Bakgrund: Endometrios är en kronisk gynekologisk sjukdom som tio procent av alla kvinnor lider av. Symtomen är individuella men de vanligaste är bäckenbottensmärta, smärta vid menstruation och samlagsmärta. Kvinnor bemöts med misstro och normalisering av symtom, detta på grund av bristfällig kompetens från hälso- och sjukvården. Sjuksköterskans förhållningssätt gentemot dessa patienter bör innefatta lyhördhet, sympati och empati, ha en god kommunikation och finna mening vid varje möte med patienten.   Syfte: Syftet med litteraturstudien var att beskriva kvinnors erfarenheter i vardagen av att leva med endometrios. Vidare var syftet att beskriva de inkluderade artiklarnas datainsamlingsmetod.   Metod: Litteraturstudie med deskriptiv design. Data samlades in via PubMed och CINAHL där tio vetenskapliga artiklar med kvalitativ ansats fanns, dessa låg till grund för resultatet.   Huvudresultat: Vägen till diagnostisering var en lång process relaterat till misstro samt endometrios diffusa symtom. Endometrios begränsade kvinnornas fysiska, psykiska och sociala förmåga som sänkte livskvalitén. Smärta var det mest påtagliga symtomet, detta bidrog till ett ständigt sökande av strategier för att hantera smärtan. Strategierna varierade hos kvinnorna men den mest användbara strategin var kostförändringar. De tio inkluderade artiklarna i studien använde främst intervjuer för att beskriva kvinnors erfarenheter av att leva med endometrios.   Slutsats: Endometrios påverkar kvinnornas dagliga liv samt att relationer till andra människor blir lidande. Brister i hälso- och sjukvården sågs markant då de ej utgav adekvat  information samt en tydlig misstro relaterat till kvinnors symtom, vilket ligger till grund för den fördröjda diagnosen. För att hantera vardagen har kvinnorna själva funnit olika strategier som reducerar smärtan. / Background: Endometriosis is a chronic gynecological disease which ten percent of all women suffer from. The symptoms are individual but the most common are pelvic pain, pain during menstruation and intercourse pain. Because of insufficient competence in health care system women are treated with disbelief and normalization of symptoms. The nurse attitude towards these patients ought to include sensitivity, sympathy and empathy and also have a good communication and be able to find meaning in each meeting with patients.   Aim: The aim with this literature review was to describe womens experience in daily life of living with endometriosis. The aim was furthermore to describe the included articles data collections method.   Method: A literature review with descriptive design. Data were collected through databases PubMed and CINAHL where ten articles with a qualitative approach was found which laies to basis for the result.   Main results: The way to diagnosis was a long process that was related to disbelief and endometriosis diffuse symptoms. Endometriosis limited womens physical, psychological and social abilities that significantly reduced quality of life. Pain was the most substantial symptom and to be able to handle with the pain, they constantly search for strategies. The strategies varied slightly among the women but the most useful approach was a major dietary change. The ten articles that was included in this literature review  used interviews to collect data and supplemented with diarys and journal entries to describe womens experiences of living with endometriosis.   Conclusion: Endometriosis affects a womans daily life adversely and also her relationships with other people. Deficiencies in health care was significantly when non adequate information was given and a marked disbelief related to the womens symptom that can be one reason for a delayed diagnosis. To be able to handle everyday life women had found different strategies to reduce pain.

No description available.

