This project is an investigation of the relationship between spatial dressing and body dressing. It aims to find a new way of dressing the body by looking at how a room is dressed. It is explored by using the mindset of when dressing and furnish a room, looking at elements such as materials, details and fixtures of what defines the different rooms. To gain knowledge and understanding of the chosen elements they have been decontextualized and experimented with on a body, using the body as a spatial canvas. It has been explored through placement in order to challenging the limitations of starting points when dressing as well as other aspects such as the spatial aesthetic as dress, new expressions, function and shape. It suggests a playful- and different interpretation of how to dress the body. The importance of this investigation has been to keep the objects as they are, to mix the things we know and can refer to, in its original form and function, with an unexpected context in order to maximize its potential use and to question how we categorize things.

This M.F.A. thesis paper and exhibition explore the ephemerality of relationships as they are redefined by contiguity and recontextualization. My work derives from an investigation of alternative interpretive structures while retaining an overarching sense of narrative. This approach to painting relies on the human propensity to create organization in order to contend with chaos or overwhelming amounts of information. Traced back to curiosity cabinets or wunderkammers and forward through museums and encyclopedias, the organization of knowledge in both its diachronic and synchronic forms serves to collapse time and space. Geography and chronology become obsolete as relationships between images and objects gain new contexts. This recontextualization is not momentary but continual, as objects and images move through time and are replicated, appropriated and assimilated. Particularly in this digital age, that distance from the original is expanded in such a way as to make relationships truly ephemeral. A painting that derives from a print-out of a JPEG, which was beamed across the globe after being digitized from a photograph of an object already taken out of time and geography by those who placed it in a museum is extraordinarily distant from its original context. The ensuing abstraction changes the image irrevocable; it is a new thing entirely and only an echo of the former context remains. These paintings are filled with echoes but the true narrative is that of the ephemeral relationships that are fixed on the page for a just a moment and then disappear into the continuously shifting stream of context.

Made available in DSpace on 2017-07-21T20:31:34Z (GMT). No. of bitstreams: 1 Marcia Aparecida Alferes.pdf: 3062095 bytes, checksum: 19301694f4af445188aeb6671eac1c5c (MD5) Previous issue date: 2017-02-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis analysis the production of PNAIC (National Pact for Literacy in the Right Age, in its Portuguese acronym) in Federal Government scope (macro level) and how the actions of the Program were recontextualized by study supervisors and literacy teachers in continuous training (meso level), and inside the classroom by literacy teachers (micro level). It used concepts by Bernstein (1996, 2003) theory on structuration of pedadogical discourse and recontextualization process, as well contributions from the theory of policy enactment by Ball, Maguire and Braun (2016). The research had as base a qualitative study focused on the following aspects: a) study supervisors and literacy teachers continuous; and b) on literacy pedagogical practices developed with 1st, 2nd and 3rd years of Elementary School. It was developed in two schools of teaching municipal network of Ponta Grossa/PR. Data collection procedures were performed in the analysis of official and legal documents of PNAIC. In addition, the participant observation on the continuous training of study supervisors and literacy teachers in events carried out by the Municipal Secretary of Education and PNAIC Coordination of Ponta Grossa State University were consider for data collection. Participating observation on pedagogical practices in the literacy cycle (1st, 2nd and 3rd years on Elementary School) inside classrooms of two schools in Ponta Grossa town, state of Paraná were carried out for data collection. Interviews with PNAIC general coordinator; PNAIC local coordinator; PNAIC trainer; study supervisor; management and pedagogical team of two schools of municipal education network of Ponta Grossa, Paraná; and literacy teachers also composed the data collection. The thesis argued that PNAIC has elements of a mixed pedagogy based on the pedagogical models of competence and performance. Likewise, the study argued that PNAIC is recontextualized in meso and micro instances setting up different meanings and possibilities in the process of enactment. The results of the research indicate that, although comprehensive, necessary and relevant, the National Pact for Literacy at the Right Age (called PNAIC) presents potentialities, limits and challenges. Some of the potentialities are: PNAIC is a comprehensive program with well defined actions and strategies; it has specific materials for literacy classes; it takes advantage of school existing materials; it