Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-09-26T19:33:49Z No. of bitstreams: 1 TeseSMO.pdf: 13131734 bytes, checksum: eefbff0faf4d283aecbbbe364f540884 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:39:58Z (GMT) No. of bitstreams: 1 TeseSMO.pdf: 13131734 bytes, checksum: eefbff0faf4d283aecbbbe364f540884 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:40:06Z (GMT) No. of bitstreams: 1 TeseSMO.pdf: 13131734 bytes, checksum: eefbff0faf4d283aecbbbe364f540884 (MD5) / Made available in DSpace on 2016-10-04T18:40:14Z (GMT). No. of bitstreams: 1 TeseSMO.pdf: 13131734 bytes, checksum: eefbff0faf4d283aecbbbe364f540884 (MD5) Previous issue date: 2015-05-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Zoos house many specimens of native fauna and have great potential to contribute to Environmental Education for biodiversity conservation. However, some studies have pointed that even when these institutions carry on biodiversity conservation actions, this subject may be presented in their educational activities or exhibitions. To investigate the potential of zoos in Environmental Education for biodiversity, we chose the cougar (Puma concolor) conservation as motivating topic. It was selected for the reason that this specie is important to biodiversity maintenance in São Paulo State and because there are many challenges in education for big predators conservation. The purpose of this study was to identify environmental education for the cougar conservation strategic actions that zoos could be do; to discuss the educational intent on animal’s exhibition in zoos nowadays; and to analyze the cougar grounds for their potential as facilities that educates for the conservation of this specie. Adopting Freire principles, that grounds the critical environmental education and a hermeneutic research approach, this thesis was set up as a collective instrumental qualitative study case. The research had a diagnostic stage involving five zoos from Sao Paulo northeastern, in which the research first purpose was developed, and a further analysis stage performed with three of these institutions to address the other two purposes of this study. To collect information, we mainly use zoos technical and educational teams interviews, exhibition and cougar exhibit observations; and, finely, informative stuff, websites and technical documents analyses focused on enclosures and animals. The main result of diagnostic was that any specific cougar educational activity had been performed. But, the issue was extremely important for these institutions, which reported many cougars rescues, including some that occurred with animals on display. The teams believe that activities such as campaigns between Sao Paulo State zoos could improve the development of educational stuffs and facilities that educates for this specie conservation. From second stage of the research, we highlight there are two purposes regarding to animals display: firstly it’s to provide close contact with animals and secondly it’s to educate people for nature conservation. These purposes are coherent with zoos conservation goals and environmental education actions. Although, on an educational exhibition it is necessary to set up the balance between elements that explore each one of these purposes. In this sense, the analysis of cougar exhibits shows that the enclosures and its labels doesn’t has been focused on biodiversity conservation. Mediation about this topic it has been done mainly by educators. That reveals enclosures weaknesses on role as facilities that educates, but their potential could be expanded with additional information inclusion that contextualizes the cougar in their locality. / Os zoológicos são instituições que abrigam diversos espécimes da fauna nativa e que possuem grande potencialidade de contribuírem na educação ambiental para a conservação da biodiversidade. Contudo, alguns trabalhos vêm apontando, que mesmo quando essas instituições realizam ações de conservação da biodiversidade, essa temática pode não estar presente em suas ações educativas ou em suas exposições. Para investigarmos o potencial dos zoológicos nas ações de educação ambiental para a biodiversidade, escolhemos como tema motivador a conservação da onça parda (Puma concolor). Esse tema foi escolhido em função da importância da conservação dessa espécie para a manutenção da biodiversidade no interior do estado de São Paulo e dos desafios existentes nas ações de educação para a conservação de grandes predadores. Os objetivos foram: identificar linhas de ação nas quais os zoológicos podem atuar na educação ambiental para a conservação das onças pardas; discutir a intencionalidade