Entrepreneurs are expected to play a crucial role in times of unemployment and economical regression. A “hunt for entrepreneurs” can thus be said to be occurring as they appear to be people who can save nations, societies, and companies in troublesome situations. The project Diversity in Entrepreneurship (DiE) aimed to introduce a broad view of entrepreneurship in a regional context. Three development areas are emphasized that are strategically important to transforming a traditional industrial community into an entrepreneurial region: paying attention to the spirit of enterprise among underrepresented groups; stimulating entrepreneurship among young people; and considering the importance of culture in stimulating a diverse and entrepreneurial society. An equality discourse is introduced through DiE that – emphasising social and mundane occurrences - stands in contrast to the historically rooted enterprise discourse that proffers companies as productive apparatus, where a few competent people – often men – have been, and still are, in charge. In the equality discourse, all people in the region make a difference, not merely a few. The encounter of the two discourses has resulted in confusion, and thus conflicts and collisions; but also in new possibilities. A new perspective of entrepreneurship and regional development is developed where conflicts are put forward as constructive. That the two discourses met on the same regional scene is therefore seen as positive as many people have been made aware of the social, political, and economic contradictions which restrain some groups in society from creating a (working) life. Hence, the contradictions have enabled the inhabitants to see themselves, and others, as entrepreneurs in regional development processes. Openings have thus emerged to view entrepreneurship from a broader perspective that includes people, to create practices through which a more diverse working life is becoming discernible.

abstract: Human experience exists within space; it is the studio for the stories of our lives. Bounded by time, location and personal experience we assign our own meanings and feelings to them, and they become personal, symbolic places: some are unique to us, imagined places where we act out stories or dreams; most are part of the natural world. Most spaces, though, are built or controlled by others; these constructed environments can become places where we may, or may not, like to be. This research examined spaces and places of children's lives through the material worlds of their neighborhoods and schools, focusing on the visible environment outside of the school building. The intersection of school and community, it is a material embodiment of, and evidence toward, how a community's resources are apportioned to important aspects of children's developmental years. These visible representations speak of that society's values and goals for the children for whom they (we) are responsible. This examination used multiple research tools, primarily using visual approaches such as current photographs, archival images and data, descriptive census materials and maps. Historical documents, (many of which are now digitized), as well as other academic literature, local journalistic efforts and school district publications added important materials for analysis. Findings lead to deeper understanding of ways that visible, material worlds of schools and neighborhoods -- past and present - can reflect, and direct the experiences of childhood today, and often mirror those of children past. These visual and narrative approaches contributed to understanding the importance of material evidence in revealing inequity and class differences in ways that children, then, must &ldquodo school &rdquo / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2014

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-18T09:54:42Z No. of bitstreams: 1 maritzadessupoiodeabreu.pdf: 41051745 bytes, checksum: 0d691ef35d00b71c13d98ca0f68e6bb5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T13:21:43Z (GMT) No. of bitstreams: 1 maritzadessupoiodeabreu.pdf: 41051745 bytes, checksum: 0d691ef35d00b71c13d98ca0f68e6bb5 (MD5) / Made available in DSpace on 2016-02-26T13:21:43Z (GMT). No. of bitstreams: 1 maritzadessupoiodeabreu.pdf: 41051745 bytes, checksum: 0d691ef35d00b71c13d98ca0f68e6bb5 (MD5) Previous issue date: 2014-03-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa, que se insere na linha de Linguagem, Conhecimento e Formação de Professores do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora/UFJF – Minas Gerais, propõe-se investigar quais os significados construídos pela coordenadora pedagógica, educadoras e pesquisadora a respeito da rotina de uma creche pública do município de Juiz de Fora. Tendo por objetivo compreender e refletir sobre os