Made available in DSpace on 2016-04-04T18:32:38Z (GMT). No. of bitstreams: 1 Silvana Machado Cella-1.pdf: 788003 bytes, checksum: fa814ee60330bfdc65ff904ebf57059c (MD5) Previous issue date: 2007-04-25 / This study is inserted in University, teaching, and teachers formation , research s line, intend to reflect about the work and devotion of the educator teaching teenagers which had bad behavior and illegal acts. Six professionals had been interviewed, some of them are therapist, social assistant and university teachers, and this qualitative research allows a deep analysis to reflect about the exclusion of those teenagers. Moreover, the work aimed at to know practical the daily ones, the difficulties and deficiencies in the formation of the educator. We ve concluded that the work of the educator is essential in the duality of the establishments of custody mixing characteristic of safekeeping and school and that the evolvement of these professionals is essential so that the rules of the statute of the child are fulfilled. / O presente estudo est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , e visa refletir sobre o educador que dedica seu trabalho ao ensino de adolescentes que cometeram ato infracional. Foram entrevistadas seis profissionais, entre pedagogas, assistentes sociais e professoras universit?rias e, por meio da pesquisa qualitativa buscou-se perceber a exclus?o sentida e vivenciada por essas educadoras. Al?m disso, o trabalhou visou conhecer as pr?ticas cotidianas, as dificuldades e defici?ncias na forma??o do educador. Conclui-se que o educador exerce papel fundamental na dualidade dos estabelecimentos de cust?dia que mesclam caracter?sticas de pris?o e escola e que o envolvimento dessas profissionais ? imprescind?vel para que se cumpram os preceitos do Estatuto da Crian?a e do Adolescente.

Made available in DSpace on 2016-04-04T18:32:38Z (GMT). No. of bitstreams: 1 Sonia Regina Giusti-1.pdf: 390613 bytes, checksum: b16a498766ad5423ec90ae72e95b9ff8 (MD5) Previous issue date: 2007-06-29 / This essay inserted in the line of research University, Teaching and Professor?s formation, from PUC-Campinas, intends to investigate which conception of valuation permeates the process of teaching learning of the professional education from the area of health at Senac Campinas, moment that is in implantation the teaching by aptitude and formative valuation. These conceptions are proposed in the educational policy of the institution, favouring the valuation of the student s performance continuosly and cumulativetly, prevailing the qualitatives aspects over the quantitaves. Twelve instructors from the referred intitution were submited, two from each sub-area referring to the offered courses in the health area. It is about a research of qualitative nature, developed in teh year of 2006, that has as an instrument of basis colect a questionary, composed part by the characterization of the individual and part by open questions about the theme. The analisys of the answers revealed that there was some understanding of the valuation s proposition as a diagnostic by the great part of the individuals. The advances about the understanding are more representatives, in the professor s team, when it s referred to the diferent ways of evaluating the student and of organizing and registering oriund informations of the evaluating process. The same thing doesn t happen when it s about pointing the register ways of these informations and procedures for the students recuperation. / Este trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, da PUC-Campinas, procurou investigar a concep??o de avalia??o que permeia o processo de ensino e de aprendizagem na educa??o profissional da ?rea da Sa?de, tendo como foco o SENAC-Campinas, momento em que se est? em implanta??o o ensino por compet?ncia e avalia??o formativa. Tais concep??es est?o propostas nas diretrizes educacionais da institui??o, privilegiando a avalia??o do desempenho do aluno de forma cont?nua e cumulativamente, e prevalecendo os aspectos qualitativos sobre os quantitativos. Foram sujeitos 12 docentes da referida institui??o, dois de cada sub-?rea referentes aos cursos oferecidos na ?rea da Sa?de. Trata-se de uma pesquisa de natureza qualitativa, desenvolvida no ano de 2006, tendo como instrumento de coleta de dados um question?rio, composto de uma parte de caracteriza??o dos sujeitos e outra com quest?es abertas sobre o tema. A an?lise das respostas revelou que houve entendimento da proposta de avalia??o como diagn?stico por grande parte dos sujeitos. Os avan?os quanto ao entendimento foram mais representativos, no conjunto dos professores, quando se referem ?s diferentes formas de avaliar o aluno e de organizar e arquivar informa??es oriundas do processo avaliativo. O mesmo n?o ocorre quando se trata de apontar formas de registro dessas informa??es e procedimentos para recupera??o do aluno.

