This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and parents as an obedience approach to character education. Preparation of teachers included screening for their values and pre-service training. The instruction of meditation was approached gradually and aroused the children's interest. After three years of schooling, the third year preschoolers were well-behaved, helpful, and kind; no aggressive behaviors were reported. The assessment of moral development of preschoolers was based on observation of the teachers throughout the school year. Implications for practice are discussed, including procedures for gathering information on beliefs, attitudes, and culture of the parents before implementation of different models of moral development. Finally, future research directions are proposed.

No description available.

Thesis (MScEng)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South Africa is currently experiencing a time in which existing infrastructure is reaching its design life end. With a growing economy and the increased level of social development, existing infrastructure is under extreme pressure. South Africa is also facing a challenge in which a need exists for engineering capabilities. These capabilities include engineering skills to maintain and manage existing infrastructure, plan for new infrastructure and construct new needed infrastructure. This study looks at a possible solution towards the above mentioned challenges. As a solution, the study proposes a professional development program to prepare engineers to work in the environment of infrastructure development. More specifically the program prepares civil engineers to work in public sector organisations responsible for basic service infrastructure. The research for the proposed professional development program is done by comparing literature with feedback received from various industry professionals. By doing this, the components for the proposed program were researched and identified. The components for the proposed program are professional work experience, professional training and structured mentorship. A further deliverable of the proposed program is to assist candidates taking part in the program to register as professional engineers on completion of the program. The study further showed the proposed program should be structured in such a way that all the components mentioned above work together interactively and should be centrally managed to ensure all the goals for the program are being reached. It is further stated that if the proposed program could successfully be implemented and if all the stakeholders commit towards the goal of the proposed program, the program could have a significant positive impact towards the challenges mentioned above. / AFRIKAANSE OPSOMMING: Suid-Afrika beleef tans 'n tyd waarin bestaande infrastruktuur besig is om hul ontwerp tydperk te bereik. Met 'n groeiende ekonomie en die verhoogde vlak van maatskaplike ontwikkeling is bestaande infrastruktuur onder geweldige druk. Suid- Afrika staar ook tans `n uitdaging in die gesig in verband met onvoldoende getalle professionele ingenieurs, veral in die omgewing van die instandhouding van bestaande infrastruktuur, die konstruksie van nuwe infrastruktuur, en die beplanning van verdere nodige infrastruktuur. Hierdie studie ondersoek dus 'n moontlike oplossing tot bogenoemde uitdagings. As 'n moonlike oplossing stel die studie voor dat `n professionele ontwikkelingsprogram vir ingenieurs saamgestel word. So `n program sal dus ingenieurs oplei en voorberei vir werk binne die openbare sektor wat verantwoordelik is vir die ontwikkeling en bestuur van basiese dienste infrastruktuur. Die navorsing vir die voorgestelde professionele ontwikkeling program is gedoen deur bestaande literatuur te vergelyk met inligting ontvang vanaf verskeie professionele ingenieurs in die praktyk. Deur dit te doen, is die komponente vir die voorgestelde program nagevors en geïdentifiseer. Die geïdentifiseerde komponente vir die voorgestelde program is dus soos volg: professionele werkservaring, opleiding en gestruktureerde mentorskap. 'n Verdere aflewering van die voorgestelde program is om kandidate te registreer as professionele ingenieurs teen voltooiing van die program. Die studie toon ook verder aan dat al die komponente, soos wat hierbo genoem is, geïntegreerd moet plaasvind en dat die program gestruktureerd bestuur moet word vanaf `n sentrale punt of organisasie. Dit word dan verder genoem dat indien die voorgestelde program suksesvol geïmplementeer kan word, en indien die verskeie belanghebbendes tot die program hulle self tot die program kan verbind, die program 'n beduidende positiewe impak op die uitdagings hierbo kan maak.