makes possible the participation of public universities in the elaboration of the material and education of teachers; it provides greater visibility of the areas of Geography, Art, History and Science, among others. As limitations, the main one is the discontinuity of PNAIC. In addition, there was no accountability for the investments made in the program; not all teachers who participated in the courses remained in the literacy cycle; the financial resources are not passed directly to the universities; and there is no democratic space to publicly debate PNAIC, with the teachers’ participation. The challenges are: the continuity of the program from a network education perspective; discussions about education and the role of the school; improvement in the material and working conditions of the teachers; pedagogical support for teachers at school, specially for beginners; constant monitoring of student learning; curriculum revision of teacher education courses / This thesis analysis the production of PNAIC (National Pact for Literacy in the Right Age, inits Portuguese acronym) in Federal Government scope (macro level) and how the actions of the Program were recontextualized by study supervisors and literacy teachers in continuous training (meso level), and inside the classroom by literacy teachers (micro level). It used concepts by Bernstein (1996, 2003) theory on structuration of pedadogical discourse and recontextualization process, as well contributions from the theory of policy enactment by Ball, Maguire and Braun (2016). The research had as base a qualitative study focused on the following aspects: a) study supervisors and literacy teachers continuous; and b) on literacy pedagogical practices developed with 1st, 2nd and 3rd years of Elementary School. It was developed in two schools of teaching municipal network of Ponta Grossa/PR. Data collection procedures were performed in the analysis of official and legal documents of PNAIC. In addition, the participant observation on the continuous training of study supervisors and literacy teachers in events carried out by the Municipal Secretary of Education and PNAIC Coordination of Ponta Grossa State University were consider for data collection. Participating observation on pedagogical practices in the literacy cycle (1st, 2nd and 3rd years on Elementary School) inside classrooms of two schools in Ponta Grossa town, state of Paraná were carried out for data collection. Interviews with PNAIC general coordinator; PNAIC local coordinator; PNAIC trainer; study supervisor; management and pedagogical team of two schools of municipal education network of Ponta Grossa, Paraná; and literacy teachers also composed the data collection. The thesis argued that PNAIC has elements of a mixed pedagogy based on the pedagogical models of competence and performance. Likewise, the study argued that PNAIC is recontextualized in meso and micro instances setting up different meanings and possibilities in the process of enactment. The results of the research indicate that, although comprehensive, necessary and relevant, the National Pact for Literacy at the Right Age (called PNAIC) presents potentialities, limits and challenges. Some of the potentialities are: PNAIC is a comprehensive program with well defined actions and strategies; it has specific materials for literacy classes; it takes advantage of school existing materials; it makes possible the participation of public universities in the elaboration of the material and education of teachers;it provides greater visibility of the areas of Geography, Art, History and Science, among others. As limitations, the main one is the discontinuity of PNAIC. In addition, there was no accountability for the investments made in the program; not all teachers who participated in the courses remained in the literacy cycle; the financial resources are not passed directly to the universities; and there is no democratic space to publicly debate PNAIC, with the teachers’ participation. The challenges are: the continuity of the program from a network education perspective; discussions about education and the role of the school; improvement in the material and working conditions of the teachers; pedagogical support for teachers at school,specially for beginners; constant monitoring of student learning; curriculum revision of teacher education courses

Through a singular case study, this research enquiry seeks to explore teacher perceptions about the development of a concept-based curriculum program (called as the Conceptual Curriculum by the school), in the context of an International Baccalaureate (IB) World school in the Middle East, and the intended and unintended outcomes of the initiative. The study employs Bernstein’s (1975) theories of classification and framing, and curriculum recontextualization, as an analytical framework to interpret findings. The study is informed through methods such as reading and analyzing of curriculum documents, conducting semi-structured interviews, and the distribution of a web-based questionnaire to teachers. Findings in this research inquiry revealed that, though teachers expressed the experience of creating and delivering the Conceptual Curriculum as sometimes being challenging and frustrating, a vast majority of the teachers prefer a flexible curriculum framework versus a prescriptive