Atmospheres, events, feelings, every sensation has its own music. And the human being has been highly educated to feel the glamour of them through the hearing sense. We know how a terrifying situation sounds like; what would be the musical accompaniment for a warzone scenario or what is the perfect piece for getting into a state of relaxation. Thanks to music design it has been possible to immerse the spectator into a deeper sensorial perception experience. Users close their eyes, and feel. What if we close our ears, and feel? This thesis aims to transport the qualities of sound that produces feelings into people, to visual values communicated by an approach to architectural lighting design into architectural spaces. A music example is chosen according to the intended emotion to be transposed. It is analysed, evaluated and related to a series of theoretical fundamentals based on visual psychology, human experience, multisensorial connections and lighting design. Laws of correlation are stablished and applied to a case study which ends as a theoretical concept design of an architectural lighting design installation. Closing the document, a statement of guidelines for the conversion of subjective emotional qualities perceived from musical examples is stablished and discussed the use of it in architecture.

Ce mémoire est une description et une analyse de la mise en scène dans trois films screenlife – Unfriended (Leo Gabriadze, 2014), Unfriended: Dark Web (Stephen Susco, 2018) et Searching (Aneesh Chaganty, 2018) – qui est principalement défini par les interfaces utilisateur graphiques (IUG) affichées dans les représentations des enregistrements d'écran d'ordinateur par lesquels ces films sont définis. Le but de cette étude était de découvrir – en utilisant la recherche sur les IUG par Lev Manovich et Anne Friedberg – comment la nature modulaire des médias numériques – vidéo, photo et texte – positionnés à l'intérieur de chaque IUG permet de transposer certaines conventions cinématographiques, techniques de narration et de roman policier sur les IUG. La recherche révèle qu'en raison des IUG (associées au système d'exploitation et à des applications), certaines traditions narratives ont été présentées de manière multiple, simultanée et superposée dans la mise en scène, par opposition à la manière singulière et séquentielle que les films ont généralement représenté le temps et l'espace en montrant un plan à la fois. Le premier chapitre raconte l'histoire du film screenlife et comment il a connu plusieurs itérations en raison de ce qui avait pu être affiché dans les IUG à différentes périodes entre 2002 et 2018, notamment les types d'appels vidéo, de sites Web et de médias sociaux. Le deuxième chapitre propose une mise en scène screenlife qui divise l'espace de l'écran en trois niveaux pour articuler comment les traditions cinématographiques et narratives ont été transposées dans Unfriended, Unfriended: Dark Web et Searching. Le troisième chapitre est une continuation de ce processus, mais avec un accent sur les techniques de roman policier, les indices et les fausses pistes, présents dans chacun de ces trois films screenlife. La description et l'analyse confirment que ces traditions de mystification sont également transposées dans les IUG de manière multiple, simultanée et superposée à partir de la manière singulière et séquentielle dont elles ont été présentées dans les romans policiers et les films policiers traditionnellement tournés. / This master’s thesis is a description and analysis of the mise en scène in three screenlife films – Unfriended (Leo Gabriadze, 2014), Unfriended: Dark Web (Stephen Susco, 2018) and Searching (Aneesh Chaganty, 2018) – that is primarily defined by the graphical user interfaces (GUIs) displayed within the representations of computer screen recordings these films (and this format) are defined by. The purpose of this study was to find out – using the research into GUIs by Lev Manovich and Anne Friedberg as a framework to interpret the space within a computer screen – how the modular nature of individual digital media – video, photo and text – positioned within each GUI permit certain cinematic conventions, storytelling and mystery fiction techniques to be transposed onto a computer screen’s interfaces (GUIs). The research reveals that due to the GUIs (associated with the computer’s operating system and its various applications) certain narrative traditions have been presented in a multiple, simultaneous and overlapping way within the mise en scène as opposed to the singular and sequential manner that films have typically represented time and space by showing one shot, one spatio-temporality, within the frame at a time. The first chapter recounts the history of the screenlife film and how it has had several iterations because of what had been possible to display within GUIs at various periods between 2002 and 2018, notably the types of video calls, websites and social media. The second chapter proposes a screenlife mise en scène that divides the screen space into three levels to articulate how cinematic and narrative traditions have been transposed into Unfriended, Unfriended: Dark Web and Searching. The third chapter is a continuation of this process, but with a focus on mystery fiction techniques, clues and red herrings, present in each of these three screenlife films. The description and analysis confirms that these mystification traditions are also transposed into the GUIs in a multiple, simultaneous and overlapping way from the singular and sequential manner that they have been presented in detective novels and traditionally shot mystery genre films.

