An Action-Based Approach to Presence: Foundations and Methods

This chapter presents an action-based approach to presence. It starts by briefly describing the theoretical and empirical foundations of this approach, formalized into three key notions of place/space, action and mediation. In the light of these notions, some common assumptions about presence are then questioned: assuming a neat distinction between virtual and real environments, taking for granted the contours of the mediated environment and considering presence as a purely personal state. Some possible research topics opened up by adopting action as a unit of analysis are illustrated. Finally, a case study on driving as a form of mediated presence is discussed, to provocatively illustrate the flexibility of this approach as a unified framework for presence in digital and physical environment

Backpacking through an ontology of becoming : a never‐ending cycle of journeys

By adopting an ontological stance of becoming, this study traces qualitatively the journeys of contemporary backpacker tourists using the theoretical construct of the 'Hero's Journey' as a conceptual vehicle. This process allows for the development of a cyclical model of experience that illustrates the backpacker's experience in three stages of departure, initiation and return. This approach reveals the role that former backpackers play through the sharing of knowledge and the invaluable support they offer to novice backpackers through a network of support that is available to contemporary backpackers who choose to follow established backpacking trails. This never ending cycle of journeys becomes instrumental into the shaping of what this paper see as the common, collective consciousness of the backpacking experience and the evolution of the backpacking experience market

Ensino e Aprendizagem de Matemática Através da Resolução de Problemas Como Prática Sociointeracionista

Resumo Neste artigo apresentamos uma experiência efetivamente prática e a abordagem do Ensino e da Aprendizagem de Matemática através da Resolução de Problemas, como prática sociointeracionista, desde suas constituições teórica e filosófica à sua prática educacional em um curso do Programa Nacional de Acesso ao Ensino Técnico e ao Emprego, dirigido pelo Instituto Federal de São Paulo – Campus Sertãozinho. Apresentamos um campo de estudo social, histórico e cultural como proposta da Resolução de Problemas, não apenas como uma metodologia de ensino-aprendizagem, mas sim como um campo de estudos que mantém vivo o movimento de ação/reflexão/ação por meio de conceitos e problemas da obra de Vygotsky. Lançamos mão dos elementos da autorregulação e metacognição pelo pensar-em-alta-voz na construção do conhecimento e na constituição da aprendizagem, além de alguns desdobramentos dessa prática no âmbito escolar