Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:02Z No. of bitstreams: 1 AlexMessiasMarques_DISSERT.pdf: 947726 bytes, checksum: 02e17456e0f162d2434e87bbd350fbbc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-17T20:30:27Z (GMT) No. of bitstreams: 1 AlexMessiasMarques_DISSERT.pdf: 947726 bytes, checksum: 02e17456e0f162d2434e87bbd350fbbc (MD5) / Made available in DSpace on 2015-12-17T20:30:27Z (GMT). No. of bitstreams: 1 AlexMessiasMarques_DISSERT.pdf: 947726 bytes, checksum: 02e17456e0f162d2434e87bbd350fbbc (MD5) Previous issue date: 2014-07-24 / No ensino de qu?mica diversos trabalhos com enfoque CTS tem sido realizados nos ?ltimos anos principalmente no n?vel m?dio. Alguns destes trabalhos se preocupam em apresentar uma discuss?o sobre uma tem?tica local abordando quest?es cient?fico-tecnol?gicas. Neste trabalho ? apresentada uma pesquisa desenvolvida na Escola Estadual Orlando Ven?ncio localizada no munic?pio de Cuit?, interior da Para?ba. O objetivo geral foi elaborar uma unidade did?tica que discuta a problem?tica da ?gua nesta cidade a partir do enfoque CTS. A aplica??o do material produzido aconteceu numa turma de 2? ano do ensino m?dio com a participa??o de 20 alunos. Foram realizados 7 encontros de 100 minutos. Para a avalia??o do material e coleta de dados fez-se uso de 2 question?rios. A partir da avalia??o do material did?tico produzido pode-se observar que os estudantes participantes avaliaram o material de forma bastante positiva. / Currently it is expected that science education will enable a more comprehensive conception of the world and of the relationship between scientific knowledge, technology and society. Thus, we seek the science teaching attend around contexts related to science, technology and society (STS). According CTS approaches, the science education should promote learning in the scientific, technological and social fields, from experienced real contexts, generating motivation to students, offering them tools to work as scientifically literate citizens. For this, it becomes crucial to resort to innovative activities and the various methodologies and appropriate teaching materials, and there is a lack of this perspective in general basic education, which drives the practice of an STS approach. Therefore, the aim of this research is the production of an instructional sequence for the exploration of the theme: "The quality of the water in the municipality of Cuit?-PB," according to focus CTS in the 2nd year of high school. The choice of this topic is due to the problem caused by the quality of water in this municipality, with the concern to address an issue that came to work the critical / reflective understanding of a real context, in order to sensitize students to the importance of scientific / technological knowledge. The selection criteria of STS subjects were also observed. In this research the materials were produced and applied by the teacher / researcher. For data collection we used the observation and analysis of student records. The results were encouraging in the sense of participation, motivation and skill acquisition. This research contributes to the teaching of science with a focus STS, as well as encourage the use of perspective in new contexts with real questioning

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-05T16:51:31Z No. of bitstreams: 1 AndreLuizLopesToledo_DISSERT.pdf: 3174228 bytes, checksum: f818f27305b477f7bd49409718209f31 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-07T21:53:38Z (GMT) No. of bitstreams: 1 AndreLuizLopesToledo_DISSERT.pdf: 3174228 bytes, checksum: f818f27305b477f7bd49409718209f31 (MD5) / Made available in DSpace on 2016-01-07T21:53:38Z (GMT). No. of bitstreams: 1 AndreLuizLopesToledo_DISSERT.pdf: 3174228 bytes, checksum: f818f27305b477f7bd49409718209f31 (MD5) Previous issue date: 2014-11-17 / A perfura??o de po?os para extra??o de petr?leo gera, entre outros res?duos, fragmentos de rochas e solos. Estes fragmentos s?o denominados cascalho de perfura??o de petr?leo ou simplesmente res?duo de perfura??o de petr?leo. Nos locais de explora??o onshore s?o formados grandes dep?sitos de cascalho de perfura??o, material de onerosa destina??o final. Sendo assim, este trabalho apresenta uma pesquisa com o objetivo de avaliar o emprego de res?duo de perfura??o misturado a um solo later?tico, como material comp?sito a ser utilizado na execu??o de aterros compactados em obras de terra. Solo e res?duo foram avaliados atrav?s de difra??o de raios X (DRX), fluoresc?ncia de raios X (FRX) e mediante ensaios de laborat?rio tradicionalmente empregados na mec?nica dos solos, como, an?lise granulom?trica, determina??o de limite de liquidez e de plasticidade e ensaios de compacta??o. Ap?s a caracteriza??o de solo e res?duo individualmente foram estudadas misturas de solo e res?duo, segundo as dosagens de 2,5%, 5%, 10%, e 15% de res?duo em rela??o ? massa de solo seco. Essas misturas foram submetidas aos ensaios de compacta??o, CBR, cisalhamento direto e adensamento. Os resultados dos ensaios foram comparados com as normas vigentes do DNIT para execu??o de aterros compactados. Os resultados encontrados nos ensaios das misturas atendem aos par?metros m?nimos necess?rios, permitindo, sob o ponto de vista da an?lise geot?cnica, a utiliza??o dessas misturas para execu??o de aterros compactados / The drilling of wells for petroleum extraction generates rocks and soils fragments, among other residues. These fragments are denominated petroleum drilling gravel or simply petroleum drilling residue. On the sites of onshore exploration are formed big deposits of drilling gravel, an expensive final destination material. This work aims at evaluating the addition of drilling residue to a lateritic soil, as composite material, for construction of compacted fills for earth work projects. Soil and residue were evaluated by X-ray diffraction (XRD) and X-ray fluorescence (XRF) and by laboratory tests traditionally used in soil mechanics, as particle-size analysis of soils, determination of liquid and plasticity indexes and compaction test. After soil and residue characterization, soil-residue mixtures were studied, using dosages of 2,5%, 5%, 10%, and 15% of residue in relation to the dry soil mass. These mixtures were submitted to compaction test, CBR, direct shear test and consolidation test. The test results were compared to the current legislation of DNIT for compacted fill construction. The results showed that the mixtures presented the minimal necessary parameters, allowing, from the point of view of geotechnical analysis, the use of these mixtures for construction of compacted fills

