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FrAMC-i: um framework de apoio à produção de conteúdo multimídia complementar interativo
(Universidade Federal de São Carlos, 2014-08-27) Rodrigues, Kamila Rios da Hora; Penteado, Rosângela Aparecida Dellosso; https://lattes.cnpq.br/4061946080136286; https://lattes.cnpq.br/9035684997439778
The television is the medium of information and entertainment most utilized by Brazilians. Despite its great reach, this vehicle, which should be an instrument to promote social inclusion, often causes the opposite effect. The manner some television programs are produced, in particular movies and series, combined with the lack of prior knowledge about certain subjects and contexts, trigger some viewers not to appreciate or enjoy enough of the programming, which may lead to a possible dissatisfaction in the audience. Cultural and educational matters may also accentuate the viewer's discontentment during a television session. New technologies such as the Interactive Digital TV (IDTV) allow the enrichment of television media with additional contents that may provide greater fruition of the narratives. This PhD project benefits from the flexibility and interactivity offered by the IDTV to propose a solution of accessibility based on the offer of additional specific contents, here denominated interactive Additional Multimedia Content (AMC-i). The AMC-i are extra information associated with the television media that may be offered to the main program considering different aspects, such as whether the offer: is synchronous or asynchronous, on demand or compulsory, with or without pausing the original program, by combining one or more media formats, among others. Through case studies, groups of spectators with distinct profiles, in different scenarios and interacting with varying kinds of media, were observed and had their interaction difficulties and experiences evaluated. This thesis proposes and presents the FrAMC-i, a framework consisting of a set of guidelines that support the production of AMC-i and emerged from the experience acquired during the observation of spectators in the studies. In addition to the guidelines, the FrAMC-i also provides tools for the enrichment of the media with AMC-i and a mobile application that enables the interaction with such contents by usage of a second screen. The framework was submitted to assessment by sixteen graduate students in Computer Science in the role of designers. These evaluators used the FrAMC-i artifacts to enrich media, given a provided fictional scenario. The results suggest a positive evaluation considering the utility, adherence to the proposed design solutions and usability of the artifacts supplied by the framework for the different stages of the production of the AMC-i.
Diretrizes, projetos, sala de aula: passos e descompassos da educação jurídica nos cursos de direito do estado de São Paulo
(Universidade Federal de São Carlos, 2014-08-27) Mascaro, Arnaldo Braga; Tagliavini, João Virgílio; https://lattes.cnpq.br/6475591370235205
This dissertation aims to demonstrate the steps and missteps in legal education in law courses in the state of São Paulo based on the analysis of Curriculum Guidelines and Political Pedagogical Projects (PPPs) and of their effectiveness in courses, through sampling. At this study s core is the concept that, at the level of discourse, the guidelines and PPPs are well developed and have content and methodology in accordance with the most recent findings in educational science. However, results have demonstrated the divergence between theory and practice. Taking into account that the state of São Paulo offers 220 of the nearly 1300 law degree programs available in Brazil, an analysis is performed of their necessity when less than half of college-aged Brazilians are enrolled in degree programs, a figure promised by the National Education Plan and the debate over inclusion with quality vs. exclusion. This analysis is done through a reading of the PPPs available at the Legal Education Commission of the Brazilian Lawyer s Order in São Paulo, which enabled an evaluation of the courses from 2010 to 2012, as well as interviews with members of the Commission. The present dissertation also draws from a thorough review of all law degree programs in the state of São Paulo, and their data was processed so as to be able to be accessed, altered and completed, thereby assisting researchers and the research group Education and Law in Contemporary Brazilian Society UFSCar, of which I am a member.