significados da rotina nessa instituição, como eles são construídos e compartilhados, apresenta como aporte teórico as referências da teoria sócio-histórico-cultural, em especial, as contribuições de Vygotsky. O referencial metodológico é norteado pelos princípios da Pesquisa Crítica de Colaboração (MAGALHÃES, 2002, 2004, 2006, 2009), como um processo em que todos os sujeitos da pesquisa, em um movimento de colaboração, desenvolvimento e aprendizado, são responsáveis pela produção dos dados e do conhecimento. A análise é feita por meio da argumentação, tecida a partir de excertos de sessões reflexivas realizadas com as dez educadoras e a coordenadora pedagógica da instituição pesquisada. Assim, a discussão dos resultados está pautada na análise dos dados por meio das categorias argumentativas desenvolvidas com base em Perelman e Olbrechts- Tyteca (1970/2005), Liberali (2006, 2008, 2009) e Schapper (2010), com o levantamento dos tipos de argumentos, operadores argumentativos e dêiticos. No movimento da análise, foi possível perceber a consciência das profissionais da creche em refletir a respeito da rotina, tornando algumas mudanças possíveis. Os resultados, contudo, apontam ser necessário ainda repensar questões como: (1) a possibilidade de a divisão da rotina ser mais flexível; (2) a necessidade de considerar a criança como membro capaz de constituir ativamente a organização dos tempos e espaços junto com os demais profissionais dessa instituição. / This research, which composes the Language,Knowledge and Teachers Training Line of Research of the Juiz de Fora Federal University Education Post Graduation Program, tries to investigate which are the meanings built by the pedagogical coordinator, educators and researcher regarding the routine at a day care center. It also aims to comprehend and reflect on the meanings of the routine at this institution, how they are built and shared. It presents as theoretical contribution the Social-historical-cultural theory references, and specially Vygotsky contributions. The methodological referential is guided by collaboration critical research principles (MAGALHÃES, 2002, 2004, 2006, 2009), as a process in which all the research players, through a collaborative, developing and learning movement, are responsible for the data and knowledge production. During the reflexive sessions, videos were broadcast and then transcripted and analyzed through argumentation. Afterwards,they were analyzed with the ten educators and the pedagogical coordinator of a day care center in this same municipality. The results discussion is based on data analysis through the argumentative categories developed from Perelman e Olbrechts-Tyteca (1970/2005), Liberali (2006, 2008, 2009) and Schapper (2010), by raising all the argumentative types, argumentative and deictic operators. Through this analysis, it was possible to notice the awareness of the day care center professionals by reflecting the routine and making some changes more likely to happen. However, it is still necessary to rethink about questions such as: routine division into flexible for moments with education emphasis, and though, when the emphais is on the caring; moreover, the child also needs to be considered as a member capable of actively make up the time and space organization together the other professionals of this institution.

Made available in DSpace on 2016-04-28T18:22:10Z (GMT). No. of bitstreams: 1 Cacilda Aparecida da Silva.pdf: 586246 bytes, checksum: fa79d8b0b9f2d7bc0e906b38b09ddd67 (MD5) Previous issue date: 2010-10-15 / Secretaria da Educação do Estado de São Paulo / This research aims at understanding critically the construction process of meanings shared by a group of teachers from a public school of São Paulo concerning the job/ role of the substitute teacher. More specifically, this paper describes and discusses the substitute teacher activity, having as focuses two activity systems: understanding this professional s job at the school and developing a reading proposal as a support to the substitute teacher s job. To do so, meetings among the voluntary participants were carried out among titular teachers (this researcher among them), temporary teachers (OFAs), and substitute teachers. During the meetings, each participant expressed their point of view about the job/ role of the substitute teacher. The organization of this paper is based on the collaborative critical methodology (MAGALHÃES, 2006), in order to set a locus of critical collaboration aimed at a critical reflection about the actions of the participants on negotiating understandings and proposals which could provide transformation to the substitute teacher s reality in the context of the school. The study of the continuous academic background of this teacher as a collaborative and critical professional in the relationship