The purpose of this action research study was to observe, participate in, and tell the story of teachers involved in a professional development experience. Professional development is an important tool to assist teachers in improving their teaching abilities. After a review of the literature on various forms of professional development and some personal experience with a variety of professional development activities, I created a collaborative study group (CSG) that included three teachers. Their work together was studied using a narrative approach to action research. The stories of these three teachers and their experiences with an informal professional development activity are shared in narrative prose that honors the voices of the participants. The data were analyzed through an iterative process that revealed the content and process of the professional development experience and allowed me to evaluate the activity. Over the six-month study the participants explored a range of issues such as education challenges, students the teachers were working with, and the personal and professional lives of teachers. The teachers discussed educational issues related to helping students (them), the individual teachers (me), and the teachers' relationships with each other (us). The CSG was a unique and informal professional development experience that empowered the participants to take charge of their personal and professional growth as teachers. This study provides evidence that teachers do not need to rely on school or district initiatives for professional development activities but can seek out other teachers to design meaningful and effective professional development.

The aim of this master’s thesis is to explore the implications of using online ethnographic participatory design in studying communication with teenagers in the context of Carbon Dioxide Theatre, a climate action research project. By developing multiple methods, tools and activities, the implications are understood throughout the teenagers’ engagement in collaborating and co-creating using online media. The findings are then organized based on the teenagers activity from three perspectives, by following the medium, the story and the feeling. The medium shows how social media platforms such as Snapchat and Facebook Messenger can be used in order to establish a valuable collaboration with the teenagers, the story presents how the teenagers are expressing their views, thoughts and dilemmas regarding the climate action topic, co-creating one Instagram account while the feeling offers emotions raised during the process. Ultimately, inspired from the study process, the paper suggests a design method for online ethnographic participatory design data collection, consisting of a set of cards and maps that can be utilized as a guiding tool in organizing and understanding the empirical data within an exploratory research context. / Carbon Dioxid Theatre

A Educação Física (EF) escolar no Brasil passa por um momento bastante delicado. Situações como a diminuição de carga horária dessa disciplina nas escolas e a sua baixa presença no planejamento curricular nacional para o Ensino Médio, são indícios que a sociedade atribui pouca importância a esse componente curricular no ambiente escolar. Colabora para isso o fato de que mesmo com o aumento do número de professores atuando com práticas inovadoras nos últimos anos, o modo tradicional – centrado em poucas modalidades esportivas – e os casos de abandono docente ainda são maioria nas aulas da EF brasileira. Frente a isso, pesquisadores que assumem um posicionamento propositivo, para além de criticar as atuações dos professores nas escolas, têm apontado a formação continuada como uma possibilidade de mudança. No entanto, o formato da maioria das formações para os docentes de EF apresenta características de carga horária reduzida, poucos encontros e desconsideração pelos saberes e interesses dos professores. A partir desse diagnóstico, chega-se ao entendimento que passa a ser fundamental o investimento público em formação continuada de longo prazo baseada em estudos colaborativos com os professores. Tendo esse contexto como referência, esta pesquisa se centra na seguinte questão: de que modo um processo de formação continuada de longa duração, pautado nos pressupostos de uma EF renovada, pode contribuir para uma mudança na concepção de ensino de professores na qual o direito a aprender a pluralidade dos temas da cultura corporal de movimento seja central? Especificamente, buscou-se: compreender os conceitos e sentidos que orientam os docentes no processo de ensino na EF escolar; verificar a ocorrência – ou não – de uma mudança nas concepções dos professores em relação aos processos de ensino em decorrência de uma formação continuada oferecida; identificar os fatores que possibilitam a mudança na concepção de ensino dos professores; analisar como o formato e a condução da formação continuada, na lógica de uma experiência colaborativa, potencializa o processo de mudança de concepção. Para tanto, operou-se metodologicamente com a realização de uma investigação de abordagem qualitativa, caracterizada como uma pesquisa documental com a utilização de dados secundários como técnica de levantamento/aquisição de informações. Mais precisamente, foram analisados os seguintes documentos: materiais didático-pedagógicos produzidos por professores, anotações realizadas por docentes, imagens, transcrições das falas dos professores, um questionário com questões abertas, entrevistas com os participantes, anotações de um acadêmico-bolsista que acompanhou os encontros. Todos estes materiais são de propriedade da 36ª Coordenadoria Regional de Educação do Estado do Rio Grande do Sul, responsável por uma formação continuada que contou com a participação regular de 15 professores de EF, em 26 encontros de estudos realizados de novembro de 2015 a agosto de 2018. A análise dos documentos permite afirmar que: a) os professores possuem concepções prévias, enraizadas ao longo de sua vida profissional, que freiam o processo de mudança de concepção; b) à medida que o sentido da EF na escola não é claro para os docentes, eles não têm certeza sobre o que ensinar. Consequentemente, optam por abordar alguns esportes com os quais sentem-se mais à vontade; c) os professores se mostram incomodados com essa forma de atuação uma vez que não conseguem oportunizar aos alunos a aprendizagem acerca da pluralidade de temas da cultura corporal de movimento; d) ao tomarem contato com temas que desconheciam, os docentes passaram a suspeitar de suas concepções e de suas atuações nas aulas. Em consequência, emergiu um estado de angústia que diminuía ou aumentava de acordo com o que fazia sentido para eles; e) todos os participantes da formação continuada alteraram suas concepções de ensino sobre a EF escolar, contudo em níveis distintos. A partir da ideia de gradualidade, constatou-se que não houve um momento único gerador de mudança, ao