School is an important institution charged with the task of contributing to the economic, cultural and social development of the community, and of nurturing democratic citizens. Countless state-sponsored measures have therefore been initiated in order to affect the quality of schooling. One example is a state-financed school development project, which is the focus of this thesis. The overall purpose of the study was to improve awareness of whether, and if so how, using projects as a strategy for improving school contributes to sustainable changes, as well as what has been both advantageous and disadvantageous to this end. Two projects were studied with a focus on the participant's perceptions of and experiences from this project. A number of headmasters and educators were interviewed on two occasions, once in connection with the final phases of the projects, and then again three years later. The analysis of the empirical data was guided by The Frame Factor Model (Lundgren, 1994, 1999), and by Hoy and Miskel's (2008) organisational model. In summary, the study shows that the ambitions of both of the school projects were greater than the sustainable results. Moreover, it was clear that the conditions placed upon the school organisation by the outside world constituted both promoted and encumbered the results of the school projects. State funds contributed to the improvement of schools, while at the same time, other state regulations delimited what the sustainable changes were. The desirable changes were also affected by processes within the organisation and can be connected with structures, cultures and individuals. Above all, current structures within the organisation need to be changed so that the employees have an in-depth involvement in a project and for a protracted period of time. Changed structures allow for common expertise and values to be improved with regard to venturing into a project. Furthermore, the various skills of the employees, as well as their attitudes toward projects within the organisation, were also significant to the sustainable changes. One suggestion for continued research is to improve the knowledge on how structures can be changed within a school organisation so as to enable the organisation's employees to be engaged in such a way as to make collective learning possible.

A presente investigação focalizou atividades de Educação Ambiental realizadas em escolas públicas de educação básica, pertencentes a Diretoria Regional de Ensino de Piracicaba, São Paulo. A partir da análise documental dos Projetos Políticos Pedagógicos das escolas selecionadas, e da análise de questionários estruturados aplicados à professores, buscou-se discutir como temáticas relacionadas a Educação Ambiental são abordadas. O uso de perguntas de pesquisa norteadoras do processo e de busca por palavras-chave nos documentos, juntamente com referenciais teóricos, legislações e demais publicações orientaram a coleta de a análise dos dados obtidos e permitiram corroborar com estudos já publicados nessa mesma linha de pesquisa dentro da Educação Básica. Foram analisados 23 documentos, número esse determinado estatisticamente (33,3% das escolas da referida diretoria), e 22 professores responderam os questionários, ou seja, um de cada escola investigada. Os principais resultados obtidos pela pesquisa mostraram que: o Projeto Político Pedagógico, contrariando as definições e orientações, se tornou uma construção burocrática e sem a efetiva participação dos professores em sua elaboração; há um distanciamento, no que diz respeito ao que consta nos referidos documentos, e o que os professores alegam fazer, evidenciado nos questionários; ainda existem aspectos financeiros e burocráticos que acabam coibindo a execução efetiva de projetos nas escolas. De um modo geral, pelas falas dos professores os projetos acontecem, porém ainda não há sincronia entre o trabalho docente e os documentos oficiais da escola, o que deixam questionamentos sobre a execução, metodologias usadas e resultados obtidos nos processos de ensino e aprendizagem que seriam proporcionados nos momentos de trabalho entre professores e alunos. / The present investigation focused on Environmental Education activities carried out in public primary schools, belonging to the Regional Education Board of Piracicaba, São Paulo. Based on the documental analysis of the Pedagogical Political Projects of the selected schools, and the analysis of structured questionnaires applied to teachers, we sought to discuss how the themes related to Environmental Education are approached. The use of process research questions and keyword search in the documents, along with theoretical references, legislation and other publications guided the collection of data analysis and allowed corroborating with studies already published in this same line of research within Of Basic Education. Twenty-three documents were analyzed, statistically determined (33.3% of the schools), and 22 teachers answered the questionnaires, that is, one from each school investigated. The main results obtained by the research showed that: the Political Pedagogical Project, contrary to the definitions and orientations, became a bureaucratic construction and without the effective participation of the teachers in its elaboration; There is a distancing, with respect to what is stated in those documents, and what teachers claim to do, evidenced in the questionnaires; There are still financial and bureaucratic aspects that end up impeding the effective execution of projects in schools. In general, the teachers\' statements show that the projects do happen, but there is still no synchrony between the teaching work and the official school documents, which leaves questions about the implementation, methodologies used and results obtained in the teaching and learning processes that would be The moments of work between teachers and students.

