Segui questo link per vedere altri tipi di pubblicazioni sul tema: Emaki.
Tesi sul tema "Emaki"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-21 saggi (tesi di laurea o di dottorato) per l'attività di ricerca sul tema "Emaki".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi le tesi di molte aree scientifiche e compila una bibliografia corretta.
1
Monroe, Margalit. "Mono no aware in the Genji Monogatari and the Genji Monogatari Emaki". Diss., Connect to the thesis, 2006. http://hdl.handle.net/10066/1587.
Testo completo
2
Saunders, Rachel Mary. "Xuanzang’s Journey to the East: Picto-textual Efficacy in the Genjō Sanzō emaki". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845439.
Testo completoAbstract (sommario):
This dissertation asks how, in the context of elite medieval Japanese painting, matter could constitute meaning. This is attempted through a case study of one of the last great medieval illustrated handscrolls (Jp. emaki) yet to receive full treatment, the Genjō Sanzō-e (Illustrated Life of Xuanzang). Produced by the atelier of the enigmatic court painter Takashina Takakane (fl. ca. 1309–1330), the Genjō Sanzō-e has long constituted the mysterious jewel in the crown of the genre known as kōsōden emaki, or illustrated handscrolls of the lives of eminent monks. The work relates the life of the seventh century Chinese monk Xuanzang (ca. 602–664), who made an epic seventeen year pilgrimage from China to India to obtain sutras for translation into Chinese, thereby changing the course of Buddhist history in East Asia. The Genjō Sanzō-e comprises twelve illustrated scrolls that cumulatively measure almost two hundred meters. It was sequestered for hundreds of years at the spiritual heart of the Daijō-in imperial cloister of Kōfukuji, Nara, where it served as both icon and relic.
This history of hermeticism led to the generation of an auratic narrative of a hermetic handscroll that turned on the perverse charisma of the invisible object. Already intellectually quarantined as a “very special object” by virtue of its emaki format, the scroll’s ontological complexity indirectly contributed to its further art historical isolation. Its first ever full exhibition in 2011 catalyzed this study, which interrogates the composition and function of illustrated sacred biography on both the hermeneutic and non-hermeneutic levels, as both text and sacred object. Micro-readings of the scroll texts and paintings against a constellation of self-indicated lexical and pictorial sources reveals that the source of the scroll’s efficacy as a numinous object lies in an exquisitely choreographed analogical mode of explicitly intertextual composition, producing a self-canonizing object that manipulates the expressive plasticity of the picto-textual handscroll format to deliver a customized re-telling of the life of Xuanzang. These findings challenge the conventional history of medieval Yamato-e painting, the category of kōsōden emaki, and Euro-centric conceptions of iconicity and the autonomy of the artifact.East Asian Languages and Civilizations
3
Nakano, Chieko. ""Kechien" as Religious Praxis in Medieval Japan: Picture Scrolls as the Means and Sites of Salvation". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194170.
Testo completoAbstract (sommario):
This dissertation investigates the praxis of kechien, forming a karmic connection, evidenced in various religious picture scrolls produced during the Golden Era of their production in Japan, the late thirteenth through the early fourteenth century. This study is inspired by two goals: (1) to define the concept and practice of kechien, and (2) to challenge the widely accepted idea that picture scrolls, emaki, were used solely as a didactic and proselytizing tool. This absence of scholarly work focusing on kechien is rather astonishing considering that a variety of kechien practices are still omnipresent today and were especially so in medieval Japan. Inspired by Miya Tsugio's suggestion that some emaki were created for the purpose of kechien, I examine text and painting within picture scrolls as well as Buddhist scriptures and contemporary literary works in order to understand the role they played in the formation of kechien. I propose that emaki scrolls served as both a means and a site of kechien in medieval Japanese religious praxis.The dissertation starts with the concept of kechien seen through various modern dictionaries and the writings of Zhiyi and Genshin, two early monks whose works are often cited as the locus classicus for the term. As my study aims to explore praxis, I then turn to various practices of kechien performed by two types of people: producer and audience. I argue that production and consumption of religious picture scrolls were both regarded as valid and legitimate religious practices, especially near the perceived beginning of the age of mappo, the Final Age of the Dharma. People believed that once they had formed a kechien link with the subject of emaki scrolls through its production and viewing, they would be reborn into a Pure Land and ultimately achieve enlightenment sometime in the future. They also performed meritorious acts utilizing emaki scrolls in order to strengthen their karmic affinity and improve their conditions for enlightenment.
