Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-05-05T17:44:03Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Versão Digital Maria Aparecida Barra Nova da Sil.pdf: 1599080 bytes, checksum: 16a11380f9bcd3b5fe57ddc9515d5576 (MD5) / Made available in DSpace on 2017-05-05T17:44:03Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Versão Digital Maria Aparecida Barra Nova da Sil.pdf: 1599080 bytes, checksum: 16a11380f9bcd3b5fe57ddc9515d5576 (MD5) Previous issue date: 2016-07-07 / Os anos 1990 foram marcantes para a educação superior do país. Várias ações viabilizadas pelo poder público culminaram na privatização desse nível de ensino. E, mais recentemente, um novo fenômeno passou a permear essa seara: os grupos educacionais. Essas instituições vêm se firmando no setor como verdadeiros conglomerados educacionais, beneficiados, sobremodo, pelo mercado financeiro, a partir do qual essas instituições comercializam ações educacionais (OYAMA, 2009). Considerando essa nova configuração do sistema de educação superior do país, esta dissertação tem como objetivo analisar as características da relação entre os objetivos acadêmicos e financeiros dos maiores grupos privados de ensino superior do estado de Pernambuco que oferecem o curso presencial de Administração. A pesquisa orientou-se por uma abordagem qualitativa, instrumentalizada por duas estratégias metodológicas: a pesquisa bibliográfica e a pesquisa exploratória, executadas com a finalidade de estabelecer proximidade com o campo de pesquisa. Por meio de entrevista semiestruturada com os diretores acadêmicos dessas instituições, foram coletadas informações mais acuradas acerca do fenômeno pesquisado. A análise e interpretação dos dados foram conduzidas pelo método análise pragmática da linguagem (MATTOS, 2005). Os resultados apontaram alguns aspectos que caracterizam a relação entre os objetivos acadêmicos e financeiros dos maiores grupos de ensino superior privados do estado de Pernambuco: a preocupação com qualidade acadêmica, a necessidade de atender aos requisitos legais do MEC, o direcionamento para resultados e a preocupação com os interesses do investidor. Nota-se que as instituições pertencentes a grupos educacionais procuram viabilizar um trabalho acadêmico para atender satisfatoriamente aos interesses do aluno, do Ministério da Educação e do investidor financeiro. / The 1990s were remarkable for higher education in the country. Several actions enabled by the government led to the privatization of this level of education. Recently, a new phenomenon has begun to permeate this harvest, educational groups. These institutions have established itself in the industry as true educational conglomerates benefited greatly by the financial market where these institutions have traded educational activities (OYAMA, 2009). Considering this new configuration of the top of the country's education system, this dissertation aims to analyze the relationship characteristics between the academic and financial goals of the largest private groups of higher education in the state of Pernambuco that offer management course. The research was guided by a qualitative approach, instrumentalized by two methodological strategies: the bibliographic and exploratory research performed in order to establish proximity to the search field. Through semistructured interviews with academic directors of these institutions were collected more accurate information about the researched phenomenon. The analysis and interpretation of data were conducted by pragmatic analysis method of language (MATTOS, 2005). The results showed some aspects that characterize the relationship between the academic and financial goals of the largest private higher education groups in the state of Pernambuco: the concern about academic quality, their needs to serve the legal requirements of MEC, the direction for results and concern about investor interests. Notice that if the institutions belonging to educational groups seek to enable an academic job to serve satisfactorily the interests of the student, the Ministry of Education and financial investor.

Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt. (En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way. / The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.

