<p>Bakgrund</p><p>Inom de investmentbanker som idag erbjuder heltäckande tjänster inom värdepappershandel och företagsrelaterade finanstjänster uppstår konflikter som grundar sig på vems intresse som kommer i första hand. I denna process har finansanalytikern en central roll där det finns en risk att hamna i en intressekonflikt med corporate finance avdelningen. Finansanalytikerns oberoende är viktigt då analyserna har påverkan på kursbildningen på värdepappersmarknaden.</p><p>Syfte</p><p>Syftet med denna kandidatuppsats är att beskriva hur ett antal svenska investmentbanker arbetar för att främja finansanalytikerns oberoende i sin yrkesroll. För att tydliggöra oberoendet kommer intressekonflikten mellan analysavdelningen och corporate finance avdelningen att beskrivas då problematiken kring finansanalytikerns oberoende här är som tydligast.</p><p>Metod</p><p>En kvalitativ ansats har valt för att uppfylla uppsatsens syfte. Tre personliga djupintervjuer genomfördes med investmentbanker och Finansinspektionen. Ytterligare en telefonintervju genomfördes med ett analyshus som marknadsför sig som oberoende. Detta gav sammanlagt tre olika perspektiv på problemet.</p><p>Slutsats</p><p>Investmentbankerna främjar finansanalytikerns oberoende genom att skapa förutsättningar för att denne ska kunna ha en hög integritet i sin yrkesroll. Dessa förutsättningar skapas genom att följa lagen och de rekommendationer som Finansinspektionen ger. Tillsammans med interna regler och incitament stärks finansanalytikerns oberoende gentemot corporate finance avdelningen.</p> / <p>Background</p><p>Within today’s full-service investment banks conflicts of interest related to who’s interest that comes first appears. Within this process the equity researcher has a fundamental profession and is exposed to conflicts of interest mainly towards the corporate finance department. The equity researcher’s independence is of importance since the analyses have impact on the determination of prices on the securities market.</p><p>Purpose</p><p>The purpose of this bachelor thesis is to describe how a number of Swedish investment banks operate to promote independence in the equity researcher’s profession. To describe the independence, conflicts of interest between the equity research department and the corporate finance department will be described. This situation chosen because of the problematic situation concerning the equity researcher’s independence that appears.</p><p>Method</p><p>A qualitative approach has been chosen to fulfil the purpose of the bachelor thesis. Three personal in-depth interviews have been conducted with investment banks as well as the Swedish Financial Supervisory Authority. One additional telephone interview was conducted with a company promoting itself as an independent equity researcher. This together gave us three different perspectives of the problem.</p><p>Conclusion</p><p>The investment banks promote the equity researcher’s independence by creating conditions to maintain a high integrity in their profession. These conditions are created by following the law and the recommendations given by the Swedish Financial Supervisory Authority. Together with internal rules and incentives, the equity researcher’s independence towards corporate finance will strengthen.</p>

Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.

The purpose of this case study is to examine how talent management is applied in a university environment and how development in leadership skills for the participants of a project affects their willingness to stay at the university. This study also highlights the purpose of using a strategy like talent management to keep key people in the organization to stay and also that theories about talent management needs to be complete with theories about loyalty and commitment. This is done through examining the project Real-- Research and Leadership that the University of Umeå provided for 21 researchers and the first round of the project took part between 2015 and 2016. The purpose of this project is to work as a supporting instance for the researcher’s research career in an long term goal to get the young prominent researchers to stay and keep working at the University. To do so, ReaL, as the project is commonly called, offered the researchers a course with the possibility to develop their leadership abilities that would help them in their future research career. But also to introduce them to interdisciplinary contacts in an attempt to broaden their research network and to give them an increased general knowledge sharing. The data gathering for this study was partly done through surveys that were handed out to the participants at the last day of the course and by interviews with selected participants from the course. The quantitative results of the study show that the participants showed a positive feeling against the impact on the participant’s willingness to stay at the University of Umeå and that the support for their research careers and an enhance in their ability in communication and conflict management was highly contributed towards their willingness to stay at the university. ReaL as a support tool for the participants was also a highly contributed factor for their willingness to stay. The Qualitative results on the other hand shows a more complex situation. Even thou that the project had a positive impact, other external factors paid more contribution to the researcher’s willingness to stay then what the quantitative results shows. These factors were the layout of the city of Umeå, their family situation and their partner’s works situation.

Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.

The Church of England is living through a time of significant change in attitudes towards local church ministry, congregational participation and pastoral practices. As it seeks to respond with integrity to changes in contemporary society the Church’s dialogue with empirical social research is beginning to develop more fully. This thesis focuses on a pioneer national project to explore the effectiveness of pastoral ministry in contemporary church weddings. The social science research methods used in this project revealed insights into the ministry of contemporary church weddings with the intention of shaping responsive parochial wedding policies. This thesis considers the potential for further local enquiry by individual marrying clergy to understand the ordinary theology (proposed by Astley) of their communities using methods of ordinary research alongside a shared reflective practice. It highlights the socio-theological interface within reflective empirical theology by pastoral practitioners in the Church. A model of participatory action research incorporating online clergy forums and change agent groups is explored to stimulate parochial and institutional change among clergy in partnership with each other. The role of priest researchers is proposed and identified in other pastoral contexts to examine factors that motivate clergy to participate in the development of pastorally responsive national policies. A methodology of personal diaries, focus groups and one to one interviews is used to explore the responses of clergy to participating in reflective praxis. The findings point to key factors in developing pastoral practice and policies involving the place of ministerial development and attitudes towards collaborative working. A typology of pastoral ministry is developed towards identifying priest researchers in the Church. The research affirms the contribution of pastoral practitioners towards the development of pastorally responsive national policies but the nature of parochial deployment and clergy relationships with each other and the Church institutions frequently preclude much of this contribution.

The role of literacy skills in learning and the ability to have the cognitive learning skills necessary to receive, process and make meaning of information is core to academic achievement at school. Many learners whose underdeveloped literacy skills prove to be a considerable barrier to learning struggle to make any significant progress at school, particularly at secondary school if these learners have come into their grade eight year from a remedial primary school where only a limited curriculum is taught. Often these learners drop out of the educational system altogether with no real alternatives available to them. Inclusive education policy states that schools must do everything they can to make the curriculum accessible to all learners regardless of their barrier to learning. This research project examined the critical success factors of implementing a one-on-one mediated literacy programme to eight selected grade eight learners as part of their school programme. The learners selected to be participants on the programme were identified from an analysis of background history, educational testing, and parent and teacher recommendations as learners whose specific barrier to learning was associated with inadequate literacy skill ability. The programme was called the Integrated Approach to Literacy Instruction(IATLI), and it combined the mediation of literacy skills simultaneously with metacognitive learning strategies. The research project was participatory in nature, as the researcher was the mediator of the programme to the eight learners. The project was based on participatory action research theory, and was a case-study design implemented at an independent secondary school in Johannesburg. The methodology used to evaluate the research project was a mixed research design incorporating structured surveys of the teaching staff, pre- and post-testing of the eight learners using standardized educational tests that evaluated literacy ability, semi-structured interviews with the teachers who taught the eight learners, and commentary from the learners themselves recorded in the researcher’s journal. Quantitative and qualitative analysis of the data indicated that the programme was a worthwhile initiative, and that certain critical success factors of the IATLI programme’s implementation emerged. Of these critical success factors, highlighted in the research sub-questions, success was often more evident in some learners than others. The data also highlighted a number of challenges that the programme’s implementation exposed, notably sustainability of the programme in the long term, as the programme was driven by the learning support specialist and the factor of burnout with regard to the intensive nature of the programme and its demands on the learner participants and the school’s internal structures. Other challenges that emerged were the practical aspects of integrating an inclusive education initiative into the demanding high school curriculum, and addressing the paradigm shift necessary to get all educators collaborating with learning support programme outcomes and then supporting initiatives in their own teaching.

