Conselho Nacional de Desenvolvimento Cientifico e Tecnológico / O presente estudo objetivou investigar no âmbito da prática pedagógica, os saberes subjacentes ao saber-fazer/dizer de sete professoras da rede estadual de ensino do Rio Grande do Norte, ao atuarem, especificamente, na área de conhecimento da Geografia no segundo ciclo do Ensino Fundamental. Para tanto, buscou-se re-significar o saber das professoras em dois momentos que se completam: o da observação e o das entrevistas, compreendidos numa articulação entre o que se denomina de saber-fazer e saber-dizer. Os dados foram produzidos e analisados no contexto de uma estrutura conceitual que se distancia da perspectiva da idealização de um fazer, para compreender as condições de uma prática situada o que fazem as professoras, o que dizem sobre o seu fazer e em que se referenciavam para saber-fazer-dizer na sua prática pedagógica são aspectos enfatizados neste trabalho. Como fundamento teórico do estudo estão as idéias de TARDIF (2002), SHULMAN (1986) e BARTH (1994) no que se refere aos aspectos de constituição, caracterização e validação do saber docente. Apresenta-se como principal contribuição deste trabalho, a investigação da prática como instância produtora de saberes, e acentua-se a pertinência da utilização dos dados e resultados evidenciados para (re)pensar as propostas/programas de formação docente. Finalmente, como indicativos dos saberes subjacentes à prática investigada ou dos saberes docentes, aponta-se que estes são condicionados, sujeitos a imperativos, obstaculizados por fatores nem sempre observáveis pelo próprio sujeito da ação e se apresentam com traços morfológicos e estilísticos que são histórico-culturais e marcadamente didáticos. / This present study aimed to investigate, in the scope of pedagogical practise, the knowledge related to seven Rio Grande do Norte state teachers know-how-to do/say applied, specifically, in the Geography field of the second cycle of the Elementary Education. In order to do so, a re-signification of the teachers knowledge was sought through two mutually completing moments: observation and interviewing as part of an articulation between what is called know-how-to-do and know-how-to-say. The data was raised and analysed in a conceptual structure context which distances itself from the perspective of action idealization, to understand the conditions of a placed practise what the teachers do, what they say about their work and on what they base themselves to knowdo- say in their pedagogical practise which are the emphasized aspects of this study. Serving as theoretical basis to this study are the ideas of TARDIF (2002), SHULMAN (1986) and BARTH (1994), referring to aspects of constitution, charachterization and validation of teaching knowledge. This works main contribution could be pointed out as being the investigation of practise as a mean to produce knowledge, and the emphasis on the importance of the use of data and observed results as a way to (re)think teacher education programs/projects. Finally, as indicators of the knowledge related to the investigated practise, or the teaching knowledge, it is shown that these are conditioned, subjected to imperatives, impeded by elements not always observable by the own subject of the action and therefore are presented with morphological and stylistic traces which are historical-cultural and remarkably didactical. KEY-WORDS: pedagogical practise, teaching knowledge and Geography teaching.

This thesis analysis in social practise the Language Management Theory - it deals with pedagogical activity of Czech language teachers at secondary schools, based on corrections of writen language tests. The goal of this paper was to find out whether the norm of czech standard language which is contained in codices correspond with the norm that is presented by teachers. This thesis uses modern metdological approaches from the sociolinguistic sphere, especially the method of so called 'Follow-Up Interview'. It also uses the concept of the Social Power Field by Ulrich Ammon and the Language Management Theory by J. V. Neustupný as general methodological basis. As the source of information served authentic tests which has been filled by fifty students of a secondary school a and then corrected by eight czech language teachers. Other sources were Follow-Up Interviews with the teachers and questionnaires. On the basis of these sources the Language Management Theory was researched and also the idea of the teachers about the norm of standard language. This idea was compared to the opinions of other three instances of the Social Power Field. In cases there was something unclear the information were completed from the Follow-Up Interviews. The research has proved that in the most cases the norm presented by teachers...