CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Essa pesquisa foi realizada no momento histÃrico contemporÃneo caracterizado pelo alargamento da cibercultura, onde à cada vez mais tÃnue o limite entre os espaÃos geograficamente localizados e aqueles produzidos na rede de alcance mundial, a Internet. Este cenÃrio tem propiciado condiÃÃes favorÃveis para o desenvolvimento de uma cultura participativa. O desafio que se coloca para a escola e suas prÃticas educativas à lidar com essa nova dinÃmica atravÃs da qual o indivÃduo tem amplo acesso à informaÃÃo. Levantou-se a hipÃtese de que hà uma cultura participativa em formaÃÃo, sobretudo fora da escola, nos espaÃos virtuais. A tese à de que essa cultura participativa preenche o significado de prÃticas educativas digitais. A questÃo central a partir da qual se desenvolveu esta pesquisa nos conduziu a investigar o que facilitava/dificultava a formaÃÃo de uma cultura participativa tanto no interior da escola, como fora dela, nos novos espaÃos estruturados em redes sociodigitais. Por tudo isso, o objetivo principal do presente estudo foi construir um conceito de prÃticas educativas digitais, preenchendo com o significante flutuante âcultura participativaâ, identificando sua origem, natureza e relaÃÃo com os fenÃmenos educacionais. Em tempos que indicam mudanÃas paradigmÃticas na educaÃÃo, esta pesquisa foi realizada numa abordagem qualitativa, com aporte na etnografia virtual. Uma parte da pesquisa empÃrica foi realizada em Portugal, onde aconteceram entrevistas abertas com os sujeitos envolvidos nas prÃticas educativas formais. Ocorreu tambÃm registro fotogrÃfico do espaÃo escolar. Um segundo momento do estudo se desenvolveu no Brasil, por meio de questionÃrios online destinados a conselheiros escolares e anÃlise de uma comunidade virtual exclusiva para esses sujeitos. Obtiveram-se dados multimodais representados em fotografias, narrativas, grÃficos que mostram o pouco impacto das mudanÃas culturais nos paradigmas educacionais do campo escolar pesquisado. Evidencia, por outro lado, o importante papel da instituiÃÃo escolar na construÃÃo de uma cultura de participaÃÃo, onde todos os atores implicados nas prÃticas educativas precisam exercer sua cidadania de forma mais integrada, coesa, descentralizada e difusa. / This research had been effected in the contemporary historical moment characterized by the cyberculture enlargement, which is increasingly a fine line between the spaces geographically located and those produced in the world wide network, the Internet. This scenery has provided favorable conditions for the development of a participatory culture. The challenge posed to school and their educational practices is dealing with this new dynamic by which the individual has broad access to information. It raised the hypothesis that there is a participatory culture in formation, especially outside schools, in the virtual spaces. The thesis is that this participatory culture fills the meaning of digital educational practices. The central question from which this research had been developed led us to investigate what facilitated/ hindered the formation of a participatory culture both within and outside the school in the new spaces structured in sociodigitals networks. For all that, the main purpose of this study was to construct a concept of digital educational practices, filling with floating signifier "participatory culture", identifying its origin, nature and relationship to the educational phenomena. In times indicating paradigmatic changes in education, this research was conducted in a qualitative approach, with contribution in virtual ethnography. Part of the empirical research had been conducted in Portugal, which open interviews took place with those involved in formal educational practices. Also occurred photographic records of the school apace. A second moment of the study had been developed in Brazil through online questionnaires for the school counselors and analysis of a unique virtual community for those people. It obtained multimodal data represented in photographs, narratives and charts that shows the little impact of cultural changes in educational paradigms of the school field that had been studied. It highlights, on the other hand, the important role of schools in building a culture of participation, where all the actors involved in the educational practices need to exercise their citizenship in a more integrated, cohesive, decentralized and diffuse.

