The current study seeks to investigate pre-service elementary mathematics teachers&rsquo / (PEMTs&rsquo / ) self-regulated learning (SRL) strategies within the context of their teaching practices in the field work. It was aimed to explore the SRL processes and strategies of four PEMTs while preparing mathematics lessons at their practice schools. In addition to PEMTs&rsquo / SRL strategies, the changes and adaptations through their teaching practices and reasons of those changes were also examined in the study. In total 22 pre-interviews and 22 post-interviews were made through the study. Observations were also performed for each teaching practice. Besides observations, PEMTs&rsquo / end of semester reflection papers in the context of Teaching Practice course were examined in the study. In addition to those multiple data sources, initial interviews representing detailed information about the participants were also analyzed. The overall data were analyzed by using the SRL framework combined and adapted from Zimmerman&rsquo / s and Pintrich&rsquo / s SRL models. The findings of the pre-interviews revealed that PEMTs began with a &lsquo / lesson planning process&rsquo / reflecting the forethought phase. This phase included searching resources, arranging and organizing the available sources, asking for help and feedback when needed, mental planning of the lesson, and setting goals for the teaching session. These strategies were considered as cognitive self-regulation strategies. In addition to cognitive SRL strategies, motivational factors such as self-efficacy, perception of task, and intrinsic interest were appeared in the study. Post-interviews reflecting the self-reflection phase revealed that PEMTs had a self-evaluation process covering various issues for their teaching sessions as a final step through the study. Finally, it was seen that contextual issues related to teaching practice played a substantial role in PEMTs&rsquo / SRL strategies.

Over the past decade over 600M in funding has been devoted to bringing about reform in science education, but little is known about who is implementing reform, the extent of reform implementation and how educational contexts differentially impact reform innovations. This dissertation explores the results of the Multi-Initiative Dissemination Project (MID Project), a national curriculum reform program that was designed to propagate reform pedagogy among undergraduate chemistry faculty in faculty development workshops. We analyzed data from surveys, in-class observations and faculty interviews to explore the relationships between the participant faculty demographic features and their pedagogy and teaching philosophy before and following exposure to the workshops. We found interesting demographic characteristics that distinguish the participant faculty from the academic chemistry faculty responding to the ACS 2000 census. Also, our study uncovered relationships between the participants' demographic features and their conceptions of teaching and practices that may mediate the impact of pedagogical interventions such as curriculum reform workshops. This dissertation describes these relationships and their implications for policies supporting reform efforts

Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the phenomena of academic capitalism. Outstanding professors from the College of Arts and Sciences, and Schools of Business, Education, and Nursing were invited to participate in this research. Weimer's (2002) five learner-centered changes to teaching practice framed this investigative study. This conceptual framework consists of altering the role of the teacher, balancing power in the classroom between teacher and students, changing the function of course content, instilling student responsibilities for learning, and using different processes and purposes for evaluation that serve to guide teacher and students interactions throughout the course.The findings of the study suggest that faculty from the School of Education agree with and implement all five of Weimer's (2002) learner-centered changes to teaching practice. However, there is incongruence between the learner-centered teaching beliefs and learner-centered teaching practices of outstanding teachers from the College of Arts and Sciences and the Schools of Business and Nursing. This study seems to indicate that several pressures on the professoriate including the phenomena associated with academic capitalism affect teaching practices in the classroom. Existing learner-centered practice models can be informed by the salient findings of this study.

No description available.

