Extensões na arquitetura SDN para o provisionamento de QoS através do monitoramento e uso de múltiplos caminhos

The substantial increase in the number of applications offered through the computer networks, as well as in the volume of traffic forwarded through the network, have hampered to assure adequate service level to users. The Quality of Service (QoS) offer, honoring specified parameters in Service Level Agreements (SLA), established between the service providers and their clients, composes a traditional and extensive computer networks’ research area. Several schemes proposals for the provision of QoS were presented in the last three decades, but the acting scope of these proposals is always limited due to some factors, including the limited development of the network hardware and software, generally belonging to a single manufacturer. The advent of Software Defined Networking (SDN), along with the maturation of its main materialization, the OpenFlow protocol, allowed the decoupling between network hardware and software, through an architecture which provides a control plane and a data plane. This eases the computer networks scenario, allowing that new abstractions are applied in the hardware composing the data plane, through the development of new software pieces which are executed in the control plane. This dissertation investigates the QoS offer through the use and extension of the SDN architecture. Based on the proposal of two new modules, one to perform the data plane monitoring, SDNMon, and the second, MP-ROUTING, developed to determine the use of multiple paths in the forwarding of data referring to a flow, we demonstrated in this work that some QoS metrics specified in the SLAs, such as bandwidth, can be honored. Both modules were implemented and evaluated through a prototype. The evaluation results referring to several aspects of both proposed modules are presented in this dissertation, showing the obtained accuracy of the monitoring module SDNMon and the QoS gains due to the utilization of multiple paths defined by the MP-Routing, when forwarding data flow through the SDN.

Caminhos da professoralidade no Curso de Dança da UFU: impasses e desafios na construção da identidade profissional

Teacher identity is a subject of study and discussion in the academic world whichhas become an object of attention of researchaddressing teaching and teacher formation. Life history, initial and continuing formation, the meaning of teaching to the teacher, and also pedagogical practice are all contributing factors to teachers’ professional identity. The present study is a proposal developed in the research field of Educational Knowledge and Practice, and its main focus lies in university teaching. Higher education teaching in the context of a dance course, and the issues and challenges of constructing teachers’ professional identity are presented. Thus, my main questions were: what is the teaching path followed by newly hired dance teachers in the Federal University of Uberlândia? How is teaching identity developed in these new teachers’ professional socialization process? What kind of educational knowledge is (re)produced and mobilized by teachers when they join university teaching? In order to answer these questions, my objectives are: to analyze the teaching path of the newly hired dance teachers of the Federal University of Uberlândia; to investigate how their teaching identity is built within their professional socialization process; and identify the kinds of educational knowledge they (re)produce and mobilize as soon as they become university teachers. The present research comprises a qualitative data analysis from previous studies on the subject, having as starting point relevant bibliographic research, followed by an identification questionnaire and an interview conducted with the newly hired dance teachers. The construction of teaching identity is related to objective and subjective conditions involving a teaching job and how the teacher perceives this identity as constantly evolving. Hence I understand the importance of personal and institutional incentives to prepare studies which raise or problematize issues specific to this area, contributing to extend the debate over higher education professionals’ formation, in particular that of dance course teachers on national scope.