Made available in DSpace on 2015-04-22T22:10:27Z (GMT). No. of bitstreams: 1 edisandro.pdf: 1904738 bytes, checksum: 4110b3c3886c850238f6109003b3002c (MD5) Previous issue date: 2011-10-25 / The traditional innovation model widely adopted by organizations during the whole 20 century, also known as closed innovation model, where research and development activities are conducted entirely inside organization´s frontiers and controls, has given place in recent years to the open innovation model, where organizations have realized both importance and benefits of using external ideas and knowledge as main part of their innovative process (CHESBROUGH, 2003a). So, this research used an explanatory single case study with integrated units of analysis method (YIN, 2010) in order to analyze the current organizational practices adherence to open innovation concepts inside a R&D center located in the Industrial District of Manaus. As part of the methodology, the primary data were collected through participant observations as well as through the use of questionnaire and interviews instruments. The secondary data were collected through documental research by analyzing organizational procedures, work instructions and tools. The data analysis followed an analytical strategy that counted with theoretical propositions as well as both standard combination and construction of explanation specific techniques, as proposed by Yin (2010). The use of analytical strategy and specific techniques favored the organizational innovative process mapping, as well as the identification of practices related to the open innovation concepts established by this process. Through this data analysis it was also possible to identify improvements applicable to the innovative process in order increase the adherence to open innovation practices, as well as practices considered important to the organization that are not enough applied to the innovative process. As a result, it was pointed out that the initial proposition stating that current organizational practices were adherent to the open innovation concepts was not confirmed. Such conclusion is due to the lack of organizational practices related to the open innovation model. Besides that, it was also possible to establish a set of suggestions to the company aiming to increase the organizational practices adherence to the open innovation concepts. / O modelo de inovação tradicional largamente adotado pelas empresas durante o século XX, também conhecido como modelo de inovação fechada, consiste na realização das atividades de pesquisa e desenvolvimento (P&D) inteiramente dentro das fronteiras e controles organizacionais. Este conceito, no entanto, vem dando lugar nos últimos anos a um modelo de inovação aberta, onde as empresas têm percebido a importância e os benefícios de considerar ideias e conhecimentos externos como parte integrante do seu processo inovativo (CHESBROUGH, 2003a). Desta forma, esta pesquisa utilizou como método um estudo de caso único de finalidade explanatória e unidades de análise integradas (YIN, 2010), cujo objetivo foi analisar as práticas organizacionais vigentes quanto à aderência ao conceito de inovação aberta em um Instituto de P&D localizado no Polo Industrial de Manaus. Como parte da metodologia de pesquisa, foram coletados os dados primários, através da observação participante, bem como utilizados os instrumentos de questionário e entrevistas. Já a coleta dos dados secundários se deu através da pesquisa documental, analisando-se os procedimentos, instruções de trabalho e ferramentas organizacionais. Para análise dos dados seguiu-se a estratégia analítica geral de contar com as proposições teóricas bem como se utilizou as técnicas específicas de combinação padrão e construção da explanação, conforme proposto por Yin (2010). O uso da estratégia analítica e técnicas específicas permitiram o mapeamento do processo de inovação da organização, bem como a identificação de práticas ligadas à inovação aberta estabelecida por este processo. Ainda através da análise foi possível identificar pontos de melhoria no processo inovativo necessários a uma maior aderência às práticas da inovação aberta, assim como práticas consideradas importantes para a organização, mas que não são utilizadas de forma suficiente no processo inovativo. Como conclusão, esta pesquisa evidenciou que a proposição inicial de que as práticas organizacionais vigentes eram aderentes aos conceitos da inovação aberta não foi confirmada. Tal conclusão deve-se ao fato de que não foram encontrados certos aspectos chaves pertinentes ao modelo de inovação aberta em prática na organização. Além disso, foi possível estabelecer uma série de sugestões à organização visando tornar suas práticas aderentes ao modelo da inovação aberta.

Este trabalho investiga o papel da educação a distância na transformação do paradigma educativo tradicional e sustenta que esta modalidade de ensino-aprendizagem é uma oportunidade para repensar o papel da educação no atendimento das demandas da Sociedade do Conhecimento, que provoca transformações em todas as esferas sociais no início do século XXI. A tese defende que a educação a distância não deve ser tratada como um modelo compensatório do ensino presencial e sim como parte integrante, como importante elemento que pode impulsionar a transformação das práticas educativas em todos os níveis de ensino. Através do estudo analítico quantitativo e qualitativo das principais mega universidades existentes no mundo, especialmente aquelas dos países continentais, como é o caso de Índia e China, com características próximas ao caso do Brasil, o trabalho busca disponibilizar dados e reflexões para o planejamento de políticas públicas de educação, que integrem o uso de tecnologias de comunicação e informação às práticas pedagógicas, como estratégia para desenvolver recursos humanos preparados para lidar com os desafios econômicos e socioambientais da atualidade. / This work investigates the role of the distance education on transformation of traditional educational paradigm and sustains that this modality of teaching-learning is a great opportunity to rethink the role of education to attend the demand of the Knowledge Society, that are transforming all the social spheres in the XXI century begin. The thesis defends that the distance education must not be treated as a compensatory model to the traditional system but as an important element that might promote the transformation of educative practices in all the teaching levels. Through the quantitative and qualitative analysis of the main existing mega universities in the world, specially those of the continental countries, like India and China, with characteristics close to the Brasil\'s case, the work tries to provide information and reflexions to plan and design public educational politics, which integrate the use of communication and information technology to the pedagogic practices, as a strategy to develop human resources prepared to deal with the economic challenges and environmental sustainability.

