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.

Made available in DSpace on 2017-07-10T18:55:57Z (GMT). No. of bitstreams: 1 Leidiane Marques de Aguiar.pdf: 2338563 bytes, checksum: d664953e752cebe3ea3c6bf7961ae92b (MD5) Previous issue date: 2016-03-11 / This research has as its theme the technological training of basic education teachers of the State schools, provided by the Educational Development Program - PDE / PR. We aim to initially understand how the technological training process is given during evidenced training and how the courses offered and the engagement with the Digital Communication Technology (DCT) during this continuing training enable important reflections and actions in the act of educating of the participating teachers. This research is supported, among others, in the following question: What are the contributions that the actions/activities of the program shaft, Didactic and pedagogical activities with the use of technological support, offered for the teachers training as meaning to prepare them for their new role, in view the use of technology in the educational context of Aprendência (teaching learning process)? To this end, based on theoretical assumptions, initially we approach the relationship between Experimentation, Rhizome, Education and Technology, the view to problematize a teaching still out of step the reality of our students, who are browsing at constant speeds through the computerization of knowledge. In order to problematize a teaching still out of step the reality of our students, who are browsing at constant speeds through the computerization of knowledge. We still carry on about the importance of teachers continuing training in the twenty-first century context, in order to provide a rhizome teaching, respecting the multiplicities and providing more cooperative, emancipatory and meaningful learning. Methodologically, this research follows the paths of Applied Linguistics, it is supported by the qualitative approach and is characterized by the case study under interpretative approach. The research has as theoretical support the ideas of the authors: Gilles Deleuze (2006, 2003, 2001, 1996, 1995), Félix Guattari (1996, 1995), Michel Authier (1995), Pierre Lévy (2000, 1999a, 1999b, 1995, 1993), Hugo Assmann (2012, 2001, 2000), Edgar Morin (2003, 2000), Araci Hack Capatan (2001), Marc Prensky (2001), Beatriz Helena Dal Molin (2003), Manuel Castells (1999), Silvio Gallo (2008, 2002), Gilson Fais (2011), Dóris Roncarelli (2012), José Rogério Vitkowski (2014), Rose Maria Belim Motter (2013), Teresa Cristina Jordão (2009), among others. We checked during the research, that the PDE program is the way of fundamental public policy allowing the necessary involvement of the participating teachers in several theories, methodologies and in contact with the technology through its third shaft. However, we found when analyzing the speeches generated based on questions proposed to the participants, that the program still has challenges to be overcome, such as to allow the teachers who attend the PDE, epistemological reflections on the process of teaching and learning with the use of Digital Communication Technology. / A presente pesquisa tem como tema a formação tecnológica de professores da Rede Estadual de ensino da Educação Básica, proporcionada pelo Programa de Desenvolvimento Educacional PDE/PR. Objetivamos, inicialmente, compreender como se dá o processo de formação tecnológica durante a formação evidenciada e como os cursos oferecidos e o envolvimento com a Tecnologia de Comunicação Digital (TCD) durante essa formação continuada possibilitam importantes reflexões e ações no fazer educativo dos professores participantes. Esta pesquisa sustenta-se, entre outras, na seguinte indagação: Quais as contribuições que as ações/atividades do eixo do programa, Atividades didático-pedagógicas com utilização de suporte tecnológico, ofereceram para a formação do docente no sentido de prepará-lo para seu novo papel, frente ao emprego da tecnologia no contexto educativo da Aprendência? Para tanto, a partir dos pressupostos teóricos, abordamos inicialmente a relação entre Experimentação, Rizoma, Educação e Tecnologia, a vista de problematizar um ensino ainda em descompasso da realidade de nosso educandos, que estão navegando a velocidades constantes por meio da informatização do saber. Ocupamo-nos ainda em discorrer sobre a importância de formação continuada de professores em contexto de século XXI, com o objetivo de proporcionar um ensino rizomático, respeitando as multiplicidades e proporcionando aprendizagens mais cooperativas, emancipatórias e significativas. Metodologicamente, esta pesquisa segue pelos caminhos da Linguística Aplicada, sustentada pela abordagem qualitativa e caracterizada pelo estudo de