Submitted by EDENICE BRITO (edeniceb@gmail.com) on 2018-05-18T00:20:29Z No. of bitstreams: 1 Tese - EDENICE FINAL.pdf: 2438319 bytes, checksum: 7f8f07bbbd41169052d76490efc56f03 (MD5) / Approved for entry into archive by Ana Miria Moreira (anamiriamoreira@hotmail.com) on 2018-05-24T16:11:34Z (GMT) No. of bitstreams: 1 Tese - EDENICE FINAL.pdf: 2438319 bytes, checksum: 7f8f07bbbd41169052d76490efc56f03 (MD5) / Made available in DSpace on 2018-05-24T16:11:34Z (GMT). No. of bitstreams: 1 Tese - EDENICE FINAL.pdf: 2438319 bytes, checksum: 7f8f07bbbd41169052d76490efc56f03 (MD5) / Esta tese teve como objetivo principal compreender como os trabalhadores mobilizam e recontextualizam seus conhecimentos em situação de trabalho. Para isso, inicialmente foi realizada uma pesquisa exploratória e bibliográfica visando à apropriação das produções acadêmicas acerca dos saberes profissionais – conceito central da pesquisa, tomando como subsídio, os fundamentos teóricos produzidos pelos autores que debatem, dentre eles: Caria, Fartes, Schön, Tardif, Bernstein, Charlot, Dubar, Lave e Rose. A pesquisa de campo foi realizada em uma empresa metalúrgica, no ramo da fundição e teve como sujeitos da pesquisa 22 trabalhadores. A abordagem utilizada na pesquisa foi de natureza qualitativa, com inspiração etnográfica, mediante observação participante, por possibilitar o estudo do cotidiano destes sujeitos, enquanto grupo profissional e também a compreensão dos significados e sentidos atribuídos por estes às suas ações. Como procedimentos metodológicos foram adotados múltiplos dispositivos de coleta de dados, tais como: documentos, diário de campo e entrevistas semiestruturadas. A pesquisa revelou que os saberes profissionais adquiridos no contexto da fundição pelos trabalhadores foram o “saber movimentar-se” e o “saber prestar atenção”. / ABSTRACT This thesis aimed to comprehend how workers mobilize and re-contextualize their knowledge in working situation. For this, an exploratory and bibliographic research was initially conducted aiming for the appropriation of academic productions on the professional knowledge – central concept of this research, based on the theoretical fundamentals produced by authors who debate it, among others: Caria, Fartes, Schön, Tardif, Bernstein, Charlot, Dubar, Lave and Rose. Fieldwork was conducted in a metallurgical company, in the foundry branch, whose research subjects were 22 of its workers. The approach used in this research was of qualitative nature, with ethnographic inspiration, through participant observation, for allowing the study of the daily life of these subjects, as professional group and also the comprehension of the meanings and significance attributed by them to their actions. Concerning methodological procedures, multiple data collection devices such as document analysis, field journal and semi-structured interviews were adopted. The research revealed that the professional knowledge acquired by the workers in the context of the foundry were “know to mobilize oneself” and “learn to pay attention.” / ZUSAMMENFASSUNG Diese Arbeit hat darauf abgezielt, zu verstehen, wie Arbeiter ihr Wissen in Arbeitssituation mobilisieren und neu kontextualisieren. Dazu wurde zunächst eine explorative und bibliographische Forschung für die Aneignung der akademischen Produktionen bezüglich des professionellen Wissens durchgeführt - zentrales Konzept dieser Forschung, die auf den theoretischen Grundlagen von Autoren basiert, die sich mit dem Thema auseinandersetzen, unter anderem: Caria, Fartes, Schön, Tardif, Bernstein, Charlot, Dubar, Lave und Rose. Die Feldarbeit wurde in einem metallurgischen Unternehmen in dem Gießerei-Gebiet durchgeführt, deren Forschungsteilnehmer 22 ihrer Arbeiter waren. Der in dieser Studie verwendete Ansatz war von qualitativem Gepräge mit ethnografischer Inspiration, die durch teilnehmende Beobachtung die Studie des täglichen Lebens dieser Subjekte (Teilnehmende) als Berufsgruppe und auch das Verständnis der Bedeutungen und Wichtigkeiten der von ihnen beigemessenen eigenen Taten ermöglicht hat. Als methodische Verfahren wurden mehrere Datenerfassungsmethoden verwendet wie zum Beispiel: Dokumentenanalyse, Feldbericht und semi-strukturierte Interviews. Die Forschung ergab, dass die erworbenen Fachkenntnisse von den Arbeitern im Rahmen der Gießerei „sich mobilisieren zu wissen‟ und „Aufmerksamkeit schenken zu lernen‟ waren.