Nesta pesquisa, realizou-se um estudo das trajetórias escolares e profissionais de pesquisadores em educação e das condições de produção dos trabalhos tomados como estudos em sala de aulas. Por meio de entrevistas com foco nas histórias de vida escolar de dez (10) pesquisadores, entre eles, seis (6) pesquisadores da Faculdade de Educação da Universidade de São Paulo (FE-USP) e quatro (4) da Pontifícia Universidade Católica de São Paulo (PUC-SP), optou-se por pesquisadores que defenderam teses ou dissertações cujo lócus de investigação recaia sobre a sala de aula das séries inicias na década de 1989-99. Este recorte pesquisadores que defendera pesquisas sobre a sala de aula obedeceu, de certo modo, ao princípio de continuar pesquisado o mesmo objeto de estudo do mestrado, principalmente no que tange as questões que não foram possíveis de serem tratadas naquele momento como: a destinação dada às pesquisas, seu impacto na sala de aula e no próprio campo pedagógico e, sobretudo, as condições em que essas pesquisas foram produzidas. Tendo como referencial teórico os trabalhos de autores como Jean Paul Sartre, Pierre Bourdieu, Roland Barthes, Paul Thompson, António Nóvoa, Franco Ferrarotti, Bernard Charlot, Jose Mario Azanha, entre outros, buscou-se levantar aspectos do campo pedagógico e do campo científico por um viés até então intocado: as condições de produção da pesquisa educacional do ponto de vista do próprio pesquisador. Observou-se neste estudo que a pesquisa e o ensino podem ser campos dialeticamente complementares, já que ambos fazem parte do processo de construção do conhecimento, pois se a atividade de ensino carece de pesquisa, boa parte da pesquisa em educação baseia-se na experiência educativa. Com isso, a articulação pesquisa e ensino inserida em projetos de parcerias entre Escolas Básicas e Universidades possibilitam a troca de saberes entre as duas dimensões. Do mesmo modo, entende-se que um trabalho de reorganização do campo de pesquisa educacional com o objetivo de pouco a pouco construir uma identidade nesse campo, seja capaz de conduzir a educação a tornar-se uma área de produção de conhecimentos de fato mais autônoma, sem, contudo, abandonar as dimensões práticas e políticas sobre as quais diferentes ciências humanas e sociais produzem conhecimentos. Certamente os efeitos desse movimento incidirão sobre as práticas escolares, contribuindo para aperfeiçoá-las. / This search accomplish a study of the scholar and professional way of educational researchers as well the conditions in which classroom studies has been produced, though life history interviews of ten (10) researches, among then, six (6) form the Faculdade de Educação da Universidade de São Paulo (FE-USP) and four (4) from the Pontifícia Universidade Católica de f São Paulo. We selected researchers who has defended a thesis or dissertations between 1989 and 1999 and for whom the investigation place was the classroom of the initial grades. This frame researchers who has defended searches about the classroom has obeyed, in a certain way, the purpose to continue researching the same object of my Mastership, specially, concerning questions which could not be handled on that moment, such as the searches destinations, its impact on the classroom so as on the pedagogic field and, above all, the conditions in which theses searches has been produced. Having as a theoretical reference the work of authors as such Jean Paul Sartre, Pierre Bourdieu, Roland Barthes, Paul Thompson, António Nóvoa, Franco Ferrarotti, Bernard Charlot, Jose Mario Azanha, among others, we sought bring up aspects on the pedagogic and scientific field through a path which has been released untouched: the conditions of the production of educational search by the researchers own point of view. We have observed on this study that research and teaching can be dialectical complementary fields, since both are part of the knowledge construction process, therefore, if teaching requires search, a good part of the searches are based on the teaching experience. Herewith the research and teaching articulation introduced in Elementary School and University partnership projects enable the exchange of knowledge between theses two dimension. As well as, an educational field reorganization with the purpose of construct little by little an identity on this field which is capable to conduce the education to become a knowledge area really more independent, without, however, abandon the practice and politic dimension about different human and social science produce knowledge. Surely this movement effects will fall upon the school practices, cooperating for its improvement.