A presente investigação focalizou atividades de Educação Ambiental realizadas em escolas públicas de educação básica, pertencentes a Diretoria Regional de Ensino de Piracicaba, São Paulo. A partir da análise documental dos Projetos Políticos Pedagógicos das escolas selecionadas, e da análise de questionários estruturados aplicados à professores, buscou-se discutir como temáticas relacionadas a Educação Ambiental são abordadas. O uso de perguntas de pesquisa norteadoras do processo e de busca por palavras-chave nos documentos, juntamente com referenciais teóricos, legislações e demais publicações orientaram a coleta de a análise dos dados obtidos e permitiram corroborar com estudos já publicados nessa mesma linha de pesquisa dentro da Educação Básica. Foram analisados 23 documentos, número esse determinado estatisticamente (33,3% das escolas da referida diretoria), e 22 professores responderam os questionários, ou seja, um de cada escola investigada. Os principais resultados obtidos pela pesquisa mostraram que: o Projeto Político Pedagógico, contrariando as definições e orientações, se tornou uma construção burocrática e sem a efetiva participação dos professores em sua elaboração; há um distanciamento, no que diz respeito ao que consta nos referidos documentos, e o que os professores alegam fazer, evidenciado nos questionários; ainda existem aspectos financeiros e burocráticos que acabam coibindo a execução efetiva de projetos nas escolas. De um modo geral, pelas falas dos professores os projetos acontecem, porém ainda não há sincronia entre o trabalho docente e os documentos oficiais da escola, o que deixam questionamentos sobre a execução, metodologias usadas e resultados obtidos nos processos de ensino e aprendizagem que seriam proporcionados nos momentos de trabalho entre professores e alunos. / The present investigation focused on Environmental Education activities carried out in public primary schools, belonging to the Regional Education Board of Piracicaba, São Paulo. Based on the documental analysis of the Pedagogical Political Projects of the selected schools, and the analysis of structured questionnaires applied to teachers, we sought to discuss how the themes related to Environmental Education are approached. The use of process research questions and keyword search in the documents, along with theoretical references, legislation and other publications guided the collection of data analysis and allowed corroborating with studies already published in this same line of research within Of Basic Education. Twenty-three documents were analyzed, statistically determined (33.3% of the schools), and 22 teachers answered the questionnaires, that is, one from each school investigated. The main results obtained by the research showed that: the Political Pedagogical Project, contrary to the definitions and orientations, became a bureaucratic construction and without the effective participation of the teachers in its elaboration; There is a distancing, with respect to what is stated in those documents, and what teachers claim to do, evidenced in the questionnaires; There are still financial and bureaucratic aspects that end up impeding the effective execution of projects in schools. In general, the teachers\' statements show that the projects do happen, but there is still no synchrony between the teaching work and the official school documents, which leaves questions about the implementation, methodologies used and results obtained in the teaching and learning processes that would be The moments of work between teachers and students.