educadora na exposição dos animais em zoológicos na atualidade; e analisar os recintos de onças pardas avaliando seu potencial enquanto estruturas educadoras para a conservação dessa espécie. Com base em princípios freirianos que fundamentam a perspectiva crítica de educação ambiental e em uma abordagem hermenêutica de pesquisa, esse trabalho se constituiu como um estudo de caso qualitativo instrumental coletivo. A pesquisa teve uma etapa de diagnóstico junto a cinco zoológicos do nordeste paulista, com os quais foi desenvolvido o primeiro objetivo, e uma etapa de análise aprofundada, realizada junto a três dessas instituições para executar os outros dois objetivos do estudo. Para a coleta de informações utilizamos principalmente entrevistas às equipes técnicas e educativas das instituições participantes, observações das exposições e dos recintos de onça parda e análises de materiais informativos, sites e de documentos técnicos sobre os recintos e animais. Como principal resultado do diagnóstico obtivemos que nenhuma atividade educativa específica sobre a onça parda havia sido realizada, mas que o tema era extremamente relevante para as instituições, pois foram relatados atendimentos de onças pardas acidentadas, incluindo os animais que estão em exposição. As equipes consideraram que atividades como campanhas articuladas entre os zoológicos paulistas poderiam ser positivas para o desenvolvimento de material didático e estruturas educadoras para a conservação da espécie. Da segunda fase da pesquisa, destacamos como principais resultados a existência de duas intencionalidades com relação à exposição dos animais: proporcionar o contato próximo com o animal e educar as pessoas para a conservação da natureza. Essas intencionalidades são coerentes com os objetivos de conservação e educação ambiental dos zoológicos. No entanto, para que uma exposição seja educativa é importante que haja um balanço entre elementos que abordem cada uma delas. Nesse sentido a análise dos recintos de onça parda revelou que a contextualização promovida pela estrutura física dos recintos e pelas placas não possuem focos na conservação da biodiversidade. A mediação para essa temática é feita principalmente pelas educadoras e educadores. Isso revela fragilidades nos recintos enquanto estruturas educadoras, que podem ter suas potencialidades ampliadas com a inserção de elementos complementares que auxiliem na contextualização da onça parda na realidade local.

Made available in DSpace on 2016-12-08T17:00:00Z (GMT). No. of bitstreams: 1 sibeli.pdf: 2555913 bytes, checksum: c547486da7149f34f4862349457f7251 (MD5) Previous issue date: 2010-07-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation, constructed to the light of the History of the Present Time, has as its objective to analyze how the city of Maracajá/SC, supporting itself in proposals of Patrimonial Education, has glimpsed and, therefore, tracing, lines of performance to take care politics of democratization of its cultural patrimony. For this research, three concepts had grounded this investigation under the context of the dissemination and the acceleration of preservation actions and valorization of the cultural patrimony in the present time: the systematization of actions directed to the preservation of the maracajaense patrimony, that had culminated with the creation of the Cultural Historical Center Avetti Paladini Zilli in the year of 2004, which receives the Municipal Museum of the Work; the adoption of the boarding of Patrimonial Education by the museum, with intention to guide the proposals of educational actions and the activities developed for it in its partnerships with other institutions of education and the community; the interpretative description of the set of developed educational activities between the years of 2004 and 2009 by the museum, in partnership with the municipal schools of Maracajá, that glimpse how the Municipal Museum of Work has managed possibilities of access to the patrimony, in the search for the promotion of citizenship and autonomy / Esta dissertação, construída à luz da História do Tempo Presente, tem por objetivo analisar como o município de Maracajá/SC, apoiando-se em propostas de Educação Patrimonial, tem vislumbrado e, por conseguinte, traçado, linhas de atuação para atender políticas de democratização de seu patrimônio cultural. Para esta pesquisa, três motes balizaram a investigação dadas sob o contexto da disseminação e do aceleramento de ações de preservação e de valorização do patrimônio cultural no presente: a sistematização de ações voltadas à preservação do patrimônio maracajaense, que culminaram com a criação do Centro Histórico Cultural Avetti Paladini Zilli no ano de 2004, o qual acolhe o Museu Municipal do Trabalho; a adoção de atividades de Educação Patrimonial pelo museu, com o intuito de orientar as propostas de ação educativa e as atividades desenvolvidas por ele em suas parcerias com outras instituições de ensino e com a comunidade; a descrição interpretativa do conjunto de atividades educativas desenvolvidas entre os anos de 2004 e 2009 pelo museu, em parceria com as escolas da rede municipal de ensino de Maracajá, que vislumbram como o Museu Municipal do Trabalho tem gestado possibilidades de acesso ao patrimônio, na busca pela promoção de cidadania e autonomia