A presente pesquisa versa a respeito das alterações da relação de um jovem mestrando com o conhecimento da área que pretende ingressar que podem ser depreendidas por meio do cotejamento de versões de seus textos. Considerando a importância que as intervenções do orientador podem ter neste processo, buscamos mostrar as características daquelas intervenções que podem ter, ao menos potencialmente, maior efeito na direção de gerar, por parte do jovem, uma produção subjetivada. Assim, interrogamos: quais parecem ser as características da ação pedagógica, por parte de um orientador, cuja resultante possa ser, por parte do aluno, a insistência no trabalho e a conquista de maior eficiência na leitura e na escrita? Para responder a estas perguntas, analisamos 355 versões de texto escritas por uma jovem pesquisadora, Louise, detendo-nos, sobretudo, na análise das intervenções realizadas por sua orientadora, Jacqueline, nas versões de texto cuja leitura lhe foram demandadas. Trabalhando em uma interface teórica composta pelos estudos da linguagem, da psicanálise e da educação, consideramos, na análise dos dados, a) sua materialidade linguística; b) os indícios dos modos de satisfação singulares do aluno; e c) a intencionalidade pedagógica do orientador, que, deliberadamente, executa ações para proporcionar ao orientando melhores condições para escrever um bom texto. A partir desses três aspectos, buscamos cernir os momentos em que, desejoso de encontrar melhor formulação para suas ideias iniciais, um jovem se volta exclusivamente para o refinamento de seu texto e abandona as boas desculpas para não produzir. Constatamos que as intervenções do orientador parecem poder ser correlacionadas com três fundamentais passagens: 1) da transferência à transferência de trabalho; 2) da vergonha narcísica à vergonha psicanalítica; e 3) da culpa à responsabilidade sexual. Concluímos que, para que a produção do conhecimento ocorra, o orientador deve impedir que a pessoa tente dar consistência a produções sustentadas exclusivamente no seu imaginário. Ele precisa, portanto, sistematicamente não aceitar as versões de texto que respondam, única e exclusivamente, ao que o aluno pensa serem as expectativas da comunidade acadêmica na qual se inseriu, tomando cuidado para não romper o laço entre o par. A análise dos dados permitiu ver que, embora as ações do orientador sejam variadas, aquelas que provocam maior mudança na elaboração de seu aluno estão ligadas à presentificação do incompleto. / This research is about the modifications in one young woman taking masters degrees relationship with knowledge in the area that she wants do become a member of. These modifications can be inferred by the confronting versions of her texts. Taking into account the importance of the tutors interventions in this process, we intend to show the particularities of those interventions that can have, even potentially, a greater effect in creating, by the young woman, a singular production. Thus, we ask: what are the particularities of the tutors pedagogical interventions, which final result can be the students insistence in working and the conquest of a better efficiency when reading and writing. In order to answer those questions, we have analyzed 355 text versions written by a young researcher, Louise, we focused on the interventions analysis made by her tutor, Jacqueline, in text versions in which she was asked to read. Taking an theoretical interface formed by language studies, psychoanalysis and educations, we considered, while analyzing the data, a) its linguistic materiality; b) the indications of the authors singular ways of satisfactions; and c) the tutors pedagogical intentionality that, deliberatively, performs actions in order to give the student better conditions to write a good text. From these aspects, we intend to separate he moments in which, willing to find the best formulations to his first ideas, a young woman exclusively focuses on refining her text and gives up the good excuses to stop producing. We have verified that the tutors interventions could be correlated with three main events: 1) from transference to transference of work; 2) from narcissistic ashamedness to psychoanalytical ashamedness; and 3) from guiltiness to sexual responsibility. We have concluded that, in order to make knowledge occurs, the tutors have to restrain the students trial on insisting in productions supported exclusively by his imaginary. The tutor should, therefore, refuse text versions that are a result of what the student thinks that are the academic community expectations in which he wants to be part of, taking good care to keep the link between himself and his partner. The data analysis has allowed us to see that, even though the tutors actions are different, the ones which arise better changing in the students elaborations are related to the incompletes presentification.