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The subject of my master thesis is the EU directive 2004/35 on environmental responsibility, prevention and damage redress, its implementation into the legal order of the Czech Republic and the potential impact of undue transposition of the directive. The first part of my thesis deals with the harmonization need in this area and with the directive itself. Following a brief introduction of the directive, I'm presenting an overview of its basic institutes and their legal form. I'm also making an effort at identifying possible shortcomings of the directive. The basic institutes of the directive include: key principles, the environmental damage itself, operational activity, responsibility mechanisms, financial safeguards and the administrative procedure to impose a preventive or a remedial provisions. The second part of my thesis deals with the theoretical aspects of appropriate implementation, such as the interpretation of the directive, a timely adoption of the transposition provisions, proper projection of the content of the directive, due form of the transposition provisions, the application of EU norms, the equivalence and effectiveness imperative and the internal Czech rules for the implementation of EU norms that have been laid down by the governmental provision Nr. 1304 (methodological directions). The...

La statistique est d’une grande importance pour l’éducation scientifique et citoyenne, et a été adoptée pour cette raison dans les programmes des collèges et lycées dans plusieurs pays, parmi lesquels le Brésil et la France. Les mesures de tendance centrale et les mesures de dispersion sont deux concepts fondamentaux de la statistique descriptive. À partir des problèmes identifiés dans différentes recherches sur l’apprentissage des mesures de tendance centrale et de dispersion dans l’enseignement secondaire et supérieur, nous formulons l’hypothèse qu’il existe une relation entre ces problèmes d’apprentissage et la façon dont ce savoir est transposé dans les manuels et les programmes. Nous considérons également que ces mesures doivent être enseignées en articulation avec la dispersion. Dans ce sens, cette étude se propose d’analyser la façon dont les mesures de tendance centrale et de dispersion sont présentées dans les programmes et dans certains manuels scolaires utilisés dans les lycées Brésiliens et Français. L’objet principal de cette recherche a donc été la réalisation d’une recherche bibliographique. Cette étude s’appuie sur un ensemble de recherches et de théories, et en particulier sur la théorie anthropologique de la didactique et la théorie des champs conceptuels. Les résultats produits incluent une proposition de systématisation de notre recherche de thèse, un chapitre sur le savoir scientifique relatif aux mesures de tendance centrale et de dispersion ainsi que l’analyse de la transposition didactique des programmes et des manuels scolaires qui comportent une discussion sur les caractéristiques de ces éléments au Brésil et en France. Les résultats indiquent des limitations parmi les programmes et les manuels scolaires sélectionnés, ce qui peut indiquer que les problèmes mis en évidence dans les recherches étudiées sont en partie liés à la façon dont cette connaissance est transposée dans les programmes et les manuels scolaires. / The statistic has a great importance in the scientific and civic education, and was adopted for this reason in the programs of middle and high schools in several countries, among which Brazil and France. Central tendency measures and dispersion measures are two fundamental concepts for descriptive statistic. From the problems identified in various researches about learning central tendencies and dispersion in secondary and higher education, we hypothesize that there is a relation between these learning problems and the way this knowledge is transposed in handbooks and school programs. We also consider that these measures must be taught articulated with dispersion. In that sense, this study offers to analyze how central tendency and dispersion measures are presented in some programs and handbooks used in Brazilian and French high schools. The main objet of this research was the realization of a bibliographical research. This study is built on various theories and researches and in particular the anthropological theory of didactics and the theory of conceptual fields. The results produced include the proper proposition of systematization of the thesis research, a chapter about the scientific knowledge related to central tendency measures and dispersion measures as well as the analysis of