O turismo rural pedagógico caracteriza-se como um conjunto de atividades educativas realizadas no âmbito da propriedade rural que utiliza como recurso didático as atividades agrícolas e pecuárias, bem como os recursos naturais ali existentes. Trata-se de uma nova alternativa socioeconômica que, sob o viés da multifuncionalidade da agricultura, pode favorecer tanto os agricultores rurais, na medida em que gera rendas complementares e a valorização de seus conhecimentos e saberes práticos, quanto os alunos, no sentido de possibilitar um aprendizado diferenciado e experiências diversas em contato com diferentes elementos da natureza. A pesquisa, portanto, teve como principal objetivo descrever e analisar as atividades que caracterizam o turismo rural pedagógico, tendo como enfoque a sua adequação enquanto prática educativa a ser desenvolvida em complemento ao ensino escolar. O estudo contemplou duas experiências desenvolvidas no sul do Brasil: o Roteiro Caminhos Rurais de Porto Alegre (RS) e o projeto de turismo pedagógico ‘Viva Ciranda’, de Joinville (SC). Utilizou-se a pesquisa bibliográfica, observação das atividades propostas e entrevistas semiestruturadas, realizadas com 11 proprietários rurais, donos dos empreendimentos que oferecem atividades educativas, e 22 professores, responsáveis pelas turmas de alunos que visitaram estas propriedades entre os meses de setembro a novembro de 2011. Os resultados evidenciam que as atividades desenvolvidas em tais empreendimentos, apesar de apresentarem suas especificidades (estrutura física, recursos utilizados, estratégias, finalidades), contemplam características semelhantes: são vivências que possibilitam aos alunos o contato direto com o meio rural, favorecendo a compreensão de questões relacionadas aos recursos hídricos, origem dos alimentos, flora, fauna e modos de produção sustentáveis. Tais aspectos podem ser trabalhados nas diferentes áreas do conhecimento, numa perspectiva interdisciplinar, sendo para isso, imprescindível o papel do professor. O turismo rural pedagógico, nessa perspectiva, contribui para o desenvolvimento rural, desempenhando uma importante função educativa. / Pedagogical rural tourism is characterized as a set of educational activities carried out within the farm as a teaching resource that uses the agricultural and cattle breeding activities, as well as the natural resources found there. This is a new socioeconomic alternative, that under the multifunctional agriculture, can promote both rural producers as it generate additional income, appreciation of their knowledge and practical skills, it allows the students a different kind of learning and experiences that happen in direct contact with different elements of nature. This research, however, had its main purpose describing and analyzing activities that distinguish pedagogical rural tourism, focusing on it as an educative practice developed in regular school. Two experiments carried out in southern Brazil are analyzed: Caminhos Rurais de Porto Alegre (RS) and educational tourism project Viva Ciranda in Joinville (SC). We have used bibliographic research, analysis of proposed activities and semistructured interviews accomplished with 11 rural owners who offer educational activities in their properties and 22 teachers, responsible for the class of students that visited these properties among September and November 2011. The results of this research show that are developed activities on these enterprises, in spite of showing their particularization (physical structure, resources, strategies and intention), regard similar features like: these experiences allow students to have direct contact with rural environment, helping the comprehension on issues as water resources, food origin, flora, fauna and sustainable production. These aspects can be used in different knowledge areas, inside interdisciplinary perspectives, with the indispensable presence of a teacher. The pedagogic rural tourism in this approach helps the rural development and plays an important role in education.