Made available in DSpace on 2014-12-17T15:04:51Z (GMT). No. of bitstreams: 1 RejaneBB.pdf: 491349 bytes, checksum: 75932a2c2365ad611be7913227039e68 (MD5) Previous issue date: 2008-07-30 / Official documents indicate to a curriculum organization that promotes the dialogue in different areas of knowledge. Among the proposals strategies are the "School Projects". This research appears from the staff need evidenced in the development of practice of the researcher in recent years as Pedagogical Advisor in high school. The comments made in the daily work on the kinds of projects and how they were developed in the school, generated concerns. They aroused the interest in further the discussion, aiming to reflect with teachers about the implementation of a pedagogic action on the use of educational projects in the classroom, as a didactic strategy which promotes the learning of students. In this sense, it seeks to develop studies and discussions by the application of questionnaires and the holding of a workshop with teachers in the area of Science of Nature and Mathematics in private high school institutions from Natal, searching opinions of them as the preparation and development of school projects. As general purpose, it aims to contribute with elements to the reflection of the teachers on the use of this strategy of education. For both, we propose: the knowledge of ideas/opinions of teachers on planning, development and evaluation of projects, both disciplinary and interdisciplinary, identifying the main difficulties of these teachers about the work with projects at school; reviewing projects developed at school after the press conference in a meeting with teachers, incorporating the identified aspects as weak points. In the course of the methodology research, questionnaires were used with open and closed questions for the lifting of preliminary ideas for teachers in order to subsidize the planning of a developed meeting later in the school itself on the subject in question. 10 teachers took part of the first step and 17 in the second one (pressconference). In the third stage, an individual interview was carried out and analysis of projects already developed. It is observed that, as the main difficulty for the development of projects in school, pointed to the time factor in the planning team, followed by excessive working hours for teachers that, generally, also work in other schools. Some teachers say they do not develop projects for not having knowledge of how to develop school projects, neither disciplinary, nor interdisciplinary / Documentos oficiais sinalizam para uma organiza??o curricular que promova o di?logo entre diferentes ?reas do conhecimento. Dentre as estrat?gias propostas encontram-se os Projetos escolares . A presente pesquisa surge a partir da necessidade pessoal evidenciada no desenvolvimento da pr?tica da pesquisadora, nos ?ltimos anos, como Orientadora Pedag?gica no Ensino M?dio. As observa??es feitas no cotidiano do trabalho quanto aos tipos de projetos e a forma como esses eram desenvolvidos na escola, geraram inquietudes. Estas despertaram o interesse em aprofundar a discuss?o, visando refletir, junto aos professores, sobre a implementa??o de uma a??o pedag?gica quanto ? utiliza??o de projetos em sala de aula, como estrat?gia did?tica que favore?a a aprendizagem dos alunos. Nesse sentido, busca-se desenvolver estudos e debates por meio da aplica??o de question?rios e da realiza??o de uma oficina com professores da ?rea de Ci?ncias da Natureza e da Matem?tica no Ensino M?dio de uma escola da rede particular da cidade de Natal, a partir do levantamento das opini?es dos mesmos quanto ? elabora??o e desenvolvimento de projetos escolares. Como objetivo geral, visa contribuir com elementos para a reflex?o dos professores sobre o uso dessa estrat?gia de ensino. Para tanto, prop?e-se: conhecer as id?ias/opini?es dos professores sobre planejamento, desenvolvimento e avalia??o de projetos, tanto disciplinares como interdisciplinares; identificar as principais dificuldades desses professores sobre o trabalho com projetos na escola; rever projetos desenvolvidos na escola ap?s a realiza??o da entrevista coletiva em um encontro com os professores, retomando os aspectos identificados como pontos fr?geis. No percurso metodol?gico da pesquisa, foram utilizados question?rios com perguntas abertas e fechadas para o levantamento das id?ias pr?vias dos professores, no intuito de subsidiar o planejamento de um encontro desenvolvido posteriormente na pr?pria escola sobre o tema em quest?o. Participaram da 1? etapa 10 professores e da 2? (entrevista coletiva), 17 professores. Na terceira etapa foi realizada uma entrevista individual e an?lise de projetos j? desenvolvidos. Observa-se que, como principal dificuldade para o desenvolvimento de projetos na escola, surgiu o fator tempo para o planejamento em equipe, seguida da carga hor?ria excessiva dos professores que, geralmente, tamb?m trabalham em outras escolas. Alguns professores afirmam n?o desenvolverem projetos por n?o terem conhecimento de como se elaborar projetos escolares, quer sejam disciplinares, quer sejam interdisciplinares.