curriculum. However, findings also revealed that, though teachers seem to enjoy the freedom and flexibility of working with broad curricular frameworks as opposed to prescriptive curricula, there seem to be some fundamental questions pertinent to curriculum recontextualization remaining unanswered, for which perhaps teachers seek answers from qualified curriculum development personnel. Findings reveal that when broad curricular frameworks get recontextualized, the lack of consensus amongst teachers on what counts as essential knowledge is often a matter of concern. Findings reveal that in curriculum recontextualization, when having to negotiate between a “multiplicity of pedagogic fields” (Cambridge, 2011, p. 129) teachers seem to be inherently aligning to something that is a “crystal clear benchmark” such as the International Baccalaureate Diploma Programme (IB DP), as opposed to something that is more flexible and open-ended such as the International Baccalaureate Primary Years Programme (IB PYP). The disciplinary focus of the Conceptual Curriculum and the tendency of teachers to align more towards the IB DP rather than the IB PYP (even in lower grades such as 7 and 8) has thus resulted in a quick transition from the “weakly classified” (Bernstein 1971, p.49) inter-disciplinary IB PYP curriculum to a “strongly classified” (Bernstein 1971, p.49) Conceptual Curriculum with disciplinary focus. Findings from this study reveal that teachers see the value and purpose in teaching for conceptual understanding, but this, when coupled with having to choose curriculum content and developing a coherent curriculum has made the experience both challenging and burdensome for them. Findings also reveal that practical agendas of the school, such as addressing limited time and staffing issues assume priority over lofty ideals when the curriculum is recontextualized, thereby indicating that school-based curriculum initiatives lose rigor and form, in the cracks of everyday practice. Findings in this study thus suggest that when teachers are offered the possibility of working with flexible curricular frameworks, realities of everyday practice take over. This often leads to teachers self-prescribing the curriculum, thereby making the process self-mandated, which in effect defeats the very purpose of the school-based curriculum development initiative undertaken.

In terms of dress, there are various misconceptions that exist in our ever-so conscious society, which can make Easterners in the Occident neglect aesthetics that are linked to their roots. Orientalist notions of the Middle East and its complex history of conflict have both played their part in developing a cultural disconnection between the East and the Western world. This area of investigation explores the recontextualization of a selection of original and cultural elements from the Levant and Arabian Peninsula by the means of construction within men’s suits, thobes and accompanying traditional attire. The work implies to challenge the Western world’s dominant influence on fashion, where it becomes crucial to assert cultural aspects linked to facts and aesthetic value. What could be deemed as lacking in fashion is an intricate appropriation of Levantine and Arabian elements in relation to shape, proportion and material. In this exploration, it is executed through placing the selected components alongside Westerly ‘reserved’ categories such as the exaggerated shoulder pad, where each action is influenced by the outcome of the previous. The result can be described as a convergence between expressions that are culturally polarizing, which can reinvent the narrative of Westerly misperceived dress and symbols that are both ubiquitous and preserved in the transcultural region.

Student Number: 0306365F Masters in Education School of Education / An attempt to improve the quality of education in Botswana included an emphasis on alternative forms of assessment. This attempt however, has produced inconclusive results and the censure has often been on technical issues such as; lack of resources and overlooking the teachers’ understanding of the proposed innovation. A naturalistic research approach was undertaken by this study to investigate whether or not teachers at junior secondary schools in Botswana were using formative assessment when teaching mathematics as advocated in the RNPE. By employing the notion of currere, the study subjected three purposively sampled mathematics teachers drawn from three purposively sampled public junior secondary schools to an autobiographical process to reflect on their practices. The research methods comprised classroom observations and interviews. In the light of Bernstein’s theory of pedagogic device, data was analyzed and interpreted. The findings of this study indicated that mathematics teachers’ assessment strategies are still traditional. Their practices are influenced by many factors more especially by the need to make sure that students do well in the public examinations. Their understanding of these factors determines their receptivity to the proposed change. These teachers need to put themselves on the spot, and question their taken-for-granted aspects of their work. Only this way, would they become aware of alternative cause of action they need to take and can regard themselves as “critical public intellectuals.”