4
Chan, Yuk-yue, e 陳玉茹. "Dream, pilgrimage and dragons in the Kegon Engi Emaki (illustrated legends of the Kegon patriarchs): readingideology in Kamakura Buddhist narrative scrolls". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35853050.
Testo completo
5
Chan, Yuk-yue. "Dream, pilgrimage and dragons in the Kegon Engi Emaki (illustrated legends of the Kegon patriarchs) reading ideology in Kamakura Buddhist narrative scrolls /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35853050.
Testo completo
6
Andrieu, Cécile. "Mise en marge pour voir au lieu du nom : d'une double expérience de la réalité face à l'architecture Shinden-Zukuri et la peinture Emaki du Gengi Monogatari du 12e siècle au Japon, donnée à voir au passage d'un double dispositif architecto-pictural". Paris 1, 1986. http://www.theses.fr/1986PA010643.
Testo completoAbstract (sommario):
La "réalité" (sujet objet) mise en question face à l'architecture "Shindenzukuri" et la peinture "Emakimono" du Genji Monogatari, du douzième siècle. Face à l'architecture 1. Etude comparée de l'organisation spatiale et de la relation espace construit sujet dans l'architecture du type "horyuji" et dans l'architecture "Shindenzukuri": passage d'un "objet" "donné" à "avoir" au nom à voir. Modalités: décentrement, désubstantialisation, non dualité. Rapport avec la pensée amidiste. 2. "Réalité" (vécue face au "shinden") proposée à voir au "passage" d'un double espace "donné" (à 2 et 3 dimensions) "porté" à la dimension nominale. Modalités d'instauration du "lieu". Du "lieu" et de l'homme. Face à la peinture 3. Étude de l'organisation spatiale et de la relation espace construit sujet à chaque "moment" du Genji Monogatari Emaki (dédoublement, décentrement, passages. . . ): au "lieu" du nom. Du "lieu" et de l'homme. 4. Voir: à chaque "moment" de l'instauration, de la "contemplation" de notre "lieu"; d'un "moment" à un autre, entre 1 et 2, 2 et 4, 4 et 8. Modalités du voir. Pour voir: conclusion. De la "réalité" mise en question.
7
Emami-Mehrgani, Behnam. "Optimisation des politiques de surveillance par l'intégration du cadenassage/décadenassage dans la gestion de la capacité de production". Mémoire, École de technologie supérieure, 2012. http://espace.etsmtl.ca/1051/1/EMAMI%2DMEHRGANI_Behnam.pdf.
Testo completoAbstract (sommario):
Ce travail vise à développer une stratégie optimale de gestion de la production dans le but de minimiser les coûts de production tout en tenant compte de l’aspect sécurité par le biais du cadenassage/décadenassage (C/D) durant les étapes de maintenance corrective et préventive.