Made available in DSpace on 2016-04-28T20:57:42Z (GMT). No. of bitstreams: 1 Marly das Neves Benachio.pdf: 1590843 bytes, checksum: d6eb044657aaf13124d30da95119d69a (MD5) Previous issue date: 2008-09-26 / The present essay intends to be a contribution to the in-service development program understood as a priority space of teacher formation in the school where teachers give their lessons. To understand the impact of this program, we chose as our case studies three teachers in this process of in-service development program of a private school in São Paulo city. We tried capture the subjective directions produced by these teachers on their teaching practice and then to point out awareness markers in these developing teachers. The Theory of the Subjectivity, by Fernando González Rey (2001, 2002, 2003, 2004, 2004a, 2005), together with the contributions by Aguiar (1997, 2001), Aguiar and Ozella (2006) helped us in this analysis which allowed us to understand the subjective directions expressed by the teachers. As reference for the development program we based our research on authors such as Placco (2000, 2000a, 2002, 2006, 2007, 2008), Almeida (2000, 2007), Gatti (1972, 2003), Nóvoa (1992), Marcelo Garci'a (1999, 2007), Mizukami et al (2003), Imbernón (2004) and Zeichner (1993, 1993a), amongst others. The methodology used is inserted in the paradigm of the qualitative research, having interviews as main source of information, besides some other tools such as short essays, choosing paintings by some known painters and observation. In the development process of the analysis, markers and meaning groups emerged making possible the acquisition of directions, from which we made the awareness markers of the teacher inserted in this program. These awareness markers are the subjective directions produced by the teachers in the sense of value to their teaching practice; emotions such as involvement, satisfaction, willingness; search for knowledge necessary for teaching; the value of spaces for the in-service development program; the confrontation and relationship between the coordinator and the teacher which should be based on respect, cooperation, focus on the professional. Getting to know Indicators of teachers awareness movement in the process of in-service continued education helps the coordinator/trainer to be more appropriately and efficiently supportive during the teachers development / O presente trabalho pretende ser uma contribuição para a Formação Continuada em Serviço, entendida como um espaço prioritário de formação docente na escola em que os professores ministram as aulas. Para a compreensão do impacto dessa Formação Continuada, escolhemos como objeto de estudo três professores inseridos em um processo de formação continuada em serviço de uma escola de ensino particular da cidade de São Paulo. Buscamos apreender os sentidos subjetivos engendrados por esses professores sobre sua docência e, a partir deles, apontar indicadores de movimentos de conscientização nesses professores em processo de formação continuada em serviço. Auxiliou-nos nessa análise a Teoria da Subjetividade, de Fernando González Rey (2001, 2002, 2003, 2004, 2004a, 2005) que, juntamente com as contribuições de Aguiar (1997, 2001), Aguiar e Ozella (2006), permitiu compreender os sentidos subjetivos expressos pelos professores. Como referência para a formação continuada, apoiamo-nos em autores como Placco (2000, 2000a, 2002, 2006, 2007, 2008), Almeida (2000, 2007), Gatti (1972, 2003), Nóvoa (1992), Marcelo Garcia (1999, 2007), Mizukami et al (2003), Imbernón (2004) e Zeichner (1993, 1993a), dentre outros. O método utilizado insere-se no paradigma da pesquisa qualitativa, tendo como procedimento para coleta das informações, prioritariamente, entrevistas recorrentes, além de outros instrumentos, como redação, escolha de quadros de pintores e observação. No processo de desenvolvimento da análise, emergiram indicadores e núcleos de significação que possibilitaram a apreensão de sentidos, a partir dos quais elaboramos os indicadores de movimentos de conscientização dos professores inseridos nesse processo de formação continuada em serviço. São indicadores de movimentos de conscientização: os sentidos subjetivos engendrados pelos professores na direção da valorização da docência; emoções como: envolvimento, alegria, disposição; busca pelos saberes necessários à docência; a valorização dos espaços de formação continuada em serviço; o confronto com os pares e a relação coordenador-professor baseada no respeito, na parceria, na valorização do profissional. Conhecer indicadores de movimentos de conscientização do professor em formação continuada em serviço favorece ao coordenador/formador interferências mais adequadas, eficientes e eficazes nos processos de formação

