Thesis (Ph. D.)--Columbia University, 1927. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 285. Bibliography: p. 162-163.

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-24T18:42:04Z No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-08T16:55:40Z (GMT) No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) / Made available in DSpace on 2015-05-08T16:55:40Z (GMT). No. of bitstreams: 1 Jackson Luís Martins Cacciamani.pdf: 1736657 bytes, checksum: d3057e5ebb59b37b2a162ad281c0c8a7 (MD5) Previous issue date: 2012 / Os Encontros sobre Investigação na Escola constituem-se numa proposta de formação de professores que agrega licenciandos, professores da educação básica, professores da universidade e pós-graduandos num movimento de formação acadêmico-profissional do professor (DINIZ-PEREIRA, 2008). Os encontros foram propostos necessariamente pela Universidade do Vale do Taquari (UNIVATES) em Lajeado – RS. No decorrer dos anos o encontro agregou professores de todas as áreas do conhecimento e proporcionou a integração de diferentes níveis de ensino. As universidades proponentes do encontro nas suas dez edições foram: a Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) e Universidade do Vale do Taquari (UNIVATES). Os encontros no decorrer de uma década partilharam experiências vividas a respeito da sala de aula sendo a proposta de formação ancorada na escrita, na leitura e na relação dialógica a respeito destas experiências no espaçotempo1 da escola e da universidade. A presente trabalho de pesquisa de tese de doutoramento procura compreender a potencialidade dos Encontros sobre Investigação na Escola na formação permanente dos professores de Química. O corpus da pesquisa se constitui nos relatos de experiência de trabalhos que envolvem a sala de aula de Química no período de 2000 a 2010. A pesquisa percorreu alguns caminhos: o primeiro, a análise quantitativa e exploratória por meio dos anais dos encontros a respeito dos relatos inscritos na área da Química no período de dez anos, a análise qualitativa ancorada na proposição da Análise Textual Discursiva (ATD) desenvolvida por Moraes e Galiazzi (2007)- e a discussão teórica a respeito da epistemologia da prática pedagógica presente nos relatos inscritos pelos professores. No decorrer dos dez anos do encontro 240 trabalhos de Química foram inscritos e discutidos, abordando assim diversas temáticas concernentes à sala de aula de Química. A análise dos trabalhos do X Encontro sobre Investigação na Escola relativa à categoria “os processos de formação acadêmico-profissional de professores de Química” permite argumentar que os professores de Química participantes dos Encontros sobre Investigação na Escola ao escreverem, ao lerem e ao dialogarem encontram-se em processo de formação acadêmico-profissional e produzem currículo tanto na escola quanto na universidade. Os Encontros sobre Investigação na Escola potencializam a formação acadêmico-profissional de professores de Química num processo de formação imerso na epistemologia da prática. / The Encontros sobre Investigação na Escola, meetings in which teachers share their researches, have been a proposal for teacher education that gathers college students, elementary school teachers, professors and post-graduate students in a movement for their academic-professional education (DINIZ-PEREIRA, 2008). These meetings, which were originally proposed by the Universidade do Vale do Taquari (UNIVATES) a university located in Lajeado, RS, Brazil, have brought teachers from all areas of knowledge together and have enabled integration of different teaching levels. Their ten first editions were held in different universities for ten years: Universidade Federal do Rio Grande (FURG), Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Universidade do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) and Universidade do Vale do Taquari (UNIVATES). Teachers have shared their classroom experiences in the meetings since the educational proposal is based on writing, reading and the dialogic relation among these experiences in the space-time of the school and the university. This doctoral dissertation describes the study which aims at comprehending the potentiality of the Encontros sobre Investigação na Escola in the teacher education processes of Chemistry teachers. Its corpus comprises Chemistry teachers’ experience reports which were submitted to the event from 2000 to 2010. The research followed these steps: a quantitative and exploratory analysis of the reports that were submitted to the event in the area of Chemistry and published in the annals for ten years; a qualitative analysis of those texts in the light of the Discursive Textual Analysis (DTA), developed by Moraes and Galiazzi (2007); and a theoretical discussion about the epistemology of the pedagogical practice described by the teachers in their reports. In these ten editions, 240 Chemistry studies, which addressed several themes related to the Chemistry class, were submitted to and discussed in the event. The analysis of the reports submitted to the X Encontro sobre Investigação na Escola in the category “Chemistry teachers’ academic-professional education processes” leads to the following argument: when Chemistry teachers who take part in the events write, read and talk, they are embedded in an academic-professional education process and produce curriculum both in school and in college. The Encontros sobre Investigação na Escola potentize Chemistry teachers’ academic-professional education in a development process which is immersed in the epistemology of practice.

Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education. By Michael Larm The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice. / Syftet med studien är att undersöka lärares och studerandes uppfattningar om officersutbild-ningens akademisering vid Försvarshögskolan, dess synergieffekter och påverkan på en yrkes-identitet i förändring. Studien utgår ifrån ett socialkonstruktivistiskt perspektiv enligt Bakhtin, Giddens och Wertsch där språket, samtalet, står i fokus för identiten. Studien tar också stöd i ett socialpsykologiskt perspektiv utgående från symbolisk interaktionism utvecklat av Mezirow där fokus ligger på att individen i samspelet med den sociala omgivningen utvecklar sin identitet. Data inhämtas från kvalitativ forskning i form av fokusgruppsamtal med studerande och lärare vid FHS. Samtalen dokumenteras genom ljudinspelning och transkriberas i sin helhet. Insamlade data analyseras med de teoretiska begreppen: Heteroglossin, Dialogicitet, Alteritet och Självidentitet kopplat till identitet, förändring och synergieffekter. Studien visar att deltagarnas uppfattning om den förändringsprocess som akademiseringen för med sig och av begreppet identitet är nära relaterad till aktörens bakgrund och roll i akademin. / Samtal för samverkan - från yrkesspecifik till akademisk professionsinriktad utbildning