Dans la littérature, des études qui traitent de l’intégration du C/D et de la gestion de production sont presque inexistantes. De plus, dans le contexte actuel de l’industrie, beaucoup de dirigeants et travailleurs pensent, à tort, que la planification et la réalisation des
différentes procédures de C/D prend beaucoup de temps. Par conséquent, ce temps de production inactif est perçu comme diminuant la performance de l’entreprise vis-à-vis la
cadence de fabrication planifiée. Pour pallier à ce problème le concept novateur de :"mean time to lockout/tagout (MTTLT)" a été développé. Le concept novateur du MTTLT consiste à prendre en considération le temps de C/D en fonction des niveaux d'inventaires pour un
système manufacturier afin de trouver une politique optimale. Ce concept permet d'une part de diminuer les coûts totaux de production, comprenant les coûts d’inventaire, de pénurie et de maintenance sur un horizon infini et d'autre part d'augmenter le niveau de sécurité des
travailleurs. Cette thèse est présentée en trois (3) phases :
En premier lieu, le projet vise à intégrer le concept novateur du MTTLT dans la gestion de la capacité de production sous forme de deux travaux. Tout d'abord, le MTTLT a été assimilé pour un système en redondance passive (deux machines, non-identiques produisant un seul
type de pièce). Une modélisation a été faite par la chaîne de Markov homogène, et une résolution numérique à travers des équations différentielles d'Hamilton-Jacoby-Bellman
(HJB) a conduit à la solution du système étudié. Nos résultats ont été validés par le biais d’une analyse de sensibilité.
En deuxième lieu, l'influence de contrôle du MTTLT a été présenté pour une ligne de production constituée de trois machines (deux machines sous forme redondance passive et
une troisième machine en série avec les précédentes) produisant un type de pièce. Une modélisation a été faite par la chaîne de Markov homogène. Les outils utilisés à l'étape précédente ont servi à résoudre ce cas. Le modèle de simulation a été également utilisé afin de déterminer les coûts afférents à chaque combinaison obtenue par le biais du plan d’expérience. Partant de ces coûts, une analyse de régression a été faite pour trouver la
nouvelle commande optimale du problème d’optimisation considéré. Et pour illustrer l’utilité de nos résultats, une analyse de sensibilité a été effectuée.
En troisième lieu, ce travail s’est concentré sur la modélisation du MTTLT et l'erreur humaine pour un sytème manufacturier flexible (FMS). La modélisation de l'erreur humaine a été effectuée par une chaîne de Markov non-homogène, pour un système en redondance passive produisant une seule pièce. La solution a été exposée par le biais des équations d'HJB et nos résultats ont été confirmés par une analyse de sensibilité.
8
Barros, Regina Celia dos Santos Nunes. "Educação matemática nos anos iniciais : repertórios profissionais da docência no contexto das políticas públicas do estado de São Paulo /". Bauru, 2020. http://hdl.handle.net/11449/192812.
Testo completoAbstract (sommario):
Orientador: Jair Lopes JuniorResumo: Esta pesquisa objetivou construir, de modo colaborativo, formas de mediação entre a pesquisadora e as professoras dos quintos anos dos anos iniciais do Ensino Fundamental, diretamente comprometidas com o desenvolvimento de repertórios profissionais da docência, tendo como alicerce as políticas públicas propostas – EMAI (Educação Matemática para os Anos Iniciais), AAP (Avaliação de Aprendizagem em Processo) e SARESP (Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo) - para este segmento de escolarização da Educação Básica. Inicialmente, as professoras participantes selecionaram, a partir da plataforma digital Foco Aprendizagem, a habilidade matemática em que os alunos apresentaram menores índices de acertos diante das questões propostas na prova de matemática no SARESP de 2016, que envolviam a demonstração da aprendizagem da habilidade. Neste sentido, foi selecionada a habilidade H04, definida por reconhecer diferentes representações de um mesmo número racional, para ser o fio condutor desta pesquisa. Após a seleção da citada habilidade, nas diversas reflexões e estudos, posteriormente, realizados, desenvolvemos, com as professoras, alguns repertórios profissionais da docência a respeito da decomposição em retrospectiva de H04 e do planejamento de estratégias de ensino e de aprendizagem, a partir de uma perspectiva sequencial e hierárquica, de habilidades intermediárias e constituintes de H04. Para tanto, este trabalho foi desenvolvido em 6 fases. Na 1ª fase c... (Resumo completo, clicar acesso eletrônico abaixo)
Doutor
9
Emami, Roya [Verfasser], e Dieter [Akademischer Betreuer] Naber. "Das Filmseminar "Psychische Störungen im Spielfilm" am UKE : Konzeption, Lernziele und Evaluationsergebnisse / Roya Emami. Betreuer: Dieter Naber". Hamburg : Staats- und Universitätsbibliothek Hamburg, 2011. http://d-nb.info/1020384751/34.