The content of this thesis is to document the current status of the content and forms of training people for self-protection and mutual assistance in case of emergency events. This content and forms are part of the legislative norms of the state, including the quantification and qualification of entities that provide these activities. To obtain information, questionnaire survey was conducted with employees of one branch of civil service and self-government authorities. Similar research with one hundred citizens aged over 18 years was carried out for specific assessment of education and public awareness. After the analysis of these sections, it can be concluded that although the current legislation, the long-term concept of the government of the Czech Republic and the wide range of possible influences on the population in preventive education activities in the field of fire protection and protection of the population form a prerequisite for penetration of the necessary information to the public, the desired efficiency and effectiveness required are not achieved in their implementation. For example, the older generation lacks basic knowledge, which has been politicized before 1989. Overall, this work can lead to the conclusions that there is a need for education at schools of all levels and subsequent lifelong learning for all the citizens of this country. It is also necessary to continuously update and maintain the required level of competency of staff of the entities that carry out preventive educational activities in the field of fire and civil protection.

O turismo rural pedagógico caracteriza-se como um conjunto de atividades educativas realizadas no âmbito da propriedade rural que utiliza como recurso didático as atividades agrícolas e pecuárias, bem como os recursos naturais ali existentes. Trata-se de uma nova alternativa socioeconômica que, sob o viés da multifuncionalidade da agricultura, pode favorecer tanto os agricultores rurais, na medida em que gera rendas complementares e a valorização de seus conhecimentos e saberes práticos, quanto os alunos, no sentido de possibilitar um aprendizado diferenciado e experiências diversas em contato com diferentes elementos da natureza. A pesquisa, portanto, teve como principal objetivo descrever e analisar as atividades que caracterizam o turismo rural pedagógico, tendo como enfoque a sua adequação enquanto prática educativa a ser desenvolvida em complemento ao ensino escolar. O estudo contemplou duas experiências desenvolvidas no sul do Brasil: o Roteiro Caminhos Rurais de Porto Alegre (RS) e o projeto de turismo pedagógico ‘Viva Ciranda’, de Joinville (SC). Utilizou-se a pesquisa bibliográfica, observação das atividades propostas e entrevistas semiestruturadas, realizadas com 11 proprietários rurais, donos dos empreendimentos que oferecem atividades educativas, e 22 professores, responsáveis pelas turmas de alunos que visitaram estas propriedades entre os meses de setembro a novembro de 2011. Os resultados evidenciam que as atividades desenvolvidas em tais empreendimentos, apesar de apresentarem suas especificidades (estrutura física, recursos utilizados, estratégias, finalidades), contemplam características semelhantes: são vivências que possibilitam aos alunos o contato direto com o meio rural, favorecendo a compreensão de questões relacionadas aos recursos hídricos, origem dos alimentos, flora, fauna e modos de produção sustentáveis. Tais aspectos podem ser trabalhados nas diferentes áreas do conhecimento, numa perspectiva interdisciplinar, sendo para isso, imprescindível o papel do professor. O turismo rural pedagógico, nessa perspectiva, contribui para o desenvolvimento rural, desempenhando uma importante função educativa. / Pedagogical rural tourism is characterized as a set of educational activities carried out within the farm as a teaching resource that uses the agricultural and cattle