Esta tese tem como objetivo analisar os processos de recontextualização curricular protagonizados por professores da Rede Municipal de Ensino de Porto Alegre no âmbito dos seus planejamentos e práticas pedagógicas de ensino. Para isso, foi realizada uma pesquisa etnográfica em duas instituições de ensino desta rede ao longo de sete meses. Com o intuito de verificar a existência e atuação do efeito-território (ANDRADE; SILVEIRA, 2013), as escolas foram selecionadas considerando a sua localização utilizando, para isso, o critério do Índice de Desenvolvimento Humano Municipal, obtidos através do Censo. Assim, uma escola examinada encontrava-se em uma região da cidade com baixo IDHM e a outra em região com um IDHM mais elevado. A coleta de dados se utilizou de observações de campo, entrevistas semi-estruturadas individuais e coletivas com professores, com supervisores e com diretores escolares. Em cada escola o trabalho de cinco professores que atuam nos anos finais foi acompanhado sistematicamente no período da pesquisa. Como pressupostos teórico-metodológicos, além dos princípios da etnografia crítica (CARSPECKEN, 2011; MAINARDES; MARCONDES, 2011), o conceito de análise relacional (APPLE, 2006) foi fundante para a coleta e análise dos dados, trazendo para o trabalho a preocupação em explicitar as diversas relações que compõe os fenômenos curriculares examinados. Em se tratando de uma tese que tinha como objeto processos curriculares, as noções de currículo de Apple (2006), Sacristán (2000) e Moreira (2006, 2012) foram centrais. A partir destes autores o currículo escolar é entendido como conjunto de práticas materiais e simbólicas que orbitam em torno do conhecimento escolar, por meio do qual se constrói um determinado modo de ver e compreender o mundo. Para a compreensão dos processos de mediação do currículo escolar realizados pelos professores utilizou-se o conceito de recontextualização de Bernstein (1996). A partir dele se compreendeu que os processos realizados pelos docentes em relação ao currículo, no âmbito de seus planejamentos e práticas pedagógicas, envolvem adaptações, recriações, reconstruções e por fim a criação de novos sentidos. A análise de dados evidenciou que em ambas as escolas os processos de planejamento eram semelhantes e ocorriam através de um processo híbrido de seleção de conhecimentos a partir da atuação de alguns elementos recontextualizadores: o currículo institucional, as políticas curriculares multiescalares, os saberes docentes e a supervisão pedagógica. A análise das práticas pedagógicas levou em conta, baseada em Sacristan (2000), o tipo de tarefa privilegiada e o nível de exigência conceitual com a qual ela operava. A análise longitudinal das aulas observadas evidenciou que os professores acabavam utilizando alguns tipos de atividades de forma predominante. Os dados evidenciaram que no âmbito das práticas pedagógicas havia uma diferença mais significativa entre as escolas. Na escola situada em região com melhor IDHM predominavam atividades mais complexas e de maior nível conceitual. De outro lado, na escola situada em uma região de maior vulnerabilidade social e menor IDHM os professores tendiam a utilizar práticas pedagógicas mais simplificadas e com menor nível de exigência conceitual. Apesar de haver nuances diversas no trabalho dos professores de ambas as escolas os resultados permitem afirmar que o efeito território, junto de outros fatores identificados, se traduziram em elementos importantes que atuam e conformam os processos curriculares protagonizados pelos professores. / This dissertation aims at analyzing the processes of curricular recontextualization carried out by teachers of the Municipal Teaching Network of Porto Alegre within the framework of their planning and pedagogical teaching practices. For so, an ethnographic research was conducted in two teaching institutions of this network along seven months. With the purpose of verifying the existence and operation of the territory-effect (ANDRADE; SILVEIRA, 2013), the schools were selected considering their localization making use, for this, the criteria of the Municipal Human Development Index (MHDI), obtained through Census. Thus, a school examined is located in a region of the city with low MHDI and the other with a higher MHDI. The data collection made use of field observations, individual and collective semi-structured interviews with teachers, supervisors and principals. The work of five teachers who act in the final years of