Este estudo teve como objetivo compreender o desenvolvimento do corpo, assim como suas relações, interferências e transformações, durante o processo ensinoaprendizagem de Ryûkyû Buyô (Danças Tradicionais de Okinawa). Acompanhou-se, deste modo, o percurso de dois artistas expoentes em São Paulo, sendo o professor, descendente de okinawanos, Satoru Saito e a professora, okinawana nativa, Yoko Gushiken. Além disso, introduziu-se o corpo do pesquisador como terceiro objeto da pesquisa, no qual seu caráter objetual (de onde se retira o dado) e metodológico (instrumento de registro) vem a relatar a experiência junto às observações e práticas da referida dança. Entre visitas e re-visitas as histórias de vida, práticas de aula e particularidades criativas dos participantes, valorizou o papel da experiência, como mote para discutir suas corporalidades, as quais denotam um corpo em curso, entre a dualidade do aprender/apreender e do ensinar. Trata-se do corpo como aparato sensível e como local de convergência do experimentado, elucubrando questões do ser (indivíduo, artista e professor) e do fazer (criar), surgidas a partir do contato entre o eu e o outro. Ainda, encontrou-se a necessidade de aliar-se à metáforas como ato de valorizar a escrita, uma vez que o corpo analisado carece de entendimento pela sua dimensão poética (não se trata de somente dizê-lo como é, mas de narrá-lo como pode ser). Como metodologia, utilizou-se da etnografia como recurso teórico-prático, quando há a preocupação de estabelecer vínculos entre pesquisador e objeto de pesquisa, através de uma relação distanciada. Em outras palavras, atribui-se a este momento, o exercício de registro em recursos audiovisuais, anotações no diário de bordo e registros fotográficos, os quais fortalecem a captação do dado resultante da observação. Neste processo, preocupou-se em analisar os corpos estudados ao longe, como sujeito propriamente destacado do meio ou grupo analisado. Posteriormente, cria-se aproximação pela observação-participante, quando pesquisador se insere no grupo a revogar o afastamento panorâmico, em prol de um olhar mais circunscrito. Neste momento, há o contato, o toque, a troca e o diálogo entre professor e aluno (uma vez que o pesquisador se tornou discípulo), na tentativa de promover conhecimento do outro através de diferentes vias sensíveis. Sua valorização acaba por incitar o estudo autoetnográfico e utilização da pesquisa-ação, como alternativa para deter a insuficiência causada pelos métodos anteriores. Neste terceiro passo, o corpo do pesquisador passa a ser meio de registro e reflexão sobre o outro, instaurando ainda ferramentas de investigação de sua própria corporeidade. Forma-se, por fim, a criação da tríade espelhada, na construção de uma corporeidade em cooperação mútua. Por conseguinte, a comparação se realiza sob a ótica da etnologia, pela observação dos três corpos no recorte processo ensino-aprendizagem, cujo resultado surge pela ação do olhar o outro, olhar com o outro, e olhar para si mesmo. Finalmente, esta pesquisa usufruiu amplamente do arcabouço teórico da antropologia, etnografia e etnologia da dança, como estudos de Adrienne Kaeppler e Judith Lynne Hanna. John Dewey, Jorge Larrosa e Michel Foucault, por exemplo, surgiram para embasar a compreensão sobre a experiência. E, por último, estudos sobre a educação do sensível, a dança/performance, propriamente dita, a semiótica e a psicologia foram vasculhados, na tentativa de abarcar minimante a imensidão do universo corpo. / This study aimed to understand the body development, as well as their relationships, interference and transformations during the teaching-learning process of Ryukyu Buyo (Traditional Dances of Okinawa). Therefore, the path of Satoru Saito and Yoko Gushiken, both exponent artists in São Paulo was followed. Moreover, the body of the researcher was introduced as a third object to be researching about, in which its objectual and methodological character is related to dance experience report. Among research participants life stories, classroom practices and creative characteristics highlighted experience importance to discuss their corporeality in progress between learning and teaching. The body is also considered by its sentient ability or as an experience convergence, where matters from self and other bonding emerge. Also metaphors were applied to valuing text, since the analyzed body lacks understanding for its poetic dimension. The methodology was based on Adrienne Kaeppler and Judith Lynne Hannas studies, which compromising both dance and body as targets of ethnography and ethnology focus. In addition, corporeality explorations took place in autoethnography and action research reflections, in which the researchers body argued with itself. Ultimately comprehensions of sensitive body over significant experiences were supported by studies of John Dewey, Jorge Larrosa, Michel Foucault, Gilles Deleuze and Maurice Merleau-Ponty.

