People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders. / Educational Foundations / D. Ed. (Socio Education)

Since the advent of democracy in 1994 South Africa has been faced with the shortage of skilled people and this is caused, amongst other things, by the inadequacy of the outdated National Education Programmes for Technical Colleges (NATED) and later referred to as the N-programmes. To address the problem, the former Department of Education (DoE) developed new programmes called the National Certificate Vocational NC (V) for the students of the Further Education and Training colleges (FETs), which were renamed the Technical Vocational Educational and Training Colleges (TVET). The TVET programmes were implemented with the collaboration of industry and other stakeholders who were involved when the NC (V) programmes were developed to ensure their buy-in. Despite all these efforts, Magnus et al. (2013) are of the view that the vocationally-oriented NC (V) programmes offered at colleges are not useful, work-focused and flexible, as a result some leading employers reject the products of the programmes. Returning to the global debate, Lewis (2009) contends that failure of vocational programmes anywhere ought not to be taken as an indictment of vocationalism. Based on the above scenario, this study surveyed and traced TVET graduates who graduated from 2009 to 2012, to determine the impact of the NC (V) programme on those who decided to either further their studies or be employed. Although the programmes offered by the FET’s are rolled out in various study fields throughout the country, the research was limited to graduates who were enrolled in the following three programmes in the North West Province: building construction, electrical, and engineering related studies. The three mega FET Colleges, composed of more than ten campuses as listed in point 1.2.1, are spread throughout the province, which is regarded to be predominantly rural even though it boasts the biggest hub of mines, especially platinum mines. There is also high concentration of tourism industry as well as agricultural businesses that require a skilled labour force to drive economic activities. An extensive literature review was conducted to appropriately inform the study and to provide a firm basis for the arguments. The NC (V) programmes by their nature and design are closely related to the work of the Sector Education and Training Authorities (SETAs) with respect to the apprenticeships and the learnerships. Factors relating to the research scope, context and the geographical environment were analysed to ensure proper delineation and delimitation of the study since it covered only the North West Province of South Africa. The study used both qualitative and quantitative research methodologies for the collection of data. An interview schedule was used for the collection of the qualitative data from the Colleges, Department of Higher Education and Training, the Sector Education and Training Authorities (SETAs), the Universities of Technologies (UoTs), and the various employer organizations. The questionnaire was applied to collect quantitative data from the graduates because of their large numbers. The use of both methods, the qualitative and quantitative, enhanced the quality of the verification and the validation of the data. The correlational relationship and connection between the NC (V) graduates and their post college destinations was determined. This refers to the correlation between NC (V) graduates and the opportunities seized after their college studies. Charles (1998:11) attests that “although in most cases data for correlation studies are obtained through measurement, at times they come from judgments made by researchers, teachers, or other qualified persons”. In line with this, the researcher presented the findings from the qualitative method in a manner that outlines the opinions and the post college status of the graduates. The findings of the qualitative method provided background knowledge into the NC (V) programmes, the graduates and their destinations, thereby validating the quantitative findings. A work integrated learning framework model is proposed for the enhancement of the FET College curriculum, for the improvement of quality work-placement and for the promotion of partnership amongst the beneficiaries; graduates, employers, colleges and the intermediaries. / Educational Leadership and Management / D. Ed. (Education Management)

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

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008. / Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