the Elementary School in each school was systematically accompanied during the period of the research. As theoretical-methodological assumptions, besides the principles of critical ethnography (MAINARDES; MARCONDES, 2011), the concept of relational analysis (APPLE, 2006) was the basis for the collection and analysis of data, bringing to the paper the concern to make explicit the diverse relationships which compose the curricular phenomena examined. In the case of a dissertation which had as its object curricular processes, Apple’s (2006), Sacristán’s (2000) and Moreira’s (2006, 2012) notions of curriculum were central. From these authors the school curriculum is understood as a set of material and symbolic practices which orbit around school knowledge, through which a certain way of seeing and understanding the world is constructed. For the understanding of the processes of mediation of the school curriculum performed by teachers Bernstein’s (1996) concept of recontextualization was used. From it, it was understood that the processes carried out by the teachers in relation to the curriculum, within their planning and pedagogical practices, involve adaptations, recreations, reconstructions and, finally, the creation of new senses. The data analysis showed that in both schools the planning processes were similar and occurred through a hybrid process of selection of knowledge from the work of some recontextualizing elements: the institutional curriculum, the multiscale curricular policies, the teaching knowledge and the pedagogical supervision. The analysis of the pedagogical practices took into consideration, based on Sacristan (2000), the type of privileged task and the level of conceptual requirement with which it operated. The longitudinal analysis of the classes observed showed that the teachers ended up using, predominantly, some types of activities. The data showed that in the scope of pedagogical practices there was a more significant difference between schools. In the school located in a region with better MHDI more complex and of high conceptual level activities predominated. On the other hand, in the school located in a region of greater social vulnerability and lower MHDI, teachers tended to use more simplified pedagogical practices. Although there are diverse nuances in the work of the teachers of both schools the results allow to affirm that the territorial effect, along with other identified factors, have translated into important elements which act and conform the curricular processes carried out by the teachers.

O presente trabalho apresenta um estudo empírico a partir de uma abordagem qualitativa de investigação que almejou caracterizar a produção de argumentos escritos de estudantes do ensino médio ao longo do processo de recontextualização do conceito de biodiversidade. A partir da teoria de Bernstein sobre o modelo do discurso pedagógico, a análise deste trabalho incide inicialmente no sentido de caracterizar o conceito de biodiversidade contido no \"que\" da mensagem sociológica dos documentos oficiais - Parâmetros Curriculares Nacionais (PCN) e na Proposta Curricular do Estado de São Paulo. A partir disso, caracterizou-se o \"que\" contido no discurso sobre biodiversidade de uma sequência didática investigativa (SDI) cujo objetivo era o ensino da biodiversidade. Essa sequência didática faz parte do campo de recontextualização pedagógico, em que os autores fazem adaptações em relação à mensagem sociológica veiculada nos documentos oficiais. Segue-se o estudo com a aplicação da SDI em uma escola da rede pública estadual, no ano de 2014, em Ribeirão Preto, São Paulo. Durante a aplicação o foco de análise foi os argumentos escritos produzidos pelos estudantes ao longo de um novo processo de recontextualização. A presença de regras de reconhecimento e realização caracteriza a produção de argumentos nesse processo. Os resultados obtidos evidenciaram que existe uma diminuição progressiva da qualidade conceitual da biodiversidade entre o PCN e a Proposta Curricular, e que continua diminuindo quando se verifica pesquisas a respeito deste conceito em livros didáticos. Na SDI, entretanto, a qualidade conceitual da biodiversidade é bastante complexa e os estudantes são mobilizados a utilizar o pensamento científico para compreender o conceito de biodiversidade e argumentar em diferentes situações. Nesse sentido, observou-se uma compreensão mais profunda a respeito da biodiversidade por parte dos estudantes, evidenciada