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-05T17:51:14Z No. of bitstreams: 1 AlbinoOliveiraNunes_TESE.pdf: 3044706 bytes, checksum: bcd3de2785c53116032a8db14077d3d4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-08T21:26:44Z (GMT) No. of bitstreams: 1 AlbinoOliveiraNunes_TESE.pdf: 3044706 bytes, checksum: bcd3de2785c53116032a8db14077d3d4 (MD5) / Made available in DSpace on 2016-01-08T21:26:44Z (GMT). No. of bitstreams: 1 AlbinoOliveiraNunes_TESE.pdf: 3044706 bytes, checksum: bcd3de2785c53116032a8db14077d3d4 (MD5) Previous issue date: 2014-07-28 / A educa??o cient?fica tem passado por um per?odo de redefini??es, contesta??es e novas contribui??es oriundas da pesquisa em ensino de ci?ncias. Um dos aportes ? a ideia de um letramento cient?fico e tecnol?gico que n?o apenas permita ao cidad?o conhecer a ci?ncia, mas tamb?m compreender aspectos sobre a constru??o e motiva??es da pesquisa cient?fica e tecnol?gica. Em conson?ncia com esse pensamento, t?m-se os estudos no campo Ci?ncia-Tecnologia-Sociedade que, desde a d?cada de 70, vem contribuindo para o ensino e aprendizagem de ci?ncias nos moldes de uma compreens?o das interrela??es com a sociedade, nos pa?ses ocidentais do hemisf?rio norte. Aqui no Brasil, esse enfoque come?ou a ganhar proje??o a partir da d?cada de 90, quando ocorreram as publica??es das primeiras disserta??es sobre o tema. Atualmente, percebese claramente a influencia desse enfoque nas orienta??es curriculares nacionais para o ensino m?dio na ?rea de ci?ncias naturais e exatas (PCN, PCN+, OCN), e tamb?m nos livros adotados pelo Programa Nacional do Ensino M?dio. Parece, no entanto, haver uma lacuna, no tocante ? discuss?o dos componentes curriculares espec?ficos ofertados no ensino superior sob esse enfoque. Assim, neste trabalho prop?s-se a inser??o do enfoque CTS, mediante a elabora??o de material did?tico complementar, sobre os conceitos de ?cidos e bases estudados na disciplina Qu?mica Geral, voltado ?s licenciaturas de ci?ncias naturais. Para tanto, foi realizada uma pesquisa bibliogr?fica cujo objetivo era construir o estado da arte sobre esses conceitos na literatura espec?fica de ensino de ci?ncias, subdividido em duas etapas: estudo sistem?tico (com dezesseis peri?dicos escolhidos segundo o Qualis-Capes) e um estudo assistem?tico com busca direta em bases de dados e refer?ncias citadas nos artigos do estudo sistem?tico. Os trabalhos encontrados foram analisados segundo an?lise de conte?do nos quais as categorias escolhidas a priori foram o n?vel de ensino, os conceitos ?cido-base adotados e a estrat?gia/referencial te?rico de ensino adotado. Uma segunda etapa foi a identifica??o das atitudes e cren?as CTS (Ci?ncia-Tecnologia-Sociedade) e QSA (Qu?mica-Ambiente-Sociedade) de estudantes de cursos de forma??o de professores e tecnol?gicos em tr?s institui??es distintas: UTFPR, UFRN e IFRN. Nesse estudo foram utilizados dois question?rios, compostos respectivamente por uma escala de Likert, uma escala de diferencial sem?ntico e quest?es abertas. A confiabilidade dos dados quantitativos foi estimada pelo m?todo do alfa de Cronbach, e os dados tratados segundo a estat?stica cl?ssica, usando como medidas de centralidade a m?dia e, de dispers?o, o desvio m?dio. Os dados qualitativos foram abordados segundo a an?lise de conte?do, com categorias que emergiram da leitura das respostas. Na terceira etapa foi analisada a presen?a de conte?do CTS e QSA nos cap?tulos que abordavam os conceitos de ?cidos e bases em nove livros de Qu?mica Geral, frequentemente usados nos cursos superiores de institui??es p?blicas do Rio Grande do Norte. Os resultados mostram que h? pouca presen?a de propostas com enfoque CTS e QSA para o ensino sobre ?cidos e bases, e estando essas voltadas ao ensino m?dio ou para as disciplinas de Instrumenta??o para o Ensino, n?o sendo encontrada nenhuma proposta para a disciplina de Qu?mica Geral. As atitudes e cren?as dos estudantes indicam a presen?a de uma vis?o positivista, apoiada nos mitos da neutralidade de C&T e na perspectiva salvacionista de sua interven??o. A an?lise dos livros revelou que quase n?o se encontram conte?dos CTS e QSA nos cap?tulos analisados e, quando encontrados, eles est?o apresentados de maneira desconexa com o corpo de texto principal. Por fim, como x proposta para contribuir com a solu??o do problema de aus?ncia de propostas CTS nos livros de Qu?mica Geral, assim como as atitudes positivistas dos estudantes, foi desenvolvido um material did?tico a ser usado na disciplina de Qu?mica Geral no Ensino Superior. O material est? estruturado para trazer uma vis?o hist?rica da elabora??o dos conceitos, apresentar o uso dos materiais, dos processos industriais e tecnol?gicos e as consequ?ncias socioambientais dessas atividades / Scientific education has been passing by redefinitions, contestations and new contributions from the research on science teaching. One contribution is the idea of science and technology literacy, allowing the citizens not only knowing science but also understand aspects on the construction and motivation of scientific and technological research. In accordance with this idea, there is the Science-Technology-Society (STS) studies which, since the 1970s, has been contributing for science teaching and learning according to the comprehension of the relationships with society in the Western countries of the North. In Brazil, this approach began to gain projection from the 1990s when the first essays on the theme were published. Currently, there is a clear influence of this approach on the national curriculum guidelines, especially for the area of Natural Sciences, and also on the textbooks chosen by the High School National Program (Programa Nacional do Ensino M?dio). However, there seems to be a gap in relation to the discussion on the specific curricular component