Esta pesquisa buscou identificar os alcances e os limites que a avaliação da aprendizagem realizada pela docente pesquisadora proporcionou ao estudante de Ensino Médio durante seu processo de representação espacial em geografia. A teoria centralizadora do estudo é a Teoria Piagetiana, Epistemologia Genética. Ancorada na definição de Fernando Becker de professor-pesquisador, aquele professor que pesquisa sua própria docência, a análise consistiu em identificar os alcances e limites da metodologia da avaliação da aprendizagem (representação espacial em geografia) realizada com 46 jovens da turma 103, correspondente ao 1º ano do Ensino Médio, de uma escola da rede estadual de ensino em Sertão Santana (RS). A concepção de avaliar utilizada na pesquisa dialogou com a avaliação mediadora (Hoffmann), a avaliação diagnóstica (Luckesi) e a avaliação formativa (Sanmartí), que postulam a relevância da avaliação ao longo do processo da aprendizagem. O material empírico para a pesquisa consistiu dos registros da docente quanto a dúvidas e expressões verbais dos alunos durante as atividades pedagógicas, com análise dos instrumentos avaliativos, produções de textos de diferentes gêneros, mapas mentais e edição de vídeo. Ancoradas as estratégias pedagógicas num olhar Cultural Humanista da Geografia das Representações, opera-se com os conceitos: Alfabetização cartográfica, Geografia das Representações, Lugar, Mapas mentais e Paisagem. Já os materiais de análise da pesquisa foram os resultados alcançados, as aprendizagens ou não dos estudantes, diagnosticadas a partir da avaliação da aprendizagem realizada pela docente pesquisadora ao longo do processo de representações dos sujeitos em Geografia. / This research aimed to identify the reaches and limitations that the learning evaluation performed by the researcher teacher provided to High School students along their process of spatial representation in geography. The central theory of this study is Piaget’s Theory, the Genetic Epistemology. Grounded on Fernando Becker’s definition of researcher-teacher, i.e. the teacher who investigates his or her own teaching procedures, the analysis involved the identification of the reaches and limitations of the methodology of learning evaluation (spatial representation in geography) performed with 46 students attending group 103, which corresponds to the first year of High School in a school belonging to the state education network in Sertão Santana (RS). The conception of evaluation used in the research dialogued with the mediating evaluation (Hoffmann), the diagnostic evaluation (Luckesi) and the educative evaluation (Sanmartí), which advocate the relevance of evaluation along the learning process. The empirical research material consisted of the teacher’s records of students’ doubts and verbal expressions during the pedagogical activities, with analysis of the evaluative instruments, productions of texts of different kinds, mental maps and video edition. With the pedagogical strategies grounded on a humanist, cultural view of Geography of Representations, the following concepts were used: Cartographic literacy, Geography of Representations, Place, Mental maps and Landscape. The analysis materials were the results achieved, i.e. the students’ learning success or failure, diagnosed through the learning evaluation performed by the researcher teacher along the process of representations by the subjects in Geography.