Submitted in fulfillment of the requirements for the Master of Health Sciences in Radiography, Durban University of Technology, Durban, South Africa, 2016. / Introduction: Continuing Professional Development (CPD) has been introduced as a means to ensure that professionals continuously update their knowledge and skills. In addition, CPD has become a mandatory requirement by the Health Professionals Council of South Africa (HPCSA). However despite CPD being mandatory, health professionals nationally and internationally alike have experienced numerous challenges obtaining the required CPD points/hours. Some of these challenges included lack of awareness of the CPD requirements, lack of available activities, lack of employer support, lack of funding and a lack of time to participate. No studies have been conducted amongst radiographers working in the province of KwaZulu-Natal (KZN), to determine if they are affected by similar challenges hence the need for this study. Purpose The purpose of this study was to identify the opinions, level of awareness, participation, and challenges related to CPD compliance by radiographers in KwaZulu-Natal, and to ascertain their suggestions for improvement to CPD practices in order to make recommendations to the HPCSA. Method A quantitative, descriptive research approach using a questionnaire with both open-ended and closed-ended questions was utilized. Radiographers from all four disciplines in Radiography, working in the province of KwaZulu-Natal were included in this study. A five point Likert scale was used for most of the closed questions. The open ended questions allowed respondents to express their opinions freely. The quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 23.0. The inferential statistics included bivariate correlations and Chi-square testing. Open ended questions were analyzed by means of thematic analysis. Results Two hundred and ninety two questionnaires were administered and one hundred and forty six were returned which resulted in a 50% response rate. The mean age of respondents were 31.3 years. The majority of respondents were females (85.6%). Most of the respondents were diagnostic radiographers (80.8%) hence 59.6% were shift workers. Fifty percent of the respondents were employed in the public health sector. Respondent’s acknowledged the importance of CPD however majority indicated engagement due to the mandatory requirements by the council. The most common challenges identified were lack of funding and time. Suggestions for having formal polices in place and allocation for financial support were recommended. A number of respondents suggested having an online database for the systematic recording of CPD points in order to improve the audit process. In this study relationships between different variables were tested. It was noted that a progression in rank resulted in a greater level of agreement that CPD does improve professional competence. The infrequency of CPD engagement was directly affected by the difficulties associated with evidence and record keeping of CPD activities. The lack of funding was a greater challenge amongst the public health sector employees as opposed to the private sector. It was also noted that a lack of employer support affected how often respondents engaged in CPD activities hence support from employers was deemed crucial. Conclusion Radiographers working in KwaZulu - Natal were experiencing numerous CPD challenges. Suggestions were made to overcome these challenges as well as improving the auditing system by the HPCSA. / M

This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work? The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

A formação em serviço realizada pelo programa de Residência Multiprofissional em Saúde (RMS) é uma estratégia educativa que visa a mudança do perfil dos profissionais da saúde para atuação no Sistema Único de Saúde (SUS). Dentre as profissões que compõem as residências, a terapia ocupacional foi eleita como foco deste estudo com o objetivo de conhecer e refletir sobre os desafios e tendências do processo de educação profissional e interprofissional na perspectiva de tutores, preceptores e residentes terapeutas ocupacionais. A metodologia eleita foi a abordagem qualitativa com realização de entrevistas e análise de conteúdo para a elaboração dos resultados e discussão. Foram realizadas 17 entrevistas em três programas de RMS de diferentes municípios do estado de São Paulo com cenários educativos realizados na atenção hospitalar e na atenção básica. Duas categorias empíricas foram identificadas nos resultados: (i) \"Residência multiprofissional de saúde como dispositivo de mudança\" dividida em duas subcategorias: \"Trabalho em equipe\" e \"Trabalho na perspectiva do SUS\" e (ii) \"Singularidades na formação do terapeuta ocupacional em RMS\" agrupada nas subcategorias: \"Particularidades da inserção profissional do terapeuta ocupacional nos cenários educativos\", \"Produção de identidades e a fragmentação da atuação do terapeuta ocupacional nas RMS\" e \"Terapia ocupacional e as práticas colaborativas e interprofissionais no SUS\". A pesquisa permitiu conhecer o potencial de mudanças dos programas de RMS em relação à formação dos residentes e à disseminação de práticas em saúde, colaborativas em equipe e sob a perspectiva do SUS. Os resultados apontaram a singularidade do processo formativo de terapeutas ocupacionais nas RMS que sofrem impactos pela insuficiente contratação de profissionais nos serviços, pelo desconhecimento do papel profissional do terapeuta ocupacional e pela fragmentação da atuação profissional nos cenários de prática; experiências que geram insegurança de residentes e profissionais quanto aos limites da atuação profissional e interprofissional no trabalho em equipe. O foco da terapia ocupacional nas atividades e cotidianos das pessoas no processo do cuidado em saúde e a mediação do cuidado de pessoas com deficiência e transtornos mentais foram identificados como contribuições da terapia ocupacional para as práticas colaborativas e interprofissionais no SUS. Conclui-se que o potencial de mudanças dos programas para a atuação dos residentes como futuros profissionais está diretamente relacionado com as estratégias pedagógicas desenvolvidas nos cenários educativos. A formação de terapeutas ocupacionais nas RMS depende das características dos cenários educativos, no que se refere a sua organização e interação interprofissional pré-existente, à suficiência do número de preceptores, à consolidação de fluxos assistenciais e ao (re)conhecimento da Terapia Ocupacional pelos demais profissionais dos serviços. Por fim, os participantes afirmaram a importância da RMS para a aprendizagem de saberes e práticas - próprios da profissão, comuns aos profissionais de saúde e construídos em equipe de forma colaborativa - com o propósito da qualificação do cuidado em saúde / The in-service education carried out by the multi-professional residency in health (MPRH) is a strategy that aims at a profile change of health professionals in order to prepare them to work in the Brazilian Unified Health System (SUS). Among the professions included in MPRH, the occupational therapy was selected as the focus of this study in order to explore and reflect on the challenges and tendencies of the professional and inter-professional education process from the perspective of occupational therapy tutors, preceptors, and residents. The selected methodology was the qualitative approach, carried out by means of interviews and content analyses that led to the elaboration of results and discussions. Seventeen interviews were carried out in three MPRH programs of different municipalities in the State of São Paulo, and had their educational scenarios centered in hospital care and basic health care. Two empiric categories were identified in the results: (i) \"MPRH as a means of change,\" divided into two subcategories: \"Team Work\" and \"Work from the perspective of SUS ,\" and (ii) \"Singularities in the education of the occupational therapist in MPRH\", which was grouped in the following subcategories: \"Particularities of the inclusion of occupational therapists into the educational scenarios,\" \"Production of identities and the fragmentation of the occupational therapists\' work in MPRH\" and \"Occupational Therapy and the collaborative and inter-professional practices in SUS.\" The research allowed for the identification of possibilities of changes brought about the MPRH regarding the professional education of residents and the dissemination of collaborative practices among health service professionals from the perspective of SUS. Results pointed out the singularity of the educative process of occupational therapists in the MPRH, which are impacted by the insufficient professional staffing, the unawareness of the occupational therapist\'s professional role and the fragmentation of the professional work in practice settings; experiences which cause insecurity to residents and professionals regarding the limits of the professional and inter-professional team work. The occupational therapy focus on the activities and daily life of people in health care and the mediation of the care given to people with physical and mental disabilities were identified as occupational therapy contributions to collaborative and inter-professional practices in SUS. The conclusion is that the potential for change that programs provide for the activities of residents as future professionals is directly related to the pedagogical strategies developed in the educational settings. The education of occupational therapists in MPRH depends on the characteristics of the practice settings, regarding their organization and the pre-existing inter-professional interaction, a sufficient number of preceptors, the consolidation of assistance flows, and the recognition of occupational therapy by other health professionals. Finally, the participants restated the importance of the MPRH for the learning of knowledge and practices - particular to the profession, common to health professionals, and accrued through collaborative team work - as the purpose of the qualification in health care services