Made available in DSpace on 2016-04-04T18:32:43Z (GMT). No. of bitstreams: 1 Roseli de Castro.pdf: 922543 bytes, checksum: 4c9bd4eaf2d579187b418f7ea0333e44 (MD5) Previous issue date: 2008-02-29 / The high speed of the technology in recent years leaves, for the government and the civil society, the challenge of creating strategies of education in accordance with the modern paradigms to process information. Brazil has been working hard to adapt the programs of on-line education to the new paradigms, but the evolution of technology and the paradigmatic changes are much faster. Thus, the present work bearing the line of research: University, Teaching and Training of Teachers aims to reflect on the implications of the technology in the paradigms that permeate the development of the on-line education in the continuing training of teachers; give an overview of the current government programs of the continuing training for teachers in the form of OLE in Brazil and specifically to analyze the "Read and Living Project", in an attempt to better understand this delicate relationship between real, contemporary needs of the OLE and the practice of this form of teaching. Through a bibliographic research and the application of questionnaires to the teachers of the mentioned project, it was possible to articulate the aspects of the implementation of the OLE programs in the training of teachers and their relation to the post-industrial paradigm of the on-line education. / A rapidez com que a tecnologia avan?ou nos ?ltimos anos lan?a, para os governos e sociedade civil, o desafio de tra?ar estrat?gias de educa??o que estejam em sintonia com os modernos paradigmas de acesso ? informa??o. O Brasil vem se esfor?ando para adequar os programas de educa??o a dist?ncia aos novos paradigmas, mas a realidade ? que a evolu??o da tecnologia e as mudan?as paradigm?ticas s?o muito mais r?pidas. Nesse sentido, o presente trabalho, dentro da linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, tem por objetivos: analisar as implica??es da tecnologia nos paradigmas que permeiam o desenvolvimento da Educa??o a Dist?ncia na forma??o continuada de professores; tra?ar um panorama dos atuais programas governamentais de forma??o continuada de professores na modalidade de Educa??o a Dist?ncia no pa?s e, especificamente, analisar o Projeto Ler e Viver , na tentativa de melhor compreender essa delicada rela??o entre necessidades contempor?neas reais da Educa??o a dist?ncia e o exerc?cio dessa modalidade de ensino. Atrav?s da pesquisa bibliogr?fica e da aplica??o de question?rios a professores participantes do citado projeto foi poss?vel articular os aspectos da implementa??o de programas de Educa??o a Dist?ncia na forma??o de professores e sua rela??o com o paradigma p?s-industrial de educa??o a dist?ncia.

Made available in DSpace on 2016-04-04T18:32:44Z (GMT). No. of bitstreams: 1 ACACIO SILVEIRA FRANCA.pdf: 776670 bytes, checksum: a2c857eec1b75e9e63b1b38b3039244c (MD5) Previous issue date: 2008-02-27 / The purpose of the present research is to make a critical analysis of the educator s role considering the use of information and communication technologies in the current educational context. Interviews were carried out so as to support this study and to understand the vision of researchers who have published several papers or done researches on the theme. It is, in fact, part of the line of research University, Docency and Teachers development of the Post-Graduate Program Stricto Sensu in Education of PUC-Campinas. The methodology applied follows a qualitative approach and encompasses a vast bibliography on the topic and semi-structured interviews. Our objective with the interviews was to obtain a basis for the discussion of activities concerning the Educator s role before information and communication technologies, seeking to identify the need that teachers development courses have for providing opportunities for work, reflection and orientation to future educators envisaging the insertion of information and communication technologies in Education, within a tendency to revalue and give a new meaning to the docent s work viewing the educator as an essential figure in the learning and teaching process. / Esta pesquisa tem por finalidade fazer uma an?lise cr?tica sobre a atividade docente diante do uso das tecnologias de informa??o e comunica??o e do contexto educacional atual. Para subsidiar o estudo foram realizadas entrevistas com o prop?sito de conhecermos a vis?o de pesquisadores que possuem publica??es ou pesquisas relacionadas ao tema. Trata-se de um estudo que est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores do programa de P?s-Gradua??o em Educa??o da PUC-Campinas. A metodologia utilizada foi de uma abordagem qualitativa, e reuniu um estudo bibliogr?fico sobre o tema e a realiza??o de entrevistas semi-estruturadas. Pretendeu-se, com as entrevistas, obter base para discutir as atividades docentes frente ?s tecnologias de informa??o e comunica??o, tendo como objetivo identificar a necessidade de que os cursos de forma??o de professores devem propiciar um espa?o de trabalho, de reflex?o e de orienta??o aos futuros docentes com vistas ? inser??o das tecnologias de informa??o e comunica??o na Educa??o, dentro de uma perspectiva de revalorizar e ressignificar a atividade docente, considerando o papel do professor como presen?a imprescind?vel no processo de ensino e de aprendizagem.