seen in college on this approach. Thus, this study aims at adopting the approach STS, face to the preparation of complimentary educational material on acid and bases concepts studied in the course of General Chemistry of the Natural Sciences graduation program. To this end, it was performed a bibliographical research aiming at making the state-of-the-art in in these concepts in specific literature to science teaching. It is divided in two stages: systematic study (with sixteen journals chosen according to Qualis-Capes and an unsystematic study with direct search in databases and references in the papers of the systematic study. The studies had their content analyzed and the categories chosen a priori were the level of education, the acid-base theory adopted, and the strategy/theoretical frame of reference adopted. A second stage aimed at identifying attitudes and beliefs on STS (Science-Technology-Society) and CSE (Chemistry-Society-Environment) of students in the teacher and technologist training course in three diferent institutions: UTFPR, UFRN and IFRN. In this study, it was used two questionnaires, composed of a Likert scale, semantic differential scale and open questions. The quantitative data reliability was estimated through Cronbach?s alpha method, and tha data were treated according to classic statistics, using the mean as the centrality measures, and the mean deviation as dispersion. The qualitative data were treated according to the content analysis with categories taken from the reading of answers. In the third stage, it was analyzed the presence of STS and CSE content in chapters on acid and bases concepts of nine General Chemistry textbooks, frequently used in graduation programs in public institutions of the state of Rio Grande do Norte. The results showed that there are few proposals of acid and bases teaching, and they are generally aimed at High School or at instrumentation for teaching courses, and no course for General Chemistry. The student?s attitudes and beliefs show the presence of a positivist point of view based on the concept of Science and Technology neutrality and the salvation of its mediation. The books analysis showed just a few content on STS and CSE are found in the studied chapters, and they are generally presented disjointedly in relation to the rest of the main text. In the end, as suggestion to solve the absence of proposals STS in General Chemistry books, as well as the student?s positivist attitudes, it was developed some educational material to be used in the course of General Chemistry at College. The material is structured to introduce a historical view of the concepts preparation, present the use of materials, the industrial and technological processes, and social and environmental consequences of this activities

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-26T17:57:58Z No. of bitstreams: 1 ClaraOvidioDeMedeirosRodrigues_DISSERT.pdf: 9450850 bytes, checksum: 2dcb067d3fef1c27a9396d6637cc6c4a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-28T19:57:33Z (GMT) No. of bitstreams: 1 ClaraOvidioDeMedeirosRodrigues_DISSERT.pdf: 9450850 bytes, checksum: 2dcb067d3fef1c27a9396d6637cc6c4a (MD5) / Made available in DSpace on 2016-01-28T19:57:33Z (GMT). No. of bitstreams: 1 ClaraOvidioDeMedeirosRodrigues_DISSERT.pdf: 9450850 bytes, checksum: 2dcb067d3fef1c27a9396d6637cc6c4a (MD5) Previous issue date: 2014-11-28 / Esse estudo consiste da avalia??o da integra??o da simula??o termoenerg?tica nas primeiras fases do processo projetual a partir do estudo de seis casos pr?ticos, com o intuito de sistematizar o processo de integra??o, identificar as contribui??es das an?lises termoenerg?ticas em cada fase do processo projetual e identificar os par?metros que possuem maior impacto no desempenho do edif?cio. A simula??o energ?tica foi realizada por meio do programa DesignBuilder, o mesmo algoritmo validado do EnergyPlus de predi??o do comportamento termoenerg?tico. Essa ferramenta se destaca pela capacidade de modelagem da interface gr?fica, pela sa?da gr?fica de resultados, e pela facilidade de simular o impacto de alternativas no comportamento da edifica??o, por meio de parametriza??o de vari?veis. Os seis estudos de caso selecionados consistem de quatro projetos arquitet?nicos em fase de desenvolvimento e de dois projetos de retrofit, nos quais a autora realiza todas simula??es termoenerg?ticas, seja como projetista ou como consultora. Os casos foram escolhidos devido ao comprometimento dos projetistas em atingir edif?cios eficientes, ? disponibilidade dos projetistas em rela??o ?s consultas, e ? possibilidade de acompanhar os projetos desde a fase de programa??o arquitet?nica. Essas caracter?sticas possibilitaram sistematizar as an?lises desde as fases preliminares, auxiliar as escolhas projetuais desde o in?cio do projeto, subsidiando-as com an?lises quantitativas, como metas de desempenho. A an?lise do desempenho termoenerg?tico da edifica??o desde as primeiras etapas de projeto mostrou-se vi?vel, exceto quando o tempo de projeta??o ? ex?guo. Verificou-se que a simula??o contribuiu, principalmente, nas fases de estudo preliminar e detalhamento do projeto; enquanto a fase de pr?-projeto pode ser atendida com o uso das estrat?gias bioclim?ticas quando confi?veis. Foi constatado que cada caso analisado apresentou duas vari?veis que se destacaram em rela??o ?s demais devido ? domin?ncia sobre o desempenho da edifica??o. Essas vari?veis mudam de acordo com o projeto, e coincidem com as estrat?gias bioclim?ticas locais. A adapta??o das alternativas de melhoria ao projeto se torna mais acess?vel quanto mais inicial a fase projetual. Al?m disso, quando se trabalha com o arquiteto, a simula??o pode ser utilizada no sentido de provar e convencer; com o projetista de retrofit, no sentido de quantificar o custo/benef?cio e o retorno do investimento; e para o arquiteto simulador, para confirmar o resultado desejado e compor relat?rio de desempenho ao cliente. / This work consists of the integrated design process analyses with thermal energetic simulation during the early design stages, based on six practical cases. It aims to schematize the integration process, identifying the thermal energetic analyses contributions