with their partners is supported in the discussions of Vygotsky, Leontiev, Freire (1996); Engestrom (2009) LIBERALI( 2004 and 2008) and MAGALHÃES, (2004 and 2006), among others. As a result of the initial discussions, a proposal based on reading was begun, based on the Proposta Curricular do Estado de São Paulo (2008) and on the Projeto de Leitura nas Diversas areas do Conhecimento (LACE- fase 1,2002). The focus on reading was decided by the group of participant teachers, since one of the main focuses of the school in which most students have difficulties in reading and writing. The results show that: a) the initial meanings of the participants about the substitute teacher underwent some transformations except for one of the titular teachers who attended this research; b) the relations among people in the group of teachers led to a recognition of the importance of the HTP sessions use to discuss the theories which involve the teacher s practice; c) the discussed proposals have features of traditional teaching; d) the material initially developed isn t complied with the curricular proposal (2008) of São Paulo / Este trabalho tem como objetivo compreender criticamente o processo de construção de significados compartilhados por um grupo de professores de uma escola da Rede Pública Estadual de São Paulo, quanto ao trabalho/papel do professor eventual . Mais especificamente, descreve e discute a atividade do professor eventual, com foco em dois sistemas de atividade: a compreensão do trabalho desse profissional na escola e a produção de uma proposta com leitura como apoio para o trabalho do professor eventual. Para tanto, foram realizados encontros com um grupo de participantes voluntários: professores titulares (entre os quais esta pesquisadora), OFAs e professores eventuais. Nessas ocasiões, cada participante pode expor a sua visão sobre o trabalho/papel do eventual. Esta pesquisa está organizada com base na Metodologia Crítica de Colaboração (MAGALHÃES, 2006), para criação de lócus de colaboração crítica, voltada à reflexão crítica sobre as ações dos participantes na negociação de compreensões e propostas que trouxessem transformação à realidade do professor eventual, no contexto da escola. O estudo sobre a formação contínua desse professor, como profissional colaborativo e crítico na relação com seus pares, está apoiado nas discussões de Vygotsky (1934), Leontiev (1978), de Freire (1970/2005); Engestrom (1999 ), LIBERALI ( 2004 e 2008) e MAGALHÃES (2004 e 2006), entre outros. Como resultado das discussões iniciais, foi principiada a produção de uma proposta de trabalho em leitura, com base nos pressupostos da Proposta Curricular do Estado de São Paulo (2008) e no Projeto de Leitura nas Diversas áreas do Conhecimento (LACE- fase 1,2002). O foco na leitura foi decidido pelo grupo de professores participantes, uma vez que esta é uma questão central da escola, em que a grande maioria dos alunos apresenta dificuldades em ler e escrever. Os resultados apontam que: a) os sentidos iniciais dos participantes sobre o professor eventual sofreram transformações, exceto para um dos professores efetivos participantes; b) as relações, entre o grupo de professores, levaram à constatação da relevância das sessões de HTPC direcionadas para discussão das teorias que envolvam as práticas do professor na escola, em lugar de discussões utilitárias; c) as propostas discutidas apresentam características de um ensino tradicional; d) o material inicial produzido não está voltado para a proposta curricular (2008) do Estado de São Paulo

Made available in DSpace on 2016-04-28T18:22:20Z (GMT). No. of bitstreams: 1 Ana Paula de Francisco Oliveira.pdf: 1970215 bytes, checksum: 3979fe1155a04e65fe84c7b7b14683fd (MD5) Previous issue date: 2011-08-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to critically understand the production of shared meanings among the participants of this research this researcher and an English teacher. Specifically, it aims to understand whether and how the relationship between researcher and teacher was constructed as a collaborative-critical process of production of shared knowledge, enabling changes in participants theoretical-practical understandings and in their actions. It was conducted with English learners in the 1st year of high school in a state school in the district of Pinheiros in the city of São Paulo. It is supported by contributions from Vygotsky (1930, 1934), Leontiev (1977) and Engeström (2001) in relation to Socio-Historical-Cultural Activity Theory (TASHC). Teacher training is seen as a socio-historical-cultural activity in which teacher and researcher are active participants in the production of shared meanings. The interaction pattern which was developed among participants is depicted as collaborativecritical, since it is a process in which