<p>Den svenska skolan har haft elever som bedömts vara i behov av särskilt stöd sedanfolkskolan infördes 1842. Hur denna undervisning bedrivits eller varit utformad har sett olika ut under olika tidsperioder. Vi ville ta del av lärares erfarenheter av särskilda undervisningsgruppers förändringsprocess över ett trettioårigt perspektiv, och lyfta fram förändringsprocessens positiva och negativa konsekvenser för eleverna i deras sociala utveckling och i lärandet så som lärarna uppfattar det. Studien har en kvalitativ ansats med narrativa intervjuer som metod. Den narrativa metoden syftar till att tolka och förstå lärarnas berättelser. Resultatet visar att de särskilda undervisningsgrupperna inte har genomgått någon större förändring under denna tidsperiod enligt lärarna, trots de organisatoriska förändringar som har skett. Men däremot har förhållningssättet mot eleverna förändrats under detta trettioåriga perspektiv, vilket har gynnat eleverna på ett positivt sätt.</p><p>(En) The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers’ experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers’ stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.</p> / <p>The Swedish school has got students in special educational needs since elementary school was introduced 1842. How the education was designed and performed has been different from time to time. We wanted to take part of the teachers' experiences of special educational groups in a process of change over a thirty-year period, and if this process was propitious for the students in special educational needs. The study is qualitative with narrative research interviews as method. The narrative method aims to interpret and understand the teachers' stories. The result of the process change shows that the special educational groups have not changed during this period of time, according to the teachers, despite the organisational changes that has taken place. But however the approach against the students has changed, which we experience has favoured the students in a positive way.</p>

<p>The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with<strong> </strong>how pupils perceive their special support and whether this has any relevance to their learning, development and future goals.</p><p>This study is based on Urie Bronfenbrenners theory <em>The ecology of human development.</em> The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed.</p><p>The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they<strong> </strong>need in order to achieve their future goals.</p> / <p>Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål.</p><p>Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats.</p><p>Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.</p>

ABSTRACT GROUP LEADERSHIP OF EXPERIENCED MIDDLE SCHOOL COUNSLEORS by Robert E. Rice Middle school students experience biological, cognitive, and social changes as they struggle with identity formation, self-concept, self-esteem, and academic success. Psycho-educational groups are an effective and efficient method for confronting social/emotional or academic problems that prohibit middle school students from performing well in schools. An essential component in the successful counseling of middle school groups is the skill and experience of the group leader. Research on school-based groups has focused on all areas with the exception of group leadership. Therefore, the purpose of this study is to explore how experienced middle school group leaders approach and conduct psycho-educational groups. This qualitative study uses a grounded theory methodology to investigate the practices, experiences, and perceptions of fourteen middle school counselors. The theory that emerged is grounded in the data from the participants and represents how they were able to conduct small groups in schools despite barriers many other school counselors experienced. Through educational leadership, relationship building, and an understanding of the systems at work in schools, these participants were able to establish a group program in their schools. The participants in this study also reveal the experiences they used to develop their skills as group leaders. The results of this study may have important implications to middle school counselors, researchers, and counselor educators in understanding the group and educational leadership skills needed to conduct effective groups in a middle school setting.

The purpose of this study is to gain additional knowledge and a greater understanding of pupils experiences of joining a special teaching group.  The study focuses on pupils with special needs and the ambition has been to get a student perspective of how they perceive their education with special support. In addition, the study is concerned with how pupils perceive their special support and whether this has any relevance to their learning, development and future goals. This study is based on Urie Bronfenbrenners theory The ecology of human development. The theoretical perspective highlights the interaction between the pupils and the school environment, which is important for development and learning. The study is based on a qualitative research method in the form of interviews. Ten pupils from two different municipalities have been interviewed. The results show that pupils are positive to the special form of teaching in smaller groups and consider their present situation better than their earlier experience of regular curriculum in large classes. In the special education groups the pupils are able to acquire the knowledge and skills they need in order to achieve their future goals. / Uppsatsens syfte har varit att få ökad kunskap och större förståelse om elevers upplevelser av att gå in en särskild