Neste texto apresenta-se um projeto de interação colaborativa entre pares (Projeto COPA – Colaborar para Aprender), centrando-se na forma como este foi desenvolvido pelos docentes de um colégio privado do distrito do Porto. O projeto implica a observação de aulas numa lógica horizontal, centrada na promoção do desenvolvimento profissional e da melhoria das práticas educativas. Da experiência narrada é possível concluir-se que a implementação de dinâmicas de observação de aulas enfrenta ainda resistências várias por parte dos professores. No entanto, a proposta de uma adesão voluntária e livre a um projeto desta natureza, dando aos professores a primazia da escolha dos pares com os quais pretendem cooperar e atribuindo-lhes a responsabilidade pela escolha do(s) objeto(s) a observar e dos instrumentos para o fazer, apresenta-se como uma forma possível de quebrar essas resistências, dotando estas práticas de sentido para os professores e fazendo delas uma oportunidade efetiva de desenvolvimento

This study, based on a completed research, presents the contributions of the continuing education of higher education teachers for the implementation of an innovative proposal of training in a course of Pedagogy of the University Center Serra dos Órgãos - UNIFESO - based on the Work Project Methodology. It discusses how the continuing and in-service training of teachers who work in the Pedagogy course, held on by the pedagogical coordinator as teacher trainer, can potentialize the pedagogical practice of these teachers especially with regard to the requirements of the new course proposal. The data are derived from observations made during the in-service and continuing training of trainee teachers and teacher trainer and questionnaires. From the results it can be inferred, especially, that these collective moments of sharing and construction of the planning between professors and the pedagogical coordinator made possible the reorganization of the pedagogical work through reflections, exchange of experiences and knowledge. The results revealed that there is an effort on the part of those involved, teachers in training and teacher trainer, to transform the way of teaching, based on the Work Project Methodology, to achieve a more meaningful learning by the Pedagogy’s students. They also demonstrated that this collective training movement that takes place in the work locus concomitantly with the implementation of a new proposal for the Pedagogy course is essential for the promotion of changes and significant transformations in the teaching work itself.

Cooperative manipulation refers to the simultaneous manipulation of a virtual object by multiple users in an immersive virtual environment (VE). In this work, we present techniques for cooperative manipulation based on existing single-user techniques. We discuss methods of combining simultaneous user actions, based on the separation of degrees of freedom between two users, and the awareness tools used to provide the necessary knowledge of the partner activities during the cooperative interaction process. We also present a framework for supporting the development of cooperative manipulation techniques, which are based on rules for combining single user interaction techniques. Finally, we report an evaluation of cooperative manipulation scenarios, the results indicating that, in certain situations, cooperative manipulation is more efficient and usable than singleuser manipulation.

This thesis signals the importance of collaborative interaction in the school environment in times of teaching and learning of physics network, mediated by educational technology. Priority was collaborative interaction on the critical problem situations, technologically mediated by educational hypermedia. The activities were developed by physical educators for students to understand concepts, laws and physical phenomena in two distinct contexts: Physics course (full licensure UFSM) and high school (public schools). Through investigative work was encouraged collaborative interaction, problem-solving situations proposed in study activities, mediated by heuristics in educational hypermedia. From the interactive hypermedia, researched the influence of this educational technology computerized network as potentiator of collaborative interaction. These activities helped to study conducted that actually occurred, collaborative interaction between students, teaching and learning of physics in the network. The data were analyzed and listed in four pre-set categories: Interaction, Interaction and Collaborative Innovation and / or innovative practices in teaching and learning of physics. The results obtained in this research, from the perspective of the categories of analysis, it can be said that students felt "the will" to interact collaboratively with colleagues in study activities with mediation of educational hypermedia in teaching and learning Physics. Emphasis was placed on the idea that dialogue-problematical, as potentiator of collaborative interaction in the concepts, laws and physical phenomena, was constructed from problem situations, providing students knowingness in other contexts real and concrete.

The central concern of this study was to investigate interaction and collaboration processes in an online community of mathematics teachers. Considering the Model of Semantic Fields as our theoretical and methodological foundation, we tried to give visibility to the characteristics and dynamics of interaction. In order to do so, we have developed a technological structure that made it possible for teachers involved in an extension course, to talk to their peers, and through their decision-making, establish their collaborative networks. We reached a clear characteristic of the self-management feature of the organizational processes of an online community that we created, and that which we called the collaborative interaction.