at each design phase and identifying the highest impact parameters on building performance. The simulations were run in the DesignBuilder energy tool, which has the same EnergyPlus engine, validated. This tool was chosen due to the flexible and user friendly graphic interface for modeling and output assessment, including the parametric simulation to compare design alternatives. The six case studies energy tools are three architectural and three retrofit projects, and the author the simulations as a consultant or as a designer. The case studies were selected based on the commitment of the designers in order to achieve performance goals, and their availability to share the process since the early pre-design analyses, allowing schematizing the whole process, and supporting the design decisions with quantifications, including energy targets. The thermoenergetic performance analyses integration is feasible since the early stages, except when only a short time is available to run the simulations. The simulation contributions are more important during the sketch and detail phases. The predesign phase can be assisted by means of reliable bioclimatic guidelines. It was verified that every case study had two dominant design variables on the general performance. These variables differ according the building characteristics and always coincide with the local bioclimatic strategies. The adaptation of alternatives to the design increases as earlier it occurs. The use of simulation is very useful: to prove and convince the architects; to quantify the cost benefits and payback period to the retrofit designer; and to the simulator confirm the desirable result and report the performance to the client

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-31T23:01:39Z No. of bitstreams: 1 GislanePinhoDeOliveira_DISSERT.pdf: 2585969 bytes, checksum: 5a2ec44dfa4024c61a2f9bad2b0cc474 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-04T22:09:35Z (GMT) No. of bitstreams: 1 GislanePinhoDeOliveira_DISSERT.pdf: 2585969 bytes, checksum: 5a2ec44dfa4024c61a2f9bad2b0cc474 (MD5) / Made available in DSpace on 2016-04-04T22:09:35Z (GMT). No. of bitstreams: 1 GislanePinhoDeOliveira_DISSERT.pdf: 2585969 bytes, checksum: 5a2ec44dfa4024c61a2f9bad2b0cc474 (MD5) Previous issue date: 2015-06-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / O progresso industrial moderno vem incorporando compostos fen?licos entre as impurezas encontradas na ?gua. Por se tratar de uma subst?ncia t?xica e cancer?gena, ? imprescind?vel que a mesma seja reduzida ? concentra??es toler?veis, determinadas pelo CONAMA. Neste contexto, este trabalho tem como objetivo o tratamento e caracteriza??o de catalisadores oriundos do biocarv?o, subproduto da pir?lise de biomassa (avel?s e p? de madeira), assim como sua avalia??o na degrada??o fotocatal?tica do fenol. Os ensaios foram realizados em um reator leito de lama, com medi??es instant?neas da temperatura, pH e oxig?nio dissolvido. Os experimentos foram realizados nas seguintes condi??es operacionais: temperatura igual a 50 ?C, vaz?o de oxig?nio igual a 410 mL min-1 , volume de solu??o reagente igual a 3,2 L, l?mpada UV de 400 W, press?o de 1 atm e tempo de rea??o de 2 horas. Os par?metros avaliados foram o pH do meio reacional (3,0; 6,9 e 10,7), concentra??o inicial de fenol comercial (250, 500 e 1000 ppm), concentra??o de catalisador (0, 1, 2 e 3 g L-1 ) e natureza do catalisador (carv?o do aveloz ativado e lavado com diclorometano, CAADCM, e carv?o da madeira ativado e lavado com diclorometano, CMADCM). Os resultados de FRX, DRX e BET comprovaram a presen?a de ferro e pot?ssio em quantidades satisfat?rias para o catalisador CAADCM e em quantidades reduzidas no catalisador CMADCM, e o aumento da ?rea superficial dos materiais ap?s a ativa??o qu?mica e f?sica. As curvas de degrada??o do fenol indicam que o pH tem uma influ?ncia significativa na convers?o do fenol, apresentando melhores resultados para os valores de pH mais reduzidos. A concentra??o ?tima de catalisador observada foi de 1 g L-1 e o aumento da concentra??o inicial de fenol exerce uma influ?ncia negativa na condu??o da rea??o. Tamb?m foi observado o efeito positivo da presen?a de ferro e pot?ssio na estrutura do catalisador: obteve-se convers?es melhores para os ensaios realizados com o catalisador CAADCM, quando comparado com o catalisador CMADCM nas mesmas condi??es. A maior convers?o foi obtida para o ensaio realizado em pH ?cido (3,0), com uma concentra??o inicial de fenol igual a 250 ppm na presen?a do catalisador CAADCM a 1 g L-1 . As amostras l?quidas retiradas a cada 15 minutos foram analisadas por cromatografia l?quida identificando e quantificando a hidroquinona, p-benzoquinona, catecol e ?cido maleico. Finalmente um mecanismo do processo reacional foi proposto, considerando que o fenol ? transformado em fase homog?nea e os demais reagem na superf?cie do catalisador. Aplicandose o modelo de Langmuir-Hinshelwood juntamente com um balan?o de massa, obteve-se um sistema de equa??es diferenciais que foi resolvido utilizando o m?todo de Runge-Kutta de 4? ordem associado a uma rotina de otimiza??o SWARM (enxame de part?culas), visando minimizar a fun??o objetivo de m?nimos quadrados para estima??o dos par?metros cin?ticos e de adsor??o. Obteve-se constantes cin?ticas da ordem de grandeza de 10-3 para a degrada??o do fenol, 10-4 ? 10-2 para a forma??o de ?cidos, 10-6 ? 10-9 para a mineraliza??o dos quin?nicos (hidroquinona, p-benzoquinona e catecol), 10-3 ? 