argumentation and negotiation organize the production of new meanings. The adopted methodology is the Collaborative Critical Research (PCCol), which, as discussed by Magalhães and other members of LACE since 1990, works with critical and reflective training of the participants, proposing an investigation that does not separate theory from practice and promotes a transformation in practices. In order to analyze interaction between the participants, the researcher uses some categories of analysis based on Orsolini (2005), Pontecorvo (2005), Kerbrat-Orecchioni (1996) and Brookfield & Preskill (2005). The results show that the participants initial meanings about teaching-learning of English were reinterpreted, enabling them both not only to learn and to develop, but also to make changes in current practices in the classroom / Este trabalho tem como objetivo compreender de forma crítica o processo de produção de significados compartilhados entre os participantes desta pesquisa esta pesquisadora e um professor de inglês. Especificamente, tem como objetivo compreender se e como a relação entre pesquisadora e professor se constituiu como um processo colaborativo-crítico de produção compartilhada de conhecimento, possibilitando transformações teórico-práticas nas compreensões e nas ações dos participantes. Foi realizada com alunos de inglês do 1º ano do Ensino Médio de uma escola estadual de São Paulo localizada no bairro de Pinheiros. Está apoiada nas contribuições de Vygotsky (1930, 1934), Leontiev (1977) e Engeström (2001) no que se refere à Teoria da Atividade Sócio-Histórico-Cultural (TASHC). A formação de professores é entendida como uma atividade sócio-histórico-cultural, em que professor e pesquisadora são participantes ativos e efetivos no processo produtivo. O padrão interacional desenvolvido entre os participantes caracteriza-se como colaborativo-crítico, uma vez que é um processo em que argumentação e negociação organizam a produção de novos significados. A metodologia adotada é a Pesquisa Crítica de Colaboração, que, conforme discutida por Magalhães e outros participantes do GP LACE desde 1990, trabalha com a formação crítica e reflexiva dos participantes, propondo uma investigação que não separe a teoria da prática e promova uma transformação nas práticas vigentes. A fim de analisar a interação entre os participantes desta pesquisa foram utilizadas categorias de análise baseadas nos trabalhos de Orsolini (2005), Pontecorvo (2005), Kerbrat-Orecchioni (1996) e Brookfield & Preskill (2005). Os resultados encontrados revelam que os sentidos iniciais dos participantes sobre ensino-aprendizagem de inglês foram ressignificados, possibilitando não apenas aprendizagem e desenvolvimento a ambos, mas também transformações das práticas vigentes na sala de aula

Change and the management thereof has become an integral part of management. To survive and prosper in the future, organisations have to understand the internal and external forces of the constantly changing world in which they operate. One example of the implications of change is the role of the communication practitioner that evolved from that of a technician to a strategist during recent decades. The communication practitioner has to realise that research is an effective tool to prove the value of the communication function. This study explores the use of environmental scanning as a strategic tool for an organisation to obtain a competitive edge. Knowledge management and the measurement of relationships in communication are closely related to environmental scanning. Environmental scanning is a process by which an organisation learns about events and trends in the internal and external environment. It helps establishes relationships between these trends and considers the main implications for problem identification and decision making. Any scientific research should be done against a theoretical framework. The systems theory and the information gap theory provide the theoretical framework for this study. Empirical research was conducted amongst the principals, marketing directors; information technology directors and scenario planners of all universities, technikons and registered private universities in South Africa. A total response rate of 58.7% was realised. A major finding was that, although most universities and technikons conduct environmental scanning and rate it as very important, there is no formalised, strategically aligned effort to integrate the findings with the strategic direction of the institution. The impact of environmental scanning on the respondents’ institutions is rated as significant to very significant. A revised model of environmental scanning was subsequently proposed. This model can also serve as a basis for future research and development. In spite of the different ways in which environmental scanning is conducted and applied, it has potential as a strategic tool - specifically to improve the role and contribution of the communication practitioner in the realisation of organisational goals. / Dissertation (DPhil)--University of Pretoria, 2004. / Communication Management / DPhil / Unrestricted