A inserção das tecnologias digitais na escola não contemplam padrões de tempos atrás. Nesse contexto encontram-se os professores e os processos formativos. Com a situação da tecnologia na sociedade posta e sem possibilidades de recuo, a abordagem sobre os processos destinados à formação de professores é de extrema importância, uma vez que os profissionais da educação necessitam desenvolver competências e habilidades diante das tecnologias que permitam usufruir dos benefícios das mesmas em suas práticas didático-pedagógicas. Desse modo, o objeto de estudo deste trabalho são os professores de Química de instituições públicas e um processo formativo único e inédito no cenário brasileiro: o Programa de Desenvolvimento Profissional para Professores. O programa de formação ocorreu em Portugal por meio de um acordo de cooperação internacional entre os governos brasileiro e português. Entre os objetivos do referido programa está o estímulo do uso de tecnologias na construção de estratégias didático-pedagógicas de caráter inovador. Assim, o objetivo foi investigar o Programa de Desenvolvimento Profissional para Professores, frente à formação de professores de Química no que tange à utilização das tecnologias voltadas ao ensino dos conteúdos programáticos da disciplina de Química, com a finalidade de identificar aspectos (in)existentes que permeiam e/ou circundam as interações didático-pedagógicas que se inserem as tecnologias digitais enquanto mediadoras dos processos de ensino e de aprendizagem nos contextos de atuação dos professores cursistas. De natureza empírica, teve imersões internacionais e nacionais. Os sujeitos foram 50 professores de Química de 16 estados do Brasil e o Distrito Federal na fase internacional e 10 professores dos estados do Rio Grande do Sul, Paraná e Bahia acompanhados in loco na fase nacional. Os acompanhamentos ocorreram em momentos distintos: i) fase internacional, meses de janeiro e fevereiro de 2014, nas Universidades do Porto e de Aveiro; ii) fase nacional, mês de junho de 2015 e entre os meses de março e maio de 2016. A análise dos dados foi baseada na Análise de Conteúdo com auxilio do software QSR Nvivo. Os resultados conduziram à construção de categorias analíticas nomeadas com expressões oriundas dos próprios professores de Química. Foram delimitadas em três domínios distintos, a saber: i) aqui na escola; ii) as pessoas aqui; e iii) lá em Portugal. Foi possível constatar a existência de divergências entre o programa de formação, as expectativas, as narrativas e as práticas dos professores em seus ambientes profissionais no que concerne à utilização das tecnologias digitais no ensino dos conteúdos programáticos escolares da disciplina de Química. / The introduction of digital technologies in school do not include standards long ago. In this context are the teachers and the preparation processes. With the state of technology in society put and recoilless possibilities, the approach to the processes for the teacher training is of utmost importance, since education professionals need to develop skills and abilities in the face of technologies to enjoy the benefits of same in their didactic and pedagogical practices. Thus, the work of this object of study are the Chemistry teachers of public institutions and a unique and unprecedented educational process in the Brazilian scenario: the Professional Development Program for Teachers. The training program took place in Portugal through an international cooperation agreement between the Brazilian and Portuguese governments. Among the objectives of the program is encouraging the use of technologies in the construction of didactic and pedagogical strategies of innovative character. The objective was to investigate the Professional Development Program for Teachers, opposite the training chemistry teachers regarding the use of technologies aimed at teaching the syllabus of the subject of chemistry, in order to identify aspects (in) existing that permeate and / or surround the didactic and pedagogical interactions that are part of the digital technologies while mediating the processes of teaching and learning in action contexts of teacher students teachers. Empirical nature, had national and international immersions. The subjects were 50 Chemistry teachers from 16 states of Brazil and the Federal District on the international stage and 10 teachers from the states of Rio Grande do Sul, Paraná and Bahia accompanied in place in the national phase. Accompaniments occurred at different times: i) international stage, January and February 2014, the Universities of Porto and Aveiro; ii) national phase, June 2015 and between March and May 2016. Data analysis was based on content analysis with the aid of QSR NVivo software. The results led to the construction of analytical categories named with expressions originate in the Chemistry teachers. They were defined in three distinct areas, namely: i) here at school; ii) the people here; and iii) there in Portugal. It was found that there are differences between the training program, expectations, narratives and teachers' practices in their professional environments regarding the use of digital technologies in teaching the school syllabus of the subject of chemistry.