People with intellectual disability are living longer, which creates new demands for the support and care of this target group. Participation and autonomy at all ages, regardless of functional capacity, are cited in legislation and among the key objectives of disability policy. As a group, older people with intellectual disability have previously been almost invisible in both policy documents and research. Information regarding this group is thus limited, and more systematic knowledge is needed about older people with intellectual disability, their daily lives, and especially their opportunities for autonomy. The purpose of this thesis is to learn more about the role of influence and autonomy in everyday life from the perspective of older people with intellectual disability living in group homes. This will be achieved by studying situations in which opportunities and obstacles arise for these residents to exercise their autonomy in daily life, and identifying and analysing how autonomy is expressed in the meeting between residents and staff. The study applies an ethnographic approach, using methods including field studies with observations and videotaped meetings between residents and staff. The sample consists of residents aged 65 and over and staff at three group homes for people with intellectual disability. One resident at each group home is followed in greater depth. The analysis uses the time-geographic concepts of project, activity and restrictions in order to clarify where and when different projects are carried out, as well as who has the power to determine what is to be carried out. Interaction analysis is used to analyse the videotaped meetings between residents and staff. The analysis is based on Goffman’s interaction order and interaction rituals, theories about turntaking, both verbal and non-verbal, and theories about power and counter-power. In accordance with Goffman’s framework concept, the starting point is the concrete framework that reflects spatiality, which in turn becomes a way to place the more abstract framework of the situation into a specific context. Two major projects were identified: Sleep and Rest and Meals. The analysis reveals projects that are governed by the resident’s own preferences (individual projects) and projects that are governed to a greater degree by the staff’s objectives and opportunities (institutional projects). Some guidance also derives from municipal decisions and guidelines (organizational projects). Many projects were carried out based on staff decisions and objectives, but in actual practice many projects failed to get off the ground. Some projects were at risk of failure until something happened or someone intervened and thereby rescued the project so that it could be implemented. The interactional analysis perspective shows how autonomy is constructed in the meeting. Autonomy is situation-bound, and shifts more on the basis of context than in relation to specific individuals. The study includes decision situations mainly between autonomy and its opposite, paternalism, which are viewed as extremes on a continuum. However, certain factors lead to stronger autonomy in certain situations. When a resident can define the situation, they also have greater power to determine the outcome. In situations characterized by paternalism, the staff have a preferential right of interpretation and the power to decide, both on the basis of their knowledge and because of the asymmetrical interdependence that characterizes the resident-professional relationship. Such situations are also governed by the rules and procedures of the group home to a greater degree than those situations in which the resident exercises autonomy. The thesis discusses strategies that could increase the residents’ opportunities for autonomy. Greater communication skills among staff can be viewed as a step on the path toward greater autonomy for the residents. Staff have the potential to eliminate obstacles, to strengthen inadequate skills or create new ones by providing choices and assistive devices, and to exercise an affirmative approach.

Au cœur des temporalités urbaines, les horaires de travail rythment les pulsations des activités et mobilités quotidiennes. C'est pourquoi nous interrogeons la possibilité d’échelonner les horaires d’embauche pour atténuer la saturation des transports à l’heure de pointe du matin. Les réponses habituellement privilégiées s’appuient sur des considérations d’ordre technique : c’est l’entreprise qui contraint les salariés à se déplacer au même moment. Une des solutions envisagées consiste alors à promouvoir les horaires de travail à la carte. Mais nos observations relativisent la pertinence de cette idée. En effet, en Île-de-France et pour les déplacements en transports collectifs, la flexibilisation des horaires de travail accentue la concentration temporelle des arrivées au bureau. Ce constat paradoxal demande de renverser la façon dont nous considérons généralement le phénomène de pointe. Avant de chercher à résoudre les problèmes de congestion en heure de pointe, il est nécessaire de comprendre les logiques