102 para a mineraliza??o dos ?cidos. / The modern industrial progress has been contaminating water with phenolic compounds. These are toxic and carcinogenic substances and it is essential to reduce its concentration in water to a tolerable one, determined by CONAMA, in order to protect the living organisms. In this context, this work focuses on the treatment and characterization of catalysts derived from the bio-coal, by-product of biomass pyrolysis (avel?s and wood dust) as well as its evaluation in the phenol photocatalytic degradation reaction. Assays were carried out in a slurry bed reactor, which enables instantaneous measurements of temperature, pH and dissolved oxygen. The experiments were performed in the following operating conditions: temperature of 50 ?C, oxygen flow equals to 410 mL min-1 , volume of reagent solution equals to 3.2 L, 400 W UV lamp, at 1 atm pressure, with a 2 hours run. The parameters evaluated were the pH (3.0, 6.9 and 10.7), initial concentration of commercial phenol (250, 500 and 1000 ppm), catalyst concentration (0, 1, 2, and 3 g L-1 ), nature of the catalyst (activated avel?s carbon washed with dichloromethane, CAADCM, and CMADCM, activated dust wood carbon washed with dichloromethane). The results of XRF, XRD and BET confirmed the presence of iron and potassium in satisfactory amounts to the CAADCM catalyst and on a reduced amount to CMADCM catalyst, and also the surface area increase of the materials after a chemical and physical activation. The phenol degradation curves indicate that pH has a significant effect on the phenol conversion, showing better results for lowers pH. The optimum concentration of catalyst is observed equals to 1 g L-1 , and the increase of the initial phenol concentration exerts a negative influence in the reaction execution. It was also observed positive effect of the presence of iron and potassium in the catalyst structure: betters conversions were observed for tests conducted with the catalyst CAADCM compared to CMADCM catalyst under the same conditions. The higher conversion was achieved for the test carried out at acid pH (3.0) with an initial concentration of phenol at 250 ppm catalyst in the presence of CAADCM at 1 g L-1 . The liquid samples taken every 15 minutes were analyzed by liquid chromatography identifying and quantifying hydroquinone, p-benzoquinone, catechol and maleic acid. Finally, a reaction mechanism is proposed, cogitating the phenol is transformed into the homogeneous phase and the others react on the catalyst surface. Applying the model of Langmuir-Hinshelwood along with a mass balance it was obtained a system of differential equations that were solved using the Runge-Kutta 4th order method associated with a optimization routine called SWARM (particle swarm) aiming to minimize the least square objective function for obtaining the kinetic and adsorption parameters. Related to the kinetic rate constant, it was obtained a magnitude of 10-3 for the phenol degradation, 10-4 to 10-2 for forming the acids, 10-6 to 10-9 for the mineralization of quinones (hydroquinone, p-benzoquinone and catechol), 10-3 to 10-2 for the mineralization of acids.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-03T22:43:01Z No. of bitstreams: 1 FranciscoSoutoDeSousaJunior_TESE.pdf: 2504506 bytes, checksum: 86b3789ec56477a133c19f7e8844c4b9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-04T23:24:10Z (GMT) No. of bitstreams: 1 FranciscoSoutoDeSousaJunior_TESE.pdf: 2504506 bytes, checksum: 86b3789ec56477a133c19f7e8844c4b9 (MD5) / Made available in DSpace on 2016-05-04T23:24:10Z (GMT). No. of bitstreams: 1 FranciscoSoutoDeSousaJunior_TESE.pdf: 2504506 bytes, checksum: 86b3789ec56477a133c19f7e8844c4b9 (MD5) Previous issue date: 2015-06-09 / Nos meios educacionais tem-se observadas dificuldade em se formar professores que atendam ?s necessidades do ensino m?dio e superior, e uma das raz?es para isso s?o as diferentes viv?ncias na forma??o dos educadores em rela??o ?s que s?o encontradas em sala de aula. Assim, frequentemente surgem cr?ticas relacionadas a pertin?ncia e a efici?ncia dos cursos de licenciatura, no que refere ao cumprimento da sua natural miss?o, o que fragiliza a forma??o do professor. Com isso, a melhoria da qualidade da educa??o fica muito dependente das iniciativas dos professores, criando alternativas did?ticas para fortalecer suas atua??es no ensino. Partindo dessa reflex?o, conclui-se que a forma??o de professores necessita de novas propostas did?ticas que os qualifiquem, e assim possam promover a forma??o dos seus alunos de forma mais adequada. Dentre as propostas did?ticas apresentadas como alternativas para a forma??o inicial de professores pode-se utilizar o teatro cient?fico (TC). Considerando esta possibilidade, nesse trabalho tem-se como proposta investigar e discutir a influ?ncia do TC aliado ? experimenta??o na forma??o inicial de licenciandos em Qu?mica que participam dos Grupos de Teatro Fan?ticos da Qu?mica (UERN) e Qu?mica em Cena (UFRN). Para tanto, realizou-se, em uma primeira etapa, ensaios teatrais baseados no teatro do oprimido, e escritas de roteiros dramat?rgicos, numa proposta colaborativa. Para incorporar a experimenta??o em qu?mica aos ensaios teatrais, realizou-se uma pesquisa bibliogr?fica sistem?tica e, ap?s an?lise de conte?do, foram selecionados, as categorias, materiais e reagentes de f?cil acesso, procedimentos de f?cil execu??o e com baixos riscos de acidentes e f?cil tratamento dos res?duos qu?micos gerados. Na segunda parte identificou-se: a) as cren?as dos licenciandos na utiliza??o do TC aliado a experimenta??o para forma??o inicial de professores de qu?mica; b) a influ?ncia do TC aliado ? experimenta??o na aprendizagem de conceitos qu?micos de alunos do ensino m?dio que assistiram aos espet?culos; c) as raz?es para o uso ou n?o do TC aliado ? experimenta??o por professores de qu?mica que participaram dos grupos de TC e hoje atuam em sala de aula. Nesse estudo foram utilizados question?rios e entrevistas, compostos, respectivamente, por uma escala de Likert e quest?es abertas. Os dados quantitativos foram analisados por meios da estat?stica cl?ssica, usando como medidas de centralidade a m?dia, o argumento de concord?ncia e o desvio m?dio. Os dados qualitativos foram abordados segundo a an?lise de conte?do, com categorias que emergiram da leitura das respostas. Dessas an?lises concluiu-se que os licenciandos t?m uma vis?o positiva na utiliza??o do teatro cient?fico para divulga??o da qu?mica, para utiliza??o na aprendizagem de conceitos qu?micos, de saberes pedag?gicos e disciplinares, assim como para formar estrat?gia de promo??o ? pesquisa e a extens?o na Universidade. Eles creditam melhorias na sua forma??o inicial ? utiliza??o do teatro cient?fico aliado a experimenta??o. O TC oferece motiva??o para constru??o do pensamento conceitual de maneira informal de comunica??o da qu?mica, permitindo que o aluno amplie seus conhecimentos, favorecendo n?o somente a