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-21T15:27:12Z No. of bitstreams: 1 Dissert LUCINDA INEZ ALVES NASCIMENTO.pdf: 1396589 bytes, checksum: 65078e1e6fb2110681a2b838a629ed9a (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-08-28T17:47:07Z (GMT) No. of bitstreams: 1 Dissert LUCINDA INEZ ALVES NASCIMENTO.pdf: 1396589 bytes, checksum: 65078e1e6fb2110681a2b838a629ed9a (MD5) / Made available in DSpace on 2017-08-28T17:47:07Z (GMT). No. of bitstreams: 1 Dissert LUCINDA INEZ ALVES NASCIMENTO.pdf: 1396589 bytes, checksum: 65078e1e6fb2110681a2b838a629ed9a (MD5) Previous issue date: 2015-05-08 / O Programa de Desenvolvimento de Pessoal, vinculado à carreira dos servidores de ensino público federal, oferece apoio à educação continuada a fim de qualificar o servidor para atuar nas áreas desenvolvidas pela instituição, além do incremento salarial após enquadramento na carreira. O objetivo dessa pesquisa é verificar se os conhecimentos adquiridos pelos servidores através do Programa estão sendo aplicados em um campus de um Ifet. O trabalho foi fundamentado nas interlocuções entre os temas gestão de pessoas, gestão por competência e gestão do conhecimento e aprendizagem organizacional, a fim de analisar aspectos facilitadores ou não para internalização dos conhecimentos adquiridos. A metodologia utilizada foi a avaliação elucidativa, observando as percepções dos participantes da pesquisa através de suas respostas a um questionário e a entrevistas semiestruturadas, além da análise de documentos e legislação. O resultado da pesquisa mostrou que os conhecimentos adquiridos são aplicados mais por iniciativa e interesse dos próprios servidores do que pela gestão, que apresenta fragilidades no que tange a ações estratégicas para um aproveitamento eficiente dos conhecimentos dos servidores. / The Staff Development Program, linked to career of the federal public education employees, offers support for continuing education by qualifying the employees to act in areas developed by the institution in addition to the salary increment after framing career. The purpose of this research is to verify whether the knowledge acquired by federal employees through the Program is being applied in a campus of an Ifet (Federal Institute of Education). This work was based on dialogues among the topics people management, management by competence, knowledge management and organizational learning in order to analyze aspects facilitators or not facilitators to application of the knowledge acquired. The methodology used was informative review, noting the perceptions of participants by their answers to a questionnaire and semi-structured interviews, besides analysis of documents and legislations. Research result showed that the acquired knowledge is more applied by initiative and interest of the federal employees than by federal institutions management, which has weaknesses regarding the strategic actions for an efficient use of knowledge of their employees.

Made available in DSpace on 2016-04-28T18:22:53Z (GMT). No. of bitstreams: 1 Henrique Bovo Lopes.pdf: 1924456 bytes, checksum: 77c26b4703577062204345034642c3fa (MD5) Previous issue date: 2014-06-24 / This research investigated the management for the use of mobile digital technologies by teachers on a private school in the Greater ABC Region, a part of Metropolitan São Paulo, specifically the use of tablets, as a learning instrument in the classroom. The fact that new medias, in the current educational scenario, are part of the cultural universe in every student´s life and the fact that those same medias are being used out of the educational context or not being used with their real potential as a learning instrument (ALMEIDA, 2011) made this research sought to understand, under the optic of applied linguistic, the process of appropriation of mobile technologies by a group of teachers during a continuing teacher´s development program offered by the school.The research and the continuing teacher´s development under consideration are theoretically based on social cultural historical Activity Theory (VYGOTSKY, 1934; LEONTIEV, 1977; ENGESTRÖM, 1987-2009), on education and technologies concepts (ALMEIDA, 2008) and in the relationship between argumentation studies (LIBERALI, 2007, 2009, 2011; LIBERALI, FUGA, 2012; LIBERALI, MAGALHÃES, 2009; LIBERALI, MATEUS, DAMIANOVIC, 2012).It is also organized according to the methodological principles of Critical Collaborative Research (MAGALHÃES, 2009-2011), in which the coordinator/researcher and the teachers not only observe the educational context, but are also essential elements of the research process itself by promoting discussions and critical-collaborative dialogues, learning and collectively developing their professional skills. The data analysis object were the speeches, discussions and teachers´ productions during the continuing professional development. This project discuss the course of activities produced in a creative process and the argumentative language used during the management process of teacher´s development training