Cette thèse de doctorat établit la relation entre les représentations de l’activité physique et sportive et les attitudes à l’égard des personnes porteuses de déficience dans un contexte interculturel, celui des étudiants en mobilité temporaire de l’université de Strasbourg. Il a été établi que certaines représentations de l’activité physique et sportive principalement centrée autour de la santé et/ou la compétition ont une influence sur les attitudes à l’égard des personnes porteuses de déficience chez les étudiants étrangers. Une enquête par questionnaire en ligne (N= 399), une démarche d’entretiens semi-directifs (N=20) et un recueil de données ethnographiques ont été articulés pour obtenir le corpus empirique à analyser. Pour examiner les attitudes des étudiants étrangers à l’Université de Strasbourg, nous avons élaboré le concept de « déficience dérangeante » en nous basant sur les notions « d’inquiétante étrangeté » et le concept de « vallée dérangeante » employés respectivement dans le champ de la psychologie et le champ de la robotique. De plus, nous avons utilisé le concept de « dimension culturelle » d’Hofstede, afin de découvrir s’il existe une forme d’homogénéisation culturelle dans la perception des personnes en situation de handicap. Ce travail a permis de mettre en lumière l’existence de discours idéologique sur l’accessibilité et le sport santé, s’exprimant dans toutes les cultures chez les étudiants étrangers. Ces discours sont présents dans les représentations de l’activité physique et sportive et dans les attitudes portées à l’égard des individus porteurs de déficience, ils utilisent d’ailleurs des mécanismes similaires. Il a aussi été démontré qu’il existe chez les étudiants une dichotomie entre le corps et l’esprit qui avait une influence à la fois sur les représentations de l’activité physique et sportive, mais également sur la vision de la déficience. Cette dichotomie s’exprimant chez tous les étudiants interrogés en dépit des différences de culture, bien qu’il existe certaines nuances en fonction de la culture interrogée. Il a également été observé des similitudes entre la façon dont les sportifs de haut niveau et les personnes porteuses de déficience sont perçus par cette population. En effet, ces deux populations sont vues comme « hors norme » ou comme étant des héros. Nous démontrons comment les représentations du sportif de haut niveau sont similaires à celles des personnes en situation de handicap, et en quoi ces deux populations vivent le même processus d’altérisation. / This thesis establishes a link between physical and sporting activities and the attitudes toward disabled people. Foreign students at the University of Strasbourg are put in an intercultural context. In this context, we have demonstrated that some physical and sportive activities, which mainly focuses on health and/or competition, have an impact on the attitudes toward disabled people. Quantitative thanks to an online survey (N=399), qualitative thanks to semi directive interview (N=20) and ethnographic methods were used to establish such link. In order to analyze we have elaborated the notion of “disturbing disability,” based on the Freudian notion of “worrying strangeness,” and the concept of the “uncanny valley,” mainly used in the field of robotics. Furthermore, we have used Hofstede’s concept of “cultural dimension” to uncover a cultural homogenization in the perception of disabled people. This homogenization manifests itself in every culture through some ideological speeches that are present in the representation of physical and sporting activities, and the attitudes toward disabled people. These speeches are not identical, but both are based on the same mechanisms. This work has also illustrated that for foreign students there is a dichotomy between mind and body that expresses itself in every culture, and has an influence in the perception of physical and sporting activities, as well as on disability. Finally, in this thesis we have proven that both athletes and disabled people are seen as “special”, “inhuman” or “heroic” because they both go through the same “othering” process.

Det moderna arbetslivet genomgår snabba och stora förändringar och ändrar  örutsättningarna för många yrkesgrupper i hur arbetet ska bedrivas på bästa och mest effektiva sätt. Detta får konsekvenser för olika yrkesgruppers arbetssituationer. En yrkesgrupp som inte har fått ett allt för nämnvärt fokus i forskningen kring förändrade arbetssituationer är HR-medarbetare. Syftet med den här studien är att öka förståelsen för hur HR-medarbetare upplever och hanterar sin arbetssituation utifrån arbetskrav och arbetsresurser. Tre frågeställningar har utformats för att omfamna och konkretisera syftet ytterligare. Studien baseras på fem utvalda respondenter, som arbetar som HR-generalister eller HR Business Partners. Studien har genomförts med en kvalitativ forskningsmetod i form av intervjuer och har utgått från en abduktiv ansats. Studien påvisar att det finns olika uppfattningar mellan HR-medarbetare om vilka resurser som anses viktiga i arbetet. Studien har även visat på att HR-medarbetare ställs inför höga arbetskrav i form av framför allt hög arbetsbelastning och stora rollkonflikter. Resultatet  visar att HR-medarbetarna vanligtvis hanterar svåra arbetssituationer genom problemfokuserade hanteringsstrategier. / The modern working life is going through big and rapid changes, which change the prerequisites for a lot of professions in how work should be conducted and utilized in best manners. This leads to consequences in the work situation for different professions. One profession that hasn’t a cquired a lot of focus in the research about changing work situations, is the HR Practitioners. The aim of this study is to increase the understanding in how HR Practitioners experience and manage their work situation from the basis of work demands and work resources. Three research questions have further been formed, with the aim to embrace and concrete the purpose of the study. The study is based on five selected candidates, who works as HR Generalists or HR Business Partners. The study has been conducted with a qualitative research method in the form of interviews and an abductive approach. The study demonstrates different opinions among the HR Practitioners about which kind of work resources that is considered most important at work. Results also show that HR Practitioners faces high work demands, mostly in the form of high work load and big role conflicts. Finally, the results show that HR Practitioners mostly apprehend and manage the severe work situations they face with a problem focused coping strategy.