L'art a été proposé comme réponse aux critiques de la Management Education dont les activités se sont académisées et où les approches d'inspiration scientifique dominent. Ma thèse constate l'homogénéité de la littérature spécialisée qui tend à se focaliser sur les apports des caractéristiques « romantiques » de l'art – où il est pris comme l'opposé théorique de la gestion. Avec une perspective critique, ma thèse s'appuie sur l'étude longitudinale, qualitative, inductive d'un cas unique pour tenter de déterminer si l'art, employé en tant que pédagogie, éloigne du localement dominant. L'analyse indique qu'il s'agit d'une expérience d’une pratique hybride, entre art et gestion, qui peut résonner avec les piliers de la Management Education. L'art éloigne alors de l’académisme, mais l’on reste dans le domaine de l’activité organisée qui peut être compatible avec les valeurs managériales actuelles. Il apporte une expérience du pratique, pas uniquement les caractéristiques romantiques. Il peut agir plutôt sur les moyens que sur les fins, pour offrir un retour vers un fondement pratique source de la Management Education avant son académisation progressive. / Art has been put forward in response to the critiques of Management Education whose activities have become quite academized and where scientifically inspired approaches dominate. In my thesis, I note the homogeneity of the specialized literature which is quite focused on what the “romantic” characteristics of art can bring – art is there taken as the theoretical opposite of management. With a critical perspective, my thesis builds on a longitudinal, qualitative, inductive study of a single case to try to determine if art, used as a teaching method, creates distance with what locally dominates. The analysis indicates it is an experience of a hybrid practice, between art and management, which can resonate with the pillars of Management Education. Art entails less academism, but one remains in the domain of an organized activity that can be compatible with the current managerial values. It brings an experience of the practical, not only the romantic characteristics. It can have an effect on the means more than on the ends, so as to offer a return to a practical foundation which has been the source of Management Education before its progressive academization.

Made available in DSpace on 2016-04-28T18:24:08Z (GMT). No. of bitstreams: 1 Elvira Maria Godinho Aranha.pdf: 929500 bytes, checksum: 538395afb8521eaa0e735d62f4fbfb45 (MD5) Previous issue date: 2009-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to investigate the overall production process of shared meanings related to school administration, starting from the collaborative process developed between a researcher and the director of a municipal public school. More specifically, the aim of this research work is to elicit how the relationship between researcher and director allowed for the process, having its focus on building a more democratic and participatory school. Developed in a municipal school of Children Education in the City of São Paulo, this work is based on the methodology of Collaborative Critical Research - PCCol (MAGALHÃES, 1994/2007, 1998/2007, 2009p). Considering this kind of research suggests there should be learning and development for all involved, the theoretical frame of the study is based on the Socio-Cultural-Historical Activity Theory (TASCH), and taken into account are the discussions of Vygotsky, (1927/2004, 1934/2001, 1925-1930/2004, 1925/2004, 1930/2004, 1926/2004), Leontiev (1977, 1978, 1983, 2004), Daniels (1994, 2001, 2002), Newman & Holzman (1993/2002) and Engeström (1987, 1999 a, 1999b,1999c 7) on learning and development, awareness and mediation. It is also supported by the studies of Bakhtin´s Circle (1929-1930/2006, 1934-35/1998). The Activity focused in this study has been defined as director training. The analysis and discussion of results was based on clippings of selected interactions between the researcher and the director over nine meetings and guided by categories based on the texts of Bronckart (1999/2007), Kerbrat-Orecchioni (2006), Pontecorvo (2005), Wertsch & Smolka (1993/1999) Brookfield & Preskill (2005). The results mentioned here show that: (i) the relationships developed between the participants enabled learning and development, (ii) the original meanings were re-signified and (iii) the interactions developed had an impact on the director´s action planning and suggested changes in the immediate