Made available in DSpace on 2016-04-04T18:32:44Z (GMT). No. of bitstreams: 1 Silvana Bueno Teixeira Rett.pdf: 696549 bytes, checksum: 0db88299487490e942cb2a7989b43ef0 (MD5) Previous issue date: 2008-02-22 / Due to socioeconomic and political changes occurred in the world and the powerful presence of new technologies, the education has changed to follow the globalization process. In this context, the Distance Education (EAD) has also been used as a way of enabling teachers so that they adapt themselves to the new demands of present time. This research has as objective to analyze the influence of EAD courses, more precisely, the TV at school and challenges of today , which suggests the use of new technologies in teacher s practice. To analyze the EAD, the TV at school course, the necessity of teachers continuous formation, and the demands of the job market are issues that were discussed in this work through bibliography and field research, in which a mixed questionnaire was answered by teachers in order to notice the insertion of new technologies in teachers pedagogical practices in Campinas public schools, who took part in qualification courses through the EAD kind. This research pointed out that, from the course on, teachers included technological resources in their pedagogical practices, aware of the importance of improving the teaching quality and considered the course from a positive perspective, although they have shown preference for the presence kind. This work wants to contribute to the discussions on the inclusion of technologies in teachers practice, bearing in mind the improvement of quality of students learning from Elementary and High School and also reflect on the use of EAD in Continuous Formation Courses. / Devido ?s mudan?as s?cio-econ?micas e pol?ticas ocorridas no mundo e a forte presen?a das novas tecnologias, a educa??o vem se modificando para acompanhar esse processo de globaliza??o. Nesse contexto, a Educa??o a Dist?ncia (EAD) vem sendo utilizada tamb?m como um meio de capacita??o de professores para que se adaptem ?s novas exig?ncias da modernidade. O objetivo deste trabalho foi analisar a influ?ncia dos cursos de EAD, especificamente o TV na escola e os desafios de hoje , que sugeriu a aplicabilidade das novas tecnologias na pr?tica do professor. Analisar a EAD, o curso TV na escola, a necessidade da forma??o continuada de professores, as exig?ncias do mercado de trabalho foram quest?es abordadas neste trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, atrav?s de pesquisa bibliogr?fica e de campo, em que um question?rio misto foi respondido por professores para observar a inser??o das novas tecnologias na pr?tica pedag?gica em Escolas P?blicas de Campinas SP, que participaram da capacita??o atrav?s da modalidade EAD. A pesquisa apontou que, a partir do curso, a maioria dos professores inseriu recursos tecnol?gicos na sua pr?tica pedag?gica, conscientes da import?ncia de melhorar a qualidade do ensino, consideraram o curso de forma positiva, embora tenham demonstrado prefer?ncia pela modalidade presencial. Espera-se com o trabalho contribuir com as discuss?es sobre a incorpora??o de tecnologias na pr?tica do professor, com vistas ? melhoria da qualidade da aprendizagem dos alunos do Ensino Fundamental e M?dio e tamb?m refletir sobre o uso da EAD nos cursos de Forma??o Continuada.