本研究旨在了解新北市立國民中學校長變革領導與教師創新教學之現況，以及分析校長變革領導與教師創新教學之關係。研究方法係採問卷調查法，使用之研究工具為「國民中學校長變革領導與教師創新教學之研究」問卷，寄發49 所學校共780 份問卷，回收有效問卷615份進行分析。統計分析之方法為描述性統計分析、獨立樣本t 考驗、單因子變異數分析、皮爾遜積差相關、多元迴歸分析。 本研究的研究發現如下: 一、新北市立國民中學教師對於校長變革認知程度屬於中高程度，其中 以「建立變革願景」層面之認知程度最高。 二、新北市立國民中學教師對於校長變革領導認知程度，以男性教師、 資深教師、年長教師、兼任主任職務之教師認知程度較高。 三、新北市立國民中學教師在創新教學實施現況良好，各分層面之實施現況差異不大，但以「教師教學創新」層面得分最高。 四、新北市立國民中學教師在創新教學實施現況，以初任教師、資深教師、兼任主任之教師實施程度較高，尤其初任教師表現令人驚艷。 五、校長變革領導五個層面與教師創新教學整體及各層面有顯著正相關。 六、校長變革領導五個層面對教師創新教學整體具預測力。 最後，本研究依據研究結果提出相關之建議，以供教育行政機關及國民中學校長、教師之參考。 關鍵字:校長變革領導、教師創新教學 / The purpose of this study is two-fold: first, to assess the current status of innovative teaching practices and the principals’ transformational leadership at municipal junior high schools in New Taipei City; and second, to verify their relationship. This questionnaire survey was adopted as the research tool and the "Study of Innovative Teaching Practices and Principals’ Transformational Leadership at Municipal Junior High Schools" questionnaire is specifically designed for this study. 780 questionnaires were sent out to 49 schools, and 615 effective samples were collected for analysis. The statistical analysis techniques selected for this study include Descriptive Statistics, Independent Samples t-test, One-Way ANOVA, Pearson product-moment correlation and Multiple Regression Analysis The study results are as follows: 1. Junior high school teachers in New Taipei City exhibited a mid-to-high level of perception toward principals’ transformational leadership, and among all dimensions, the vision establishment dimension was observed to have the highest level of perception. 2. Among all teachers surveyed, male teachers, senior teachers, older teachers, and teachers who also serve as directors exhibited a higher level of perception toward principals’ transformational leadership. 3. In terms of innovative teaching practices, it was observed that teachers at municipal junior high schools in New Taipei City performed fairly well. No large diversity was observed across all dimensions, but the teacher teaching innovation dimension has the highest score. 4. In terms of innovative teaching practices among teachers at municipal junior high schools in New Taipei City, the beginning teachers, senior teachers and teachers who also serve as directors exhibited a higher level of performance, but beginning teachers have exhibited an astonishing level of performance. 5. The five dimensions under the principals’ transformational leadership are positively and significantly correlated to innovative teaching practices and all its dimensions. 6. The five dimensions of principals’ transformational leadership can be used to predict innovative teaching practices. Finally, based on the study results, this research proposed relevant suggestions as reference for school administrative and supervisory organizations, principals and teachers at municipal junior high schools. Keywords: Principals’ Transformational Leadership, Innovative Teaching Practices

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The environmental education (EE) presents different conceptions which reflect distinct projects of the society; on one hand, a critical, emancipating, and free conception based on the dialogical and liberating from Paulo Freire (1996); on the other hand, according to Bruguer (2004), a taming conception, once it only teaches how to take care of the environment. The absence of a critical, historical, political and social analysis of the environmental matter is a factor that has some influence in this context. This fragmentation contributes a lot in the different ways on how teachers understand and produce the EE. In this dissertation, the EE is understood as a tool of social transformation in the searching of better, fairer world, which has life quality and social and environmental justice. The main purpose of this research was to identify and to discuss the theoretical and epistemological matrixes associated to the teaching practices on EE, developed in the state schools of complete fundamental schooling, located in the urban area of Santa Maria, RS state. In order to develop this paper, a sample of five state schools was taken and, as subjects, five representatives of the 8th Educational Coordination, schools managers (direction or vice-direction, coordination) and teachers of fundamental schools. The study used a qualitative methodology, trying to discuss the practices of EE carried out in schools from the analysis of contents of the documents produced and from the analysis of the speeches of the involved subjects. The result analysis allowed to conclude that the predominant matrix, which is orientating the practices on EE, is the traditional one, once: the teachers seem not to understand and to apply the transversal