abordagem fenomenol?gica, mas tamb?m a constru??o do conhecimento qu?mico e a internaliza??o dos conceitos cient?ficos. / In educational observed difficulty in train teachers to meet the medium and higher education needs, and one reason for this is the different experiences in the training of educators in relation to those found in the classroom. So often arise criticisms related to relevance and efficiency of degree courses, as regards the performance of its natural mission, which weakens the teacher training. Thus, improving the quality of education is very dependent on the initiatives of teachers, creating teaching alternatives to strengthen their performance in school. From this reflection, it is concluded that teacher training needs new educational proposals that qualify, and so can promote the formation of his students more adequately. Among the educational proposals as alternatives to initial teacher training may use the scientific theater (TC). Considering this possibility, this work has been proposed as investigate and discuss the influence of TC combined with experimentation in the initial training of future teachers in Chemistry who participate in the Groups Fanatics chemistry Theatre (UERN) and Chemistry on Stage (UFRN). Therefore, there was, in a first stage, theatrical essays based on the theater of the oppressed, and written dramaturgical scripts, a collaborative proposal. To incorporate experimentation in chemistry to theater rehearsals, there was a systematic literature search and after content analysis, were selected categories, materials and reagents easily accessible, easy procedures and implementation with low risk of accidents and easy care chemical waste. In the second part we identified: a) the beliefs of student teachers in the use of TC ally trial for initial training of chemistry teachers; b) the influence of TC ally to trial on learning of chemical concepts of high school students who attended the shows; c) the reasons for using or not TC ally to trial by chemistry teachers who participated in the TC group and currently work in the classroom. In this study, questionnaires and interviews were used, compounds, respectively, by a Likert scale and open questions. Quantitative data were analyzed by classical statistics the media, using as centrality measures the average, the concordance argument and the average deviation. Qualitative data were discussed according to content analysis, with categories that emerged from reading the answers. These analyzes concluded that the licensees have a positive view on the use of scientific theater for disclosure of the chemical for use in the learning of chemical concepts, pedagogical and disciplinary knowledge, and to form promotion strategy for research and extension at the University. They credit improvements in their initial training on the use of scientific theater combined with experimentation. The TC provides motivation for the construction of conceptual thinking in an informal way of chemical communication, allowing the student to expand their knowledge, not only favoring the phenomenological approach, but also the construction of chemical knowledge and the internalization of scientific concepts.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T21:39:33Z No. of bitstreams: 1 OzaiasAntonioBatista_DISSERT.pdf: 2093929 bytes, checksum: 8e4ca2d2b4157e4985de68d5ac98c92f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-13T22:43:41Z (GMT) No. of bitstreams: 1 OzaiasAntonioBatista_DISSERT.pdf: 2093929 bytes, checksum: 8e4ca2d2b4157e4985de68d5ac98c92f (MD5) / Made available in DSpace on 2016-05-13T22:43:41Z (GMT). No. of bitstreams: 1 OzaiasAntonioBatista_DISSERT.pdf: 2093929 bytes, checksum: 8e4ca2d2b4157e4985de68d5ac98c92f (MD5) Previous issue date: 2015-03-02 / Com a cis?o entre as culturas cient?fica e humanista na forma??o do pensamento ocidental moderno, a raz?o foi colocada em uma posi??o superior frente ? imagina??o (SANTOS, 2008; WUNENBURGER, 2003; 2005; MORIN 1998b). Adotando uma abordagem cr?tica a esse paradigma de racionalidade, uma vez que o antropos ? indissociavelmente racional e imagin?rio (WUNENBURGER e ARA?JO, 2006), tenho como campo emp?rico as narrativas romanescas de Menino de Engenho (1974)e O Ateneu (2010) objetivando refletir sobre uma forma??o integral que religue raz?o e imagina??o para outra compreens?o antropol?gica. Assim, atrav?s de devaneios po?ticos voltados ? inf?ncia (BACHELARD, 2009), adoto as imagens liter?rias (BACHELARD, 2008) dos romances estudados na tentativa de interpretar as experi?ncias de Carlinhos e S?rgio no Engenho Santa Rosa e Col?gio Ateneu, estes compreendidos por mim enquanto espa?os po?ticos (BACHELARD, 1993). Os resultados parciais da pesquisa apontam para uma leitura que vislumbra as viv?ncias dos meninos catalisadas pelo racional e o imagin?rio, tendo em vista que tanto Carlinhos quanto S?rgio desfrutaram de momentos felizes, tristes, frustrantes, desejantes - os quais levaram os meninos a constru?rem pensamentos balizados pelo racional e o on?rico. / With the Split between the scientific and humanistic cultures in the formation of modern Western thought, the reason was placed in a higher position opposite the imagination (SANTOS, 2008; WUNENBURGER, 2003, 2005; MORIN,1998b). Adopting a critical approach to this paradigma of rationality, since the anthropos is inextricably rational and imaginary ( WUNENBURGER; ARA?JO, 2006), I chose as empirical field the novelistic narratives of Menino de Engenho(1974) and O Ateneu (2010), in order to reflect an anthropo logical understanding not dichotomized between the rational and imaginary colleges. Thus, through poetic reveries focused on childhood (BACHELARD, 2009), I adopt the notion of literary images (BACHELARD, 2008) in an attempt to interpret the experiences of Carlinhos and S?rgio in the Santa Rosa Mill and Ateneu School, respectively, understood by me as poetic spaces (BACHELARD, 1993). It was of my observation that the experiences of boys were catalyzed by the rational and the imaginary, given that both Carlinhos and S?rgio enjoyed happy times, sad, frustrating, desiring, even when dealing with different environments and realities.