regarding the use of mobile technologies as a learning instrument. The data showed that questions and answers provided by the participants were interwoven into a plan of discursive and argumentative action which have contributed to personal and professional growth of teachers and of the coordinator-researcher / Esta pesquisa investigou a gestão da formação para o uso de tecnologias digitais móveis (TDMs) por professores de uma escola privada da região do Grande ABC, em São Paulo, mais especificamente para a utilização do tablet como instrumento de trabalho em suas aulas. O fato de as novas mídias, no contexto atual da educação, fazerem parte do universo cultural dos alunos, sendo utilizadas de uma maneira descontextualizada, ou, ainda, não tendo seu real potencial aproveitado (ALMEIDA, 2011), fez com que esta pesquisa buscasse compreender, na perspectiva da Linguística Aplicada, como se realizou o processo de apropriação de tecnologias móveis por um grupo de professores durante um programa de formação proposto pelo colégio. Para tanto, a pesquisa e o programa de formação de professores apoiaram-se teoricamente na Teoria da Atividade Sócio-Histórico-Cultural (VYGOTSKY, 1934; LEONTIEV, 1977; ENGESTRÖM, 1987, 1999, 2001, 2008, 2009), nos conceitos de educação e tecnologias (ALMEIDA, 2008) e na relação entre Cadeia Criativa, gestão e argumentação (LIBERALI, 2007, 2009, 2011; LIBERALI, FUGA, 2012; LIBERALI, MAGALHÃES, 2009; LIBERALI, MATEUS, DAMIANOVIC, 2012). Ancorada no paradigma metodológico crítico-colaborativo (MAGALHÃES, 2009, 2011), a pesquisa organizou-se dentro de uma perspectiva em que o coordenador-pesquisador e os professores inseriram-se não apenas como observantes ou atuantes do contexto, mas também como partes integrantes e constitutivas do processo de pesquisa, promovendo questionamentos e diálogo crítico-colaborativo, aprendendo e desenvolvendo-se coletivamente. Foram tomados como objeto de análise os discursos e os materiais produzidos pelos participantes durante as formações. O estudo discute o percurso das atividades na Cadeia Criativa e a linguagem argumentativa para gestão do processo de formação de professores em relação ao uso de tecnologias digitais móveis como instrumentos de trabalho. Os dados apontaram que perguntas e respostas apresentadas pelos participantes entrelaçadas em um plano de ação discursiva argumentativa puderam contribuir para um crescimento pessoal e profissional dos professores e também do coordenador-pesquisador

Som skoglig sektorsmyndighet är det Skogsstyrelsens uppgift att omsätta regeringens skogspolitiska mål i praktiken. De behöver därför ha kunskap om deras arbete faktiskt ger effekter i skogsbruket. Ett verktyg för att undersöka effekter är utvärderingar. Genom en utvärdering kan Skogsstyrelsen se vilka effekterna är samt få ett underlag till att förändra och utveckla framtida projekt. Denna studie syftade till att utvärdera effekter hos deltagare avseende kunskapsinhämtning och användningsgrad samt deltagarnas upplevelse av vattenkvällarna i projektet Skogsbruk och vatten inom Landsbygdsprogrammet hos Skogsstyrelsen i Östergötland. Utvärderingen genomfördes som en kvantitativ intervjustudie genom telefonintervjuer med 50 deltagare från vattenkvällarna. Resultatet visade att informationen var lärorik och på en lagom nivå samt att muntlig information och praktiska förevisningar var de informationskällor som gav mest. Användningsgraden varierade beroende på hur mycket kunskap de hade sedan tidigare och om de har vattendrag på den egna fastigheten. Flertalet ansåg att det delvis skett en förändring av deras synsätt och framtida brukande av skog. Majoriteten hade ett bra helhetsintryck. / As the state authority of forestry the purpose of the Swedish Forest Agency is to transfer forest policy into practice. Therefore, it has to obtain knowledge of its efforts and their effects on forestry. A tool to measure such effects is evaluation. Through evaluating these effects the Swedish Forest Agency can develop and improve its future projects. The aim of this study was to evaluate the effects of the Forestry and Water project run by the Swedish Forest Agency in the district of Östergötland, supported by the Rural Development Program, on participants with respect to increased knowledge, usefulness and experience of the Water seminars. The evaluation was made as a quantitative interview study and data was gathered through phone interviews with 50 participants in the Water seminars. The results showed that the information was worthwhile and distributed at an appropriate level. Furthermore, oral presentations and practical advices were the most suitable way of gaining information. The usefulness varied among participants depending on previous knowledge as well as if they had waters on their own forestry properties. Several participants thought that the seminars to some degree had changed their approach and thoughts about future forestry. The general impression of the water seminars was good for a majority of the participants.