caso, sob a abordagem interpretativista. A pesquisa traz como aporte teórico as ideias dos autores: Gilles Deleuze (2006, 2003, 2001, 1996, 1995); Félix Guattari (1996,1995); Michel Authier (1995); Pierre Lévy (2000, 1999a, 1999b, 1995, 1993); Hugo Assmann (2012, 2001, 2000); Edgar Morin (2003, 2000); Araci Hack Capatan (2001); Marc Prensky (2001); Beatriz Helena Dal Molin (2003); Manuel Castells (1999); Silvio Gallo (2008, 2002); Gilson Fais (2011); Dóris Roncarelli (2012); José Rogério Vitkowski (2014); Rose Maria Belim Motter (2013); Teresa Cristina Jordão (2009); entre outros. Verificamos, no decorrer da pesquisa, que o programa PDE é via de política pública fundamental para a formação em tempos de TCD, possibilitando o necessário envolvimento dos professores participantes, em várias teorias, metodologias e no contato com a tecnologia por meio do seu terceiro eixo. Entretanto, constatamos, ao analisar os discursos gerados a partir dos questionamentos propostos aos participantes, que o programa ainda apresenta desafios a serem superados, como é o caso de possibilitar aos professores que cursam o PDE, reflexões epistemológicas sobre o processo de ensinar e de aprender com o emprego da Tecnologia de Comunicação Digital

The presented diploma thesis deals with economic activities of regions of the Czech Republic with a special focus on funding of regional development; the region of Hradec Králové was taken as a concrete example for this purpose. The thesis is divided into two parts. The first part of the thesis focuses on the issue of operating and funding of the regions of the Czech Republic with respect to the structure and development of incomes and expenses of regional budgets between the years 2001 and 2012. The second part of the thesis focuses on economic activities of the concrete region in relation to the regional development. The region of Hradec Králové was chosen for the analysis. The Programme of the Regional Development is the fundamental strategic document via which the region implements support of the regional development. In the case of the region of Hradec Králové, the regional development is implemented via the following financial instruments- the regional budget, Subsidy Fund, and Regional Innovative Fund.

In my thesis, I pursue the possibility of using EU funds for financing a project that is primarily focused on education and providing information. The project is submitted by a real non-profit organization and it might be eligible for EU funds support. It deals with enhancing the quality of life in countryside, which should be reached via more effective and perfect access to the up-to-date information. The purpose of this thesis is to create a successful, high-quality educational project with regard to material and financial side of things.

The established use of IT systems has increased the use of information in modern enterprises.From this information use, the concept of Business Intelligence has developed to enable more efficientand informed decision-making. As the business’ requirements of Business Intelligence reports changesrapidly due to changes of the business’ needs and more analytical organisations, traditional BusinessIntelligence development faces problems of ad-hoc analyses due to the inefficient adaption to changingneeds.This Master Thesis serves the purpose of deepen the understanding of the establishment of an agiledevelopment program of Self-service BI, addressing the concerns of more effectively meeting the changingrequirements of traditional Business Intelligence development. This study explores enablers through aqualitative case study, conducted at a Swedish bank, consisting of four group interviews discussing theestablishment of such program in Organisational, Processes, Technical and External dimensions,respectively. The qualitative case study was then followed by a discussion of governance of such programfor alignment to enablers.The qualitative case study resulted in 15 enablers of an agile development program of Self-Service BI,considering further enablers compared to more general literature of BI success factors, addressing theperspective of both an agile development program and Self-Service BI applications. The discussion ofgovernance of the program then identified eight governance mechanisms, which might align the programto the enablers, for successful establishment and development of applications.The findings of the study can be considered to culminate into a structure of an agile development programof Self-Service BI. The Thesis presents, from the findings, a framework for structuring such program,consisting of three development phases; Ordering process, Agile development, and Maintenance/Supportand Training, and with the discussed governance for steering the development.