breeding activities, as well as the natural resources found there. This is a new socioeconomic alternative, that under the multifunctional agriculture, can promote both rural producers as it generate additional income, appreciation of their knowledge and practical skills, it allows the students a different kind of learning and experiences that happen in direct contact with different elements of nature. This research, however, had its main purpose describing and analyzing activities that distinguish pedagogical rural tourism, focusing on it as an educative practice developed in regular school. Two experiments carried out in southern Brazil are analyzed: Caminhos Rurais de Porto Alegre (RS) and educational tourism project Viva Ciranda in Joinville (SC). We have used bibliographic research, analysis of proposed activities and semistructured interviews accomplished with 11 rural owners who offer educational activities in their properties and 22 teachers, responsible for the class of students that visited these properties among September and November 2011. The results of this research show that are developed activities on these enterprises, in spite of showing their particularization (physical structure, resources, strategies and intention), regard similar features like: these experiences allow students to have direct contact with rural environment, helping the comprehension on issues as water resources, food origin, flora, fauna and sustainable production. These aspects can be used in different knowledge areas, inside interdisciplinary perspectives, with the indispensable presence of a teacher. The pedagogic rural tourism in this approach helps the rural development and plays an important role in education.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-18T13:58:42Z No. of bitstreams: 1 leandrodeoliveirasodre.pdf: 681870 bytes, checksum: 2aa85f9c6534a3e3fbb9b9999b6dc538 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-19T11:52:31Z (GMT) No. of bitstreams: 1 leandrodeoliveirasodre.pdf: 681870 bytes, checksum: 2aa85f9c6534a3e3fbb9b9999b6dc538 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-19T11:52:50Z (GMT) No. of bitstreams: 1 leandrodeoliveirasodre.pdf: 681870 bytes, checksum: 2aa85f9c6534a3e3fbb9b9999b6dc538 (MD5) / Made available in DSpace on 2016-08-19T11:52:50Z (GMT). No. of bitstreams: 1 leandrodeoliveirasodre.pdf: 681870 bytes, checksum: 2aa85f9c6534a3e3fbb9b9999b6dc538 (MD5) Previous issue date: 2013-03-09 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste trabalho são apresentadas curiosidades, propriedades matemáticas, aplicações além do campo puramente matemático e um pouco da história de dois números: o número 142857 e o Número de Ouro. Além disso, são propostas algumas atividades didáticas para o estudo desses números em aulas de Matemática. O número 142857 é chamado de cíclico porque 142857x2 = 285714, 142857x3 = 428571, 142857x4 = 571428, 142857x5 = 714285 e 142857x6 = 857142 e o Número de Ouro tem aplicações na Botânica, Zoologia, Artes, Engenharia de Materiais e tem muitas relações com a sequência de Fibonacci. Palavras-chaves: números cíclicos, Número de Ouro, sequência de Fibonacci, atividades didáticas, curiosidades matemáticas. / This work presents curiosities, mathematical properties, applications beyond the purely mathematical field and some of the history of two numbers: the number 142857 and the golden number. In addition, some educational activities for the study of these numbers in mathematics classes are proposed. The number 142857 is called of cyclic because 142857x2 = 285714, 142857x3 = 428571, 142857x4 = 571428, 142857x5 = 714285 e 142857x6 = 857142 and the golden number is applied in botany, zoology, art, materials engineering and has many relationships with the Fibonacci sequence. Keywords: cyclic numbers, golden number, Fibonacci sequence, educational activities, mathematical curiosities.

