tema e tamb?m de defini??o sobre a tem?tica Interdisciplinaridade no contexto do trabalho. A pesquisa tem como alvo as publica??es em peri?dicos Qualis A no ensino e a an?lise das publica??es foi feita pela An?lise Textual Discursiva (ATD) e compreendeu um total de noventa e oito artigos encontrados utilizando os par?metros estabelecidos para a pesquisa, ou seja, que houvesse em seu t?tulo e/ou resumo a palavra Interdisciplinaridade. Ap?s considerar na procura, o per?odo a ser considerado de no m?ximo publicado h? dez anos e que a publica??o aborde o ensino das ci?ncias, o total de nove artigos foram encontrados e analisados. O resultado mostrou que a compreens?o dos autores sobre o conceito Interdisciplinaridade n?o est? totalmente correto, causando confus?o com o conceito de Multidisciplinaridade. Outra conclus?o ? sobre a intera??o da educa??o f?sica escolar com o ensino de ci?ncias, onde as a??es realizadas e divulgadas nas produ??es analisadas podem dialogar com os conte?dos desenvolvidos nas aulas de educa??o f?sica. H? uma lacuna na forma??o de professores ao abordar sobre a Interdisciplinaridade e sobre esse aspecto podem ser feitas modifica??es para atender a essa particularidade.