Numerous scholars describe agroforestry as an extraordinary food production system that generates viable ecosystems and accommodates regenerative capabilities. Agroforestry may therefore be a promising solution to the future environmental challenges facing food production. This multifunctional land management system is practised in temperate and tropical regions alike, however, it exists to a remarkably limited extent in Sweden. This research points to the complexities in agricultural and forestry policy as a main barrier for wider agroforestry adoption. The foundation of inquiry is thus to analyze various Swedish legislatives and support systems that either facilitate or adverse agroforestry practice, through the lens of political ecology. The research findings derive from a qualitative study, consisting of conducted interviews with key stakeholders in Swedish agricultural and forestry policy. The study contends that a core obstacle for agroforestry development is the dualistic approach to governmental sectors, i.e. forestry and agriculture, and the lack of coordination between them, since agroforestry cannot be classified as neither . A perpetual policy prioritized towards large-volume crop yields, rapid production, large scale investments, calculative assessments and a competitive business sector is moreover identified. The research asserts that these hegemonic discourses permeating policy, consequently act as a disincentive for agroforestry adoption due to the ofttimes long implementation period, high initial investment and uncertain food market for agroforestry produce. In addition, the study illustrates that cultural expectations of landscape mainly give trees a cultural and environmental value, therein neglecting the multifunctionality of woody vegetation - which hence suggest a lack of a holistic approach to food systems. The thesis finally argues that these hegemonic discourses concerning assessment and management of land, together influence the design of state policy and farmers’ attitude towards agroforestry systems. Overall, current policy regulations portray a rather static and incomplete way of managing the dynamic symbiosis of multifunctional food systems.

No description available.

Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1 Cassiano Roberto Nascimento Ogliari.pdf: 2485460 bytes, checksum: 1b21d0b56ff7aa3b8625e946cd014213 (MD5) Previous issue date: 2012-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research lies on the relation of continuing education, coming from teachers' participation in the PDE and their impact on the conceptual requirements in the production developed by them through successive instances of recontextualization. The PDE is a teachers training program implemented by the state of Parana, which articulates the public higher education institutions with a duration of two years. During the first year, the teacher moves away from the teaching activities to carry out theoretical studies and produce educational materials that will assist them to overcome existent pedagogical hurdles. In the second year, the teacher returns to the teaching activities to implement the courseware performing double duty: in the classroom and training other teachers. It is relevant to consider that there is theoretical gap showing the relation between teacher training processes and conceptual rigor that is in the production from this participation. It was used the Bernstein‟s theory which has the potential to establish the relation pointed, both theoretical and methodological. In this sense, the survey favored the approach of qualitative and quantitative aspects to the investigated issue, characterizing what Bernstein calls as the mixed methodology research. Due to the fact that the methodological approach adopted requires intense study over the production, it was chosen those conducted by a Mathematics teacher characterizing, mainly, as a research procedure and document analysis. This stood over: (1) design; (2) courseware; and (3) the final article, comprising three instances of recontextualization of academic knowledge of Mathematics. Some considerations were also made about the relation between continuing education and teacher performance PDE, taking as reference the rules of recognition and the passive realization detected on the teacher‟s reports in the moment of an "interview". The results are not intended to be generalists, but indicate that the requirement contained in conceptual productions undertaken by teachers inserted in the process of continuing education with the characteristics of PDE, favors the acquisition of complex cognitive skills, content gradually involving high power of abstraction relating unifying themes within the discipline and strong relationship between academic and