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-13T12:24:50Z No. of bitstreams: 1 Gabriela Argolo.pdf: 1977093 bytes, checksum: 0f21e896aa17036ef776665837374175 (MD5) / Made available in DSpace on 2018-06-13T12:24:50Z (GMT). No. of bitstreams: 1 Gabriela Argolo.pdf: 1977093 bytes, checksum: 0f21e896aa17036ef776665837374175 (MD5) Previous issue date: 2018-04-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Considering the complexity of the teacher education and the recognition of the relevance of the objective working conditions in which teaching is established, several studies (CANÁRIO, 1994; 1998; ANDRÉ, 2016; ALMEIDA; PLACCO, 2013; GATTI, 2013a; IMBERNÓN, 2009; 2010a; 2010b) have considered the school as a privileged place for teacher education. In view of this perspective, the following research problem is established: Does teaching advice, as a school-centred training practice, contribute to the teacher education? In order to answer this question, it is defined as a general objective to investigate the contribution of teaching advice to the teacher education and to the teachers’ development of a private school located in the West Zone of São Paulo city. This study, developed on the basis of the content analysis theoretical references (BARDIN, 2011; FRANCO, 2012), uses the qualitative analysis of data collected in a focus group and in the application of two questionnaires designed respectively for teachers and teaching advisors, who are the research subjects. Considering the categories of analysis selected, the analysis of the data revealed that the teaching advice promotes support and safety to the professionals participating in it, triggering significant teacher education processes. However, it has been shown that this practice alone is not enough to consolidate such processes if it is not linked to a school project and to working conditions that benefit the career´s development of these professionals / Tendo em vista a complexidade da formação docente e o reconhecimento da relevância das condições objetivas de trabalho em que a docência se estabelece, vários estudos (CANÁRIO, 1994; 1998; ANDRÉ, 2016; ALMEIDA; PLACCO, 2013; GATTI, 2013a; IMBERNÓN, 2009; 2010a; 2010b) têm considerado a escola como local privilegiado de formação docente. Tendo em vista essa perspectiva, estabelece-se o seguinte problema da pesquisa: A assessoria pedagógica, como prática de formação centrada na escola, contribui para a formação docente? De forma a responder a esse questionamento, define-se como objetivo geral investigar a contribuição da assessoria pedagógica para a formação e o desenvolvimento de professores de uma escola particular situada na Zona Oeste da cidade de São Paulo. Este estudo, desenvolvido com base nos referenciais da análise de conteúdo (BARDIN, 2011; FRANCO, 2012), vale-se da análise qualitativa de dados gerados por meio de grupo focal e da aplicação de dois questionários destinados, respectivamente, a professores e assessores pedagógicos, sujeitos da pesquisa. Considerando-se as categorias de análise selecionadas, a análise dos dados revelou que a assessoria pedagógica promove apoio e segurança aos profissionais que dela participam, desencadeando processos formativos significativos. No entanto, evidenciou-se que essa prática, por si só, não é suficiente para consolidar tais processos se não estiver aliada a um projeto de escola e a condições de trabalho que favoreçam o desenvolvimento da carreira desses profissionais