context. They also point to the importance of building mediation devices which represented both the sharing of meanings and the opportunity to advance in what concerns the Director Training process Activity / Este trabalho tem como objetivo geral investigar o processo de produção de significados compartilhados sobre direção escolar a partir do processo colaborativo desenvolvido entre uma pesquisadora e a diretora de uma escola da rede pública municipal. Mais especificamente, é objetivo desta pesquisa compreender como e de que maneira a relação entre pesquisadora e diretora permitiu esse processo, voltado á construção de uma escola mais democrática e participativa. Desenvolvido em uma Escola Municipal de Educação Infantil da Cidade de São Paulo, está fundado na Pesquisa Crítica de Colaboração - PCCol (MAGALHÃES, 1994/2007, 1998/2007, 2009p). Considerando que este tipo de metodologia propõe a aprendizagem e o desenvolvimento para todos os envolvidos, o arcabouço teórico está embasado na Teoria da Atividade Sócio-Histórico- Cultural (TASHC) considerando as discussões de Vygotsky, (1927/2004, 1934/2001, 1925/2004, 1930/2004, 1926/2004), Leontiev (1977, 1978, 1983, 2004), Daniels (1993/1999, 2002, 2003), Newman & Holzman (1993/2002) e Engeström (1987, 1999a 1999b, 1999c), sobre aprendizagem e desenvolvimento, consciência e mediação. Apoiase também nos estudos do Círculo de Bakhtin (1929-1930/2006,1934-35/1998). O objeto da atividade focalizada neste trabalho é a Formação de Diretor. A discussão dos resultados foi realizada com base em recortes selecionados de interações entre a pesquisadora e a diretora ao longo de nove encontros. Está pautada em categorias desenvolvidas por Bronckart (1999/2007), Kerbrat-Orecchioni (2006); Pontecorvo (2005), Wertsch & Smolka (1993/1999) Brookfield & Preskill (2005). Os resultados revelam que: (i) as relações desenvolvidas entre as participantes possibilitaram aprendizagem e desenvolvimento a ambas; (ii) os sentidos iniciais das duas participantes sobre direção foram ressignificados; e (iii) as relações desenvolvidas tiveram uma repercussão no planejamento das ações da direção e sugerem modificações no contexto imediato. Aponta, também, para a importância da construção de artefatos de mediação que representaram tanto o compartilhamento de significados como a possibilidade de avanço na Atividade Formação de Diretor

Made available in DSpace on 2016-04-28T18:24:17Z (GMT). No. of bitstreams: 1 Joelma Pereira de Faria.pdf: 1210505 bytes, checksum: dc3d296f9ef1b19443088e54dcd263cf (MD5) Previous issue date: 2010-06-02 / This paper aims at comprehending, in a critical way, the discussion about monitorship and the monitor formation in a High School in a public school in a city in the south of Minas Gerais State, in the creation of a context for a teacher and student formation research, through the comprehension of sense and meanings shared by teachers, monitors and researchers. It was developed in a High School Public school, in Cachoeira de Minas, south of Minas Gerais State and it is founded on Critical Research of Collaboration (MAGALHÃES2002, 2004 e 2007). Once this kind of methodology proposes learning and development for all of them involved in the research, the theorical frame is based on Socio-Historical-Cultural Activity Theory (TASHC) considering the discussions of Vygotsky, (1930/1978, 1934/2000, 1982/1999, 1935/2002), Leontiev (1959, 1978, 2004, 2005), Daniels (2003), Newman & Holzman (2002) e Engeström (1987, 1999, 2002), on activity and consciousness, mediation, ZPD and sense and meaning. It discusses language on collaboration and critical reflection, on the basis of (1929/2002), Magalhães (1990, 1992, 1994, 1996, 1998a, 2000, 2009p), Van Manen (1977), Schön (1992/1995) and Garcia (1992/1995). The activity object in this research is the monitorship. The discussion result was performed on the basis of excerpts taken from interactions among the researcher, the teachers and the monitors along 11 meetings that took place in the project. It centers in categories developed by (1999/2007). The results show that: (i) teachers and monitors reconstructed their initial sense about monitorship; (ii) the roles of teachers and monitors got a new meaning; and (iii) the actions developed at school point to a new organization of the classroom context. They also show the importance of creating collaborative spaces in the research and the public school context, mainly when the focus is on intervention research / Este trabalho tem como objetivo compreender, de forma crítica, a discussão sobre monitoria e formação de monitores em uma escola da rede pública de ensino médio, de uma cidade do sul de Minas Gerais, na criação de contexto para um trabalho com formação docente e discente, a partir da compreensão dos sentidos e significados compartilhados por