Les nouveaux programmes des lycées français, mis en place depuis la rentrée 2010, ont fixé des objectifs précis en matière d’algorithmique. A la lecture de ces programmes, l’enseignement de l’algorithmique apparaît comme outil (au sens de Douady, 1986) pour donner sens à un certain nombre de notions étudiées. Comment dépasser ce stade pour que l’algorithmique devienne objet d’apprentissage (au sens de Douady, 1986) ? Le travail de recherche se situe dans le cadre d’apprentissages de connaissances sur les algorithmes en mathématiques dans l’enseignement au niveau des classes de Seconde et du Cycle Terminal Scientifique du lycée. L’étude et la construction d’algorithmes par les élèves sont situées dans un cadre plus général de raisonnement et de preuve, mais aussi de démarches de modélisation en mathématiques. Il s’agit d’étudier l’effectivité de tels enseignements dans le cadre institutionnel français du point de vue des apprentissages effectivement réalisés par les élèves et des pratiques des enseignants, et d’en inférer des résultats plus généraux sur le raisonnement mathématique dans certains domaines spécifiques, pour les classes du lycée. Le travail de recherche entrepris privilégie la place occupée par les algorithmes dans l’enseignement des mathématiques et propose un cadre théorique tenant compte des cadres généraux de la didactique des mathématiques, en particulier les Espaces de Travail Mathématique (ETM) (Kuzniak, Richard, 2014) associés à des domaines mathématiques spécifiques. Plus particulièrement, poursuivant la spécification d’un modèle Espaces de Travail Algorithmique (ETA) (Laval, 2014, 2016), nous précisons ce que peuvent être les plans épistémologique et cognitif dans ces espaces en mettant l’accent sur leurs interactions liées aux genèses sémiotique, instrumentale et discursive auxquelles ces plans donnent lieu. Nous étudions aussi quels espaces personnels peuvent se construire chez les élèves des différents niveaux scolaires du lycée, et comment ils articulent des connaissances sur les algorithmes et les domaines mathématiques scolaires. Les modèles des ETM/ETA sont consacrés à l’analyse du travail mathématique dans des domaines mathématiques spécifiques avec, en particulier, des paradigmes guidant et orientant le travail des élèves. De plus, partant du fait que peu d’études sur des tâches de modélisation ont été basées sur les modèles ETM/ETA, nous affinons certaines de nos analyses dans le cadre des ETM/ETA sur la base du cycle de modélisation proposé par Blum et Leiss (2005) en relation avec certains domaines spécifiques des mathématiques. Pour cela, nous construisons plusieurs ingénieries didactiques mettant en place des expérimentations dans trois domaines mathématiques : (1) la théorie élémentaire des nombres ; (2) l’analyse ; (3) les probabilités et les simulations aléatoires. Ces ingénieries sont expérimentées et analysées dans les trois niveaux du lycée français : seconde et cycle terminal scientifique. Notre travail de recherche comporte des outils d’analyse de tâches et d’activités dans différents domaines mathématiques. La méthodologie employée permet d’obtenir des données globales et d’observer finement les activités des élèves en classe et les pratiques des enseignants / The new programs of French High schools, since 2010, precise objectives in terms of algorithmics. According to High schools curricula, algorithmics teaching appears as a tool (in the sense of Douady, 1986) to give meaning to some studied notions. How to go beyond this level so that algorithmic becomes an object of learning (in the sense of Douady, 1986)? This research work is in the framework of learning of mathematical knowledge in algorithmics at the level of Grade 10 and Scientific Terminal Cycle (Grades 11 and 12) of the French high school. The study and construction of algorithms by students are located in a more general framework of reasoning and proof, but also mathematical modelling. We build three didactic engineerings in High school to study the work of student and to watch teacher’s practices. Our aim is to infer more general results on mathematical reasoning in some specific mathematical domains.The research work favours algorithms’ place in mathematics teaching. We propose a theoretical framework taking into account the general frameworks of mathematics didactics, in particular the Mathematical Working Spaces (MWS) (Kuzniak, Richard, 2014) associated with specific mathematical domains.Following the specification of an Algorithmics