didactic transposition of the programs and scholar handbooks that include a discussion about the characteristics of these elements in France and Brazil. The results show limitations among the selected handbooks and programs, which points out the problems highlighted in the studies are partly linked to how this knowledge is transposed in programs and handbooks. / A Estatística é importante para a educação científica e cidadã e por esta razão ela é adotada nos programas do ensino fundamental e médio de vários países, entre eles, o Brasil e a França. Dois conceitos fundamentais da estatística descritiva são as medidas de tendência central e dispersão. Partindo de problemas identificados em diversas pesquisas sobre a aprendizagem dessas medidas na educação básica e em cursos de graduação, propomos como hipótese que existe uma relação entre esses problemas e a forma como esse saber é transposto para o livro didático e os programas. Consideramos também que essas medidas devem ser ensinadas de forma articuladas com a dispersão. Nesse sentido, este estudo tem por objetivo a análise da forma como as medidas de tendência central e dispersão são apresentadas nos programas e em alguns livros didáticos utilizados no Brasil e na França no ensino médio. Para esta investigação, realizamos uma pesquisa bibliográfica. Apoiamos este estudo em diversos teóricos e pesquisas. Destacando em especial a teoria antropológica do didático e a teoria dos campos conceituais. Entre os resultados produzidos, temos a própria proposta de sistematização da pesquisa pela tese, um capítulo sobre o saber científico relativo às medidas de tendência central e dispersão e a análise da transposição didática dos programas e dos livros que envolvem uma discussão sobre as características destes elementos no Brasil e na França. Os resultados indicam limitações entre os programas e livros selecionados, o que pode indicar que em parte os problemas indicados, nas pesquisas levantadas, estão relacionados à forma como esse conhecimento é transposto nos programas e livros didáticos.

Introdução: A correção anatômica da transposição das grandes artérias após o período neonatal demanda a preparação prévia do ventrículo subpulmonar, com bandagem do tronco pulmonar, para induzir a hipertrofia ventricular. Estudos experimentais prévios demonstraram que a sobrecarga sistólica intermitente determina uma hipertrofia ventricular mais eficiente, em relação à bandagem convencional (fixa) do tronco pulmonar. Os mecanismos adaptativos envolvidos no retreinamento do ventrículo subpulmonar ainda não estão completamente estabelecidos, pois se sabe que, além da hipertrofia e hiperplasia das células contráteis, também células do interstício e vasos sofrem alterações fenotípicas. Permanece indefinida a taxa ideal de incremento, tanto da matriz extracelular quanto da vascularização do miocárdio na situação do retreinamento ventricular, para suportar a resistência sistêmica. Objetivo: Avaliar a adaptação do ventrículo subpulmonar no que se refere a apoptose e estímulo à neovascularização miocárdica em resposta à sobrecarga pressórica contínua versus intermitente, obtida pela bandagem ajustável do tronco pulmonar de cabritos jovens. Método: Foram utilizados 21 cabritos hígidos, com idade de 30 a 60 dias e pesos comparáveis, divididos em três grupos: Controle (n = 7, sem sobrecarga sistólica), Contínuo (n = 7, sobrecarga sistólica contínua do VD), Intermitente (n = 7, 12 horas/dia de sobrecarga sistólica intermitente do VD). A sobrecarga sistólica do VD foi mantida por 96 horas no grupo Contínuo e por quatro períodos de 12 horas, alternados com 12 horas de descanso, no grupo intermitente. Os animais do grupo Controle foram submetidos ao implante do dispositivo de bandagem, o qual foi mantido desinsuflado. As medidas hemodinâmicas foram tomadas diariamente, antes e após o ajuste da sobrecarga sistólica. Avaliações ecocardiográficas foram realizadas no pré-operatório e no final do protocolo de estudo. Após 96 horas de estudo, os animais foram mortos para avaliação dos parâmetros morfológicos (peso e conteúdo de água das massas cardíacas e análise imuno-histoquímica da apoptose e da expressão do VEGF). Resultados: Ao final do protocolo, o ecocardiograma revelou uma diferença significativa da espessura do VD no grupo Intermitente (+129,2%), quando comparado ao grupo Contínuo (+58,2%; p < 0,001) e de ambos os grupos de estudo quando comparados ao grupo Controle (p < 0,001). Sob a análise morfológica, ambos os grupos de estudo apresentaram ganho de magnitude semelhante nas massas do VD (Intermitente: + 115,8%; Contínuo: + 90,8%; p < 0,0001) e do septo (Intermitente: +55,8%; Contínuo: + 45,4%; p < 0,047), em relação ao grupo Controle, apesar do menor tempo de sobrecarga pressórica no grupo Intermitente. O protocolo de sobrecarga sistólica do VD não influenciou a massa muscular do VE. Houve um discreto aumento do conteúdo de água do VD (Contínuo: +3,5%, Intermitente: +4,6%) e do septo (ambos os grupos de estudo: +3,5%) em relação ao grupo Controle (p < 0,002). A expressão do VEGF foi maior no VD do grupo Intermitente (2,89% ± 0,41%; p=0,005) em relação ao VD dos demais grupos (Controle: 1,43% ± 0,18%; Contínuo: 1,80% ± 0,19%). A expressão desta molécula no miocárdio do VD do grupo Intermitente foi também maior que o do VE e septo dentro do mesmo grupo (p < 0,050). Não houve diferença na expressão do VEGF das demais massas cardíacas (VE: p > 0,252; Septo: p > 0,740). Em relação à apoptose, não foram observadas diferenças significativas no miocárdio do VD dos três grupos (Caspase: p=0,784; TUNEL: p=0,374). Conclusões: Ambos os grupos de estudo desenvolveram hipertrofia miocárdica do VD, não acompanhada de edema miocárdico importante ou apoptose. No entanto, a sobrecarga sistólica intermitente promoveu maior expressão do VEGF no miocárdio do VD. Esta associação entre sinalização de proliferação vascular e hipertrofia tem implicações importantes quando se objetiva preparar um ventrículo para suportar pressões sistêmicas, uma vez que o desejável é que a proliferação vascular ocorra de forma sustentada, permitindo uma hipertrofia do VD mais eficiente / Introduction: Surgical correction of transposition of the great arteries beyond the neonatal period needs a previous pulmonary artery band to promote left ventricular hypertrophy thereby preparing the ventricle. Experimental studies have demonstrated that intermittent systolic overload causes a more efficient ventricular hypertrophy, as compared to traditional pulmonary artery banding. The adaptive mechanisms involved in the subpulmonary ventricle retraining are not completely established. Nevertheless, besides the hypertrophy and/or hyperplasia of the contractile cardiomyocytes, noncontractile cells (vascular and interstitial) from the stimulated ventricle also present structural phenotype changes. It remains unclear the ideal increasing rate of the myocardial interstitium as well as capillary vessel proliferation in the process of ventricular retraining before undertaking the arterial switch. Objective: This study sought to assess adaptive changes of the subpulmonary ventricle in regards to vascular endothelial growth factor (VEGF) expression and apoptosis in young goats submitted to continuous versus intermittent systolic overload by means of an adjustable pulmonary artery band. Methods: 21 young goats were separated into 3 groups: Control (no systolic overload), Continuous (96-hour continuous systolic overload), and Intermittent (four 12-hour periods of systolic overload paired with a 12-hour resting period). Systolic overload was adjusted to achieve a 0.7 RV / aortic pressure ratio. Hemodynamic evaluations were performed before and after systolic overload every day postoperatively. Echocardiograms were obtained preoperatively and at the end of protocol. After the study period, the animals were humanely killed for morphologic assessment, apoptosis and vascular endothelial growth factor (VEGF) expression. Results: Echocardiography revealed a marked increase in RV wall thickness in the Intermittent group (+129.2%), compared with the Continuous group (+58.2%; p<0.001), as well as both trained groups compared to Control group (p < 0.001). Regardless of the shorter systolic overload exposure of Intermittent group, both study groups had a similar increase in RV mass (Intermittent: + 115.8%; Continuous: +90.8%; p < 0.001), and septal mass (Intermittent: + 55.8%; Continuous: + 45.4%; p < 0.047), compared with the Control group. No significant changes in the left ventricle mass were seen. There was a negligible but significant increase in water content of RV (Continuous: +3.5%, Intermittent: +4.6%) and septal masses (both study groups: +3.5%) compared with that in the Control group (p < 0.002). RV VEGF expression was greater in the Intermittent group (2.89% ± 0.41%) than in the Continuous (1.80% ± 0.19%) and Control (1.43% ± 0.18%) groups (p < 0.023). VEGF expression in the myocardium of the right ventricle in the Intermittent group was also greater than that in the left ventricle and septum within the same group (p < 0.050). There was no significant difference in VEGF expression between the other cardiac sections or within the Control and Continuous groups. Regarding apoptosis, there were no significant