action proposed in EE; it is noticed that there is no presence of the National Politics for the Environmental education in the classroom; managers and teachers translate, in their speeches, an understanding of EE strictly linked to the practices of conservation of the natural resources; the Pedagogical Political Projects (PPP) of schools did not indicate the suitable time and space for the development of perceptions and integrating actions to transform the social and environmental reality of students. Thus, it is recommended: (i) a greater availability of time and material resources for the managers of EE in the 8th Educational Coordination; (ii) commitment and formation for the school managers and teachers; (iii) a PPP that has clear orientations for the integrating EE practices; (iv) suitable conditions for the teachers. / A Educação Ambiental (EA) apresenta diferentes concepções, que refletem projetos distintos de sociedade; de um lado, uma concepção crítica/emancipatória/popular baseada na educação dialógica e libertadora de Paulo Freire (1996); a outra, conforme Bruguer (2004), adestradora , pois apenas ensina a cuidar do ambiente. A ausência de uma análise crítica, histórica, política e social da questão ambiental são alguns dos fatores que influenciam o contexto da crise ambiental. Esta fragmentação contribui muito nos diferentes modos dos professores entenderem e produzirem a EA. Nesta dissertação, a EA é entendida como um instrumento de transformação social na busca de um mundo melhor, mais justo com qualidade de vida e justiça social e ambiental. O objetivo principal desta pesquisa foi o de identificar e discutir as matrizes teóricas e epistemológicas associadas às práticas docentes em EA, desenvolvidas em Escolas Estaduais de Ensino Fundamental Completo localizadas na zona urbana no Município de Santa Maria/RS. Para o desenvolvimento da pesquisa utilizou- se uma amostra de cinco escolas da Rede Estadual de Ensino e, como sujeitos, representantes da 8º Coordenadoria de Educação, Gestores das Escolas (Direção/e ou Vicedireção, Coordenação) e Professores do Ensino Fundamental das Escolas. A pesquisa utilizou uma metodologia qualitativa, buscando problematizar as práticas de educação ambiental realizadas nas escolas, a partir da análise de conteúdo dos documentos produzidos e da análise do discurso dos sujeitos envolvidos. A análise dos resultados permitiu concluir que a matriz predominante que está orientando as práticas em EA nas Escolas é a matriz Tradicional, uma vez que: (a) os professores demonstram não compreender/aplicar a transversalidade proposta na EA; (b) observa-se não existir capilaridade da Política Nacional de Educação Ambiental/PNEA até as salas de aula; (c) gestores e professores traduzem, no seu discurso, uma compreensão de EA estritamente vinculada às práticas de conservação de recursos naturais; (d) os Projetos Políticos Pedagógicos (PPP) das escolas não indicaram espaços-tempos adequados ao desenvolvimento de percepções e práticas integradoras e transformadoras da realidade socioambiental dos alunos. Diante disso, recomenda-se: (i) maior disponibilidade de tempo e recursos materiais para os gestores da EA na 8º CRE, (ii) comprometimento e formação para os gestores e professores das escolas; (iii) PPP que possua orientações claras para práticas em EA integradoras; (iv) condições adequadas de trabalho aos professores.

abstract: Teachers use different rates of positive feedback with students who are high-risk for emotional and behavioral disorders (EBD) in comparison to the rates of positive feedback teachers' use with low-risk students. By addressing the differential treatment, it may alleviate some of the related negative effects students high-risk for EBD experience, such as poor educational and social outcomes. The study explored the extent of teachers' differential use of feedback toward students identified as high-risk and low-risk for EBD. The data were collected in 56 teachers' classrooms by measuring rates of feedback delivered to 1 high-risk and 1 low-risk student per classroom (112 students total). Results revealed that teachers used positive strategies infrequently with the students high- risk for EBD. Results further indicated that teachers were over reliant upon using negative feedback with high-risk students. Descriptive variables within the study, such as school-wide and teachers' self-evaluations of positive classroom strategies, schools' special education population, and suspension rates were further explored. Implications for professional practice and potential future lines of inquiry on the differential treatment of students at risk for EBD in educational settings are presented. / Dissertation/Thesis / Ph.D. Special Education 2011