contrário, vários fatores influenciaram a constituição de novos saberes, sendo os principais: o direito dos alunos aprender a pluralidade de temas da cultura corporal de movimento, a experimentação corporal dos temas estudados e a construção coletiva de uma proposta curricular para a EF em âmbito regional; f) o formato e a condução da formação continuada pelo viés dos estudos colaborativos, considerando as opiniões dos professores e incentivando sua participação ativa, foram fundamentais para as transformações nas formas de compreender a EF escolar. / The Physical Education (PE) at school in Brazil is going through a very delicate moment. Situations such as the decrease in the number of hours for that subject in schools and its low presence in the national curricular planning for high school are indications that society attaches little importance to it in the school environment. Such reality contributes to the fact that even with the increase in the number of teachers working with innovative practices in recent years, the traditional mode – centered on only a few sports modalities – and cases of teacher abandonment are still a majority in Brazilian PE classes. Against that, researchers who assume a propositional position, instead of just criticizing the teachers’ actions in schools, have pointed to continuing education as a possibility of change. However, the format of most formations for PE teachers presents characteristics of reduced workload, few meetings and disregard for the knowledge and teachers’ interests. Based on this diagnosis, it is concluded that public investment in long-term continuing education based on collaborative studies with teachers is essential. Taking this context as a reference, this research focuses on the following question: how can a long-term continuing education process, based on the assumptions of a renewed PE, contribute to change the conception of teacher education in which the right to learn a plurality of body culture of movement themes is central? Specifically, we searched: understanding the concepts and meanings that orient the teachers in the teaching process in the school PE; verifying the occurrence – or not – of change in the teachers’ conceptions in relation to the teaching processes as a result of a continuous formation offered; identifying the factors that make it possible to change the teacher’s education conception; analyzing how the format and the conduction of the continuous formation, in the logic of a collaborative experience, potentiates the process of change of conception. In order to do so, we performed methodologically with the accomplishment of a qualitative approach research, characterized as a documentary research with the use of secondary data as information gathering/acquisition technique. More precisely, the following documents were analyzed: educational materials produced by teachers, notes made by teachers, images, transcripts of teachers' speeches, a questionnaire with open questions, interviews with the participants and notes from an university student who’s accompanied the meetings. All these materials are the 36th Regional Education Coordination of Rio Grande do Sul State property, responsible for a continuous training that had the regular participation of 15 PE teachers in 26 meetings held from November 2015 to August 2018. The analysis of the documents shows that: a) the teachers have previous conceptions, rooted throughout their professional life, that restrain the process of conception change; b) as the sense of EF in school is not clear to teachers, they are not sure about what teaching. Consequently, they choose to approach some sports with which they feel more comfortable; c) teachers are uncomfortable with this form of action since they fail to give students the opportunity to learn about the plurality of themes of movement body culture; d) when they came into contact with unknown subjects, the teachers began to suspect their conceptions and their performances in the classes. As a consequence, a state of anguish emerged that diminished or increased according to what made sense to them; e) all participants in continuing education changed their conceptions of teaching on school PE, however in different levels. From the idea of graduality, it was verified that there was not a unique moment generating change, on the contrary, several factors influenced the constitution of new knowledge, being the main ones: the right of students to learn the plurality of themes of movement body culture, the corporal experimentation of the subjects studied and the collective construction of a curricular proposal for PE at the regional level; f) the format and conduct of continuing education through the collaborative studies bias, considering the teachers' opinions and encouraging their active participation, were fundamental for the transformations in the ways of understanding the school PE.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-07T12:59:57Z No. of bitstreams: 1 Valter de Almeida Costa.pdf: 932928 bytes, checksum: de08ad24cd2ef7cc9110edc03721c066 (MD5) / Made available in DSpace on 2018-05-07T12:59:57Z (GMT). No. of bitstreams: 1 Valter de Almeida Costa.pdf: 932928 bytes, checksum: de08ad24cd2ef7cc9110edc03721c066 (MD5) Previous issue date: 2018-04-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study examined, in the curricular reorganization process promoted by the Municipal Secretary of Education of São Paulo, which instituted the Authorial Cycle as the final stage of Primary Education, the aspects related to the Collaborative Study of Authorship, the C.S.A., which was developed by students of this cycle, under the guidance of their teachers. The general objective was to analyze the process of implanting these Collaborative Studies of Authorship by identifying their difficulties and achievements in the schools observed. The specific objectives of the study constitute an analysis of how this project, in these schools, addressed or not more political themes, from the perspective of social criticism, in the context of an era in which there is increasing pressure for the progressive depoliticization of the curriculum / Essa pesquisa analisou dentro do processo de reorganização curricular promovido pela Secretaria Municipal de Educação de São Paulo, que instituiu o Ciclo Autoral como etapa final do Ensino Fundamental, os aspectos relacionados ao Trabalho Colaborativo de Autoria, o T.C.A. que passou a ser desenvolvido por alunos desse ciclo, sob a orientação de seus educadores. Possui, então, como objetivo geral a análise do processo de implantação desses Trabalhos Colaborativos de Autoria identificando suas dificuldades e conquistas nas escolas pesquisadas. Constituíram seus objetivos específicos, a análise de como esse projeto abordou ou não temas mais políticos nessas escolas, em uma perspectiva de crítica social, no contexto de uma época em que cresce a pressão pela progressiva despolitização do currículo