undervisningsgrupp. Studien handlar om elever i behov av särskilt stöd och utgångspunkten har varit att få ett elevperspektiv på hur de upplever sin skolgång med särskilt stöd och belysa deras positiva respektive negativa upplevelser om sin särskilda undervisningsform samt i den ordinarie undervisningen i sin dåvarande klass. Uppsatsen kretsar kring hur eleverna upplever sitt särskilda stöd och huruvida den har någon betydelse för deras lärande och utveckling. Dessutom huruvida eleverna känner att skolan erbjudit tillräckligt med resurser, för att uppnå deras framtida mål. Uppsatsens teoretiska perspektiv belyser samspelet mellan eleven och dess närmiljöer vilket är betydelsefullt för att utveckling och lärande ska ske. Undersökningen baseras på en kvalitativ forskningsmetod i form av intervjuer. Där tio högstadieelever från två olika kommuner har intervjuats. Resultatet av studien visade att eleverna var mer positiva till den särskilda undervisningsformen i en mindre grupp än med den ordinarie undervisningen i stor klass. I den särskilda undervisningen kunde eleverna tillgodose sig kunskaper och färdigheter till skillnad från den ordinarie undervisningen. Den särskilda undervisningen i skolan har haft stor betydelse för deras framtida mål.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-20T13:36:52Z No. of bitstreams: 1 michellegoncalvesrodrigues.pdf: 524098 bytes, checksum: a921612256e261ca66a856c9b280777e (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-26T20:24:19Z (GMT) No. of bitstreams: 1 michellegoncalvesrodrigues.pdf: 524098 bytes, checksum: a921612256e261ca66a856c9b280777e (MD5) / Made available in DSpace on 2016-09-26T20:24:19Z (GMT). No. of bitstreams: 1 michellegoncalvesrodrigues.pdf: 524098 bytes, checksum: a921612256e261ca66a856c9b280777e (MD5) Previous issue date: 2010-03-04 / O presente trabalho tem por objetivo refletir sobre a Estratégia de Saúde da Família (ESF) e a política de saúde intitulada Humaniza SUS. Para isso recorreremos as ditas ―tecnologias leves‖, ou "tecnologias corporais", como formas de cuidado do outro, aliado ao enfoque antropológico sobre o ritual e a ritualização das práticas. Nosso argumento parte do contraponto entre práticas estereotipadas e práticas recriadas pelas constantes possibilidades de afetação que os sujeitos vivenciam na vida ordinária. A maneira como os significados dados por cada agente quando se referem às práticas próprias da ESF, como as visitas domiciliares e os grupos educativos, nos permitem compreender os processos de transformação dos corpos, onde cada ator corporifica suas experiências passadas e recriam os significados para a ação presente. Partimos de casos etnográficos para questionarmos a concepção de um corpo único biomédico, demonstrando a multiplicidade de corpos que envolvem distintos itinerários de vida. / This paper aims to discuss the Family Health Strategy (Estratégia de Saúde da Família - ESF) and health policy entitled Humaniza SUS. To do so will draw the so-called "soft technologies", or "body technologies" as ways of caring for others, coupled with the anthropological focus on ritual and ritualistic practices. Our argument is the opposition between practices and stereotyped practices recreated by the constant possibility of affecting the subjects live in ordinary life. The way the meanings given by each agent when they refer to practices peculiar to the ESF, such as home visits and educational groups, allow us to understand the processes of transformation of bodies, where each actor embodies his past experiences and recreate meanings for this action. We started from ethnographic cases to question the design of a single body biomedical, demonstrating the multiplicity of bodies involving different paths through life.

Made available in DSpace on 2016-04-29T14:16:20Z (GMT). No. of bitstreams: 1 Dissertacao Maria Helena Cariaga.pdf: 4951774 bytes, checksum: 8908c7a34bf3bdd53d52fb6741f0ba8f (MD5) Previous issue date: 2005-12-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present dissertation aims at analyzing and systematizing a reflection on the methodology used in the execution of PROASF-Social Assistance to Families Program, carried out by the Department of Social Assistance of the City of São Paulo, that developed into a research of regional scope. The work developed in the studied region was a result of an agreement between the Department of Social Assistance and UNICSUL - Cruzeiro do Sul University. This dissertation refers, thus, to a work of intervention and social research, empiric and reflexive nature, grounded on theoretical references necessary to its understanding. The study involved analysis of documents, participant observation, interviews with significant professionals in the Program. There was no intention of making a result analysis, but one of learning features of an intervention that came true through an action and that, despite all difficulties, kept its commitment to the purpose and to the families. In this study I came to some conclusions shown at the end of the present work / Esta dissertação objetiva analisar e sistematizar uma reflexão sobre a metodologia utilizada na execução do PROASF - Programa de Assistência Social à Família, realizado pela Secretaria da Assistência Social/SAS do município de São Paulo, o que resultou numa pesquisa de caráter regional. O trabalho desenvolvido na região estudada foi fruto de um convênio interinstitucional entre a Secretaria da Assistência Social e a Universidade Cruzeiro do Sul - UNICSUL. Esta dissertação refere-se, portanto, a um trabalho de intervenção e pesquisa social, de natureza empírica e reflexiva, tendo por base referências teóricas necessárias à sua compreensão. Para este estudo foram realizadas analises documentais, observação participante, entrevista para tomada de depoimentos de profissionais significativos do Programa. Neste trabalho, não houve a intenção de produzir uma análise de resultados, mas de apreender nuances de uma intervenção que se concretizou através de uma ação, que apesar dos reveses, se realizou comprometida com a proposta e com as famílias. Sobre este estudo tirei algumas conclusões, expressas no final deste trabalho