d’action individuelles qui fondent un choix d’horaire de travail. Pour quelles raisons un salarié aux horaires flexibles arrive-t-il au travail en heure de pointe? Guidées par une approche compréhensive et centrée sur les temporalités du quotidien, nos investigations s’appuient sur les résultats d’un questionnaire (3202 répondants) et d’entretiens (29) réalisés auprès de cadres du pôle d’activité de la Plaine Saint-Denis. Afin de décrire les stratégies temporelles qui expliquent une arrivée au bureau en heure de pointe, nous établissons nos hypothèses de recherche selon trois dimensions :(I) Il subsiste toujours des contraintes de couplage (horaires d’école, de réunion) qui poussent les salariées flexibles à se rendre au travail durant la période de pointe. (II) Les salariés flexibles qui n’ont pas de contraintes de couplage préfèrent (loisir en fin d’après-midi, synchronisation avec les proches) arriver avant ou pendant l'heure de pointe. (III) Il existe des normes sociales d’horaires de travail (normes des salariés disciplinés et du cadre dévoué) qui canalisent les pratiques horaires en sanctionnant les arrivées trop tardives au bureau. La validation de ces hypothèses offre une lecture renouvelée de l’heure de pointe à l’ère de la flexibilité : l’individualisation du rapport au temps (de travail) ne conduit pas à la désynchronisation des agendas. Et finalement, c’est en dévoilant les entrelacs organiques de la synchronisation au travail que la thèse ouvre des pistes opérationnelles pour désaturer les transports aux heures de pointe / At the core of city life, work hours set the rhythm of daily activities and movement. We are therefore investigating the possibility of staggering the start of the work day in order to reduce congestion at morning rush hour. Suggestions typically put forward are based on considerations of a tactical nature: it is companies’ schedules which dictate that workers all commute at the same time. Thus, one proposed solution is to promote flexible work schedules. But our observations call this idea into question: in Île-de-France, as far as public transportation is concerned, flexible work scheduling actually magnifies the number of commuters who arrive at work during rush hour. This paradoxical observation makes it necessary to change the way we usually think of the rush hour phenomenon. Before trying to solve peak congestions problems, we need to understand the underlying reasons on which an individual’s work schedule choices are based. Why does a worker with flexible work hours commute during rush hour? Our research adopts a comprehensive approach and focuses on daily scheduling demands. It relies on the results of a survey (3202 respondents) and interviews (29). Respondents and interviewees are executives from the Plaine Saint-Denis area. To describe temporal strategies that explain voluntary commuting during peak hours, we organize our hypotheses along three dimensions :(I) There remain coupling constraints (school hours, meeting hours) which force workers with flexible hours to go to work during peak hours. (II) Workers with flexible hours and fewer coupling constraints prefer (late afternoon leisure, activities with family and friends) to arrive before or during the rush hour. (III) There are social norms regarding work hours (ideal of the disciplined worker or the dedicated executive) that limit flexibility by frowning on those who arrive overly late at the office. Confirmation of these hypotheses opens the way to a renewed reading of the rush hour phenomenon in the age of flexibility: individualized (work) hours do not result in desynchronized (work) schedules. In conclusion, it is by revealing the organic intricacy of work synchronisation that our thesis generates operational recommendations for reducing congestion at peak hours

La thèse questionne la place d’interventions artistiques, telle que le spectacle vivant, auprès des professionnel/le/s de la petite enfance, travaillant dans les établissements d’accueil du jeune enfant (EAJE). Elle s’inscrit dans un contexte professionnel à deux niveaux. Le premier considère les dernières réformes juridiques et les contraintes financières, qui ont accru une rationalité instrumentale des institutions, et entraîné une recomposition des identités professionnelles. Le second étudie les caractéristiques du travail près des jeunes enfants, où les actes répétitifs sont nombreux, associés à une implication subjective et émotionnelle, imposant des références aux théories du care. Le cadre épistémologique de la thèse prend appui sur les fondements de l’histoire de l’Ecole de Chicago, les professionnel/le/s de la petite enfance sont alors considéré/e/s dans un rôle d’acteur/rice/s. Différents types de matériaux ont été collectés. Le premier a été la constitution d’un recueil et d’une analyse de la presse spécialisée de la petite enfance. Un deuxième a été la réalisation d’entretien semi-directifs avec des spécialistes de la petite enfance (2), de l’art (2), des institutions politiques (2). Le dernier a été un temps d’immersion, dans une crèche collective, le jour où est accueilli un