changes in the RV myocardium of the three groups (Caspase: p=0,784; TUNEL: p=0,374). Conclusions: Both study groups have developed RV hypertrophy with no apoptosis or relevant myocardial edema. Nevertheless, intermittent systolic overload causes upregulation of VEGF expression in the subpulmonary ventricle, an adaptation that provides a mechanism for increased myocardial perfusion during the rapid myocardial hypertrophy of young goats. The association of the marked increase in RV mass and increased angiogenesis signaling has an important implication on the subpulmonary ventricle retraining protocol by promoting a compensatory growth of the coronary vasculature, allowing for a more efficient hypertrophy

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T10:22:16Z No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) / Made available in DSpace on 2017-01-16T10:22:16Z (GMT). No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) Previous issue date: 2015-04-28 / Programa de P?s Gradua??o em Educa??o Agr?cola da UFRuralRJ - UFRRJ / The teaching of Portuguese language applied by the contemporary teacher cannot be dissociated from the guidance and influences of The National Curricular Parameters and from the theoretical postulates of the textual linguistic, which are premised on the doctrinal basis of Mikhail Bakhtin. At the same time, it is important that this teacher organizes his practice from didactical and pedagogical guidelines of teaching through textual genres, which crosses the bias of the didactical sequences of Bernard Scheneuwly and Joaquim Dolz as well as the theoretical interactionist idea of Levy Vygotsky. It is also necessary trying to understand approaches that comprise the multimodal universe of various emerging communication forms, which consolidates several sign systems that interweaves each other in order to establish language uses, and thus the result of human relations expressed by ways of several languages. This implies to mention literacy and multi-literacy, once multimodality is a constitutive characteristic of social communicative forms, which are found in society in accordance with technological development. Not only this emphasizes oral and written interactions, but also includes every communicative technology. Once that new means of organization for academic knowledge are created as a result of this context of continuous changes and that new means of reading, interpreting and producing texts are constantly being produced, this paper presents only those ones focused on the study of languages, which stimulates a didactic and pedagogical transposition flexible to several cultural contexts. From this assumption, this paper aims to present results from a research conducted on the program of post-degree in Agricultural Education (UFRRJ), which intends to create a summary and analyze critically the knowledge and didactical and pedagogical practice of Portuguese Language Teachers of The Federal Institute of Amap?. Thus, this study purposed to see that the Portuguese-speaking school with a didactic and pedagogical practice rooted in the theory of genres , guided at first by the National Curriculum Standards , can help pluridiscursivo language learning , going beyond what is proposed and waiting for this document , achieving citizenship education linked to the context of technological change , in which different genres emerge as the sociocomunicativa needs of individuals in situations of social interaction / O ensino de L?ngua Portuguesa ministrado pelo professor da contemporaneidade n?o pode prescindir das orienta??es e influ?ncias dos Par?metros Curriculares Nacionais e dos postulados te?ricos da Lingu?stica Textual, os quais s?o ancorados nos princ?pios te?ricos de Mikhail Bakhtin. Ao mesmo tempo, ? importante que esse profissional organize sua pr?tica, a partir de orienta??es did?tico-pedag?gicas de ensino com g?neros textuais, as quais perpassam pelo vi?s das sequ?ncias did?ticas de Bernard Schneuwly e Joaquim Dolz, bem como pela vertente te?rica interacionista de Levi Vygotsky. ? necess?rio, tamb?m, buscar compreender abordagens que abranjam o universo multimodal das distintas formas comunicativas emergentes, em que se consolidam diversos sistemas de signos. Isso implica referirmo-nos ao conceito de Letramento(s) e/ou de Multiletramentos, uma vez que a multimodalidade ? um tra?o constitutivo das distintas formas sociocomunicativas que circulam em sociedade, em fun??o do desenvolvimento tecnol?gico. Por conseguinte, sabe-se que, nesse contexto de transforma??es constantes, surgem novos meios de estrutura??o dos conhecimentos cient?ficos; destacando, aqui, apenas