Made available in DSpace on 2016-04-04T18:32:50Z (GMT). No. of bitstreams: 1 Juliana Mantelatto.pdf: 894055 bytes, checksum: bacc6bbddee3ddcb652f2d9bb6e06bdb (MD5) Previous issue date: 2009-02-02 / This research has as objective to reflect on the school years of Let?cia, a teenager with Down s syndrome, regularly registered in basic education initial grades, of a regular private school in the metropolitan area of Campinas. The theoretical basis is based on the historical-cultural perspective. This view opposes the traditional conceptions of mental deficiency and is supported, especially, in the contributions of Vygotsky, who built his theory basing on the individual development as a result of a social-historical process, focusing the role of the language and the learning in the development. The central question is the knowledge application through the person interaction with the culture. As methodological procedure I used participant observation, field record, documentary analysis and semi-structured interviews. I made semi-structured interviews with Let?cia, her parents, professionals and teachers who work at the school she attends nowadays. I made some comments at the school from August to December, during the second term of 2007. I also made documentary analysis: since the school pedagogical project, school planning, its rules, didactic material, academic activities and tests, done by this student. The final results show that the biological factor Down s syndrome does not constitute as determinant for the exclusion of school trajectories. It is also necessary the effectiveness of public policies related to the training of teachers, the access to knowledge produced by humanity, effective participation and social mobilization of the people with Down s syndrome. / Esta pesquisa tem como objetivo refletir sobre a trajet?ria escolar de Let?cia, uma adolescente com s?ndrome de Down regularmente matriculada no ensino fundamental s?ries iniciais, de uma escola regular, particular, situada na Regi?o Metropolitana de Campinas. A fundamenta??o te?rica est? baseada na perspectiva hist?rico-cultural. Esta vis?o contraria as concep??es tradicionais de defici?ncia mental e ap?ia-se, especialmente, nas contribui??es de Vygotsky, que construiu sua teoria tendo por base o desenvolvimento do indiv?duo como resultado de um processo s?cio-hist?rico, enfatizando o papel da linguagem e da aprendizagem nesse desenvolvimento. Sua quest?o central ? a apropria??o de conhecimentos pela intera??o do sujeito com a cultura. Como procedimento metodol?gico utilizei observa??o participante, registro de campo, an?lise documental e entrevistas semiestruturadas. Realizei entrevistas semi-estruturadas com Let?cia, com seus pais e com profissionais e professores que atuam na escola em que Let?cia estuda atualmente. Fiz observa??es na escola, durante o 2? semestre de 2007, nos meses de agosto a dezembro. Tamb?m realizei an?lise documental: desde o projeto pedag?gico da escola, plano escolar, regimento escolar, material did?tico, atividades acad?micas e avalia??es realizadas pela aluna. Os resultados finais revelam que o fator biol?gico s?ndrome de Down n?o se constitui como determinante para a exclus?o de trajet?rias escolares. Faz-se necess?rio, tamb?m, ? efetiva??o de pol?ticas p?blicas voltadas ? forma??o de professores; acesso aos conhecimentos produzidos historicamente pela humanidade e efetiva participa??o e mobiliza??o social das pessoas com s?ndrome de Down.

Made available in DSpace on 2016-04-04T18:32:54Z (GMT). No. of bitstreams: 1 Alexandre Sonego de Carvalho.pdf: 243468 bytes, checksum: d957ece7c13f6c04027aa844bf4faa48 (MD5) Previous issue date: 2009-06-23 / This research analyses the cultural learning provided by the training course for teachers in service, called Pedagogia Cidad? , which was developed by the UNESP (S?o Paulo State University) in partnership with several municipalities of the State of S?o Paulo. The original project emerged from the need to reflect on the training provided by this course and at the same time understand the contributions of the cultural training for teachers. In this research, for the purpose of focusing a strict factor, our study examined five of twenty-three books of the cited training program. It was the objective to verify whether the overall program Pedagogia Cidad? included elements that contribute to the cultural training of teacher-student, if the participants were, not only supplied with theoretical repertoire, but also, cultural elements, to promote abilities for application in classroom in different ways of acting as, adding artistic elements in their practices. The methodology used was a case study model, in a historical-critical perspective of education, the data were collected in the existing literature on teacher education, public policy governing such training courses that are offered to teachers in fields of education for children, elementary, primary school, and especially in books used in the cited training program. The analysis was based on five themes, namely: reading encouragement, dealing with diversity, teaching of Arts in Brazil; commitment to democratic values of a society, and reflections on current conditions of education. The work discussed about principles on teachers training. Furthermore analyzed cultural knowledge provided to them, through training courses, pointing out aspects which will promote new