Working Spaces (AWS) (Laval, 2014, 2016) we specify the possibilities of the epistemological and cognitive plans inside of these spaces increasing their interactions with their semiotician, instrumental and discursive geneses. We also study which personal spaces can be built for students at different levels of High school system, and how they articulate knowledge about algorithms and school mathematical domains. The models of MWS/AWS aim at analysing of mathematical work in specific mathematical domains, with in particular, paradigms guiding and directing the work of the student.Moreover, since few studies of modelling tasks have been built on MWS/AWS models, we refined some our analyses in the framework MWS/AWS basing on the modelling cycle proposed by Blum & Leiss (2005) in relation to some specific mathematical domains.We build several didactic engineerings that we experimented in various mathematical domains: (1) elementary number theory; (2) mathematical analysis; (3) probabilities and random simulations. These didactic engineerings are experimented and analysed in various French High school's grade: Grade 10 and Scientific Terminal Cycle (Grades 11 and 12). Our research work includes tools for analysing tasks and activities in different mathematical domains. The methodology obtains aggregated global data and finely observes students' activities in classroom and teacher’s practices

[pt] Esta dissertação tem como escopo a interpretação da obra jurídico-política de Jürgen Habermas à luz dos problemas e desafios formulados por Carl Schmitt. A hipótese inicial, confirmada ao longo da exposição, versa sobre o caráter de modelo negativo que a obra weimariana de Schmitt adquiriu para Habermas. Trata-se de um trabalho que se propõe a ocupar a intercessão entre a teoria política e a filosofia do direito. O pensamento do político e das condições normativas da democracia articula-se com um determinado conceito de filosofia do direito - enquanto pensamento que não admite o esquecimento da questão da legitimidade do direito. Atua, ainda, num registro marcadamente contemporâneo. São as exigências, os problemas, as crises do mundo de hoje que norteiam as leituras de Schmitt, a compreensão da experiência de Weimar e dos elementos fundamentais da obra de Habermas nos anos 90. / [en] This research aims to interpret the legal-political work of Jürgen Habermas in light of the problems and challenges indicated by Carl Schmitt. Initial hypothesis, confirmed later, affirms that Schmitt s Weimar work has a negative model function in the Habermasian theoretical perspective. The present work places itself in the interdisciplinary field of philosophy of law and political theory. The thought of the political and the normative conditions of democracy interweave into a certain concept of philosophy of law - as a thought that does not allow itself to forget the issue of legal legitimacy. It works yet in the contemporary register. Requirements, problems and crises of the current world are those which guide the readings of Schmitt, the comprehension of the Weimar experience, and of the fundamental elements of the work of Habermas in the 90 s.

Die funktionelle Magnetresonanztomographie (fMRT) ist ein nicht-invasives Bildgebungsverfahren, mit dem Veränderungen der neuronalen Aktivität im Gehirn mit hoher räumlicher Auflösung erfasst werden können. Mit der fMRT-Bildgebung bei neurowissenschaftlichen Experimenten wurden in den letzten beiden Jahrzehnten bedeutende Erkenntnisse für die Hirnforschung und Medizin gewonnen. Mit Hilfe dieser Methode werden neuronale Aktivitätsunterschiede bei der Durchführung einer bestimmten Aufgabe, z. B. dem Betrachten von Bildern mit emotionalen Inhalten, erfasst und die Daten unabhängig von der Messung zu einem späteren Zeitpunkt statistisch ausgewertet. Mit Hilfe des technischen Fortschritts im letzten Jahrzehnt ist es darüber hinaus möglich geworden, fMRT-Daten direkt zur Aufnahmezeit zu verarbeiten und auszuwerten. Dies wird als Echtzeit-fMRT bezeichnet, wenn die Datenverarbeitung schneller erfolgt als die Aufnahme eines Hirnvolumens (aktuell ca. zwei Sekunden). Die Ergebnisse der Echtzeitdatenverarbeitung können dann wiederum als Steuerbefehle für verschiedene Anwendungen verwendet werden. Daher wird dies auch als Hirn-Computer-Schnittstelle (Brain Computer Interface, BCI) mittels fMRT bezeichnet. Die Echtzeitverarbeitung von fMRT-Daten ermöglicht mehrere neue Anwendungen. Dazu gehören unter anderem die Qualitätskontrolle zur Laufzeit von