spectacle de danse contemporaine, avec deux entretiens pour trois salarié/e/s : avant le spectacle et un mois après. La thèse met en lumière dans quelle mesure il/elle/s sont aussi les destinataires du spectacle. La thèse montre la construction de la posture de spectateur/rice, tout en étant professionnel/le, et des éléments de compréhension des relations entre les intervenant/e/s artistiques et les professionnel/le/s. Ces éléments sont pensés en tenant compte des différents paramètres pouvant constituer des freins, tout en considérant une valorisation de la vie quotidienne des jeunes enfants. / This PhD thesis deals with the use, by early childhood professionals working in establishment proving care for young children, of artistic intervention such as performing arts. Its inscription in a professional context is double. The first one takes into account the last legal reforms and financial constraints. Both participate to increase the use of an instrumental rationality inside these institutions leading to a reconfiguration of professionals’ identities. The second one highlights the different characteristics of such a work which requires many repetitive acts with a need of both emotional and subjective implication. References of the theory of care can therefore be useful.The epistemological framework of this research leans on the School of Chicago’s historical background, which mean that early childhood professionals are considered as actors.Different sets of data were collected. The first one was a compilation and analysis of early childhood specialized press. The second one was semi-structured interviews with experts of early childhood, arts and political institutions. The last one was an immersion inside a collaborative crèche, during the day of the performance of a contemporary dance show. Two interviews, one before the performance and another a month after, were conducted with three professionals of the crèche.This PhD thesis highlights that performing arts are also addressed to professionals of crèche. It shows how the posture of being a spectator is built by these professionals. It gives an understanding on the relationship between artists and professionals. It is thought by taking into account different parameters that can constitute brakes in this relationship as well as considering the valorization of the everyday life of young children.

Att vara förälder till ett barn med ADHD kan vara utmanande och innebära att hantera attityder från omgivningen. De upplever ofta en brist på stöd och svårigheter som påverkar hälsa och vardag negativt. Syftet med examensarbetet var att beskriva upplevd aktivitetsbalans hos föräldrar till barn med ADHD. Metoden var kvalitativ med semistrukturerade intervjuer och bekvämlighetsurval. Dataanalys gjordes med kvalitativ innehållsanalys. Resultatet visade att vardagen hos föräldrar till barn med ADHD innebar mycket tid för stöttning av barnen. Bemötande och stöd från barnens skola påverkade föräldrarnas välmående och vardag. Det krävdes ett flexibelt arbetsschema samt förstående arbetsgivare och kollegor för att kunna finnas tillgänglig för barnen under arbetstid. Det fanns behov av struktur och prioriteringar i vardagen då varken tid eller ork räckte till. Brist på tid medförde avsaknad av återhämtning och tid för sig själva, vilket påverkade tillfredsställelsen i vardagen. Slutsats var att föräldrar till barn med ADHD har en vardag som är fokuserad på barnens behov. De brister som deltagarna uppger gällande aktiviteterna i deras vardag kan tolkas ha en negativ effekt på deras upplevda aktivitetsbalans. Examensarbetet ses som en möjlig start till diskussion och ökad uppmärksamhet av målgruppens behov. Dock behövs fler och mer omfattande studier i ämnet. / Parenting children with ADHD can be challenging and involve coping with surrounding attitudes. They often experience a lack of support and difficulties that have negative impact on health and daily life. The purpose of this study was to describe experienced occupational balance in parents of children with ADHD. A qualitative method with semi-structured interviews and convenience sampling was used. Data was analyzed with qualitative content analysis. The result showed that everyday life of parents to children with ADHD involves a lot of time supporting their children. Treatment and support from the children’s school influenced the parents’ well-being and daily life. A flexible work schedule and understanding employers and co-workers were necessary for being accessible to their children. Structure and prioritizing were needed in everyday life since neither amount of time nor energy was sufficient. Lack of time resulted in absence of rest and time for themselves, which affected their life satisfaction. The conclusion was that parents of children with ADHD have everyday lives that focus on the children’s needs. The deficits that are described regarding everyday activities could be interpreted as a lack of occupational balance. This study is an opportunity to start discussion and increase attention to the needs of the target group. However, more research is required.