A inserção das tecnologias digitais na escola não contemplam padrões de tempos atrás. Nesse contexto encontram-se os professores e os processos formativos. Com a situação da tecnologia na sociedade posta e sem possibilidades de recuo, a abordagem sobre os processos destinados à formação de professores é de extrema importância, uma vez que os profissionais da educação necessitam desenvolver competências e habilidades diante das tecnologias que permitam usufruir dos benefícios das mesmas em suas práticas didático-pedagógicas. Desse modo, o objeto de estudo deste trabalho são os professores de Química de instituições públicas e um processo formativo único e inédito no cenário brasileiro: o Programa de Desenvolvimento Profissional para Professores. O programa de formação ocorreu em Portugal por meio de um acordo de cooperação internacional entre os governos brasileiro e português. Entre os objetivos do referido programa está o estímulo do uso de tecnologias na construção de estratégias didático-pedagógicas de caráter inovador. Assim, o objetivo foi investigar o Programa de Desenvolvimento Profissional para Professores, frente à formação de professores de Química no que tange à utilização das tecnologias voltadas ao ensino dos conteúdos programáticos da disciplina de Química, com a finalidade de identificar aspectos (in)existentes que permeiam e/ou circundam as interações didático-pedagógicas que se inserem as tecnologias digitais enquanto mediadoras dos processos de ensino e de aprendizagem nos contextos de atuação dos professores cursistas. De natureza empírica, teve imersões internacionais e nacionais. Os sujeitos foram 50 professores de Química de 16 estados do Brasil e o Distrito Federal na fase internacional e 10 professores dos estados do Rio Grande do Sul, Paraná e Bahia acompanhados in loco na fase nacional. Os acompanhamentos ocorreram em momentos distintos: i) fase internacional, meses de janeiro e fevereiro de 2014, nas Universidades do Porto e de Aveiro; ii) fase nacional, mês de junho de 2015 e entre os meses de março e maio de 2016. A análise dos dados foi baseada na Análise de Conteúdo com auxilio do software QSR Nvivo. Os resultados conduziram à construção de categorias analíticas nomeadas com expressões oriundas dos próprios professores de Química. Foram delimitadas em três domínios distintos, a saber: i) aqui na escola; ii) as pessoas aqui; e iii) lá em Portugal. Foi possível constatar a existência de divergências entre o programa de formação, as expectativas, as narrativas e as práticas dos professores em seus ambientes profissionais no que concerne à utilização das tecnologias digitais no ensino dos conteúdos programáticos escolares da disciplina de Química. / The introduction of digital technologies in school do not include standards long ago. In this context are the teachers and the preparation processes. With the state of technology in society put and recoilless possibilities, the approach to the processes for the teacher training is of utmost importance, since education professionals need to develop skills and abilities in the face of technologies to enjoy the benefits of same in their didactic and pedagogical practices. Thus, the work of this object of study are the Chemistry teachers of public institutions and a unique and unprecedented educational process in the Brazilian scenario: the Professional Development Program for Teachers. The training program took place in Portugal through an international cooperation agreement between the Brazilian and Portuguese governments. Among the objectives of the program is encouraging the use of technologies in the construction of didactic and pedagogical strategies of innovative character. The objective was to investigate the Professional Development Program for Teachers, opposite the training chemistry teachers regarding the use of technologies aimed at teaching the syllabus of the subject of chemistry, in order to identify aspects (in) existing that permeate and / or surround the didactic and pedagogical interactions that are part of the digital technologies while mediating the processes of teaching and learning in action contexts of teacher students teachers. Empirical nature, had national and international immersions. The subjects were 50 Chemistry teachers from 16 states of Brazil and the Federal District on the international stage and 10 teachers from the states of Rio Grande do Sul, Paraná and Bahia accompanied in place in the national phase. Accompaniments occurred at different times: i) international stage, January and February 2014, the Universities of Porto and Aveiro; ii) national phase, June 2015 and between March and May 2016. Data analysis was based on content analysis with the aid of QSR NVivo software. The results led to the construction of analytical categories named with expressions originate in the Chemistry teachers. They were defined in three distinct areas, namely: i) here at school; ii) the people here; and iii) there in Portugal. It was found that there are differences between the training program, expectations, narratives and teachers' practices in their professional environments regarding the use of digital technologies in teaching the school syllabus of the subject of chemistry.

This diploma thesis deals with the assessment of the subsidy possibilities of the selected company. The subsidy opportunities of the company will be evaluated with respect to the expected development of the company and the current subsidy conditions in the 2014-2020 programming period. Part of the topic is also an overview of operational programs and European subsidies. The characteristics of the selected enterprise were assessed, its specifics and its specific needs assessed. Subsequently an analysis of the investment policy and the current conditions of the operating subsidies was carried out. Based on this analysis, a specific project was funded through EU funds. Finally, an application for a grant was prepared for a specific operational program.