Made available in DSpace on 2016-06-02T19:46:04Z (GMT). No. of bitstreams: 1 2397.pdf: 698224 bytes, checksum: 7ce1123d029ba03759695333be6642bb (MD5) Previous issue date: 2009-03-16 / Universidade Federal de Minas Gerais / Dementia involves the loss of cognitive functions, interfering with the execution of even the most basic tasks of everyday life. Family eldercare providers are central figures in guaranteeing the wellbeing of their elderly relatives who develop dementia. However, when such a person becomes dependent on other family members, in addition to an increase in the caregiver s domestic chores, the behavior problems that arise can have a negative impact when caregivers are not well prepared for this situation, making the caregivers more susceptible to depression and contributing to the deterioration of their own physical and psychological wellbeing, making the caregiving context even more difficult. The objective of this study was to analyze the effects of psycho-educational support groups (PEG) for people caring for a relative with Alzheimer s disease (AD), associated with individual, home visits that were either training-oriented (Experimental Group EG) or listening-oriented (Control Group CG) in nature, with respect to the participants perceptions of burden, depressive symptoms and quality of life. The nine participants were randomly assigned to either the EG and CG. The EG participants received encouragement and assistance in operationalizing the concepts learned in the PEG, which addressed strategies for managing stress and depression and provided training in some of the social skills that are useful in establishing new routines (praise, constructive criticism, and asking for help). The CG received visits of the same duration, bus focused only on listening. The participants were interviewed about their situation, but did not receive individual assistance in operationalizing the strategies presented in the PEG. At the end of the first phase of the intervention, each group received the other type of home-based intervention. The data were analyzed using nonparametric tests (Mann-Whitney and Wilcoxon). The psycho-educational groups were effective in transmitting information, but did not reduce the caregivers perceptions of burden, reporting of depressive symptoms or change their quality of life ratings. After the caregivers received the training-oriented home visits (TV), their perceptions of burden significantly decreased and their quality of life ratings increased. The listeningbased visits had no significant effects on the caregivers. Six months later, an analysis of the follow-up measures indicate that improvements in perceptions of burden, frequency of depressive symptoms and quality of life scores were maintained by those who experienced the PEG coupled with TV. In conclusion, it is clear that professionals who offer orientation programs for family members caring for elderly relatives who have AD should further invest in evaluating the influence of home visits that focus on assisting these caregivers in adjusting their managerial and coping strategies, so as to increase our knowledge of how to blend group-based and individual psycho-educational supports in order to maximize the effects of such interventions. / A demência se caracteriza pela perda de funções cognitivas, comprometendo a execução normal das mais simples tarefas da vida diária. Os cuidadores familiares são pessoas chaves para garantir o bem-estar do seu familiar idoso com demência. Mas, além do aumento da carga de tarefas domésticas que ocorre quando um idoso se torna dependente, os distúrbios de comportamento do idoso dementado provocam um impacto negativo na vida dos cuidadores quando estes não são bem orientados. Isso os tornam mais vulneráveis ao desenvolvimento de quadros depressivos o que contribui para a deterioração de suas próprias condições físicas e psicológicas, complicando ainda mais a tarefa de cuidar. O presente trabalho teve como objetivo analisar os efeitos de um grupo psico-educacional (GPE) para cuidadores de idosos com doença de Alzheimer (DA), associado com um atendimento domiciliar individualizado que tinha como característica uma intervenção terapêutica com o cuidador (Grupo Experimental GE) ou a simples escuta deste (Grupo Controle GC). Os efeitos investigados incluíram as percepções dos participantes de burden, sintomas de depressão e qualidade de vida. Os nove participantes foram alocados aleatoriamente no GE e GC. No GE, os participantes receberam incentivo e suporte na operacionalização de conceitos aprendidos no GPE, os quais envolveram o manejo do estresse e da depressão e o treino de algumas habilidades sociais que são úteis no estabelecimento de rotinas novas (elogios, críticas construtivas e pedir ajuda). O grupo controle recebeu visitas com a mesma duração, mas focando apenas a escuta. Os participantes responderam a um roteiro de entrevista sobre sua situação, sem receber apoio individual na operacionalização das estratégias tratadas no GPE. Após a conclusão da primeira fase da intervenção, cada grupo recebeu o outro tipo de visita domiciliar. Análises feitas com os testes não-paramétricos Mann-Whitney e Wilcoxon mostraram que os grupos terapêuticos psico-educacionais foram eficazes para passar informação aos cuidadores, mas