nonacademic knowledge, helping to raise the level of conceptual demand of teachers and students / Esta pesquisa recai sobre a relação da formação continuada, proveniente da participação do professor no PDE e o seu impacto sobre o nível de exigência conceitual contido nas produções que ele elabora, mediante sucessivas instâncias de recontextualização. O PDE é um programa de formação docente implantado pelo estado do Paraná que articula as IES públicas com duração de 2 anos. Durante o primeiro ano, o professor se afasta da atividade docente para realizar estudos teóricos e produzir material didático que o auxilie a superar dificuldades pedagógicas diagnosticadas. No segundo ano, o professor retorna à atividade docente para implementar seu material didático em dupla função: na sua sala de aula e na formação de outros professores. Importa considerar que existe lacuna teórica que demonstre a relação existente entre processos formativos de professores e o rigor conceitual contido em produções oriundas desta participação. Foi adotado o referencial de Bernstein, que tem potencial para estabelecer a relação indicada, tanto em termos teóricos como metodológicos. Nesse sentido, a pesquisa privilegiou a aproximação de aspectos qualitativos e quantitativos à questão a ser investigada, caracterizando aquilo que Bernstein denomina de metodologia mista de investigação. Devido ao percurso metodológico adotado exigir intenso estudo sobre as produções, elegeu-se as realizadas por um professor da disciplina de Matemática caracterizando, principalmente, como procedimento de pesquisa a análise documental. Esta se deteve sobre: (1) projeto; (2) material didático e; (3) artigo final, constituindo objeto de análise de relações intracontexto na recontextualização do conhecimento acadêmico da disciplina de Matemática. Também foram tecidas considerações a respeito da relação entre a formação continuada e o desempenho do professor PDE, tomando-se como referência suas regras de reconhecimento e de realização passiva detectadas nos relatos do professor em momento de entrevista . Os resultados não pretendem ser generalistas, mas indicam que o nível de exigência conceitual contido em produções realizadas por professor inserido em processo de formação continuada com as características do PDE, favorece a aquisição de competências cognitivas mais complexas, conteúdos que envolvem gradativamente elevado poder de abstração relacionando temas unificadores no interior da disciplina e forte relação entre conhecimento acadêmico e não acadêmico, contribuindo para elevar o nível de exigência conceitual dos materiais para professores e que beneficiem alunos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-23T13:08:23Z No. of bitstreams: 1 Helena Cecília Barreto Bruno Wilke.pdf: 4148458 bytes, checksum: 3ec9e7e5dfe2f09f794863a596f40311 (MD5) / Made available in DSpace on 2017-03-23T13:08:23Z (GMT). No. of bitstreams: 1 Helena Cecília Barreto Bruno Wilke.pdf: 4148458 bytes, checksum: 3ec9e7e5dfe2f09f794863a596f40311 (MD5) Previous issue date: 2017-03-17 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research surveys the development of the fundamental concepts and guidelines of the United Nations Development Program (UNDP). Its creation dates back to a period of liberalism and expanding of international organizations, seeking for democratic peace, still under the effects of World War II. Its purposes are correlated to designs created after the Cold War, when security and development, which were based on anthropological concepts, begin to respond to the restructuring of the planetary governmentality. The Human Development Index (HDI), adopted by the UNDP since the 1990s, is an important tool in identifying and constructing the so-called vulnerabilities as threats both for local and global governments. The survey of the Conjunct Program “Segurança com Cidadania”, coordinated by the UNDP in a neighborhood of Vitória, Espírito Santo, Brazil, disclosure the operational model of the HDI, together with the so-called “segurança cidadã” specifically designed for Latin America, which was recently incorporated to the Sustainable Development Objectives (SDO). The Restorative Justice is considered a complementary planetary connection aiming to broaden the formal penal system, flexibilizing sentences and implementing social policies in schools and communities. The present study verified the UNDP's effectiveness in enforcing penal practices operated in the name of the alleged neutrality of human development throughout the manufacture of responsible and resilient conducts that underpins the management of collective misery / Esta pesquisa mapeia a produção dos principais conceitos e abordagens do Programa das Nações Unidas para o Desenvolvimento (PNUD). Sua emergência remonta a um período