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-05T15:35:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:33:53Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Made available in DSpace on 2017-05-16T18:33:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) Previous issue date: 2016 / O ensino superior no Brasil passa desde a nova Lei de Diretrizes e Bases da Educa??o Nacional (LDB) em 1996 por grandes mudan?as, como o aumento nos n?meros de cursos e Institui??es de Ensino Superior ? IES. Segundo os dados do Censo da Educa??o Superior em 2013, realizado pelo INEP, s?o mais 2.300 IES em todo Brasil. O curso de Administra??o ? um exemplo dessa expans?o, pois em 1960 existiam 31 institui??es que ofereciam tal curso, e em 2013 esse n?mero passou para mais de 1.500 IES e no Estado de Minas Gerais est?o presentes 204 dessas institui??es. Cresce tamb?m os estudos a respeito do processo ensinoaprendizagem e a avalia??o do discente no ensino superior. ? na escola que todos os aspectos do ser humano se socializam e quem conduz esse processo ? o professor. A inova??o na pr?tica de ensino e de avalia??o da aprendizagem est? no compartilhamento com o aluno, tornando-o, al?m de sujeito principal na apropria??o dos saberes da profiss?o, tamb?m um parceiro na constru??o do conhecimento. O objetivo desse trabalho foi identificar e analisar as pr?ticas docentes dos professores dos cursos de Administra??o do Vale do Mucuri entre 2006 e 2015, e sua correla??o com sua forma??o profissional. Quanto ? metodologia, a pesquisa teve abordagem quali-quantitativa, quanto aos objetivos foi descritiva e explicativa. Foi aplicado um question?rio online com quest?es fechadas de m?ltipla escolha aos administradores que atuam como docentes em disciplinas do n?cleo profissionalizante dos cursos presenciais em Administra??o do Vale do Mucuri. Ficou constatado que os mesmos apresentam tr?s caracter?sticas importantes: n?o exercem a doc?ncia superior exclusivamente; sinalizaram que criam seu material did?tico; e procuram construir seu pr?prio conhecimento. Utilizam da aula expositiva para explana??o do conte?do, com apoio de slides de pr?pria autoria. Realizam a avalia??o da aprendizagem do discente atrav?s de provas escritas e trabalhos individuais e em grupo. Como resultado verificou-se que as pr?ticas docentes nos cursos de Administra??o do Vale do Mucuri n?o t?m correla??o com perfil do professor, seja nos aspectos: forma??o, tempo de doc?ncia ou tipo de institui??o que trabalha. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / University education in Brazil goes through great changes since the implementation of the new Law of Guidelines and Bases of Brazilian National Education (LDB) in 1996, such as the increase of the number of courses and Higher Education Institutions - IES. According to data from the Census of Higher Education in 2013, conducted by INEP there are over 2.300 Higher Education Institutions - IES throughout Brazil. The business course is an example of this expansion, since in 1960 there were 31 institutions that offered such a course, and in 2013 that number passed to more than 1.500 IES and in the State of Minas Gerais there are 204 of these institutions. There are also studies on the teaching-learning process and the student's evaluation in higher education. It is at school that all aspects of human socialize and who leads this process is the teacher. The innovation in the practice of teaching and learning assessment happens when it is shared with the student, making him/her, not only the main subject in the appropriation of knowledge of the profession, but also a partner in the construction of knowledge. The aim of this study was to identify and analyze the teaching practices of business courses teachers around Vale do Mucuri ? MG, between 2006 and 2015, and their correlation with their training. As for the methodology, the research had a qualitative and a quantitative approach, as for the objectives this study was descriptive and explanatory. An online questionnaire with multiple-choice questions was applied to businesspeople who act as professors in presential business courses in the entire Vale do Mucuri. It was demonstrated that they have three important characteristics: they do not only teach at universities; They signaled that they create their own teaching material;and try to build their own knowledge about the subject they teach. They usually lecture to explain the content to students, with the support of their own PowerPoint slides. They carry out the student learning assessment through written tests, individual and group work. As a result it was found that the teaching practices in Vale do Mucuri do not correlate with teacher profile, be it in the training and teaching experience aspects or type of institution that a professor works.