Este trabalho acadêmico pretende demonstrar que a produção cronística de Raul Pompéia está centrada em uma relação da linguagem jornalística com a literária, com imbricações entre essas duas vertentes. A metáfora é de um serpentear que desliza entre as mesmas. O subjetivismo de Pompéia campeia tanto em uma ética jornalística compromissada com a transformação e aprimoramento da sociedade. O corpus selecionado para demonstrar o objetivo acima são as crônicas jornalísticas desse autor, publicadas no jornal O Estado de São Paulo, no período de 1890 a 1893 e compiladas por Afrânio Coutinho no vol VIII, Crônicas 3, das páginas 39 a 317. Desse corpus foram selecionadas 06 delas. A esse recorte, em alguns momentos, foram acrescidos excertos de outras crônicas, a medida do necessário para fazer a demonstração do que se pretendia. Alguns teóricos básicos foram selecionados para sedimentar cientificamente essas idéias: Teun A. van Dijk, Gonzalo Martin Vivaldi, Vitor Manuel de Aguiar e Silva, Emil Staiger, entre outros. Percebeu-se que Pompéia adiantava alguns conceitos do newsmaking (gatekeeper e agenda setting). Além disso, as marcas de enunciação dessas crônicas evidenciaram uma preocupação do autor com o público leitor em busca de um feedback. |Assim sendo, percebeu-se a importância desse estudo para o jornalismo, a crônica jornalística, a literatura do séc. XIX, entre outros. / This project work intends to show that the production of chronicles of Raul Pompéia is centered between on a relationship of the journalism language with literary , with ovelaps between both. The metaphor is a snake that glides between them. The subjectivism of Pompéia is a rife in both a journalistic ethics commited to the transformation and improvement of society. The corpus selected to demonstrate the objectives above are the journalistic chonicles of this author, publicated in the daily O Estado de São Paulo , in the period 1890 to 1893 and compiled by Afrânio Coutinho, in vol VIII, Crônicas 3, pages 39 to 317. This corpus has been selected 06 of them. In this clip, at times, were added excerpts of other chronicles , to the extent necessaru to make a demonstration of what was intended. Some of basic theoretical sediment were selected for these scientific ideas.: Teun A. van Dijk, Gonzalo Martin Vivaldi, Vitor Manuel de Aguiar e Silva, Emil Staiger, among others. It was noticed that Pompéia preents some concepts of newsmaking (gatekeeper and agenda setting). Moreover, the marks of enunciation of these chronicles showed a concern of the author with his readers in search of feedback. Therefore, realized the improtance of this study for journalism, journalistic chronicle, the literature of century XIX, among others.

A representação da cidade como um território densamente construído, estruturado pela intensidade da velocidade, da tecnologia, de modos de vida embasados na brevidade dos contatos, entre pessoas e entre pessoas e o espaço, não dá conta de explicar as diferenças encontradas ao se percorrer os vários espaços da cidade. Nos limites do território urbano, mais especificamente no extremo sul da cidade de São Paulo, deparamos com Engenheiro Marsilac, um bairro situado dentro de uma área de proteção ambiental, onde os modos de vida mesclam elementos de um passado tradicional com a modernidade proveniente da circularidade de pessoas, da comunicação e das mercadorias. Ademais, acrescenta-se aos mesmos, o convívio direto com áreas naturais, onde a preservação vai além do discurso, sendo incorporada no conjunto de práticas cotidianas. Neste contexto, o objetivo dessa pesquisa foi o de compreender essas relações sociais e as articulações espaciais presentes no dia a dia desse bairro. Para tanto, realizou-se uma pesquisa etnográfica que muitas vezes se estendeu para além da circunscrição do bairro, ao seguir os trajetos dos moradores pelos espaços da cidade. / The representation of the city as a densely territory built, structured by the intensity of speed, technology, ways of life grounded in the earliest contacts between people and between people and space, does not account to explain the differences when you go through the several areas of the city. Within the limits of the urban territory, more specifically at the south end of the city of São Paulo, you arrive to a Engenheiro Marsilac, a neighborhood located within a protected area where lifestyles mixed elements of a traditional past with modernity from the circularity people, communication and goods. Moreover, it adds up to, the direct contact with natural areas where the preservation goes beyond speech, being incorporated into the set of daily practices. In this context, the objective of this research was to understand these social relations and spatial joints present on the day of that neighborhood. For both held an ethnographic research that often extended beyond the neighborhood boundaries to follow the paths of residents through the spaces of the city.