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-05T12:41:57Z No. of bitstreams: 1 Elizabeth Tagliatella Orfão.pdf: 4601785 bytes, checksum: 8fef7161053e25059ef3f9851c9dc251 (MD5) / Made available in DSpace on 2018-07-05T12:41:57Z (GMT). No. of bitstreams: 1 Elizabeth Tagliatella Orfão.pdf: 4601785 bytes, checksum: 8fef7161053e25059ef3f9851c9dc251 (MD5) Previous issue date: 2018-04-25 / This paper aims at analyzing the contribution of the continuous education process developed by the Professional Training Center of Education (Centro de Capacitação de Profissionais da Educação), in 2017; with pedagogical coordinators who work in elementary schools in São Caetano do Sul. The study is founded on a critical, collaborative and reflexive perspective that, in creating collective spaces of exchanges and discussions, seeks to investigate the lived reality and its possibilities of reconstruction. With this focus, the professionals involved in the research are expected to discuss and seek answers to the day-to-day challenges of school through shared responsibility, commitment and improvement of the group. For this purpose, firstly a survey on the formative needs of the subjects involved was made and, later, a formative proposal in which the participants analyzed and discussed their challenges towards teacher education was elaborated. The Critical Collaborative Research (PCCol) (MAGALHÃES, 2004) methodologically bases this study once it discusses how the research course itself constitutes the possibility for all participants to learn in a more collaborative and interventional way. Data were produced by use of: 1. description of the activity context; 2. written evaluations; 3. pictures; and 4. audio recording, and analyzed with the support of the theoretical frame and the actions of critical reflection - describe, inform, confront and reconstruct (SMYTH, 1992). The results have pointed to the importance of creating spaces that provoke strangeness and continuous collective exchanges to expand the possibilities of intervention. This research can offer contributions in the elaboration of formative activities that may develop new ways of acting and thinking in the search for shared meanings to face the challenges that compose this process / A presente pesquisa tem como objetivo analisar a contribuição do processo formativo contínuo desenvolvido pelo Centro de Capacitação de Profissionais da Educação, em 2017, com coordenadores pedagógicos que atuam nas escolas do Ensino Fundamental II do município de São Caetano do Sul. O estudo está embasado na perspectiva crítica, colaborativa e reflexiva, que, ao criar espaços coletivos de trocas e discussões, busca investigar a realidade vivida e suas possibilidades de reconstrução. Com este foco, espera-se que os profissionais envolvidos na investigação discutam e procurem respostas para os desafios do dia a dia escolar por meio de responsabilidade compartilhada, comprometimento e aprimoramento do grupo. Para tanto, primeiramente foi feito um levantamento das necessidades formativas dos sujeitos envolvidos, e, posteriormente, elaborada uma proposta de formação em que os participantes analisaram e discutiram seus desafios frente à formação de professores. A Pesquisa Crítica de Colaboração (PCCol) (MAGALHÃES, 2004) fundamenta metodologicamente este estudo por discutir como o próprio percurso da investigação se constitui como possibilidade de todos os participantes aprenderem de forma mais colaborativa e interventiva. Os dados utilizados foram produzidos por meio de: 1. descrição da formação; 2. avaliações escritas; 3. fotos; e 4. audiogravações, e analisados com o apoio do referencial teórico e as ações da reflexão crítica – descrever, informar, confrontar e reconstruir (SMYTH, 1992). Os resultados apontam a importância da criação de espaços que provoquem estranhamentos e trocas coletivas contínuas para ampliar as possibilidades de intervenção. Esta pesquisa pode oferecer contribuições na elaboração de atividades formativas que possibilitem novas formas de pensar e agir dos participantes na busca de significados compartilhados para enfrentamento dos desafios que compõem esse processo