professores, monitores e pesquisadores. Foi desenvolvido em uma Escola Municipal de Ensino Médio da Cidade de Cachoeira de Minas, sul de Minas Gerais, está fundado na Pesquisa Crítica de Colaboração - PCCol (MAGALHÃES2002, 2004 e 2007,). Considerando que este tipo de metodologia propõe a aprendizagem e o desenvolvimento para todos os envolvidos, o quadro teórico centra-se na Teoria da Atividade Sócio-Histórico-Cultural (TASHC) considerando as discussões de Vygotsky, (1930/1978, 1934/2000, 1982/1999, 1935/2002), Leontiev (1959, 1978, 2004, 2005), Daniels (2003), Newman & Holzman (2002) e Engeström (1987, 1999, 2002), sobre atividade e consciência, mediação, ZDP e sentido e significado. Discute a linguagem na colaboração e na reflexão crítica, partindo dos pressupostos de Bakhtin (1929/2002), Magalhães (1990, 1992, 1994, 1996,1998a, 2000, 2009p), Van Manen (1977), Schön (1992/1995) e Garcia (1992/1995). O objeto da atividade focalizada neste trabalho é a Monitoria. A discussão dos resultados foi realizada com base em recortes selecionados de interações entre a pesquisadora, os professores e os monitores ao longo de onze encontros. Centra-se em categorias desenvolvidas por Bronckart (1999/2007). Os resultados revelam que: (i) professores e monitores reconstruíram seus sentidos iniciais sobre monitoria; (ii) os papéis de professores e monitores foram ressignificados; e (iii) as ações desenvolvidas na escola apontam para uma nova de organização do contexto de sala de aula. Mostram também a importância da criação de espaços colaborativos no contexto da pesquisa e na escola pública, principalmente na pesquisa de intervenção

Made available in DSpace on 2016-04-28T20:56:51Z (GMT). No. of bitstreams: 1 Elvira Maria Godinho Aranha.pdf: 2029356 bytes, checksum: cc2d3afecc02f06337b75be5de43bd0b (MD5) Previous issue date: 2015-03-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focused on three school management teams, each composed by principal, coordinator and vice-principal, from three public schools of Greater São Paulo (two state and one municipal). The general goal of the investigation was to understand the phenomenon of school management from the subjects that experience it. The specific goal of this research was to grasp the meanings the participants (principal, coordinator and vice-principal) attribute to their activity in the school. The participants (three principals, three coordinators and two vice-principals) were selected due to being part of schools that were voluntarily part of projects offered by research groups connected to Pontifícia Universidade Católica de São Paulo (Teaching Activity and Subjectivity and Language and Activities in School Contexts LACE). The information was produced with the eight participants from interviews, reflective meetings and training meetings, according to the specificities of each project and school. Anchored in the Sociohistorical Psychology, this research emphasizes the contributions from Vigotski (1925, 1926, 1927, 1930, 1934), one of its main theoretician, as well as the contributions from: Leontiev (1977; 1978a, b and c; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) and Bakhtin/Volochinov (1929-30). It also considered the works of contemporary theoreticians that discuss the subjective dimension of the human constitution process, namely: González Rey (2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves and Beck (2009), Aguiar and Ozella (2006; 2013) and Aguiar, Soares and Machado (2014). It is important to highlight that, in different ways and with different emphases, all these contexts had in the Collaboration Critical Research (Pesquisa Crítica de Colaboração PCCol) (MAGALHÃES, 1998, 2009, 2011, 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011, 2012) a common aspect, that proved itself relevant to both the construction of new ways of conducting the research and the results themselves. The analysis of the information, following the same conceptual alignment, is based on the theoretical methodological process named Meaning Nuclei (AGUIAR & OZELLA, 2006, 2013), which was of great contribution to the process of data abstraction in order to grasp the historical materiality and dialectics of meanings that the managers attribute to their activity. Taking into account, from the adopted perspective, that the meanings represent the synthesis of the objectivity and subjectivity, the analyses show that the managers speeches are expressions of the social reality, and more specifically in this case, of the education reality of our country, considering, however, that all meanings are dialectically constructed by historical subjects. In this sense, it became evident i) the importance of method and of a constructive interpretative analysis based on the theoretical methodological procedures called Meaning Nuclei in