não aliviaram a sobrecarga ou afetaram a pontuação destes cuidadores nas medidas de sintomas depressivos ou qualidade de vida. Porém, quando os cuidadores obtiveram acompanhamento terapêutico individualizado, houve uma diminuição significativa do burden e um aumento da qualidade de vida. As visitas focando a escuta não levaram a nenhuma alteração por parte dos cuidadores. Os sintomas depressivos não foram afetados imediatamente por nenhum tipo de intervenção. Seis meses após o término das intervenções, foi feita outra avaliação (follow-up) a qual mostrou que a associação entre GPE a VTD foi efetiva na manutenção das melhorias nos escores de burden, depressão e qualidade de vida. Conclui-se que os profissionais que oferecem programas de orientação a cuidadores de idosos com demência deveriam investir mais na avaliação dos efeitos de visitas domiciliaras para ajudar cuidadores no aperfeiçoamento de suas estratégias de gerenciamento e enfrentamento do estresse e da sobrecarga. Assim, poder-se-ia conhecer melhor estes efeitos da combinação de grupos psico-educativos e de visitas domiciliares individualizadas, o que por fim, poderia ajudar a maximizar o potencial de impacto das intervenções com cuidadores de idosos com DA.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-05T19:28:25Z No. of bitstreams: 1 mariadelourdesdosreis.pdf: 747969 bytes, checksum: f903c842290ba3a2c0c556a8f8d08c57 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-10-06T12:31:06Z (GMT) No. of bitstreams: 1 mariadelourdesdosreis.pdf: 747969 bytes, checksum: f903c842290ba3a2c0c556a8f8d08c57 (MD5) / Made available in DSpace on 2016-10-06T12:31:06Z (GMT). No. of bitstreams: 1 mariadelourdesdosreis.pdf: 747969 bytes, checksum: f903c842290ba3a2c0c556a8f8d08c57 (MD5) Previous issue date: 2009-08-28 / Esta dissertação traz a reflexão sobre a prática educativa em saúde pautada nos princípios na Educação Popular. O estudo parte da compreensão de que a educação na saúde faz parte do conjunto de ações de saúde e que envolve diferentes abordagens sinalizadas por dois modelos: o tradicional e o crítico. O primeiro modelo tem como foco a intervenção curativa e a prevenção de doença, a partir de repasse de conteúdos biomédicos que visam mudanças de atitudes e comportamentos, para a redução de riscos individuais. O segundo modelo parte da realidade do indivíduo e o reconhece como sujeito da prática educativa e tem como base os determinantes sociais do processo saúde-doença-cuidado. Este modelo reafirma a participação popular. Tendo em vista que a prática educativa se desenvolve no contato do profissional com a população tanto no momento individual quanto no coletivo, buscou-se com este trabalho identificar e analisar e as ações educativas coletivas das equipes de Saúde da Família de Unidades Básicas de Saúde – UBS‟s do Município de Juiz de Fora – MG. Para atingir os resultados expressos no objetivo partimos do estudo bibliográfico composto pelas principais elaborações teóricas sobre o tema. O cenário para a pesquisa de campo foi composto por 06 (seis) Unidades de Saúde da Família. Foram realizadas 12 (doze) entrevistas, sendo 06 (seis) com os supervisores das Unidades e 06 (seis) com os profissionais que tinham dentre suas atividades profissionais a elaboração e realização de grupos educativos. Utilizamos também informações levantadas junto à Coordenação da Estratégia de Saúde da Família do Município e nos projetos de intervenção elaborados pelas equipes. Estas informações compuseram o conjunto de dados para análise. A pesquisa teve como base metodológica a abordagem qualitativa e o método de análise hermenêutico-dialético. Os resultados da pesquisa demonstraram avanços, no que se refere aos grupos educativos desenvolvidos pelas equipes de Saúde da Família, porém as dificuldades existentes tornam-se obstáculos consideráveis para a efetivação do modelo crítico de se educar em saúde. / This dissertation brings reflection on educational practice in health principles based on popular education. The study part of the understanding that education on health makes part of health actions, which involves and approaches flagged by two models: the tradition and critical. The first model must the curative intervention and prevention of disease, from funding biomedical content aimed at changing attitudes and behavior, for individual risk reduction. The second template part of the reality of individual and recognizes as educational practice and is based on the social determinants of health-sickness process-care. This model reaffirms popular participation. Having educational practice develops in professional contact with the population both individual and the currently collective, sought to work with this to identify and analyze and educational collective actions teams Family Health of Basic Health Units – BUH of the Municipality Juiz de Fora – MG. In order to achieve the results expressed in objective the goal we compound by the main study bibliographic theoretical construct. The scenario for your search was composed of 06 (six) Family Health Units. Were carried out 12 (twelve) interviews, and 06 (six) with supervisors and 06 (six) with the professionals who had among its professional preparation and activities achievement of educational groups. Also information raised with the Coordination of Family Health Strategy of the Municipality and projects intervention developed by teams. This information written all data for analysis. The survey was based on a methodological approach qualitative analysis method and hermeticdialectic. Search results showed progress in as regard educational groups developed by teams of Health Family, but the difficulties become obstacles to the considerable effective in to educate critical in health.