pelo aumento do número de estudantes com regras de reconhecimento e realização ao longo de cada atividade proposta na SDI. / This research presents an empirical study based on a qualitative approach that aimed to characterize the production of written arguments of high school students throughout the process of recontextualisation of biodiversity concept. The theory of Bernstein about the model of pedagogical discourse helped to analyze the context of recontextualisation, and the \"what\" of the sociological message of the official documents - National Curricular Parameters (NCP) and Curricular Proposal of the State of São Paulo. Then, there was the analyses of the \"what\" contained in the discourse of biodiversity of an investigative didactic sequence (IDS). This IDS is part of the pedagogical field of recontextualisation, which authors made some changes in relation to the sociological message of the official documents. The study is followed by application of the IDS in a public school from Ribeirão Preto, São Paulo, in 2014. During the application the focus of analyses was the written arguments produced by the students. The presence of recognition and realization rules characterizes the production of arguments in this process of recontextualisation. The results obtained showed that there is a progressive decrease in the conceptual quality of biodiversity between the NCP and the Curricular Proposal and other researchers showed that it continues to decrease in the textbooks. However the ISD showed a high complexity quality of the biodiversity concept and the students were mobilized to use scientific thinking to understand the concept of biodiversity and argue in different situations. Thus, we observed a deeper understanding of biodiversity concepts by the students that was evidenced by the increase in the number of students with recognition and realization rules for each activity proposed in IDS.

A presente tese se fundamenta na busca por compreender quais as possíveis implicações das escolhas curriculares de âmbito intraescolar, em especial no caso da Geografia, para o processo de construção de uma escola que esteja atenta à superação das desigualdades de acesso ao conhecimento. A fim de fundamentar teoricamente a pesquisa foram apresentados e discutidos, principalmente, elementos da teoria de Basil Bernstein (1984; 1996; 1999), especialmente sua produção sobre a teoria dos códigos (transformação cultural), a teoria do dispositivo pedagógico, o modelo do discurso pedagógico (e a recontextualização pedagógica) e, por fim, sua classificação acerca dos discursos sujeitos à transformação pedagógica. Com base na elaboração de categorias analíticas geradas a partir da interação entre a teoria e o mundo empírico da investigação, foram realizadas observações de aulas de uma professora atuando em duas escolas de perfis distintos em Curitiba (PR), além da aplicação de questionários para estudantes do Ensino Médio e entrevistas com professores que atuam, também, nesta etapa da escolarização. Os resultados da tese indicam, primeiramente, que o contexto primário de socialização dos indivíduos desempenha um papel importante na conformação do currículo que se realiza na escola, e que as escolhas curriculares efetuadas pelo professor ao longo das aulas são resultado de um complexo tensionamento entre diferentes fatores, e expressam uma confluência de expectativas que adquirentes e transmissores têm sobre o papel do conhecimento na construção de seu próprio futuro. Além disso, o oferecimento de conhecimento poderoso a todos, ou seja, em contextos de grande diversidade, depende de esforços e investimentos focados na flexibilização dos ritmos de aprendizagem na escola. Por fim, a pesquisa demonstrou que o esvaziamento curricular na disciplina de Geografia tende a ser um reflexo da flexibilização das fronteiras entre discursos horizontal e vertical, resultante de uma potencial incapacidade da escola para promover elevados níveis de exigência conceitual em contextos de maior diversidade. Esse esvaziamento gera um currículo fundamentado em códigos restritos de comunicação, privilegiando significados dependentes do contexto imediato da vida dos estudantes, e dificultando o acesso a saberes orientados por códigos elaborados, os quais têm a ver com formas de discurso fundamentados em conhecimento científico. / The present thesis is based on the search for understanding which are the possible implications of curricular choices within the school