臉書（ Facebook ）顛覆了行銷方式與社群傳播行為。本研究探討臉書之粉絲專業貼文與粉絲間的互動關係。以智慧鐵人創意競賽為個案，分析貼文發布時間、發布星期，貼文字數，貼文類型(圖像、連結、純文字、影片、影片連結)及貼文內容分類(評價性、資訊性、 娛樂性、利益性)五項變因與貼文互動關係 。期望了解哪些變因能提升貼文的互動力，使貼文更有成效達成擴散。 本研究採集 2014 年10月 1 日至 2017 年 10 月 31 日期間之 1119 篇貼文作為研究樣本。取按讚、留言、分享數各前 10% 之110 篇貼文進行量化與質化分析。最後取前 3 % 的貼文(共三十篇)，耙梳文本全文，找出吸引使用者互動的共通模式。 統計分析發現，貼文發布時間、發布星期及貼文類型，沒有差異，但 601 - 800 字貼文互動效果較其他字數組別佳，具有顯著差異。而在內容文本分析方面，當貼文內容中有行動訴求，與使用者使用相同語言，以及藉由共同經歷營造社群感，能提升貼文互動力；而當貼文類型為影片或連結時，貼文內容如過於簡短單調則會降低貼文互動力。 / An interactivity analysis of Facebook posts - a case study of the fan page of the Intelligent Ironman Creativity Contest Abstract Facebook is a social networking service launched on February 5, 2004. It also started the new era of media and promotion. However, how to write a post is close related to the effectiveness on interaction with readers. This in term affects the influence of the post. This thesis used data from Intelligent Ironman Creativity Contest, analyzed post time (2 hrs duration in a day), post days (Monday to Sunday), number of words (every 200 words up to 1200), post type (photo, link, Status, video and share video) and post content (evaluative, Informative, entertainment, profitable). The result could be useful guidelines in managing fan page for high school and creativity related activities This research collects 1119 posts from October 1st, 2014 to October 31st, 2018 as samples. We use 110 posts which is the top 10% posts with highest number of like, post, share as the base for quantitative and qualitative analysis. Finally, we examine the content of the top 3% posts and find the common pattern for attract readers. The results show that there is significant effect on post time, post day and post type. But posts with words from 600 to 800 are the most effective than other number of words. When the post types are video and link, short explanation is not enough. If there are action requests, reader costumed phrases or shared memories in the post, the post is very effective in interaction with readers. Key Words：interactivity analysis of Facebook posts, Educational activities, Intelligent Ironman Creativity Contest

The dissertation named “kindergarten” is elaborated as a building documentation in agreement with the current standards and legal norms and acts. It is a two storey building, is basementless with a flat roof and applying the combined constructional system. The building is constructed on the concrete strip foundations; vertical bearing structures are constructed of reinforced concrete and wooden pillars, the roof and ceiling bearing structures consist of wooden beams. The building is designed for educational activities and related activities. Walls are constructed of reinforced concrete, using sandwich wall system with wooden elements.

This study investigates how different educational activities affect students’ motivation and how teachers can induce students’ motivation to learn English as a second language (ESL) in Swedish lower secondary schools. Data was gathered through a questionnaire and analyzed through a sociocultural perspective. In the questionnaire, which was handed out to students in ages 13 to 15 at three different schools, the participants had to indicate if they become motivated or unmotivated by certain activities or if the activities do not have any impact on their motivation. The results indicate that the activities which most students become motivated by are likely to also be encountered outside school. These are activities such as watching a film, playing Monopoly, listening to a song, chatting online, playing a computer game or video game, or having a conversation with a close friend. In contrast, the activities which most students become unmotivated by are task- or fact-oriented activities which are likely to be encountered inside school or in work-related situations in their future adult life, such as holding a presentation, writing news articles, doing work-sheets and reading word lists with grammar exercises and glossary, or participating in job interviews. The results also show that students in Swedish lower secondary schools have positive attitudes towards ESL learning in general and that there are many similarities between the different schools regarding what students find motivating and non-motivating. Thus, the results do not encourage eliminating certain educational activities from the learning process. However, in order to induce students’ motivation for ESL learning, teachers could increase the use of activities that many of their students find motivating and decrease the use of activities that many of their students find non-motivating.