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-10T22:21:00Z No. of bitstreams: 1 AdrianaGomesMedeirosDeMacedo_DISSERT.pdf: 1082546 bytes, checksum: 9e4cff5bb9aa18b938d36101eac3f66b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-16T23:34:06Z (GMT) No. of bitstreams: 1 AdrianaGomesMedeirosDeMacedo_DISSERT.pdf: 1082546 bytes, checksum: 9e4cff5bb9aa18b938d36101eac3f66b (MD5) / Made available in DSpace on 2016-05-16T23:34:06Z (GMT). No. of bitstreams: 1 AdrianaGomesMedeirosDeMacedo_DISSERT.pdf: 1082546 bytes, checksum: 9e4cff5bb9aa18b938d36101eac3f66b (MD5) Previous issue date: 2015-05-15 / Ap?s a promulga??o da Constitui??o Federal de 1988, surge um novo modelo constitucional que preconiza pela concretiza??o dos direitos fundamentais. O Estado Democr?tico de Direito visa buscar uma nova forma de legitima??o, que n?o ? restringida ao voto, ou aos direitos pol?ticos: o elemento democr?tico, resultado de debates amplo, aberto, inclusivo e participativo. A ado??o da jurisdi??o constitucional ocorreu em raz?o de uma op??o pol?tica da soberania popular encartada na carta Magna de 1988. Nesse est?gio, ocorre a expans?o da jurisdi??o constitucional, que traz ? baila o debate sobre sua legitimidade democr?tica. Nessa perspectiva, fazendo uma delimita??o no nosso objeto de estudo, almeja-se discutir o papel da Constitui??o e a atua??o da jurisdi??o constitucional como ?ltima inst?ncia de interpreta??o do texto constitucional. Para essa finalidade, compreende-se a Constitui??o situada no ?pice do ordenamento jur?dico, como uma norma aberta que se torna viva atrav?s do processo de interpreta??o realizado por toda a sociedade. E ante a crise do sistema representativo, a jurisdi??o constitucional ? analisada no seu car?ter procedimental inerente ao modelo democr?tico-deliberativo. Para tanto, utiliza-se a pesquisa explorat?ria e descritiva feita por meio de livros, artigos cient?ficos, monografias. O presente trabalho analisa o papel da jurisdi??o constitucional brasileira sob a concep??o da democracia deliberativa, no Estado democr?tico de Direito, cujo marco te?rico ? J?rgen Habermas, verificando-se como a jurisdi??o constitucional pode se democratizar, investigando quais as alternativas poss?veis para efetivar a reconstru??o democr?tica do texto constitucional, na afirma??o da soberania estatal. Sustenta, por fim que a abertura procedimental com a utiliza??o do amicus curiae e das audi?ncias p?blicas no sistema de controle de constitucionalidade representam elementos (re)democratizadores do debate, e por isso como possibilidade de produ??o da decis?o de forma mais leg?tima, em conson?ncia com o clamor social e ainda em conformidade com todos aqueles que s?o potencialmente atingidos pela decis?o. / After the promulgation of the Federal Constitution of 1988, a new constitutional model which calls for the realization of fundamental rights. The democratic state seeks to find a new form of legitimation, which is not restricted to vote, or for Political Rights: the democratic element, the result of extensive discussions, open, inclusive and participatory. The adoption of constitutional jurisdiction were driven by a politics of popular sovereignty option in the inset letter Magna1988. At this stage, there is the expansion of constitutional jurisdiction, which brings up the debate on democratic legitimacy. From this perspective, making a delimitation in our object of study, we aimed to discuss the role of the Constitution and the role of constitutional jurisdiction as of last resort interpretation of the constitutional text. For this purpose, we understand the Constitution situatedat the apexof the legal systemas an open standard which comes alive through the interpretation process carried out by the whole society. And before the crisis of the representative system, the constitutional jurisdiction is analyzed in its procedural natureinherent in the democratic deliberative model. For this, we use the exploratory and descriptive research by means of books, scientific articles, monographs. This paper analyzes the role of Brazilian constitutional jurisdiction under the concept of deliberative democracy, the democratic rule of law, whose theoretical framework is J?rgen Habermas, checking up as the constitutional jurisdiction can democratize, investigating what possible alternatives to carry out the democratic reconstruction of the constitutional text, the assertion of state sovereignty. Argues finally that procedural opening using the amicus curiae and public hearings on constitutional control system represent elements(re) democratizing the debate, so as the possibility of production of the decision more legitimately, in line with the public outcry and yet in line with all those who are potentially affected by the decision.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-19T23:18:21Z No. of bitstreams: 1 FranciscaFabianaDaSilva_DISSERT.pdf: 4842611 bytes, checksum: f56ac7f6e22a1464502f6f32f45669b7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-20T00:09:55Z (GMT) No. of bitstreams: 1 FranciscaFabianaDaSilva_DISSERT.pdf: 4842611 bytes, checksum: f56ac7f6e22a1464502f6f32f45669b7 (MD5) / Made available in DSpace on 2016-05-20T00:09:55Z (GMT). No. of bitstreams: 1 FranciscaFabianaDaSilva_DISSERT.pdf: 4842611 bytes, checksum: f56ac7f6e22a1464502f6f32f45669b7 (MD5) Previous issue date: 2015-08-07 / O presente trabalho configura-se como uma reflex?o acerca da modalidade oral da l?ngua no ensino de L?ngua Portuguesa, a partir de livros did?ticos propostos para o ensino fundamental. Tem-se como objetivo geral analisar os livros did?ticos destinados ? Educa??o de Jovens e Adultos - EJA (6? e do 7? ano), da cole??o ?? tempo de aprender?, especificamente no que se refere ?s atividades pedag?gicas com foco na oralidade propostas nas unidades constitutivas. Trata-se de um trabalho de reflex?o com vistas ? apresenta??o de sugest?es resultantes da discuss?o realizada, haja vista a constata??o de que a modalidade escrita tem sido apontada por alguns estudiosos, entre estes Marcuschi (2005), como a mais privilegiada em sala de aula e na maioria dos manuais que orientam o ensino de L?ngua Portuguesa. Neste trabalho, parte-se de uma vis?o mais ampla dos princ?pios da pedagogia dial?gica do educador Paulo Freire, na dire??o