O presente trabalho problematiza o ensino transmissivo enquanto limitador do processo de abstração refletida na aprendizagem do conceito de proporção no ensino fundamental. Aborda as práticas vigentes nas aulas sobre proporção em duas turmas de sexta série do ensino fundamental, sendo uma turma de uma escola estadual de Porto Alegre e a outra, de uma escola municipal de São Leopoldo. O estudo apóia-se em três conceitos da Epistemologia Genética: abstração reflexionante, generalização construtiva e tomada de consciência. A investigação é de caráter qualitativo e baseia-se em observações em sala de aula, entrevistas com professores e aplicação de tarefas que envolvem proporção, em que se utiliza o método clínico piagetiano. Os dados coletados indicam que o ensino de proporção baseia-se numa prática do faz-de-conta, em que professores pensam que ensinam e os alunos acreditam que, com os métodos de ensino adotados por seus professores, aprendem. Além disso, grande parte dos alunos demonstra gostar das aulas de Matemática. Esse pacto velado entre professores e alunos se firma pelo aprender através da cópia e repetição instaurado nas aulas e determina as relações entre ambos. Há valorização da regra de três como algoritmo de resolução de problemas sobre proporção nas aulas e os alunos permanecem arraigados a relações numéricas em jogo nos exercícios e problemas, e não recorrem às demais relações importantes para a construção do esquema das proporções. Algumas práticas dos professores demonstram que ocorre uma espécie de “avanço de sinal” em sala de aula, mas tal avanço é parcial, já que suas práticas permanecem (ainda) ligadas aos métodos transmissivos de ensino e os avanços se reduzem a movimentos individuais e isolados. Isso gera um equívoco quanto à aprendizagem efetiva de proporção e os alunos são aprovados para a série seguinte porque atingiram as médias necessárias, resolvendo inúmeros exercícios semelhantes trazidos pelo professor ou copiados do livro didático. Não é dada prioridade a práticas escolares em que os alunos são sujeitos da aprendizagem na aquisição do conhecimento estrutura, e sim ocorre valorização da aquisição exclusiva do conhecimento conteúdo, de conteúdos fragmentados e não de conteúdos organizados por uma estrutura renovada em função deles. Os aspectos levantados determinam as limitações ao processo de abstração refletida, sendo que o conhecimento matemático se dá por tal processo. / This work discusses the transmissive teaching as a limiting factor in the abstraction process shown in the learning of the proportion concept in elementary school. It approaches present teaching practices on proportion in two 6th grade classes. One in a state school in Porto Alegre and another in a local school in São Leopoldo. The study is based on three concepts of the Genetic Epistemology: reflecting abstraction, constructive generalization and awareness. The investigation has a qualitative character and it is based on class attendances, interviews with teachers and the use of tasks involving proportion – applying Piaget’s clinical method. The data collected indicates that the teaching of proportion is based on a makebelieve practice, in which teachers believe they are teaching. Students, in turn, think they are learning through the teaching methods adopted by their teachers. Furthermore, a great number of students have shown that they enjoy the Math classes. This hidden pact between teachers and students is consolidated by learning through copying and repeating. A practice established in classes which determines the relationship between learners and educators. The rule of three is valued as an algorithm to solve proportion problems and students remain attached to numerical relationships involving exercises and problems. They do not resort to other relationships important for the construction of proportion systems. Some teachers' practices have shown that there have been some advances in classrooms. Such advances are, however, partial. These practices are (still) connected to the transmissive teaching and are just isolated and individual movements. This generates a mistake concerning the effective learning of proportion. Moreover, students are approved for the next grade because they reached the necessary score by doing countless similar exercises brought by the teacher or copied from schoolbooks. No priority is given to school practices in which students are exposed to learning by acquiring knowledge structures. What is focused is the exclusive acquisition of the content knowledge, that is, fragmented contents which are not organized by a renewed structure aimed at the contents themselves. The aspects pointed out determine the limitations of the process of reflecting abstraction, being the mathematical knowledge acquired through that process.