Testo completo
10
Emami, Hossein [Verfasser], Frank [Akademischer Betreuer] Kempken e Dietrich [Gutachter] Ober. "Characterization of a mitochondrial PPR protein in Arabidopsis thaliana / Hossein Emami ; Gutachter: Dietrich Ober ; Betreuer: Frank Kempken". Kiel : Universitätsbibliothek Kiel, 2020. http://d-nb.info/1217658653/34.
Testo completo
11
Severino, Augusta Teresa Barbosa [UNESP]. "O projeto EMAI: uma análise sobre seus pressupostos políticos, filosóficos e pedagógicos e a questão da autonomia". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137819.
Testo completoAbstract (sommario):
Submitted by AUGUSTA TERESA BARBOSA SEVERINO null (gutasix@yahoo.com.br) on 2016-04-06T20:13:17Z
No. of bitstreams: 1
Dissertação Augusta versão final.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5)Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-07T17:42:08Z (GMT) No. of bitstreams: 1 severino_atb_me_bauru.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5)
Made available in DSpace on 2016-04-07T17:42:08Z (GMT). No. of bitstreams: 1 severino_atb_me_bauru.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5) Previous issue date: 2016-02-23
Não recebi financiamento
Esta pesquisa foi realizada visando entender o suporte político, filosófico e histórico do material, do projeto EMAI – Educação Matemática nos Anos Iniciais, do 4º ano da Educação Básica (1º ao 5º ano); os objetivos de sua implantação; a estrutura das atividades propostas; e suas respectivas expectativas de aprendizagem, bem como, entender a implantação desse projeto, seus benefícios e as dificuldades para a autonomia de agentes educacionais (professores e coordenadores) para o trabalho e para os estudos. O ponto de partida para a pesquisa foi a seguinte questão: “O projeto EMAI tem em seu texto um suporte teórico e filosófico que propicie a autonomia ao professor tão necessária para uma reflexão crítica sobre sua própria prática pedagógica?”. E para respondê-la, foi utilizada a metodologia de caráter qualitativo, tanto para a análise do material impresso quanto para a análise das entrevistas semiestruturadas. A busca, portanto, centrou-se no estudo do conceito de autonomia para o entendimento da identidade docente diante da implantação do referido projeto. A partir daí, aponta-se para a necessidade de inovações metodológicas e conceituais no que se refere ao estudo e ao trabalho com a Matemática tanto para a formação inicial quanto continuada do professor que atuará nos anos iniciais da Educação Básica. Como resultado se observou, tanto no material quanto nas entrevistas, que o projeto possibilita uma autonomia, porém, relativa para o trabalho do professor, condicionada pelas determinações do projeto EMAI. Apontou-se, portanto, para a formação inicial e continuada como possibilidades de avanços no sentido conceitual e metodológico para o trabalho com a Matemática; e, também, no sentido da construção de uma autonomia real e de uma identidade docente na produção e efetivação do currículo.
This research was carried out to understand the political, philosophical and historical support of EMAI - Mathematics Education in the Early Years – project material, from the 4th year of Basic education (1st to 5th grade); the objectives of its implementation; the structure of the proposed activities; and the respective expectations of learning as well to understand the implementation of this project, its benefits and difficulties for the autonomy of educational agents (teachers and coordinators) for work and for studies. The starting point for the research was the question: "Does the EMAI project have in its text a theoretical and philosophical support that provides autonomy to teachers, which is so necessary for a critical reflection on their own pedagogical practice?". And to answer it, a qualitative methodology was used for both the analysis of printed material as for the analysis of semi-structured interviews. The search, therefore, focused on the study of the concept of autonomy to understanding the teacher identity in the face of the said project implementation. From then on, the need for methodological and conceptual innovations in relation to study and work with Mathematics for both initial and continuing education of teachers who will act in the early years of basic education. As a result, it was observed both from the material and the interviews, that the project permits the autonomy, even though relative, to the teacher's work, conditioned by determinations of EMAI project. Therefore, it was conducted towards initial and continuing education, such as possibilities of conceptual and methodological advances in the work with Mathematics; and also towards building a real autonomy and teacher identity in the production and implementation of the curriculum.