Esta tese inscreve-se no âmbito das pesquisas sobre os saberes docentes, considerando o trabalho como o contexto em que ocorre a mobilização e a constituição destes saberes, com base nas experiências de formação e atuação profissional. Trata-se de uma investigação sobre os saberes presentes na atividade docente desenvolvida durante a alfabetização, etapa da educação básica em que têm ocorrido os maiores índices de fracasso escolar. A pesquisa busca compreender os processos de apropriação/objetivação e criação de saberes na prática pedagógica de uma alfabetizadora por meio de uma abordagem etnográfica que se utiliza de observação participante, entrevistas, análise documental e fotografias. Que saberes são mobilizados pela professora durante seu trabalho com as crianças? Que elementos contribuem ou influenciam na constituição dos saberes da professora? Como ela lida com situações que a defrontam com o não-saber? Procurando responder estas perguntas, a pesquisa mostra que há duas dimensões importantes na constituição desses saberes. Uma dimensão histórico/dialógica que evidencia como os saberes são apropriados e objetivados ao longo da história de formação e de atuação profissional, por meio de diálogo com: a) as diferentes experiências vividas pela docente; b) as formadoras e parceiras profissionais com quem a professora tem a oportunidade de estabelecer trocas; c) as crianças com as quais trabalha; d) os materiais teóricos e pedagógicos consultados na preparação das aulas. Ouvindo as solicitações, necessidades e possibilidades de seus alunos a professora vai dando sentido à tarefa de ensinar a ler e a escrever a todos eles. A segunda dimensão dos saberes docentes é a dimensão criadora, pois mesmo submetida às determinações de um trabalho realizado no cotidiano, este não se caracteriza apenas como reprodução. Ao contrário, diante dos desafios postos pela tarefa de alfabetizar, a professora reorganiza o que sabe, busca novos conhecimentos, usa diferentes recursos para criar formas distintas de intervenção no processo pedagógico. Identifica-se tal dimensão nos seguintes aspectos: na condução do trabalho em sala da aula, no atendimento à diversidade no processo de aprendizagem e no trabalho com os conteúdos relacionados à alfabetização. Por fim, a pesquisa aponta a ênfase dada pelas políticas públicas à formação de professores com programas que se superpõem e que atendem aos diferentes segmentos profissionais em projetos distintos. Além disso, os investimentos na formação não são articulados com as necessárias melhorias das condições objetivas de trabalho nas escolas, evidenciando como, na escola investigada, a precariedade destas condições dificulta as possibilidades de desenvolvimento de um trabalho coletivo, capaz de oferecer um ensino de melhor qualidade às crianças de periferia urbana para quem a escola é a principal fonte de acesso ao conhecimento sistematizado. / This thesis’ scope is that of researches on teaching knowledge, regarding work as the context in which the mobilization and construction of this knowledge takes place, based on experiences of academic development and professional performance. It is an investigation of knowledge present in teaching activity acquired during literacy instruction, the stage on basic education most vulnerable to student’s academic failure. The research seeks to understand the appropriation/objectification processes and the creation of knowledge into the teacher’s practice through an ethnographical approach, which is applied in participatory observation, interviews, document’s analysis and pictures. Which knowledge is mobilized by the teacher during her work with the children? Which elements contribute or influence the construction of teacher knowledge? How does she act with the absence of knowledge? Trying to answer these questions, the research presents two important dimensions into the construction of knowledge. A historical/dialogical dimension that highlights how knowledge is appropriated and objectified along the development history and professional performance, by means of dialogue with: a) the different experiences lived by the educator; b) professional partners with whom the teacher has the opportunity of establishing exchanges; c) the children with whom she works; d) the theoretical and pedagogical materials used up in class preparation. As the teacher listens the solicitations, needs and possibilities of her students, she gives meaning to the teaching task of reading and writing. The second dimension of teaching knowledge to be considered is it’s creative dimension. Even submitted to the limitation of daily work this activity can not be characterized as reproductive. On the contrary, as she faces the challenges of the literacy teaching task, the teacher reorganizes what she knows, searches new knowledge and uses different resources to create different forms of intervention into the pedagogical process. Such dimension can be identified by the following aspects: classroom management, diversity attendance at the process and activities related to literacy teaching. Finally, the research points to the emphasis given by public policies to teachers' development which tends to occur at superposed programs, which attend different professional segments in distinct projects. Moreover, the investments on teacher’s development are not articulated with the necessary improvements to the work’s objective conditions at schools, evidencing how, at the investigated school, the precariousness of these conditions impede the possibilities of a collective work development, able to offer a better teaching quality to suburban children to whom school is the main source of access to systematized knowledge.