order to grasp the meanings the managers give their activities; ii) the importance of the role of the principal to the possibility of school improvement; iii) the relevance of the managers initial training and continuing education for the attainment of positive results in the learning of students and teachers; iv) the fundamental importance of the State in guaranteeing the human and material resources to the realization of education public policies, regarding salaries and teaching career, already determined by law; v) the contribution of research groups in promoting spaces for discussion and learning in the school; vi) the relevance of research and extension projects based on a collaborative and critical perspective in transforming the meanings the managers attribute to their activity, thus opening up the possibility for transformation in the school through new action taken by those that are responsible for it / Esta pesquisa teve como foco três equipes gestoras escolares, compostas, cada uma delas, de diretor, coordenador e vice-diretor, de três escolas públicas da Grande São Paulo (duas estaduais e uma municipal). O objetivo geral da investigação foi entender o fenômeno da gestão escolar a partir dos sujeitos que a vivenciam. O objetivo específico desta pesquisa foi apreender as significações que as participantes (diretora, coordenadora e vice-diretora) atribuem à sua atividade na escola. As participantes (três diretoras, três coordenadoras e duas vice-diretoras) foram selecionadas pelo fato de pertencerem a escolas que faziam, voluntariamente, parte de projetos oferecidos por grupos de pesquisa ligados à Pontifícia Universidade Católica de São Paulo (Atividade Docente e Subjetividade e Linguagem e Atividades em Contextos Escolares LACE). As informações foram produzidas com as oito participantes, a partir de entrevistas, reuniões reflexivas e encontros de formação, de acordo com as especificidades de cada projeto e escola. Ancorado nos pressupostos teóricos da Psicologia Sócio-Histórica, este trabalho enfatiza as contribuições de Vigotski (1925, 1926, 1927, 1930, 1934), um de seus principais teóricos, bem como as contribuições de: Leontiev (1959; 1977; 1978; 1983; 2004), Engeström (1987; 1999), Bakhtin (1929, 1979) e Bakhtin/Volochinov (1929-30). Considerou, ainda, os trabalhos dos teóricos contemporâneos que discutem a dimensão subjetiva dos processos de constituição humana, a saber: González Rey (2003, 2005a, b; 2007), Mitjáns Martinez (2005), Gonçalves e Bock (2009), Aguiar e Ozella (2006; 2013) e Aguiar, Soares e Machado (2014). É importante destacar que, de formas diferentes e ênfases diversas, todos estes contextos tiveram na Pesquisa Crítica de Colaboração PCCol (MAGALHÃES, 1998b; 2009; 2011; 2012; MAGALHÃES & FIDALGO, 2007; LIBERALI, 2011; 2012) um ponto em comum, e que tal fato se mostrou relevante tanto para construção de novas formas de condução da pesquisa como para seus resultados. Os dados foram produzidos desde 2010, foram vídeo-gravados e transcritos. A análise das informações, seguindo o mesmo alinhamento conceitual, está baseada no procedimento teórico-metodológico denominado Núcleos de Significação (AGUIAR e OZZELA, 2006; 2013), que foi de grande contribuição no processo de abstração dos dados de modo a apreender a materialidade histórica e dialética das significações que as gestoras atribuem à sua atividade. Entendendo, na perspectiva adotada, que as significações representam a síntese da objetividade e subjetividade, as análises mostram que as falas das gestoras são expressão da realidade social, mais especificamente no caso, da realidade educacional do nosso país, considerando, no entanto, que todas as significações são dialeticamente constituídas por sujeitos históricos. Nesta direção, evidenciou-se: i) a importância do método e de uma análise interpretativa construtiva baseada no procedimento teórico-metodológico nomeado Núcleos de significação para a apreensão das significações das gestoras sobre sua atividade; ii) A importância do papel do diretor para a possibilidade do avanço da escola; iii) a relevância e o peso da formação inicial e continuada das gestoras para a efetivação de resultados positivos na aprendizagem de alunos e professores; iv) A importância fundamental do Estado para garantir os recursos materiais e humanos para efetivação das políticas públicas na área educacional, em relação à salário e carreira docente já anunciadas em lei; v) A contribuição de grupos de pesquisa para promover espaços de discussão e aprendizagem na escola; vi) A relevância de projetos de pesquisa e extensão que se pautem numa perspectiva colaborativa e crítica para gerar transformações nas significações das gestoras sobre sua atividade abrindo a possibilidade de transformações na escola por meio de novas ações daqueles que se responsabilizam por ela