12
Severino, Augusta Teresa Barbosa. "O projeto EMAI : uma análise sobre seus pressupostos políticos, filosóficos e pedagógicos e a questão da autonomia /". Bauru, 2016. http://hdl.handle.net/11449/137819.
Testo completoAbstract (sommario):
Orientador: Renata Cristina Geromel MeneghettiBanca: Nelson Antonio Pirola
Banca: Inocencio Fernandes B. Filho
Resumo: Esta pesquisa foi realizada visando entender o suporte político, filosófico e histórico do material, do projeto EMAI - Educação Matemática nos Anos Iniciais, do 4º ano da Educação Básica (1º ao 5º ano); os objetivos de sua implantação; a estrutura das atividades propostas; e suas respectivas expectativas de aprendizagem, bem como, entender a implantação desse projeto, seus benefícios e as dificuldades para a autonomia de agentes educacionais (professores e coordenadores) para o trabalho e para os estudos. O ponto de partida para a pesquisa foi a seguinte questão: "O projeto EMAI tem em seu texto um suporte teórico e filofósico que propicie a autonomia ao professor tão necessária para uma reflexão crítica sobre sua própria prática pedagógica?". E para respondê-la, foi utilizada a metodologia de caráter qualitativo, tanto para a análise do material impresso quanto para a análise das entrevistas semiestruturadas. A busca, portanto, centrou-se no estudo do conceito de autonomia para o entendimento da identidade docente diante da implantação do referido projeto. A partir daí, aponta-se para a necessidade de inovações metodológicas e conceituais no que se refere ao estudo e ao trabalho com a Matemática tanto para a formação inicial quanto continuada do professor que atuará nos anos iniciais da Educação Básica. Como resultado se observou, tanto no material quanto nas entrevistas, que o projeto possibilita uma autonomia, porém, relativa para o trabalho do professor, condicionada pelas determinações do projeto EMAI. Apontou-se, portanto, para a formação inicial e continuada como possibilidades de avanços no sentido conceitual e metodológico para o trabalho com a Matemática; e, também, no sentido da construção de uma autonomia real e de uma identidade docente na produção e efetivação do currículo
Abstract: This research was carried out to understand the political, philosophical and historical support of EMAI - Mathematics Education in the Early Years - project material, from the 4th year of Basic education (1st to 5th grade); the objectives of its implementation; the structure of the proposed activities; and the respective expectations of learning as well to understand the implementation of this project, its benefits and difficulties for the autonomy of educational agents (teachers and coordinators) for work and for studies. The starting point for the research was the question: "Does the EMAI project have in text a theoretical and philosophical support that provides autonomy to teachers, which is so necessary for a critical reflection on their own pedagogical practice?". And to answer it, a qualitative methodology was used for both the analysis of printed material as for the analysis of semi-structured interviews. The search, therefore, focused on the study of the concept of autonomy to understanding the teacher identify in the face of the said project implementation. From then on, the need for methodological and conceptual innovations in relation to study and work Mathematics for both initial and continuing education of teachers who will act in the early years of basic education. As a result, it was observed both from the material and the interviews, that the project permits the autonomy, even though relative, to the teacher's work, conditioned by determinations of EMAI project. Therefore, it was conducted towards initial and continuing education, such as possibilities of conceptual and methodological advances in the work with Mathematics; and also towards building a real autonomy and teacher identify in the production and implementation of the curriculum
Mestre
13
Baillie, Penny. "The synthesis of emotions in artificial intelligences: an affective agent architecture for intuitive reasoning in artificial intelligences". University of Southern Queensland, Faculty of Business, 2002. http://eprints.usq.edu.au/archive/00001408/.