The purpose of this study is to contribute with knowledge about how preschool teachers act as well as express themselves to children during mealtime, in order to promote language development. In addition, the purpose is to discover how preschool teachers view the mealtime situation from a linguistic perspective. The research methods used in this study are observation and interviews. These serve as a complement to one another, in order to demonstrate how preschool teachers act and express themselves during mealtimes and additionally, what kind of attitude these preschool teachers have towards the meal situation as a language development opportunity. The result shows that preschool teachers act and promote language expression in several different ways during mealtimes, by taking advantage of the children's interest in conversation as well as through confirmation and repetition. Furthermore, a language development activity is used to encourage language development. Findings also show that preschool teachers view language development as a broad area and one that occurs constantly throughout all situations. The meal situation is seen as an important opportunity, in which preschool teachers have the advantage of being able to converse with the children. / Denna studie har som syfte att bidra med kunskap om hur förskollärare agerar och uttrycker sig till barnen i måltidssituationen för att främja språkutvecklingen. Syftet är också att synliggöra hur förskollärarna ser på måltidssituationen ur ett språkligt perspektiv. Metoderna som används i studien är observation och intervju. Dessa fungerar som ett komplement till varandra och synliggör hur förskollärarna agerar och uttrycker sig i måltidssituationen samt vilken inställning förskollärarna har till måltidssituationen som ett språkutvecklande tillfälle. Resultatet visar att förskollärarna agerar och uttrycker sig språkfrämjande inom flera aspekter under måltidssituationen genom att ta tillvara på barnens intresse i samtal samt genom att bekräfta och upprepa det barnen säger. En språkutvecklande aktivitet används också för att främja språkutvecklingen. Resultatet visar också att förskollärarna ser på språkutveckling som ett brett område. Språkutveckling sker hela tiden, i alla situationer. Måltidssituationen ses som ett viktigt tillfälle som förskollärarna tar tillvara på för att samtala med barnen.

Submitted by Lara Oliveira (lara@ufersa.edu.br) on 2017-04-25T21:52:30Z No. of bitstreams: 1 JúlioJA_DISSERT.pdf: 939713 bytes, checksum: c67cafda0dcef634c8d3b78d4fc84425 (MD5) / Made available in DSpace on 2017-04-25T21:52:30Z (GMT). No. of bitstreams: 1 JúlioJA_DISSERT.pdf: 939713 bytes, checksum: c67cafda0dcef634c8d3b78d4fc84425 (MD5) Previous issue date: 2010-08-25 / The nutritional evaluation through foliate analysis has become a useful tool to nutritional analysis in several cultures around the world. Although, there are different methods to interpret foliate analysis, there seems to be a few studies about the utilization of the diagnosis and recommendation integrated system (DRIS) and about the methodology of critical level for the reduced and normal distribution (NCRIZ), to evaluate the nutritional state of irrigated mango tree Tommy Atkins. The objective of this work is evaluating the nutritional state of the mango tree in the valley of Baixo Açu in two different seasons of foliating samplings, using DRIS and NCRIz methodologies to identify and put in order the nutritional limitations and compare the methodologies. The work was developed in Vale do Açu, an important mango tree producer in the state of Rio Grande do Norte, mainly in fluvial neo-soils. The samplings were chemically analyzed during the mango tree fenological development based on N, P, K, Ca, Mg, S, B, Zn, Mn, Fe and Cu contents, and respective productivities were collected in 106 cuts supplied by mango exportation companies. To determine the DRIS, the rules, calculation of the DRIS and the nutritional balance for each element and their relation two by two were established. To determine the critical level (NCRIZ), a developed method which uses normal distribution or Gauss-Laplace type was chosen. It is based on continuous distribution of reduced probability. To calculate the critical level, P equals to 90% of maximum production. The methodologies DRIS and NCRIZ were proved efficient to identify the limiting nutrients for the mango tree, once there are differences about limitation hierarchical order. As rules DRIS showed differences about the low productivity population. The variations will probably represent the level of limiting nutrients by excess and deficiency, whereas the NCRIZ allowed to calculate the levels within the reference recommended by the bibliographical referential. Thus, it is another tool for nutritional diagnosis having the advantage of no experiments in the field / A avaliação do estado nutricional por meio da análise foliar vem sendo uma ferramenta bastante útil para o diagnóstico nutricional de várias culturas em diversas partes do mundo. Embora existam diversos métodos de interpretação de análise foliar, constatam-se poucos estudos sobre a utilização do sistema integrado de diagnose e recomendação (DRIS) e sobre a metodologia do nível crítico pela distribuição normal reduzida (NCRIZ), para avaliação nutricional da