This research examines the practice of process consultancy in Sweden with a particular emphasis on working in disturbing and uncomfortable situations. The managerial discourses that consultants are working in are dominated by an abstract language with a relentless eye towards imaginative futures in the form of visions, missions, strategies, and goals (Stacey 2011, Mowles 2014). Based on linear casuality thinking that comes from the natural sciences, the assumption is of predictability and control. Therefore, disturbing, uncomfortable, or conflicting situations arising in practice are generally overlooked, avoided, or suppressed as they - per definition - are neither predictable nor controllable. Although process consultancy in many respects gradually has changed from delivery/expertise of ready made concepts into more of conversational facilitation, speaking partnerships, inquiry and coaching, disturbing and uncomfortable moments are still generally being avoided or overlooked. This research is a narrative-based inquiry that has served as a basis for engagement in literature, reflections, reflexive inquiries, and conversations with fellow researchers, members of faculty, and other practitioners. Out of this iterative and intese process, the arguments have emerged and developed. In describing a multitude of uncomfortable and disturbing situations from my practice, and while paying close attention to them in local context, a view of these situations as problematic and avoidable has moved into a wider and deeper understanding regarding what might be taking place among us. Interpreting directives, policies, and strategies - what to do and how to do it - in order to find the most functional ways forward is imperative in organisations. Hence, corrigibility and definite inquiries into worlds of practice and relations are necessities. As ideologies and intentions among people differ, problems and disturbances are inevitably encountered in processes of particularising (making concrete in specific contexts) generalised plans and strategies, which, in turn, creates different and new generalisations (Stacey 2011, p. 358). Utilising process consultancy in order to 'deal' with the above situation may, however, paradoxically enhance anxiety and disturbancies even more. In drawing attention to disturbances as central, 'normal', and generative (normforming), I have come to think of the actual process in process consultancy as having felt dissolving qualities. As 'states' of body/mind are temporary, shifting, and changing when we are being influenced and influence others and ourselves (constrain and enable) at the same time as we speak, a sense of solution often occurs in the process. Rather than solving or resolving issues - a more traditional approach, intentionally aiming at fixing something - acts of conversations and reflexive inquiries are not aiming anywhere in particular. They are explorative and mind-moving and make us re-identify or re-form our sense of self. Hence, in the process of 'loosening up or breaking apart' identity, a sense of solution (I refer to as dissolution) is felt to emerge. This process can be disturbing per se, and the newly gained thinking - also of a temporary kind - can be felt as 'better' or 'worse' or neither, as movements and outcomes are unpredictable. In process consultancy, the understanding of people as an elusive science - changeable, fluid, and plural (messy and needy rather than tidy and rational) - is helpful in order to understand 'stuckness' and enable movement by taking experience seriously rather than engaging in excessive quantification or being futuristic and idealising.

Made available in DSpace on 2016-04-28T19:34:44Z (GMT). No. of bitstreams: 1 Tania Aparecida Arbolea.pdf: 766476 bytes, checksum: 52b1211479d4a83f20f952b597169512 (MD5) Previous issue date: 2009-12-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The subject continued formation of teachers of Portuguese Language elapsed of experiences in a professional passage of years of work as formadora, becoming possible to verify that the continued education already if placed as a process of permanent education for the professional development in face of the speed of information that modifies the educational field. With the objectives to know and to make a reflexiva reading on proposals developed in Portugal; to retake for a reading retrospect, projects developed in the PUC-SP, from proposals of the Secretariat of the Education of the State of São Paulo; e to search in the models subsidies for a proposal of continued action; the research searched basement in referring bibliographical research to the continued education of professors, mainly, in studious as Shön (1992), Nóvoa (1991, 1992) and Alarcão (1991, 1998), prioritizing the reflection in the action. For the aspects of the Literal Linguística, the theoretical support is based on Adam (2008), Beaugrande (1997), Koch (2006) and Fávero and Koch (2002), in virtue of approaches come back toward the concept of text, the textualidade and its principles. Also in them we are valid Serafini (2001) and Pear tree (2000, 2001ª, 2001b and 2002), a time that its works in offer endorsement to them regarding the education of the literal production under the optics of the process. The hypothesis of that the knowledge of projects implemented in the two countries and the reflection on its parameters would allow to elaborate subsidies for proposals of a continued formation of professors of centered Portuguese Language in the school was confirmed, still partially, a time that the research if abided only by the education of the literal production. In synthesis, it is concluded that the formation centered in the school is capable to make possible the professor to reflect on practical its for the resolution of problems, stimulating it the personal and professional development / O tema formação continuada de professores de Língua Portuguesa decorreu de experiências num percurso profissional de anos de trabalho como formadora, tornando possível verificar que a educação continuada já se colocava como um processo de educação permanente para o desenvolvimento profissional em face da velocidade de informações que modifica o campo educacional. Com os objetivos de conhecer e fazer uma leitura reflexiva sobre propostas desenvolvidas em Portugal; de retomar para uma leitura retrospectiva, projetos desenvolvidos na PUC-SP, a partir de propostas da Secretaria da Educação do Estado de São Paulo; e de buscar nos modelos subsídios para uma proposta de ação continuada; a pesquisa buscou embasamento em pesquisa bibliográfica referente à educação continuada de professores, principalmente, em estudiosos como Shön (1992), Nóvoa (1991, 1992) e Alarcão (1991, 1998), priorizando a reflexão na ação. Para os aspectos da Linguística Textual, o apoio teórico está baseado em Adam (2008), Beaugrande (1997), Koch (2006) e Fávero e Koch (2002), em virtude de enfoques voltados para o conceito de texto, a textualidade e seus princípios. Também nos valemos de Serafini (2001) e Pereira (2000, 2001ª, 2001b e 2002), uma vez que seus trabalhos nos oferecem respaldo a respeito do ensino da produção textual sob a ótica do processo. A hipótese de que o conhecimento de projetos implementados nos dois países e a reflexão sobre seus parâmetros permitiria elaborar subsídios para propostas de uma formação continuada de professores de Língua Portuguesa centrada na escola foi confirmada, ainda parcialmente, uma vez que a pesquisa se ateve apenas ao ensino da produção textual. Em síntese, conclui-se que a formação centrada na escola é capaz de possibilitar ao professor refletir sobre sua prática pela resolução de problemas, incentivando-o ao desenvolvimento pessoal e profissional