curricula and public policy for teacher education. / Esta pesquisa trata da forma??o cultural proporcionada pelo curso de forma??o de professores em servi?o, denominado Pedagogia Cidad?, o qual foi desenvolvido pela UNESP em parceria com diversas prefeituras do Estado de S?o Paulo. A id?ia original partiu da necessidade de refletir sobre a forma??o proporcionada por este curso e ao mesmo tempo perceber as contribui??es do mesmo para a forma??o cultural dos professores. Neste trabalho, para efeito de recorte, nosso estudo analisou cinco dos vinte e tr?s Cadernos de Forma??o do referido programa, com o objetivo de verificar se a vasta obra apresentada pelo programa Pedagogia Cidad? contemplou elementos que contribu?ssem com a forma??o cultural do professor-aluno, se aos mesmos foram oportunizados elementos que propiciariam amplia??o, n?o somente do seu repert?rio te?rico, mas sim de elementos culturais, permitindo a eles, assim, a possibilidade de atuar em sala de aula de forma diferente de como atuavam, acrescentando elementos art?sticos nas suas aulas pr?ticas. A metodologia utilizada foi o estudo de caso, tendo como fundamento a perspectiva hist?rico-cr?tica de educa??o, cujos dados foram coletados na literatura existente sobre forma??o de professores, nas pol?ticas p?blicas que regulamentam tal forma??o em cursos superiores que s?o oferecidos aos professores do Ensino Infantil e primeiras s?ries do Ensino Fundamental e, especialmente, nos Cadernos de Forma??o utilizados no referido programa. A an?lise foi realizada com base em cinco eixos tem?ticos, por n?s identificados, a saber: incentivo ? leitura; acolhimento e trato da diversidade; o ensino de arte no Brasil; comprometimento com valores de uma sociedade democr?tica e reflex?es sobre as condi??es atuais da educa??o. Buscou-se, com isso, refletir sobre os princ?pios da forma??o do professor, bem como avaliar quais s?o os conhecimentos culturais proporcionados para os mesmos, atrav?s dos cursos de forma??o, elencando ainda, neste referido trabalho, aspectos que permitir?o novos caminhos para as matrizes curriculares e para as pol?ticas p?blicas de forma??o de professores.

Made available in DSpace on 2016-04-04T18:32:55Z (GMT). No. of bitstreams: 1 Marta Leardini Gonzaga.pdf: 1118327 bytes, checksum: 79ce690e99a00db664262e754075cdd4 (MD5) Previous issue date: 2009-12-21 / We argue in the present work, the challenges and possibilities lived deeply in the construction of the research and the option for the subject: formation of professors. We presented after that, a historical briefing collating the past and the present of the courses of teaching formation, analyzing the educational politics and the movement of the educators in favor of the professionalization of the teaching. We rescued the education as a task of humanizes share, standing out the process of education and learning the joint of the dimensions politics, ethics and technique to form the critical-transforming teaching formation, recognizing the wealth of the experience that inhabits in the practical of good professors. We worked the concept of ability in the teaching and practical-reflexive profession, reportin to the current politics. We approached this thematic with the participation of twenty professors of three private institutions of the Region Metropolitan of Campinas. We articulated to the theoretical study, the experiences of the professors registered in questionnaires and interviews. We concluded that would be ingenuous to think that with simplistic measures and proposals and isolated actions, depending only on the personal will, we would change problematic situations into the field of the formation of professors. However, we considered how much the will of looking to the process of education and learning with sensitivity to breach with the demand of the education related, exclusively, toward the world of the work was present in the professor s statements. / Discutimos no presente trabalho, os desafios e possibilidades vivenciadas na constru??o da pesquisa e a op??o pelo tema: forma??o de professores. Apresentamos em seguida, um breve hist?rico confrontando o passado e o presente dos cursos de forma??o docente, analisando as pol?ticas educacionais e o movimento dos educadores em prol da profissionaliza??o do magist?rio. Resgatamos a doc?ncia como uma tarefa de humaniza??o compartilhada, ressaltando no processo de ensino e aprendizagem a articula??o das dimens?es pol?tica, ?tica e t?cnica como fomentadora da forma??o docente cr?tico-transformadora, reconhecendo a riqueza da experi?ncia que reside na pr?tica de bons professores. Trabalhamos o conceito de compet?ncia na profiss?o docente e pr?tica-reflexiva, reportando-nos ?s pol?ticas atuais. Abordamos essa tem?tica com a participa??o de vinte professores de tr?s institui??es privadas da Regi?o Metropolitana de Campinas. Articulamos ao estudo te?rico, as experi?ncias dos docentes registradas em question?rios e entrevistas. Conclu?mos que seria ing?nuo pensar que com medidas e propostas simplistas e a??es isoladas, dependendo apenas da vontade pessoal, conseguir?amos transformar situa??es problem?ticas no campo da forma??o de professores. No entanto, consideramos o quanto se fez presente nos depoimentos dos docentes, a vontade de olhar para o processo de ensino e aprendizagem com a sensibilidade de romper com a demanda do ensino voltado exclusivamente para o mundo do trabalho.