de pr?ticas pedag?gicas que favorecem o desenvolvimento de compet?ncias lingu?stico-discursivas do aluno. Nesse sentido, ressalta-se a forma??o de um sujeito cr?tico, que saiba argumentar e defender pontos de vista, usando a l?ngua oral ou escrita, nas diversas situa??es sociais. Nessa dire??o, neste trabalho estabeleceram-se como objetivos identificar, descrever e interpretar as atividades propostas com a modalidade oral da L?ngua Portuguesa, a partir de bases te?ricas interacionais subsidiadas em autores como Marcuschi (2005, 2010), F?vero, Andrade e Aquino (1999), Schneuwly e Dolz (2004), Antunes (2009), entre outros. Al?m disso, objetivou-se sugerir outras atividades pedag?gicas, como forma de amplia??o das j? existentes, a fim de que contemplassem de forma mais eficiente, aspectos da oralidade j? propostos e aspectos de g?neros orais formais. Metodologicamente, trata-se de uma pesquisa qualitativa, na qual, a partir de materiais did?ticos utilizados em sala de aula, fez-se uma reflex?o sobre a oralidade e sobre a oralidade no ensino da L?ngua Portuguesa e prop?s-se uma amplia??o de atividades com uma a modalidade oral. Nessa reflex?o, os resultados de an?lises revelaram que as obras investigadas, usadas nas aulas de L?ngua Portuguesa na EJA contemplam em suas propostas a oralidade como objeto e eixo de ensino. No entanto, constatamos a necessidade de ampliar as propostas de trabalho atividades j? existentes, a fim de dar uma maior ?nfase a aspectos relevantes da oralidade j? priorizados, al?m de direcionar para que contemplem os g?neros p?blicos formais. Ao buscar-se a apresenta??o de sugest?es e encaminhamentos pedag?gicos que se integrem aos j? existentes, postulou-se o desenvolvimento mais efetivo de habilidades orais dos alunos da EJA numa perspectiva Freiriana, como tamb?m pensou-se em uma forma de fornecer subs?dios que possam nortear docentes da ?rea de L?ngua Portuguesa no n?vel fundamental de ensino. / This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), F?vero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-10T00:23:43Z No. of bitstreams: 1 PatriciaGalloDeFranca_TESE.pdf: 8897987 bytes, checksum: b935455b42a24e1160a9c784b2f74cd5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-13T19:31:29Z (GMT) No. of bitstreams: 1 PatriciaGalloDeFranca_TESE.pdf: 8897987 bytes, checksum: b935455b42a24e1160a9c784b2f74cd5 (MD5) / Made available in DSpace on 2016-06-13T19:31:29Z (GMT). No. of bitstreams: 1 PatriciaGalloDeFranca_TESE.pdf: 8897987 bytes, checksum: b935455b42a24e1160a9c784b2f74cd5 (MD5) Previous issue date: 2015-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A tese Aprendizagem Transm?dia na Sala de Aula: Potencialidades de Letramento Midi?tico teve como principal objetivo investigar a aprendizagem transm?dia como uma abordagem pedag?gica de letramento midi?tico junto a professores e alunos das s?ries finais da educa??o b?sica p?blica. Para tanto, desenvolvemos uma pesquisa qualitativa a partir do uso das diretrizes investigativas da etnometodologia (GARFINKEL, 1967; COULON, 1995a), pelo fato de caracterizar-se pelo estudo de atividades cotidianas dos indiv?duos, com aten??o ao modo como eles tomam decis?es, comunicam, resolvem problemas, raciocinam, seja por a??es corriqueiras seja por eruditas, por meio de tecnologias e m?dias; bem como pela pesquisa-a??o (THIOLLENT, 2003), no que se refere ? interven??o pedag?gica proposta por n?s. Assim, a pesquisa ? apresentada em duas etapas, a saber: 1) o uso das tecnologias e m?dias no processo de ensino-aprendizagem, investigando alunos e professores; 2) a aprendizagem transm?dia na sala de aula, uma interven??o pedag?gica na escola-campo de pesquisa. Os dados foram analisados por unidades relacionais, considerando o tema central: uso de tecnologias e m?dias. Como resultado, constatamos que: o livro did?tico ainda ? o principal suporte utilizado pelo professor; as tecnologias e m?dias digitais apenas s?o mencionadas pelos alunos quando estes realizam atividades de cunho acad?mico por iniciativa pr?pria; o letramento midi?tico do professor interfere na abordagem de privilegiar e mediar o letramento midi?tico dos alunos. Assim, conclu?mos que a aprendizagem transm?dia modificou a din?mica de ensino-aprendizagem, propiciando maior entusiasmo e intera??o dos alunos com/sobre o objeto de conhecimento, estabeleceu um di?logo significativo entre professoraluno e aluno-aluno, al?m de ter potencialidade de letramento midi?tico. / The thesis Transmedia Learning in the Classroom: the potential of media literacy aimed to investigate transmedia learning as a pedagogical approach of media literacy with teachers and students of the final grade in public basic education. For this, we developed a qualitative research using the investigative guidelines of ethnomethodology (GARFINKEL, 1967; COULON, 1995a ), by the fact it is characterized in individuals daily activities study, with attention to how they make decisions, communicate, solve problems, reason, whether by ordinary or erudite shares through technologies and media, as well as we use the action research guidelines (THIOLLENT, 2003), in regard to educational intervention proposed by us. Thus, our research is presented in two stages, namely: 1) the use of technology and media in the teaching and learning process, investigating students and teachers; 2) the transmedia learning in the classroom, an educational intervention in school where we developed this research. The data collected were analyzed in relational units considering a central theme: the use of technology and media. As a result we found that textbook is still the main media used by teacher; technologies and digital media are only mentioned by students when they carry out educational activities on their own initiative; teachers? media literacy interfere in their approach to conduct, prioritize and mediate the students media literacy process. Thus, we conclude that transmedia learning changed the dynamics of teaching and learning in classroom, providing greater enthusiasm and interaction of students with / about the object of knowledge, established a meaningful dialogue between teacher-student and studentstudent, as well as transmedia learning has potential of literacy media.