mangueira irrigada variedade Tommy Atkins. O objetivo deste trabalho foi avaliar o estado nutricional da mangueira no Baixo Açu em duas épocas de amostragem foliar, utilizando as metodologias do DRIS e do NCRIz, para identificar e herarquizar as limitações nutricionais e comparar as referidas metodologias de interpretação de análise foliar. O trabalho foi desenvolvido na região do Vale do Açu, importante Pólo produtor de manga do Estado do Rio Grande do Norte, com predominância de solos Neossolos Flúvicos. As amostras foliares foram analisadas quimicamente durante fases do desenvolvimento fenológico da mangueira, a partir dos teores de N, P, K, Ca, Mg, S, B, Zn, Mn, Fe e Cu e respectivas produtividades foram coletadas em 106 talhões fornecidos pelos produtores e empresas produtoras de manga para exportação. Na determinação do DRIS, fez-se o estabelecimento das normas, cálculo do índice DRIS e determinado o índice de balanço nutricional para cada elemento e as relações dois a dois. Na determinação do nível crítico (NCRIZ), utilizou-se um método desenvolvido que utiliza a distribuição normal ou de Gauss- Laplace, que se baseia na distribuição contínua de probabilidade reduzida, na qual se adotou, para efeito de cálculo do nível crítico, o valor de P igual a 90% da máxima produção. As metodologias DRIS e NCRIZ mostraram-se eficientes na identificação dos nutrientes limitantes para a mangueira, havendo diferenças na ordem hierárquica da limitação. As normas DRIS apresentaram variações nas médias, em relação à população de baixa produtividade. As variações provavelmente representarão os níveis de nutrientes limitantes por excesso e por deficiência, enquanto que o NCRIZ permitiu calcular valores dentro da faixa de referência recomendada pela literatura, sendo, portanto, mais uma ferramenta para o diagnóstico nutricional da cultura, com a vantagem da não necessidade de experimentos em campo / 2017-04-25

Currently it has become recognized that to successfully manage the crisis situation it is necessary to ensure the basic transport, particularly transport infrastructure impassable. One of the many problem areas while ensuring operation in transport is critical to ensure the functionality of artificial structures, and thus become very important just bridges that we in most cases considered by the throat on the roads. Bridges must be kept sufficiently passable,and failing this, just need to take action in the form of construction of a temporary replacement bridge. The general aim of my thesis was to analyze the usefulness of temporary bridge construction kits in crisis situations. The theoretical part describes issues related legislation with crisis management, basic concepts related to crisis management, bridge set MS, heavy bridge set TMS and the use of the Czech Army in crisis situations. Crisis management was essential after the floods in 1997 and 2002 given special attention. It was gradually ascertained that five years after the floods in Moravia in 1997, the Army increasingly lack a global perspective on the overall topic of crisis management. The focus is on bridge set MS. This is a releasable steel bridge construction, which was initially designed for the military sector to the possibility of fast implementation of temporary bypass obstacles. Another topic of interest is becoming difficult bridge kit. Heavy bridge system is normalized steel folding bridge for only one lane of the lower deck, which is designed to build bridges with one or more fields of bridges and overpasses for the construction of the railway. The use of the Czech Army is further defined as a task of the integrated rescue system in the area of internal security, where the individual components of the Integrated Rescue System and other bodies involved in internal security and civil protection must be able to respond professionally and in cooperation with other stakeholders to intervene effectively in an emergency or crisis caused by terrorist attacks, natural and environmental disasters, industrial accidents, and other dangers that threaten the lives, health, property, the environment, internal security and public order in the Czech Republic. The Czech army is used for temporary organized deployment of military units and military installations with the necessary military equipment and under the control of the appropriate commander. Military assistance becomes necessary when the designated administrative authorities, local authorities or a fire protection can no longer ensure the rescue work on their own. The use of the army for rescue operations can be done at the request of regional governors, mayors and mayors of municipalities or the Ministry of the Interior through the Operational and Information Centre Fire and Rescue through the permanent operations center of the Army of the Czech Republic. In the practical part I am focused on gathering the available general and internal information,reports and documentation on the use of temporary bridge kits in crisis situations and analysis of documents,regulations and methodologies relating to the construction of temporary bridge kits in crisis situations. Practical application of new trends and technologies, based on experience with engineer bridge company Czech Army. Processing and evaluation of the results was done in MS Word and MS Excel.