Nossa escola atual, apesar da crise que tem vivido nas últimas décadas, permanece com sua estrutura idêntica há mais de cem anos, ignorando as transforações da sociedade e dos objetivos a que se propõe. Esse modelo tradicional de escola, classifica os alunos perante um modelo de aluno médio e exclui aqueles que não se ajustam a tal modelo. As relações estão baseadas no autoritarismo e o conhecimento é encarado como verdade absoluta. Uma escola voltada para a sociedade atual, baseada em princípios democráticos, precisa rever seus objetivos e adequar sua estrutura e organização para alcançá-los. Assim, o presente trabalho analisa a experiência de uma escola municipal de São Paulo, que rompeu com a estrutura convencional de salas de aulas e criou salões de pesquisas onde alunos de idades diferentes e vários professores convivem cotidianamente descobrindo normas formas de lidar com as informações, de se relacionar, de tomar decisões e assumir responsabilidades coletivas, visando a formação de sujeitos com plena autonomia. A pesquisa revelou as especificidades dessa escola, o que torna seu percurso único e o Projeto Limongi Alves impossível de ser reproduzido por outras unidades escolares. Para esse Projeto a criação dos espaços coletivos foi fundamental, pois permite a todos que aprendam a conviver democraticamente e aos professores exercerem uma docência solidária que é uma possibilidade de formação baseada na ação-reflexão-ação. Contudo, a grande contribuição de tal experiência é demonstrar a possibilidade de se fazer uma escola diferente daquela que conhecemos e que realmente atenda a todas as crianças e adolescentes em suas singularidades. Através das soluções encontradas pelo Projeto Limongi Alves para atingir seus objetivos, fica exposta a falta de condições a que o poder público condena suas escolas. O presente trabalho procura identificar as ações imprescindíveis que uma política pública comprometida com a qualidade da educação deveria assumir. / Our present school, despite of the crisis experienced in the last decades, remains with the same one hundred years structure, ignoring the society changes and it\'s purposes. The traditional school model classifies the students by a standard student, excluding those who doesn\'t adjust to that model. The interpersonal relationships are based on authoritarianism and the knowledge is seen as absolute truth. A school directed to our present society, based on democratic principles, have to review it\'s goals, and change it\'s structure and organization to reach them. The present work analyses one São Paulo\'s public school experience, which broken the conventional classroom structure, and created big research rooms, where different ages students and several teachers have a daily interaction, discovering new forms to deal with informations, relationships, to take decisions and assume collective responsibilities, aiming the raise of plenty autonomous persons. The research showed this school idiosyncrasies what makes it\'s path unique, and the \"Limongi Alves Project\" impossible to be reproduced by other schools. For this Project the collective spaces creation was essential, because allows to everybody to learn the democratic interaction, and for teachers practice the solidary teaching, whick is a possibility to reach a professional knowledge based on actionthinking- action.Despite of this, the great contribution of that experience is demonstrate the possibility to make a school different than the others, and that really attend all children and adolescents in their specific needs. Through the solutions found by Limongi Alves Project to achieve it\'s goals, it\'s exposed the government poor conditions offered to schools. The present work identifies the needed actions that a education public policy commited with quality should assume.