fMRT-Experimenten, die schnelle funktionelle Lokalisierung von Hirnarealen entweder für neurowissenschaftliche Experimente oder intraoperativ, die Kontrolle des Experimentes mittels des Probandenverhaltens und insbesondere die Möglichkeit, sogenannte fMRT-Neurofeedbackexperimente durchzuführen. Bei diesen Experimenten lernen Probanden, die Aktivität von definierten Hirnarealen willentlich zu beeinflussen. Das Ziel dabei ist, Veränderungen in ihrem Verhalten zu generieren. Die Umsetzung eines BCIs mittels Echtzeit-fMRT ist eine interdisziplinäre Aufgabenstellung von MR-Physik, Informatik und Neurowissenschaften um das Verständnis des menschlichen Gehirns zu verbessern und neue Therapieansätze zu gestalten. Für diese hard- und softwaretechnisch anspruchsvolle Aufgabe gibt es einen enormen Bedarf an neuen Algorithmen zur Datenverarbeitung und Ansätzen zur verbesserten Datenakquise. In diesem Zusammenhang präsentiert die vorliegende Arbeit ein neues Softwareframework, das einerseits eine integrierte Gesamtlösung für die Echtzeit-fMRT darstellt und in seinen Teilmodulen eine abstrakte Basis für eine universelle Methodenentwicklung anbietet. Diese Arbeit beschreibt die grundlegenden abstrakten Konzepte und die Implementierung in ein neues Softwarepaket namens ’Brain Analysis in Real-Time’ (BART). Der Fokus der Arbeit liegt auf zwei Kernmodulen, die für universelle Gestaltung von sogenannten adaptiven Paradigmen und die Einbindung von Echtzeit-fMRT-Datenverarbeitungsalgorithmen konzipiert sind. Bei adaptiven Paradigmen werden zur Laufzeit eines Experiments physiologische Parameter (z. B. Herzrate) oder Verhaltensdaten (z. B. Augenbewegungen) simultan zu den fMRT-Daten erfasst und analysiert, um die Stimulation eines Probanden entsprechend zu adaptieren. Damit kann die Zuverlässigkeit der Daten, die zur Auswertung zur Verfügung stehen, optimiert werden. Die vorliegende Arbeit präsentiert das dazu notwendige abstrakte Grundkonzept des neuen Softwareframeworks und die ersten konkreten Implementierungen für die Datenverarbeitung und adaptive Paradigmen. Das Framework kann zukünftig mit neuen methodischen Ideen erweitert werden. Dazu gehören die Einbindung neuer Datenverarbeitungsalgorithmen, wie z. B. Konnektivitätsanalysen und die Adaption von Paradigmen durch weitere physiologische Parameter. Dabei ist insbesondere die Kombination mit EEG-Signalen von großem Interesse. Außerdem bietet das System eine universelle Grundlage für die zukünftige Arbeit an Neurofeedbackexperimenten. Das in dieser Arbeit entwickelte Framework bietet im Vergleich zu bisher vorgestellten Lösungsansätzen ein Ein-Computer-Setup mit einem erweiterbaren Methodenspektrum. Damit wird die Komplexität des notwendigen technischen Setups reduziert und ist nicht auf einzelne Anwendungsfälle beschränkt. Es können flexibel neue Datenverarbeitungsalgorithmen für ein fMRT-BCI eingebunden und vielgestaltige Anwendungsfälle von adaptiven Paradigmen konzipiert werden. Eine Abstraktion der Stimulation und die Kombination mit der Echtzeitauswertung ist bisher einzigartig für neurowissenschaftliche Experimente. Zusätzlich zu den theoretischen und technischen Erläuterungen werden im empirischen Teil der vorliegenden Arbeit neurowissenschaftliche Experimente, die mit dem Softwarepaket BART durchgeführt wurden, vorgestellt und deren Ergebnisse erläutert. Dabei wird die Zuverlässigkeit und Funktionsweise der Implementierung in allen Teilschritten der Datenerfassung und -verarbeitung validiert. Die Ergebnisse verifizieren die Implementierung einer parallelisierten fMRT-Analyse.Weiterhin wird eine erste konkrete Umsetzung für ein adaptives Paradigma vorgestellt, bei dem zur Laufzeit die Blickrichtung der Probanden berücksichtigt wird. Die Ergebnisse zeigen die signifikanten Verbesserungen der Reliabilität der fMRT-Ergebnisse aufgrund der optimierten Datenqualität durch die Adaption des Paradigmas. Zusammengefasst umfasst die vorliegende Arbeit eine interdisziplinäre Aufgabe, die sich aus der Verarbeitung von MR-Daten in Echtzeit, einem neuen abstraktes Softwarekonzept für Entwicklung neuer methodischer Ansätze und der Durchführung von neurowissenschaftlichen Experimenten zusammensetzt.