Submitted by Bruno Fernandes Carvalho da Silva (brunofcs84@hotmail.com) on 2018-01-12T19:25:44Z No. of bitstreams: 1 Dissertação Bruno.pdf: 2691288 bytes, checksum: 1384046f4b0724eb33003e084d1f20f7 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-01-17T12:01:06Z (GMT) No. of bitstreams: 1 Dissertação Bruno.pdf: 2691288 bytes, checksum: 1384046f4b0724eb33003e084d1f20f7 (MD5) / Made available in DSpace on 2018-01-17T12:01:06Z (GMT). No. of bitstreams: 1 Dissertação Bruno.pdf: 2691288 bytes, checksum: 1384046f4b0724eb33003e084d1f20f7 (MD5) / Este texto é o resultado das conexões dos saberes teóricos e práticos de um professor, nasce absolutamente das experiências profissionais que desenvolvo ao longo de cinco anos nas escolas municipais Marcionílio Rosa e Tenente Wilson Marques Moitinho ambas localizadas na zona urbana de Irecê-Ba. O foco se concentra sobre ações educativas estruturadas através dos jogos digitais, por isso, inicialmente o objetivo é evidenciar quais são os aprendizados que se originam destas atividades, entretanto, pelas características do mestrado profissional o próximo passo dentro desta pesquisa é produzir um projeto de intervenção oriundo deste conhecimento. Para subsidiar este processo, construiu-se uma metodologia baseada em outros estudos teóricos sobre jogos digitais que vem se solidificando ao longo dos anos, com esta estratégia se tornou possível enxergar na prática profissional baseada nos games informações que serviram de alicerce para construção de três possibilidades interventivas: A primeira é a criação da Divisão de Tecnologia de Informação e Comunicação na secretaria de educação municipal de Irecê, se relaciona indiretamente com os jogos digitais e considera principalmente o momento de transição curricular que atravessa a educação municipal. A segunda uma intervenção dentro das ações que acontecem com jogos digitais nas escolas Marcionílio Rosa e Tenente Wilson. A terceira se concentra de forma bem objetiva na divulgação e disponibilidade deste trabalho de pesquisa para os educadores de Irecê para que conheçam as experiências com jogos digitais que que ocorrem no município. Como dito anteriormente tais ideias surgem dos estudos da prática com os devidos instrumentos metodológicos aliados ao referencial teórico que se encontra mencionado no texto, logo, o percurso que o leitor percorrerá inicialmente é uma exposição sobre as situações cotidianas envolvendo jogos digitais nas escolas supracitadas. Houve um direcionamento proposital para a quantificação dos dados, a ideia com isto foi provocar um outro ponto de vista em um pesquisador tão imerso no ambiente de pesquisa, de fato esta estratégia teve o efeito desejável, acabando por mostrar pontos que necessitam ser melhorados na prática educativa envolvendo jogos digitais. Os estudos sobre o novo currículo que está sendo implementado nas escolas municipais de Irecê, também foram determinantes para se traçar as propostas de intervenção. / ABSTRACT This text is the result of the connections of the theoretical and practical knowledge of a teacher, born absolutely from the professional experiences that I developed over five years in the municipal schools Marcionílio Rosa and Lieutenant Wilson Marques Moitinho both located in the urban area of Irecê-Ba. The focus is on educational actions structured through digital games, so initially the objective is to highlight what are the learning that originate from these activities, however, by the characteristics of the professional master's degree the next step in this research is to produce an intervention project from this knowledge. In order to subsidize this process, a methodology based on other theoretical studies on digital games has been built, which has been solidifying over the years, with this strategy it became possible to see in the professional practice based on games information that served as a foundation for the construction of three possibilities The first is the creation of the Division of Information and Communication Technology in the municipal education department of Irecê, is related indirectly to digital games and considers mainly the moment of curricular transition that crosses municipal education. The second an intervention within the actions that happen with digital games in the schools Marcionílio Rosa and Lieutenant Wilson. The third focuses very objectively on the dissemination and availability of this research work for educators from Irecê to learn about the experiences with digital games that occur in the municipality. As previously mentioned, these ideas emerge from practice studies with the appropriate methodological tools allied to the theoretical reference that is mentioned in the text, so the course that the reader will go through initially is an exposition about everyday situations involving digital games in the schools mentioned above. There was a purposeful direction for the quantification of the data, the idea with this was to provoke another point of view in a researcher so immersed in the research environment, in fact this strategy had the desired effect, eventually showing points that need to be improved in practice digital games. The studies on the new curriculum that is being implemented in the municipal schools of Irecê, were also determinant to draw the intervention proposals.