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-11T12:29:23Z No. of bitstreams: 1 Érika de Oliveira Haydn.pdf: 939854 bytes, checksum: dec93f6938be486e6f5b6b413d65a9ea (MD5) / Made available in DSpace on 2018-07-11T12:29:23Z (GMT). No. of bitstreams: 1 Érika de Oliveira Haydn.pdf: 939854 bytes, checksum: dec93f6938be486e6f5b6b413d65a9ea (MD5) Previous issue date: 2018-05-02 / This study aims to analyze the relationship between formative proposals inside the school environment and their socio-historical-cultural context, in order to develop a proposal for a critical-collaborative formation stemming from the experiences lived by the participants of this research. The study is based in the Socio-Historical-Cultural Activity Theory, which understands that the activities of life are spaces for the development of human relations. In this perspective, the development of the participants of a given context is produced in a dialectical process, though critical reflection and through the actions of the subjects while they transform their own reality. This research focused on the training space for teachers in the “Jornada Especial Integral de Formação” (Special Integral Training Workshop), and the participants were a group of twelve teachers, a pedagogical coordinator, a school principal, a teaching supervisor and this researcher, who is also a Physical Education teacher in a municipal school located in the southern region of São Paulo. The study was conducted under the light of the Critical Collaborative Research, as an intervention-investigation assisted by the theoretical framework of the Socio-Historical-Cultural Activity Theory. We analyzed: 1) the Political Pedagogical Project of the school, 2) audio-recorded semi-structured interviews carried out with six subjects and 3) the training space. The analyses were performed based on the four-action cycle proposed by Smyth (1992): describe, inform, confront and reconstruct. The results of the investigation allowed us to perceive the distance between the socio-historical-cultural context and the pedagogical practice of the school. With this, a critical-collaborative training plan was proposed, to be shared with the school and submitted to the supervisors of the regional Board of Education / Este estudo tem por objetivo analisar as relações entre as propostas formativas na Escola e seu contexto sócio-histórico-cultural para desenvolver uma proposta de formação crítico-colaborativa partindo das experiências vivenciadas pelos participantes da pesquisa. O estudo está fundamentado na Teoria da Atividade Sócio-Histórico-Cultural, que compreende as atividades da vida como espaços para desenvolvimento das relações humanas. Nessa perspectiva, o desenvolvimento dos participantes de um contexto é produzido no processo dialético, pela reflexão crítica e pelas ações dos sujeitos ao transformarem a própria realidade. Ao focalizar o espaço formativo dos professores na Jornada Especial Integral de Formação, o estudo teve como participantes um grupo de doze professores, um coordenador pedagógico, um diretor, uma supervisora de ensino e esta pesquisadora, também atuante como professora de Educação Física na escola municipal pesquisada, localizada na região da zona Sul de São Paulo. O estudo foi elaborado a partir da Pesquisa Crítica de Colaboração, como uma investigação de intervenção apoiada nas discussões da Teoria da Atividade Sócio-Histórico-Cultural. Neste estudo, foi feita a análise do documento do Projeto Político Pedagógico, de entrevistas semiestruturadas gravadas em áudio com seis sujeitos da pesquisa e da observação do espaço de formação. As análises foram realizadas com base no ciclo de quatro ações proposto por Smyth (1992): descrever, informar, confrontar e reconstruir. Com os resultados da investigação, foi percebido o distanciamento entre o contexto sócio-histórico-cultural e a prática pedagógica da escola. Com isso, foi proposto um plano de formação crítico-colaborativa a ser compartilhado com a escola e apresentado à supervisão da Diretoria de Educação da região