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-02-07T19:13:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) katia_souza_rezende.pdf: 994405 bytes, checksum: 01d7b89ce9d1aaf319258bb17ea16f84 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-03-06T11:56:27Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) katia_souza_rezende.pdf: 994405 bytes, checksum: 01d7b89ce9d1aaf319258bb17ea16f84 (MD5) / Made available in DSpace on 2017-03-06T11:56:27Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) katia_souza_rezende.pdf: 994405 bytes, checksum: 01d7b89ce9d1aaf319258bb17ea16f84 (MD5) Previous issue date: 2016 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A escola se apresenta como um campo f?rtil para a implementa??o de propostas, estrat?gias e a??es de promo??o da sa?de, tornando-se lugar de interlocu??o entre sa?de e educa??o. As a??es de sa?de que s?o desenvolvidas nas escolas podem ser compreendidas a partir da concep??o de sa?de que circula neste espa?o. O Programa Sa?de na Escola (PSE) ? visto como elemento que altera o cotidiano escolar, fazendo emergir representa??es sociais sobre sa?de atravessadas pelas a??es de sa?de que s?o realizadas neste espa?o. Estas representa??es, por sua vez, influenciam as atividades, percep??es, valores, julgamentos e decis?es dos professores no ?mbito da sa?de. Diante do exposto, este trabalho teve como objetivo identificar as Representa??es Sociais sobre sa?de dos professores de tr?s escolas da rede p?blica de ensino de Belo Horizonte e seu impacto no desenvolvimento do Programa Sa?de na Escola. Para tanto, foram realizados tr?s grupos focais com os professores das tr?s escolas estudadas. Para a an?lise dos dados, utilizou-se a t?cnica de an?lise de conte?do, que permitiu identificar o processo de mudan?a de paradigma marcado de um lado, por a??es de sa?de na escola ancoradas no modelo biom?dico e de outro, por uma perspectiva ampliada de sa?de que considera os fatores biopsicossociais. Ao analisar a constitui??o dessas duas marcas de sentido, observou-se que ambas geram atitudes distintas e antag?nicas. O estudo aponta que a escola, enquanto institui??o de regula??o social revela-se conservadora, dissociada das transforma??es que ocorrem na sociedade. Portanto a Teoria da Representa??o Social enquanto conhecimento compartilhado pelo grupo favorece o processo pelos quais os indiv?duos em intera??o social, constroem explica??es acerca dos objetos sociais. O caminho percorrido pelo estudo permitiu a identifica??o dos pontos de ancoragem e objetiva??o dos professores das tr?s escolas estudadas. Tal constata??o implica fazer uma leitura com aux?lio do contexto sociocultural elaborado e compartilhado pelo grupo de perten?a. Assim, ? poss?vel perceber como as representa??es se estabelecem. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The school presents itself as a fertile ground for the implementation of proposals, strategies and health promotion, becoming a place of dialogue between health and education. Health actions that are developed in schools can be understood from the concept of health circulating in this space. The School Health Program (PSE) is seen as an element that changes the school routine, giving rise to social representations of health traversed by health actions that are performed in this space. These representations, in turn, influence the activities, perceptions, values, judgments and decisions of teachers in health. Given the above, this study aimed to identify the social representations about health of teachers from three public schools of Belo Horizonte teaching and its impact on development of the School Health Program. Therefore, it was carried out three focus groups with teachers of the three studied schools. For data analysis, it was used the content analysis technique, which identified the changing process of paradigm, shift on one side, by health actions in school, anchored in the biomedical model and the other by an enlarged perspective of health that considers biopsychosocial factors. When analyzing the constitution of those two sense marks, it was observed that both generate distinct and antagonistic attitudes. That study points out that the school, while an institution of social regulation, proves to be conservative, dissociated from the changes occurring in society. Thus, the theory of Social Representation as knowledge shared by the group, favors the process by which, individuals in social interaction construct explanations about social objects. The way taken by the study, allowed the identification of anchor points, and objectivation of teachers of the three public schools studied. Such a finding implies to do a reading with the help of socio-cultural context, developed and shared by the belonging group. So, it is possible to perceive how representations are established.