de revisões liberais e expansão das organizações internacionais ancoradas na busca pela paz democrática, ainda sob os efeitos da Segunda Guerra Mundial. Seus empreendimentos evidenciam delineamentos mais acabados após a chamada Guerra Fria, quando a segurança e o desenvolvimento, calcados no humano, passam a responder aos redimensionamentos da governamentalidade planetária. O Índice de Desenvolvimento Humano (IDH), adotado pelo PNUD a partir da década de 1990, mostra-se importante instrumento na identificação e construção das chamadas vulnerabilidades como virtuais ameaças aos governos do e no planeta. A análise do Programa Conjunto Segurança com Cidadania, coordenado pelo PNUD em um bairro na capital do Espírito Santo, expõe o funcionamento do IDH, aliado à abordagem da chamada segurança cidadã – específica à América Latina, recentemente incorporada aos Objetivos de Desenvolvimento Sustentável (ODS). A Justiça Restaurativa situa-se como uma de suas conexões planetárias preferenciais ao complementar e ampliar o sistema penal formal e mostra sua flexibilidade punitiva ao implementar políticas sociais em escolas e comunidades. A pesquisa constatou a eficiência do PNUD em irradiar práticas penalizadoras operadas em nome da pretensa neutralidade do desenvolvimento humano, por meio da produção de condutas responsáveis e resilientes que sustentam a gestão compartilhada da miséria

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-10T16:37:27Z No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-11T09:53:09Z (GMT) No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-11T09:53:09Z (GMT). No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs. / Este estudo tem como foco a formação continuada de professores de inglês da rede pública brasileira, com a finalidade de investigar as implicações da participação de dez professores no Programa de Desenvolvimento Profissional para Professores de Língua Inglesa (doravante PDPI), promovido e custeado pela Capes em parceria com a Fullbright e a Embaixada dos Estados Unidos da América no Brasil, realizado nos Estados Unidos da América. Para isso, busquei identificar e analisar os motivos que levaram os professores participantes desta pesquisa a investirem para concorrer a uma das vagas oferecidas para tal curso e como se deu a experiência dos professores selecionados, estudando naquele país, a partir de narrativas sobre sua vida acadêmica e profissional, questionários e entrevistas individuais. Adotando uma abordagem qualitativa de coleta e análise dos dados segundo Fetterman (1998), este estudo de caso foi conduzido com a participação de dez professores participantes de três diferentes edições de oferecimento do curso, a saber, janeiro de 2012, junho de 2012 e junho de 2013. Os dados obtidos foram analisados à luz de estudos sobre formação continuada de professores na perspectiva temporal histórica (ALMEIDA FILHO, 1997; CELANI, 2010) e seus desdobramentos teóricos de formação continuada de professores para uma sociedade global (KUMARAVADIVELU, 2012), bem como sobre identidade social e a noção de investimento (NORTON, 2000). Os resultados apontam para o fato de que os professores de Língua Inglesa investiram para participarem do Programa de Desenvolvimento Profissional nos Estados Unidos da América, principalmente a fim de terem uma realização pessoal através da vivência cultural, prática linguístico/comunicativa, bem como atualização metodológica. Além disso, observei que os cursos de formação continuada propostos por universidades dos Estados Unidos da América para o PDPI ocorreram na forma de treinamento metodológico, reforçando, assim, a ideologia de que o treinamento de técnicas de ensino apresenta-se como a solução dos problemas. Sendo assim, foi possível constatar que a formação pela e para a reflexão e crítica não foi uma meta educacional almejada em nenhuma das universidades pesquisadas. Como consequência disso, uma série de fatores continua a nutrir a ideologia do falante nativo como norte ou referência para a aprendizagem de línguas, e que se constitui na manutenção do status quo da língua inglesa sob as bases do imperialismo ideológico. No entanto, os participantes avaliaram de forma positiva o curso, pois atendeu suas necessidades e expectativas. Quanto às implicações da participação dos professores de língua inglesa no curso, observei que a experiência motivou-os a incrementarem suas aulas tanto com o uso mais constante da língua inglesa em sala, pois voltaram mais confiantes de seus potenciais linguístico/comunicativo na língua, quanto com a utilização de diferentes ferramentas pedagógicas, bem como tecnológicas, às quais foram expostos durante o curso. Além disso, a experiência motivou-os a almejarem dar continuidade à formação em programas de pós-graduação stricto sensu