This study investigated the performance of the Multidisciplinary Team of the Open University of Brazil (UAB) at the Federal University of Santa Maria (UFSM), concerning the actions of research, development and training for the production of hypermediatic didactic materials on the Moodle. The objectives are as listed: track and record the actions in the orientation process of the didactic materials preparation on the Moodle; update the Perfo_List indicators form as a methodology for the retrospective and prospective actions in the team; program a subject on the Moodle in order to exemplify the hypermediatic resources associated to the study activities; and elaborate indicators of pedagogical orientation to the hypermediatic structuring of resources and study activities in the virtual environment. An action research was developed, in order to achieve the proposed objectives, establishing cyclic planning stages, implementation, evaluation and replanning of the actions that pervade the development of hypermediatic didactic materials. The action research strategies were supported by the propositions of three mediator matrices: the Dialogical-Problem Posing Matrix (DPM), the Theme-Organizer Matrix (TOM) and the Theme-Analytical Matrix (TAM), which respectively guided the data collection, organization and analysis. The research instruments (diary of participant observations and survey questionnaires) were steered by the sixteen questions of the DPM and by the Perfo_List form indicators. Therefore, the action research is structured in five chapters, reasoned by the Freirean concept of Dialogical Problem-Posing Education, the Actor-Network Theory and the Study Activity Theory. In the light of the analytical categories elected (technological and pedagogical innovation and collaborative interaction), the research action results, which are sustained by data triangulation, indicate that the multidisciplinary performance enhances the integration of hypermedia in the development of didactic materials. Thus, actions of research, development and training, guided by the collaborative interaction of the team, generate technological and pedagogical innovation that boosts the teaching and learning mediated by network technologies.

O presente trabalho de projeto inscreve-se em duas fortes convicções – a primeira, o Colégio Moderno de S. José, em Vila Real, só poderá ‘sobreviver’ se se demarcar claramente como Instituição de referência, não só a nível local, como também no sistema nacional de ensino. Para atingir este objetivo, alguns e significativos passos estão a ser dados. É imprescindível, assim, não desacelerar toda a dinâmica de melhoria implementada no Colégio; – a segunda, será a forte convicção de que os professores são os autores privilegiados, os protagonistas da história que o Colégio está a escrever, e de que cada um de nós, lideranças, professores, alunos, pais/encarregados de educação (e.e.), auxiliares da ação educativa, tem nas suas mãos a chave de transformação da Escola que faz a diferença. Neste sentido, realizou-se uma avaliação holística do Colégio que procurou conjugar o olhar (e o sentir) organizacional, acompanhando intensivamente e analisando o funcionamento do Colégio, a partir de diversos prismas, com o olhar teórico da análise da literatura mais relevante sobre as problemáticas trabalhadas. A saber: i. Início de um processo de inscrição dos diversos atores nas linhas orientadoras da vida do Colégio, essencialmente através da aplicação de questionários e pela eleição dos representantes de pais e encarregados de educação por turma; ii. Desenvolvimento de uma cultura profissional docente mais reflexiva e colaborativa (e numa interação colaborativa); iii. Adoção de uma liderança colegial e transformacional, apostando no envolvimento mais ativo e capacitação das lideranças intermédias – perseguindo a construção de um sentido coletivo de ação que sustente uma melhoria contínua para o Colégio. Esta ação foi dinamizada e acompanhada pelo Serviço de Apoio à Melhoria das Escolas (SAME) da Universidade Católica Portuguesa que coordenou ações de consultoria e promoção de ações de formação. Como principais resultados do projeto são de destacar os impactos: i) ao nível de uma parceria que se vai estabelecendo cada vez mais estreita, consistente e efetiva com os Pais e Encarregados de Educação, através de uma adesão mais empenhada ao Projeto Educativo e de uma intervenção e participação pró-ativa em diversas atividades; ii) progressiva passagem de uma cultura profissional de certo modo individualista e competitiva para uma visão global mais compartilhada, uma cultura mais participativa e colaborativa; iii) instituição de dinâmicas de liderança corresponsáveis na procura de uma melhoria contínua da qualidade dos processos e resultados educativos e no cumprimento dos grandes objetivos do Colégio.