Made available in DSpace on 2016-04-29T13:32:32Z (GMT). No. of bitstreams: 1 Marcela Amaral.pdf: 16523424 bytes, checksum: 4393aaeacf8b1f90a29660ca87f12715 (MD5) Previous issue date: 2010-05-07 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research examined the continuity of political-educational actions based on the study of a rural school in Araraquara, a local experience of development, innovation and continuity. Addressing the continuity of public educational policies is a complex task because it involves a variety of social dimensions and materials. This issue deserves attention because the continuity of the actions promoted by such policies is important. For this purpose, the research sought to understand the continuity of the school´s pedagogical proposal through the experience of students, teachers, managers and the community involved in the development of the pedagogical proposal of the Municipal Elementary Rural School Professor Hermínio Pagôtto. Theoretical and methodological considerations regarding field research, the study of everyday life events and the analysis of discursive practices served as support for the study. Documents on rural schools and on this particular school, observations of daily life registered in the field diary, conversations, interviews and photographic records were used as sources of information. Analysis was based on six thematic categories: team s involvement, philosophy, community involvement, partnerships, student s involvement and risk of discontinuity. The thematic analysis sought to understand the participant s views regarding the issues that promote continuity and the meaning of the symbols that are present at the school. The research results enabled us to raise assumptions about what promotes the continuity of political and educational activities. Among the points raised, the following are particularly relevant: involvement of the school in the community, the respect for the reality experienced by students, the recognition of popular wisdom, the team's commitment and the various partnerships with multiple organizations and social players. However, continuity does not end here. It is known that for a social project to be sustained over time, the intervention must be operational and bring results as well as show its contribution in the context in which it operates. As such, several other factors were also discussed by the research s participants regarding the continuity of the Rural School Program such as: the democratic conduct of the school, student s involvement with school practices, the appreciation of the work with the land and the theoretical concept of field education. Although the issues addressed in this research are related to this specific school, the results can contribute to other studies related to educational policies / Esta pesquisa buscou investigar a continuidade de ações-político educacionais, a partir do estudo de caso da escola do campo de Araraquara, uma experiência de desenvolvimento local, inovação e continuidade. Abordar o tema da continuidade de políticas públicas educacionais é uma tarefa complexa porque envolve uma diversidade de dimensões sociais e materiais. Esse tema merece atenção devido à importância da continuidade das ações promovidas por tais políticas. Com esta finalidade, a pesquisa buscou compreender a continuidade da proposta pedagógica da escola por meio da experiência dos alunos, professores, gestores e comunidade envolvidos no desenvolvimento do Programa Escola do Campo da Escola Municipal de Ensino Fundamental do Campo Prof. Hermínio Pagôtto. As reflexões teórico-metodológicas sobre o campo-tema, a pesquisa no cotidiano e o trabalho com práticas discursivas deram sustento à condução do estudo. Como fontes de informação, foram utilizados documentos sobre as escolas do campo e sobre esta escola em particular, observações do cotidiano da escola registradas em diário de campo, conversas, entrevistas e registros fotográficos; sintetizados a partir de seis categorias temáticas: envolvimento da equipe, filosofia, envolvimento da comunidade, parcerias, envolvimento dos estudantes e perigo de descontinuidade. A análise temática buscou compreender o que os participantes apontaram como aspectos que promovem a continuidade e qual o significado dos símbolos presentes na escola. Os resultados da pesquisa nos permitiram levantar suposições sobre o que promove a continuidade de ações político-educacionais. Dentre os aspectos abordados, destacamos o envolvimento da escola com a comunidade, o respeito à realidade vivida pelos estudantes, o reconhecimento da sabedoria popular, o comprometimento da equipe e as diversas parcerias estabelecidas com múltiplas organizações e diferentes atores sociais. Mas as possibilidades de continuidade não se esgotam aqui. Sabemos que, para que um projeto social consiga se sustentar no tempo, é preciso que a intervenção funcione, traga resultados e mostre suas contribuições ao contexto onde está inserida. Entretanto, diversos outros fatores também foram abordados pelos participantes da pesquisa ao discorrerem sobre a continuidade da EMEF do Campo Prof. Hermínio Pagôtto, entre eles: a conduta democrática da escola, o envolvimento dos estudantes com as práticas escolares, a valorização do trabalho com a terra e a concepção teórica de educação do campo. Embora os aspectos abordados neste estudo estejam relacionados à especificidade dessa escola, os resultados podem contribuir para que outras experiências referentes à políticas educacionais possam ser fortalecidas