aqueles voltados para ?rea de linguagens, os quais suscitam uma transposi??o did?tico-pedag?gica flex?vel aos contextos culturais diversificados, tendo em vista que, a todo instante, s?o instauradas novas maneiras de ler, interpretar e produzir textos. A partir desses pressupostos, este trabalho tem como objetivo principal apresentar resultados de uma pesquisa realizada no ?mbito do Programa de P?s- Gradua??o em Educa??o Agr?cola da (UFRRJ), em uma institui??o Federal de Educa??o, Ci?ncia e Tecnologia do estado do Amap?. Dessa maneira, esse estudo intencionou constatar que o ensino de l?ngua portuguesa com uma pr?tica did?tico-pedag?gico alicer?ada na teoria dos g?neros textuais, orientada, a princ?pio, pelos Par?metros Curriculares Nacionais, pode favorecer o aprendizado pluridiscursivo da l?ngua, indo al?m do que ? proposto e esperado por esse documento, alcan?ando uma forma??o cidad? vinculada ao contexto das transforma??es tecnol?gicas, em que distintos g?neros emergem, conforme a necessidade sociocomunicativa dos indiv?duos nas situa??es de intera??o social

Bien que les programmes officiels de mathématiques recommandent l'utilisation du tableur dès le collège et bien que les ressources destinées à aider les enseignants se multiplient, l'intégration de cet outil reste aujourd'hui très marginale en France. Pour comprendre les problèmes posés, nous nous centrons sur le domaine de la transition arithmétique-algèbre où le tableur est identifié par les recherches didactiques comme particulièrement utile aux apprentissages mathématiques. L'approche instrumentale que nous adoptons permet d'étudier les potentialités théoriques du tableur en relation avec l'apprentissage de l'algèbre, et de questionner les travaux de recherche dans ce domaine, en montrant notamment la faible part qu'ils font aux questions pourtant cruciales de genèse instrumentale et de gestion de ces genèses par les enseignants et l'institution scolaire. Ces analyses théoriques nous servent alors à construire une ingénierie exploratoire en classe de 5e, à analyser des ressources proposées sur le site du Ministère de l'Education Nationale, et enfin à comparer les conceptions de professeurs stagiaires à celles d'enseignants experts assurant des formations aux TIC. Les résultats obtenus élargissent nos connaissances didactiques des questions d'intégration technologique, au-delà même de la technologie particulière étudiée dans la thèse. Ils offrent des perspectives du point de vue des ressources pédagogiques, de la formation des maîtres, et des outils eux-mêmes en introduisant notamment la notion de distance instrumentale. Reste à savoir, et nous en avons donné quelques pistes, comment mesurer cette distance...

Certaines difficultés dans des activités de dénombrement sont imputables à la difficulté de passer d'un ensemble fini d'éléments à la détermination d'un ordre total sur cet ensemble. La capacité à faire ce passage peut être identifiée comme une connaissance que nous nommons énumération. L'apprentissage de l'énumération ne figure pas dans l'enseignement. Son existence culturelle même est faiblement reconnue. La première partie de notre étude montre d'une part que le contrôle du comptage et du dénombrement effectif des éléments d'une collection finie exige principalement de la part des élèves une conception de l'énumération, d'autre part que cette connaissance est nécessaire pour la construction et la compréhension des opérations arithmétiques. La deuxième partie étudie les conséquences dans l'enseignement : l'enseignement a besoin de connaissances qu'il ne prend pas en charge. L'impossibilité, pour l'enseignement, à réaliser une transposition didactique de l'énumération fait que cette connaissance est entièrement sous la responsabilité de l'élève et qu'il ne peut y avoir de négociation didactique à ce sujet. D'où des difficultés du côté des élèves comme du côté des professeurs. Nous étudions en particulier quels moyens l'institution enseignante se donne pour résoudre localement les problèmes posés par l'absence obligée de cette transposition, et les nouvelles difficultés que cela engendre. Pour permettre une transposition didactique de l'énumération, il est alors nécessaire de produire des situations a-didactiques de l'énumération et de réfléchir aux conditions de sa transformation en objet de savoir. Nous développons une ingénierie d'apprentissage de l'énumération d'ensembles. Nous posons ensuite la question du nécessaire choix, par le système enseignant, de la frontière entre les connaissances et les savoirs. Enfin, nous montrons comment notre ingénierie peut être comprise des enseignants en formation.