The submitted work is oriented towards the writing of young poets who made their authorial debuts into literary communication in the 1990s. It regards the creation of authors unburdered by experience with the cutural politics valid before November 1989, and therefore creation born in the complicated context of the post-totalitarian cultural situation in which very different traditions were combined, including traditions which were banned from public communication during the previous decades. Parallel with this process the young poetry of the 1990s was born, whose character was inevitably marked by the period interest in everything from the past that had been until recently forbidden. The work begins with an independent chapter devoted to the literary-critrical reception of young poetry in the 1990s. Aspects analyzed include the language, framework of values, criteria and expectations which were valid for contemporary literary criticism of young poetry in the 1990s. It is demonstrated that the key question for young poetry to answer was the question of what traditions it should draw upon in the changed and democratized cultural and social conditions. Expectations were oriented in the direction of the past, towards a connection with one of the worthy and newly non-proscribed traditions, rather than towards a neo-avantgarde seach for new expressive registers. The subsequent three chapters follow three expressive currents within the framework of young poetry of the 1990s {--} spiritual poetry, objective poetry and imaginative poetry. Analytical and interpretational explorations of these three currents are linked by a common point of view, which is a focus on the lyrical subject and the form of its stylization. This methodological point of departure leans on Červenka's theory of the the lyric subject, to which is devoted the independent theoretically oriented chapter in the introductory part of the work. This unified focus of attention on the lyric subject made it possible in the conclusion of this work to create a typology of the form of the lyric subject and to follow basic tendencies characteristic for subjectivity in the young poetry of the 1990s. It was demonstrated that the young poetry of the 1990s was willing to accept the three traditional lyrical modes and expressive registers, but it removes from them any kind of programmatic and ideological accents. Traditional lyrical modes, after their transplantation into a post-totalitarian and also post-modern situation, stop being part of a master narrative and therefore their original metanarrative character is eliminated (from spiritual poetry the explicit confessionality is lost, imaginative poetry removes surrealistic revolutionarity and psychologism, the poetry of objectivity eliminates the pathos regarding necessary developmental change, with it this lyrical mode was applied by Skupina 42). Traditions therefore do not continue to evolve in their original forms, but are selectively used with a view to the current state of culture and thought.

Esta pesquisa aborda um processo interativo de formação de professores permeado por múltiplas interlocuções as quais visam superar as ideias simplistas de formação docente, com base na transmissão de conhecimentos produzidos por sujeitos externos ao ambiente escolar. Trata-se de um processo de pesquisa na ação, focado na formação contínua, orientado por diálogos que giram em torna da produção, planejamento e desenvolvimento, em sala de aula, de uma proposta de organização curricular denominada Situação de Estudo (SE). Para analisar criticamente as contribuições, potencialidades e limites desse processo, para a constituição de um professor pesquisador- autor e ator - de seu fazer cotidiano escolar e para a produção de um currículo integrado, na forma SE, foi constituído um espaço interativo rico de apropriação e produção de saberes envolvendo três grupos de sujeitos: professores de Ensino Médio (EM) de uma escola pública de Ijuí; professores da área de física, química e biologia, vinculados ao Gipec-Unijuí e licenciandos vinculados ao mesmo grupo. Os caminhos percorridos foram orientados pelos pressupostos da pesquisa qualitativa, na modalidade de pesquisa na ação, com as características de um estudo de caso, conforme proposto por Bogdan e Biklen (1994); Pimenta e Franco (2008), e expressos por uma espiral de ciclos autorreflexivos, seguindo o pensamento de Carr e Kemmis (1988). Os ciclos envolvem diversos momentos permeados pela reflexão-ação coletiva como parte da tessitura da metodologia de pesquisa na ação, os quais foram se constituindo pelas discussões centralizadas na produção, planejamento, análise e desenvolvimento, na primeira e segunda série do EM, de três SEs: Conhecendo o câncer – um caminho para a vida; Ambiente e vida – o ser humano nesse contexto e Drogas - efeitos e consequências no ser humano. Os dados empíricos resultantes das gravações dos diálogos decorrentes do processo interativo são descritivos e resultaram de um trabalho intensivo e sistemático que ocorreu no contexto escolar, ambiente natural da investigação, e são analisados com base nos argumentos de Moraes e Galiazzi (2007) sobre análise textual discursiva. A pesquisa mostra que o processo interativo de formação docente, fundamentado pelos pressupostos do educar pela