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No. of bitstreams: 1 fernandabassolirosa.pdf: 2719609 bytes, checksum: 94e97b57d8eeb703a1d23b39cb2eec94 (MD5) Previous issue date: 2017-09-19 / Este trabalho busca valorizar os processos colaborativos que consideram a complexidade da prática docente e as rápidas transformações que tem ocorrido em nossa sociedade, bem como as demandas pela superação do isolamento do professor. Desta forma objetivamos analisar as contribuições e limites da participação de professores de ciências em um processo formativo desenvolvido a partir da construção de um grupo colaborativo, visando o desenvolvimento profissional dos docentes. A criação do grupo partiu de nós, pesquisadores, que exercemos o duplo papel: de pesquisadores e participantes do grupo. O percurso formativo percorrido pelo grupo, embora flexível, foi realizado em cinco etapas buscando-se: promover uma aproximação às pesquisas em educação em ciências; propiciar a construção de relações de colaboração entre os participantes do grupo, de modo a contribuir para o desenvolvimento profissional de todos, a partir da reflexão crítica e da pesquisa; fomentar o desenvolvimento da autonomia docente a partir da reflexão sobre o currículo, programas de ensino, objetivos de aprendizagem e suas múltiplas relações com as práticas pedagógicas e com as condições micro e macroestruturais da profissão docente. A presente pesquisa insere-se em uma perspectiva qualitativa, sendo caracterizada como pesquisa-ação colaborativa. A coleta de dados ocorreu em todas as etapas do processo, através da observação participante - que propiciou a elaboração de um diário de campo, das gravações em áudio e vídeo dos encontros do grupo, de entrevistas, grupo focal, questionário e das produções textuais dos professores. A análise dos dados foi realizada por meio da Análise de Conteúdo. A partir da análise da trajetória do grupo foi possível apreender o desenvolvimento progressivo de formas de colaboração pautadas por níveis crescentes de interdependência entre os docentes, como: narrar e procurar ideias, ajuda e apoio, partilha e trabalho em copropriedade. Na mesma linha, ao longo das etapas foi possível detectar um processo crescente de horizontalização das relações entre os pesquisadores e os demais membros do grupo, de modo que o caráter colaborativo foi sendo construído ao longo do processo, através do estabelecimento de relações de confiança e colaboração entre os participantes. Em uma perspectiva individual, podemos afirmar que o processo formativo propiciou a reflexão crítica sobre as práticas, bem como um movimento de mudança em direção à revisão do papel do professor de transmissor para mediador do processo de aprendizagem; a aproximação às pesquisas em educação tanto em uma perspectiva de “consumo” crítico de seus resultados, como em uma perspectiva de produção de conhecimentos, tendo em vista que os professores se constituíram, simultaneamente, como atores e autores de suas práticas, compartilhando-as com tanto com a comunidade de professores e como de pesquisadores, caracterizando assim o desenvolvimento profissional docente. / This research seeks to value collaborative processes that consider the complexity of teaching practice and the rapid changes that have taken place in our society have been valued, as well the demands for overcoming teacher isolation. Thus, we aim to analyze the contributions and the limits the science teachers‘ participation in a formative process developed from the construction of a teachers‘ collaborative group. The creation of the group came from us, researchers, who experiment the double role: as researchers and as participants of the group. The group's formative trajectory, although flexible, was carried out in five stages, seeking to: promote an approach to research in science education; foment the construction of collaborative relationships among the participants of the group to contribute to all participants‘ professional development, based on critical reflection and research; propitiate the development of teacher autonomy based on reflection on the curriculum, teaching programs, learning objectives and their multiple relationships with pedagogical practices and the micro and macrostructural conditions of the teaching profession. The present research is inserted in a qualitative perspective, being characterized as collaborative research-action. Data collection took place at all stages of the process, through participant observation which led to the preparation of a field diary, audio and video recordings of the group meetings, interviews, focus group, questionnaire and teachers‘ textual productions. Data analysis was performed through Content Analysis. From the analysis of the group‘s trajectory, it was possible to observe the progressive development of forms of collaboration based on increasing levels of interdependence among teachers, such as: storytelling and scanning for ideas, aid and assistance, sharing e joint work. Besides, it was possible to detect throughout the stages an increasing process of horizontalization of the relationships between the researchers and the other members of the group. Thus, the collaborative character of the group was being built throughout the process, by establishing relationships of trust and collaboration between all participants. From an individual perspective, we can affirm that the formative process provided critical reflection on the practices, as well as a movement of change towards the revision of the role of teacher from transmitter to mediator of the learning process; the approach to education research both in a perspective of critical "consumption" of its results, and in a perspective of knowledge production, given that teachers were simultaneously constituted as actors and authors of their practices, sharing them with the community of teachers and researchers, thus characterizing professional teacher development.

Den här studien har undersökt vilken betydelse långvariga relationer har för samarbetsformerna mellan eventföretag och leverantörer i evenemangsprojekt. Studien utförde semistrukturerade intervjuer med eventföretag för att få en djupare förståelse. Sex framgångsrika eventföretag intervjuades, företagen hade antingen blivit nominerade eller vunnit branschtävlingen Gyllene Hjulet. För att skaffa sig en förståelse av vilken betydelse långvariga relationer har för samarbetsformerna har teorier om samarbete utgjort grunden för den teoretiska referensramen. Samarbetsformerna undersöktes med de fem samarbetsvariablerna: avsikt, symmetri av fördelar, interaktion, engagemang och förtroende. Teorier om projektlivscykeln och långvariga relationer förekommer också i den teoretiska referensramen. De fem samarbetsvariablerna undersöktes i projektlivscykelns faser; förstudie, planering och avslut för att undersöka samarbetet innan och efter genomförandefasen i evenemangsprojekt. Teorierna om långvariga relationer är i huvudsak till för att redogöra längden och fördelarna med att ha en långvarig relation. Studien kom slutligen fram till att de långvariga relationerna påverkar samarbetsformerna genom att arbetsprocessen blir effektiviserad och kvalitén på leveransen blir högre. Resultatet innebär att långvariga relationer har en positiv påverkan på samarbetsformerna och det gynnar både eventföretagen och leverantörerna. / This study has examined what significance a long-lasting relationship has for the forms of collaboration between Swedish event companies and suppliers in event projects. This study executed semi-structured interviews with event companies to accomplish a deeper understanding. Six successful event companies were interviewed, the companies had either been nominated or won the industry competition called Gyllene Hjulet. To acquire an understanding of the significance of a long-lasting relationship for the form of collaboration, theories about collaboration were included as the foundation for the theoretical frame of reference. The form of collaboration was analysed with the five collaboration variables: intention, symmetry of benefits, interaction, engagement, and trust. Theories about the project life cycle and long-lasting relationships are also included in the study’s theoretical frame of reference. The five collaboration variables are investigated through the phases in the project life cycle: initiation, planning and closure with the intention to study collaboration before and after the execution phase of the event projects. Theories about long-lasting relationships are mainly applied to define the length of the relationship, as well as what are its benefits. The study finally concluded that the long-lasting relationships affect the forms of collaboration by making the work process more efficient and the quality of the delivery higher. The result investigates that long-lasting relationships have a positive impact on the forms of collaboration, and it benefits both the event companies and the suppliers. Disclaimer this study is written in Swedish.