environment, especially in the case of Geography, for the construction process of a school that is attentive to overcoming the inequalities of access to knowledge. In order to base the research theoretically, elements of Basil Bernstein\'s theory (1984; 1996; 1999), especially his work on code theory (cultural transformation), pedagogical device theory, the model of discourse Pedagogical (and pedagogical recontextualization) and, finally, his classification on the discourses subject to the pedagogical transformation. Based on the elaboration of analytical categories generated from the interaction between theory and the empirical world of investigation, observations were made on classes of a teacher working in two schools with different profiles in Curitiba (PR), as well as the application of questionnaires for high school students and interviews with teachers who also work at this stage of schooling. The results of the thesis indicate, firstly, that the primary context of socialization of individuals plays an important role in the conformation of the school curriculum, and that the curricular choices made by the teacher throughout the classes are the result of a complex tension between different factors, and express a confluence of expectations that acquirers and transmitters have about the role of knowledge in building their own future. In addition, the provision of powerful knowledge to all, in contexts of great diversity, depends on efforts and investments focused on flexibilization of learning rhythms in school. Finally, research has shown that the curriculum depletion in the discipline of Geography tends to be a reflection of the flexibilization of the boundaries between horizontal and vertical discourses, resulting from a potential inability of the school to promote high levels of conceptual requirement in said contexts of greater diversity. This depletion generates a curriculum based on restricted communication codes, privileging meanings dependent on the immediate context of students\' lives, and making it difficult to access knowledge guided by elaborated codes, which have to do with forms of discourse founded on scientific knowledge.

Made available in DSpace on 2016-03-15T19:43:02Z (GMT). No. of bitstreams: 1 Joice Suellen Aguiar Atique.pdf: 2557016 bytes, checksum: 3ea017f6173928d9dcc65723ce2f9ae1 (MD5) Previous issue date: 2015-02-12 / ATIQUE, Joice Aguiar. PROCESSES AND SCOPE IN RECONTEXTUALIZATION OF A COURSE TO E-LEARNING: Potentials of a Action Cycle's Implementation 2014. 152 f. Dissertação (Mestrado) - Centro de Educação, Filosofia e Teologia. Programa de Pós-graduação em Educação, Arte e História da cultura. Universidade Presbiteriana Mackenzie, 2014. How is this process of recontextualization of classroom courses to online mode? Which are the profissionals envolved? What you need to understand about the spheres of production and reproduction for the process to be efficient? Questions like these reflect difficulties encountered by professionals in the field of e-learning and, in general, serve as guidance in this study. In order to improve the practice of e-learning and raise new insights for future research, this qualitative study investigates the recontextualization process carried out by a polidocente team. An endeavor to reflect on the lived process and on the limits and potentials of the project management model used, the Action Cycles. / ATIQUE, Joice Aguiar. PROCESSOS E ÂMBITOS NA RECONTEXTUALIZAÇÃO DE UM CURSO EM EAD: Potencialidade da Implementação de um Ciclo de Ações 2014. 152 f. Dissertação (Mestrado) - Centro de Educação, Filosofia e Teologia. Programa de Pós-graduação em Educação, Arte e História da cultura. Universidade Presbiteriana Mackenzie, 2014. Como se dá o processo de recontextualização de cursos presenciais à modalidade online? Quais os profissionais envolvidos? O que é preciso compreender sobre os âmbitos de produção para que o processo e o trabalho em equipe seja eficiente? Perguntas como essas refletem dificuldades encontradas por profissionais da área de educação a distância e, de uma forma geral, servem de direcionamento a este estudo. Com o objetivo de melhorar a prática de EAD e levantar novas reflexões para futuras pesquisas, este estudo de natureza qualitativa investiga o processo de recontextualização realizado por uma equipe polidocente. Busca-se aqui refletir sobre o processo vivido e sobre os limites e potencialidades do modelo de gestão de projetos utilizado, o Ciclo de Ações.