pesquisa, contribui para: superar o distanciamento entre universidade e escolas básicas pela elaboração coletiva de SEs, num compartilhamento de ideias e ações no espaço escolar; articular a formação inicial e continuada de professores por meio de interações triádicas (ZANON, 2003), visando a participação ativa de todos os sujeitos; superar a estrutura linear e fragmentada dos conteúdos disciplinares por meio da interlocução com diferentes disciplinas de modo a propiciar a produção de um currículo integrado, que prioriza o estudo dos conteúdos escolares situados em contextos de relevância social e de vivência cotidiana dos estudantes, de modo a produzir sentidos e significados para eles; articular teoria e prática docente pelo uso dos recursos culturais - linguagem, leitura e escrita; a formação docente contínua. Pelas características de múltiplas interfaces de interação é que se defende a tese de que o processo interativo de formação docente contribui para a constituição de um docente mais crítico, pesquisador, autor e ator de seu fazer cotidiano escolar e para a produção de um currículo integrado, como processo em constante transformação, conectado a vida social e cultural do sujeito. Os argumentos para defesa dessa tese foram construídos pela contribuição de diversos autores tais como Zeichner (1993); Freire (2003, 2004); Vigotski (2000); (Demo, 1997, 1998; Pimenta e Franco, 2008; Maldaner (2000); Galiazzi (2003); Sacristán (1998), Santomé (1998), Japiassu (1993). / This research covers an interactive teacher formation process permeated by multiple interlocutions that aim to overcome the simplistic ideas of teacher formation based on the transmission of knowledge produced by individuals outside the school environment. It is a process of research on the action focused on continuous teacher formation guided by dialogs that revolve around production, planning and development in the classroom of a curricular organization proposal called Study Situation (SS). In order to understand and analyze the contributions, potentialities and limitations of this process to constitute researcher teachers - author and actor - making their daily routine and to produce an integrated curriculum in the shape of SS, an interactive space has been constituted that is rich in the appropriation and production of knowledge involving three groups of individuals: intermediate education (IE) teachers from a public school in Ijuí; teachers from the areas of physics, chemistry and biology linked to GIPEC-UNIJUÍ and graduates linked to the same group. The trails followed were guided by the qualitative research presuppositions in the modality of research on the action with the features of a case study as proposed by Bogdan e Biklen (1994); Pimenta e Franco (2008), and expressed by spiraling self reflexive cycles, following the thought of Carr e Kemmis (1988). The cycles involve several moments permeated by collective reflection-action as part of the research in the action methodology texture, which were being constituted by discussions centered on production, planning, analysis and development in the first and second years of IE in three SS: Knowing about Cancer – A path for life; Environment and life – human beings in that context and Drugs - effects and consequences in human beings. The empirical data resulting from dialog recordings originated from the interactive process are descriptive and resulted from an intensive and systematic work that took place in the school context, natural environment for the investigation, and are analyzed based on arguments by Moraes e Galiazzi (2007) about discursive textual analysis. The research shows that the interactive teacher formation process based on the educating through research presuppositions contributes towards: overcome the distancing between universities and basic education schools through the collective elaboration of SS by sharing ideas and actions within the school space; articulate the initial and continued teacher formation for being constituted of triadic interactions (ZANON, 2003) where all individuals take active participation; overcome the linear and fragmented structure of subject contents by means of interlocution with different subjects so as to provide for the production of an integrated curriculum that prioritized the studying of school contents situated in contexts of social relevance and students' daily experiences in order to produce sense and significance for them; articulate teaching theory and practice through the use of cultural resources-language, reading and writing; continuous teacher formation for being constituted of a dialogic process being permanently reconstructed. The characteristics of multiple interaction interfaces is what advocates the thesis that the interactive teacher formation contributes to constitute more critical, researcher teachers –author and actor- their school routine and to produce an integrated curriculum as a process under constant transformation connected to the individual's social and cultural life. The arguments to defend that thesis were constructed from the contribution of several authors such as Zeichner (1993); Freire (2003, 2004); and Vigotski (2000); (Demo, 1997, 1998; Pimenta e Franco, 2008; Maldaner (2000); Galiazzi (2003); Sacristán (1998), Santomé (1998), Japiassu (1993).