Testo completoAbstract (sommario):
[Abstract]: This dissertation addresses several highly-critical issues in affective computing and agent architecture design including knowledge representation, motivation, emotion appraisal and affective decision making. The approach presented integrates motivational drives, goals and associated behaviours via a multi-dimensional Affective Space. The research focuses on an emotionally motivated artificial intelligence (EMAI) architecture. This architecture dispenses with the ideas implemented in contemporary affective agent architectures where individual emotional states are modelled as individual variables, integrated and processed using complex algorithms. Contemporary approaches required significant programming effort to modify them for domains outside their realm, integration of new emotional states and high-level complex affective decision making. Unlike contemporary affective agent architectures, the EMAI architecture reasons using a multi-dimensional decision making process where emotional states are modelled as coexisting locations in a six-dimensional affective continuum called the Affective Space. Through use of the Affective Space, an EMAI agent can predict the effect that certain behaviours will have on its emotional state and in turn decide how to behave. Furthermore, the agent can use the emotions produced from its behaviour to update its beliefs about particular events and entities. The nature of the Affective Space also allows an EMAI agent to deal with processes related to emotion synthesis in a more effective manner than contemporary architectures. These processes include the natural diminishing of an emotional state's strength over time, the way in which emotions can influence an agent's perspective of a situation and the way in which an agent can migrate from one emotional state to another. This dissertation contributes crucial and unique concepts and formalisations of emotion based intelligence for agent construction to the domain of Artificial Intelligence (in particular Affective Computing). It introduces a unique process for emotionally motivated decision making based on holistic and atomic appraisals made with respect to events. The thesis contained within has been supported through experimentation that has confirmed the effectiveness of the emotion synthesis technique in the EMAI architecture and how this is used to produce intelligent agents capable of emotional reasoning and decision making.
14
Emami, Pedram [Verfasser], e Manfred [Akademischer Betreuer] Westphal. "Tumoren der Pinealisregion : eine retrospektive Analyse der Therapie, des Verlaufes und des Outcome von 95 operativ behandelten Patienten / Pedram Emami. Betreuer: Manfred Westphal". Hamburg : Staats- und Universitätsbibliothek Hamburg, 2011. http://d-nb.info/1020458097/34.
Testo completo
15
Emami-Nemini, Alexander [Verfasser], e Martin [Akademischer Betreuer] Lohse. "Differential parathyroid hormone receptor signaling directed by adaptor proteins = Steuerung differenzieller Signalgebung des Parathormon Rezeptors durch Adapterproteine / Alexander Darius Emami-Nemini. Betreuer: Martin Lohse". Würzburg : Universitätsbibliothek der Universität Würzburg, 2013. http://d-nb.info/1043157204/34.
Testo completo
16
Silva, Emerson de Souza. "Desenvolvimento curricular de matemática nos anos iniciais na perspectiva do professor e do coordenador : um estudo do projeto EMAI de São Paulo". Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7152.
Testo completoAbstract (sommario):
Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-12T19:28:23Z
No. of bitstreams: 1
DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5)Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:36Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:45Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5)
Made available in DSpace on 2016-09-15T13:24:53Z (GMT). No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Previous issue date: 2015-08-06
Não recebi financiamento
The general objective of this research paper is to have an understanding of the process of curricular development in the Initial Years of Basic Education from the perspective of teachers and teacher coordinator. This general objective breaks itself up into two specific ones: 1. to describe the perceptions of teachers about the project “Mathematical Education in the Initial Years (EMAI)”; 2. to point out the main aspects involved in curricular development for these teachers and teacher coordinator of the Initial Years within the scope of teacher formation. To this aim a qualitative research was done, of the interpretative type, in a State Public School in the city of Franca (SP) and three instruments were employed for data compiling: open and closed question type questionnaires for teachers; interview with three pre-selected teachers and a teacher coordinator of the school besides videos furnished by the school and the Regional Educational Bureau of the São Paulo State Educational Secretary. Results indicate that teachers realize positive aspects of the EMAI Project, such as well-built learning sequences containing diversified activities, teaching work guidance, enhancement of student thought and creativity, and spiral teaching and learning. On the other hand they point out some limitations of pedagogical practice in relation to the need for concept systematizing, insufficient time for activities, and the need for more problem-solving situations within the learning sequences. In relation to the curricular development in the school we were able to demonstrate that the formation done with the teachers has been directed to the implementation of the prescribed and presented curriculum, although we have gathered indications, voiced by teachers and the coordinator, of the need to enhance the formation under the perspective of collaborative teams that could give greater autonomy to the teacher providing him with a differentiated look, mainly on the real curriculum, as observed in classroom practice, in search for a comprehension of mathematical contents and forms of teaching and learning.