Made available in DSpace on 2016-04-04T18:32:58Z (GMT). No. of bitstreams: 1 Jurandir dos Santos.pdf: 753781 bytes, checksum: edaf550959cabc4cf67779de6c7eb663 (MD5) Previous issue date: 2005-11-30 / This study is inserted in the research line University, Docency and Formation of Teachers and it is going to investigate, to know and to describe the experiences and practical evaluatives and the possible changes resulting in the learning evaluation in the profissionalizing technical courses , administered by Senac S?o Paulo, starting from the implementation of the Law of Guidelines and Bases (LDB), no. 9394 of 1996. The text presents a brief historical of the professional education in Brazil, focused on the professional education and the creation of Senac. The practices and the profile of the educational formation, the approaches of good quality teaching, the development of competences and the different evaluation conceptions are discussed. The research was developed in the year 2005 and had as analyzed, 14 teachers from different areas of professional education of technical level. The collection of data was based in the approaching qualitative, with applications of questionnaires, with open and half-open subjects and they were addressed respectively to the characterization of the teachers and their knowledge and educational practices. The analysis reveals us that the main problems faced by the teachers in the learning evaluation are centralized in the absence of pedagogic training, in the work excess in several institutions and in the reduced hourly load destined to the pedagogic practice of the institution. / Este estudo est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores e visa investigar, conhecer e descrever as experi?ncias e pr?ticas avaliativas e as poss?veis mudan?as advindas da avalia??o da aprendizagem nos cursos t?cnicos profissionalizantes, ministrados pelo Senac S?o Paulo, a partir da implanta??o da Lei de Diretrizes e Bases (LDB) , n? 9394 de 1996. O texto apresenta breve hist?rico da educa??o no Brasil, focando a educa??o profissional e a cria??o do Senac. S?o discutidas as pr?ticas e o perfil da forma??o docente, os crit?rios de ensino de boa qualidade, o desenvolvimento de compet?ncias e as diferentes concep??es de avalia??o. A pesquisa foi desenvolvida no ano 2005 e teve como sujeitos 14 docentes de diferentes ?reas de educa??o profissional de n?vel t?cnico. A coleta de dados fundamentou-se na abordagem qualitativa, com aplica??es de question?rios, com quest?es abertas e semi-abertas e foram direcionadas, respectivamente, ? caracteriza??o dos sujeitos e de seus conhecimentos e pr?ticas docentes. A an?lise nos revela que os principais problemas enfrentados pelos professores na avalia??o da aprendizagem est?o centralizados na aus?ncia de capacita??o pedag?gica, no excesso de trabalho em diversas institui??es e na reduzida carga hor?ria destinada ?s praticas pedag?gicas da institui??o.

Made available in DSpace on 2016-04-04T18:32:59Z (GMT). No. of bitstreams: 1 Jose Flaudemir Alves.pdf: 449045 bytes, checksum: 6d97eaa868a0de5f1586322fddf64839 (MD5) Previous issue date: 2004-11-29 / This work is inserted in the research line University, Lecturing and Professor s Graduation. It has for objective to show us how the researches works have influenced in the Mathematic professor s formation an how to use this knowledge into teaching. The field research was development with a group of Mathematics teachers and principals who acting at public and government high school. This research was applied in Paul?nia city, S?o Paulo state. The research has analyzed the conception of the math teachers, how they use their educational theories in theirs math classroom. This work has reveled that these teachers hadn t information and security, when they are teaching Mathematics. These studies showed us the urgent necessity of the reflections in our actual courses of Mathematics professor s formation, which well be used in the field research. / Este trabalho est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores. Tem por objetivo buscar reflex?es sobre como o ensino com pesquisa se faz presente na forma??o do professor de Matem?tica e na sua pr?tica. A pesquisa de campo foi realizada com professores de Matem?tica, diretores e coordenadores de escola que atuam no Ensino Fundamental e M?dio, tanto na rede p?blica do Estado de S?o Paulo, como na rede municipal, todos atuantes na cidade de Paul?nia - SP. Foram analisados dados sobre a concep??o destes professores quanto ? pesquisa e ao seu uso no desenvolvimento dos trabalhos em sala de aula. Por?m, os dados obtidos revelaram uma falta de informa??o e seguran?a sobre o tema. Os estudos realizados mostram uma necessidade urgente de reflex?es sobre como est?o sendo desenvolvidos os cursos de forma??o inicial e continuada de professores para o trabalho com pesquisa.