Este estudo aborda um processo de pesquisa-ação ocorrido no contexto de um curso de Licenciatura, no qual se constituiu grupos de trabalho envolvendo professores em formação inicial e professores em exercício, da escola e da universidade, que assumiram a própria prática docente como referência para a análise e reflexão de seu processo formativo. Teve como objetivos investigar e analisar os saberes docentes a as aprendizagens sobre conhecimentos profissionais de professor construídos durante a elaboração e o desenvolvimento de propostas de ensino, denominadas de Situações de Estudo (SEs) e compreender que mudanças ocorrem nas ações de professores que durante o desenvolvimento de suas propostas de trabalho envolvem-se em processos reflexivos que lhes permitem refletir na e sobre a própria prática. O trabalho envolveu professores de Química em formação inicial, professores desta disciplina que atuam em escolas de Educação Básica, estudantes de Ensino Médio e professoras formadoras, uma delas a autora deste estudo. A pesquisa é de natureza qualitativa e foi orientada pelos pressupostos da pesquisa-ação. Esse processo aconteceu em oito momentos permeados por um movimento de planejamento/vivência/pesquisa/ ação/reflexão e concretizado nos ciclos autorreflexivos propostos por Carr e Kemmis (1988). Os dados descritivos foram produzidos a partir das gravações em áudio dos encontros e das entrevistas e das gravações em áudio e vídeo das aulas de estagiárias e foram analisados com base nos argumentos de Moraes e Galiazzi (2007) sobre a análise textual discursiva. A tese defendida é a de que a socialização, a análise e a reflexão sobre práticas pedagógicas orientadas por propostas de ensino denominadas de Situações de Estudo, produzidas por professores de Química em formação inicial durante o curso e desenvolvidas por eles no espaço/tempo do Estágio de Docência quando acompanhadas pela pesquisa, aumentam seu potencial formativo, oferecem maiores chances para a (re)significação e produção de conhecimentos profissionais de professor, favorecem a constituição de um professor reflexivo, mais autônomo e capaz de tomar decisões conscientes e contribuem para qualificar a formação, atuação e desenvolvimento próprio e dos estudantes. Os argumentos que dão validez a essa tese foram elaborados com o apoio de teóricos como Carr e Kemmis (1988); Tardif (2006); Tardif, Lessard e Lahaye (1991); Gauthier (1998); Nóvoa (1992, 1995); Pérez-Gómez (1998); Zeichner (1992); Stenhouse (1991); Maldaner (2006) e Pimenta (1999), os quais defendem a importância dos saberes docentes para o desenvolvimento da prática pedagógica dos professores. / This study approaches a research-action process occurred in a Licensure program context. It was constituted by undergraduate trainee and licensed teachers from school and university organized in working groups that used their own docent practice as reference for analysis and reflection over their formative process. The aims were to investigate and analyze the docent knowledge and the learning over the professional formation built up during the elaboration and development of the teaching proposes called Situations of Study (SS). It was also aimed to understand what changes occur in teachers’ actions during the development of their working propose engaged to self reflexive processes. The research involved Chemistry undergraduate trainees and teachers who act for Basic Education schools, High School students and teacher trainers; one of them is the author of this paper. It is a qualitative research guided by the action research concepts. Such process occurred on eight moments crossed by moments of planning/experience/research/action/reflection and accomplished at self-reflective circles proposed by Carr and Kemmis (1988). Descriptive data were achieved by audio and video records made at meetings, interviews and trainees’ classes. The analysis was based on Moraes and Galiazzi (2007) arguments concerning textual and discursive analysis. The defended thesis is the socialization, the analysis and the reflection towards pedagogical practices oriented by teaching proposes called Situations of Study produced by undergraduate trainee Chemistry teachers in the Licensure program and developed during the space/time of a trainee program (Estágio de Docência) and followed by the academic research increase the formative potential, providing higher opportunities to (re)signification and production of knowledge for teachers. This process also provides the reflection and autonomous thinking for teachers enabled to take wiser decisions contributing to qualify the formation, the acting and the development of themselves and students as well. The supportive arguments of this thesis were elaborated based on theoretical authors such Carr and Kemmis (1988); Tardif (2002); Tardif, Lessard e Lahaye (1991); Gauthier (1998); Nóvoa (1992); Pérez-Gómez (1998); Zeichner (1992); Stenhouse (1991); Maldaner (2000) and Pimenta (1999), which support the importance of the teaching knowledge to the development of the pedagogic practice for teachers.

Esta pesquisa focalizou um processo de organização do currículo escolar denominado Situação de Estudo (SE). A SE busca trabalhar um currículo mais flexível, tendo como ponto de partida as realidades vividas pelos estudantes. Valoriza os conhecimentos prévios para construção de aprendizagem dos conceitos científicos no contexto de seus questionamentos e problematizações. Nessa perspectiva, a reorganização curricular com base na Situação de Estudo favorece a participação ativa dos estudantes no processo de aprendizagem ampliando a prática da pesquisa em sala de aula e a produção escrita. A pesquisa teve como objetivo geral produzir e desenvolver uma Situação de Estudo com o propósito de identificar as contribuições e os limites desse processo para a constituição de um estudante reflexivo, pesquisador, crítico, capaz de buscar a inserção cidadã na sociedade. Buscou-se compreender as práticas de sala de aula como possibilidades de mudanças do ensino fragmentado e descontextualizado bem como analisar as contribuições da SE para a formação pela pesquisa em sala de aula, especialmente nas aulas de Física. A SE possibilita a interdisciplinaridade, que é uma forma importante de significação dos conteúdos escolares. Para propiciar a formação pela pesquisa em sala de aula, foi planejada, desenvolvida e analisada a SE “Nutrição e