Esta pesquisa tem como objetivo geral compreender o processo de desenvolvimento curricular nos Anos Iniciais a partir da perspectiva dos professores e do coordenador. Esse objeto se desmembra em dois objetivos específicos: 1. descrever as percepções dos professores sobre o projeto “Educação Matemática nos Anos Iniciais (EMAI)”; 2. apontar os principais aspectos envolvidos no desenvolvimento curricular dos professores e do coordenador nos Anos Iniciais a partir de espaços de formação de professores. Para isso foi realizada uma pesquisa qualitativa, do tipo interpretativa, em uma Escola Pública Estadual na cidade de Franca (SP) e utilizou três instrumentos para a construção dos dados: questionário contendo questões fechadas e abertas com os professores; entrevistas com três professoras selecionadas e coordenadora pedagógica da escola e vídeos disponibilizados pela escola e pela Diretoria de Ensino. Os resultados revelam que os professores percebem aspectos positivos do Projeto EMAI, como as sequências didáticas bem elaboradas com atividades diversificadas, direcionamento do trabalho docente, valorização do pensamento do aluno e da criatividade, conteúdo em espiral. Por outro lado, apontam limitações na prática pedagógica em relação à necessidade de sistematização dos conceitos, ao tempo insuficiente para o desenvolvimento das atividades, ao acréscimo de mais situações-problema nas sequências. Em relação ao desenvolvimento curricular na escola, pudemos evidenciar que a formação desenvolvida com os professores têm se constituído de forma direcionada na implementação do currículo prescrito e apresentado, porém percebemos indícios, nas vozes das professoras e da coordenadora, da necessidade de ampliar a formação em uma perspectiva de grupos colaborativos, que podem oportunizar maior autonomia ao professor, permitindo-lhe um olhar diferenciado, sobretudo para o currículo real, efetivado na prática da sala de aula, buscando a compreensão dos conteúdos matemáticos e das formas de ensinar e aprender.
17
Emami, Amir [Verfasser]. "Comparison of sarcopenia and cachexia in men with chronic heart failure: Results from the Studies Investigating Co-morbidities Aggravating Heart Failure (SICA-HF) / Amir Emami". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2021. http://d-nb.info/1234236117/34.
Testo completo
18
Emami, Farzad [Verfasser]. "Hydro-economic Modeling for Optimization of Sustainable Water Management of a River Basin in the Wake of Climate Change: Case Study of the Zarrine River Basin (ZRB), Iran / Farzad Emami". Kassel : Universitätsbibliothek Kassel, 2018. http://d-nb.info/1174700289/34.
Testo completo
19
Allen, Laura Warantz. "The art of persuasion narrative structure, imagery, and meaning in the Saigyo monogatari emaki /". 1988. http://catalog.hathitrust.org/api/volumes/oclc/21104596.html.
Testo completo
20
Emami, Seyed Mohammadamin [Verfasser]. "Mineralogisch-chemische Untersuchungen zur Archäometrie elamischer Keramiken aus Khouzestan, Iran / vorgelegt von Seyed Mohammadamin Emami". 2008. http://d-nb.info/994590768/34.
Testo completo
21
Emami, Kamyar [Verfasser]. "Die Effekte von Estradiol, Testosteron, Belamcanda chinensis und Cimicifuga racemosa auf die Expression von IGF-1 in Knochen und Leber von orchiektomierten Ratten / vorgelegt von Kamyar Emami". 2009. http://d-nb.info/1003258964/34.
Testo completo