Qualidade de Vida”, no coletivo da área de Ciências da Natureza e suas Tecnologias (CNT). Essa temática surgiu das manifestações dos estudantes. Com ela foi possível significar conceitos de Física e a relação interdisciplinar com outras áreas do conhecimento, priorizando atividades que possibilitaram a produção escrita, em um processo de formação pela pesquisa em sala de aula. Envolveu duas turmas de estudantes do segundo ano do Ensino Médio Politécnico (EMP) de uma escola de Educação Básica da rede Pública Estadual do Rio Grande do Sul, durante um semestre de 2013. A pesquisa fundamentou-se na abordagem qualitativa, situada na modalidade pesquisa-ação visando não apenas a pesquisar o espaço escolar, mas também a atuar nele na perspectiva de melhorar a aprendizagem dos estudantes tanto no que se refere aos conteúdos escolares quanto ao contexto social vivenciado. A análise dos dados realizou-se a partir da investigação das concepções empíricas dos estudantes e dos conceitos presentes nas diferentes atividades propostas na SE. Os registros foram obtidos por meio de gravações das aulas e das produções dos estudantes, dos relatórios sobre as atividades práticas, diário de bordo dos estudantes, produção textual individual e coletiva e o relato das aulas da professora de Física. Teve como eixo norteador as orientações propostas por Moraes e Galiazzi (2007) sobre a análise textual discursiva, em que um conjunto de elementos é reorganizado, e os significados vão se constituindo a partir dos conhecimentos, intenções e teorias que possibilitam a construção de categorias. Deste processo de pesquisa-ação emergiram quatro categorias centrais: a energia e suas transformações em diferentes contextos (na produção do alimento, na digestão, na fermentação); a interdisciplinaridade entre os componentes curriculares da área das CNT; as contribuições do ensino de Física para a promoção da saúde; a formação pela pesquisa. Defende-se que é possível trabalhar o componente curricular de Física superando a linearidade e o isolamento dos conceitos e a aula pronta e acabada. Os estudantes começam a deixar de fazer apenas cópias, para produzirem seus próprios textos. Isso mostra que reconheceram o educar pela pesquisa como modo de pensar, refletir e propor coisas importantes necessárias para desenvolvimento cognitivo e a construção de aprendizagens significativas para a vida. O olhar crítico do professor sobre o trabalho realizado possibilitou repensar o planejamento e as ações que podem ser melhoradas em um constante movimento de construção e reconstrução das práticas pedagógicas, a partir da reorganização curricular denominada Situação de Estudo. / This research focused on a school curriculum organization process called Study Situation (SS). The SS seeks to work a more flexible curriculum, taking as its starting point the realities experienced by students. It values the prior knowledge for learning building of scientific concepts in the context of their questions and problematizations. From this perspective, curricular reorganization based on the Study Situation favors the active participation of students in the learning process expanding research practice in the classroom and written production. The research aimed to produce and develop a study situation in order to identify the contributions and limitations of this process for the formation of a reflective student, researcher, and critic, able to seek citizen integration in society. We tried to understand the classroom practices as possibilities of changes in the fragmented education and decontextualized and analysis of the SS's contributions to training through research in the classroom, especially in Physics. The SS enables interdisciplinarity, which is an important form of significance of school subjects. To provide training through research in the classroom, it was planned, developed and analyzed the SS "Nutrition and Quality of Life", in the collective of Natural Sciences area and its Technologies (NST). This theme emerged from the manifestations of students. It was possible to mean concepts of physics and interdisciplinary relationship with other areas of knowledge with it, prioritizing activities that made possible the written production, in a process of training through research in the classroom. It involved two classes of second year students of the Polytechnic School of a State School of Basic Education of Rio Grande do Sul during a semester of 2013. The survey was based on the qualitative approach, situated in the mode research-action aiming not only to find the school environment, but also to act on it in order to improve student learning both in the case of school subjects as the experienced social context. Data analysis was carried out based on the investigation of empirical conceptions of students and concepts present in the different activities proposed in the SS. Records were obtained from recordings of classes and productions of students, reports on the practical activities, logbook of students, individual and collective text production and the report of the classes of the Physics teacher. She had as an axis guidelines proposed by Moraes and Galiazzi (2007) on the discursive textual analysis, in which a set of elements is reorganized, and the meanings are constituted from knowledge, intentions and theories that enable the construction of categories. From this action research process emerged four core categories: energy and its transformations in different contexts (in the production of food, digestion, fermentation); interdisciplinarity between the curricular components of the area of the NST; the contributions of the teaching of Physics for health promotion; training through research. It is argued that it is possible to work the curricular component of Physics exceeding the linearity and isolation of the concepts and the class ready and finished. Students begin to stop making copies only, to produce their own texts. This shows that they recognized the education through researching as a way of thinking, reflecting and they propose important things necessary for cognitive development and the construction of meaningful learning for life. The critical eye of the teacher on the work done enabled the rethinking of the planning and the actions that can be improved in a constant movement of construction and reconstruction of teaching practice from the curriculum reorganization called Study Situation.