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-25T13:48:34Z No. of bitstreams: 2 Dissertação - Maria Aparecida Gonçalves Pereira Oliveira - 2017.pdf: 1782299 bytes, checksum: 647f928ebbed7d98a55d13194604dc25 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-25T13:49:05Z (GMT) No. of bitstreams: 2 Dissertação - Maria Aparecida Gonçalves Pereira Oliveira - 2017.pdf: 1782299 bytes, checksum: 647f928ebbed7d98a55d13194604dc25 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-25T13:49:05Z (GMT). No. of bitstreams: 2 Dissertação - Maria Aparecida Gonçalves Pereira Oliveira - 2017.pdf: 1782299 bytes, checksum: 647f928ebbed7d98a55d13194604dc25 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-03 / This research aims to introduce pedagogical experiences with disciplinary projects, through documents, searching to reflect on the sources for the research, teaching and learning. The projects are realized in the schools where I am a teacher of the discipline history, whose aim is the study of the documentary sources such as oral history, which is seen as a source of knowledge production and reconstruction of individual and collective memories, so that we can think in the students and in the study of the local community. Take care of the memories of the local community from personal documents, photographs, personal objects and, especially, of orality, as sources to the construction of knowledge in the classroom and development of historical thinking. The methodology with projects aimed at the same time, research and teaching, because the students were able to rebuild your life story, as well as the memories and pictures of weddings of the community with which they coexist. To do this, we worked with the concept of time, in order to show the notion of temporality present in these subjects and the perceptions of the time lived. The work with the methodology of projects was proposed with the intention of students can establish relations of time and space, understanding changes, transformations and stays in your own way of life and of individuals in different spaces, with activities of everyday life, where the history happens. So, we got to make them understand that they are builders of your history time. We worked two projects: First, History of my life, with two classes: The first of sixth grade, with nineteen students. In the school Escola Municipal Dorvalino Fernandes de Castro, in the municipality of Orizona, that is located in the rural area, about twenty-five kilometer of the city. It was practically the same class of the Project History of my Life, being that little students left or arrived of others schools. It had sixteen students. The research was divided into two moments: the first deals with the discussions about the documentary sources that based the realization of the projects; and then, worked the practice developed in the classroom, with use of projects such as research, teaching and learning. Finally, we made a pedagogical proposal, through the methodology of class, to be developed with students in the ninth grade of elementary school, about memories of the survivors of Second World War. The data for this activity already had been collected in previous researches. / Esta pesquisa visa apresentar experiências pedagógicas de trabalho com projetos disciplinares, por meio de documentos, procurando refletir sobre as fontes para a pesquisa, ensino e aprendizagem. Os projetos são realizados nas escolas onde sou professora regente da disciplina de História, cujo objetivo é o estudo das fontes documentais como, por exemplo, a história oral, que é vista como fonte de produção do conhecimento e reconstrução das memórias individuais e coletivas, de forma que podemos pensar nos alunos e no estudo da comunidade local. Tratamos das lembranças da comunidade local a partir de documentos pessoais, fotografias, objetos pessoais e, principalmente, da oralidade, como fontes para a construção do conhecimento em sala de aula e desenvolvimento do pensamento histórico. A metodologia com projetos visou, ao mesmo tempo, pesquisa e ensino, pois os alunos puderam reconstruir sua história de vida, bem como as memórias e imagens de casamentos da comunidade com as quais convivem. Para tanto, trabalhamos, também, com o conceito de tempo, a fim de mostrar a noção de temporalidade presente nesses sujeitos e as percepções do tempo vivido. O trabalho com a metodologia de projetos foi proposto com o intuito de os alunos conseguirem estabelecer relações de tempo e espaço, compreenderem mudanças, permanências e transformações em seu próprio modo de vida e dos indivíduos em diferentes espaços, com atividades corriqueiras do quotidiano, onde a história acontece. Assim, pudemos fazê-los perceber que são construtores da história de seu tempo. Trabalhamos dois projetos: o primeiro; História da Minha Vida, com duas turmas: a primeira do 6º ano, com 19 alunos. No Colégio Municipal Dorvalino Fernandes de Castro, no munícipio de Orizona, que se localiza no meio rural, cerca de 25 quilômetros da cidade. A outra turma era da Educação de Jovens e Adultos, do 1º Semestre do Segundo Segmento, que corresponde ao 6º ano, do ensino Fundamental II, que se localiza no meio urbano, na Escola Municipal Francelino Nunes de Paula. O segundo projeto que se intitula Memórias e Imagens de casamento na região da Firmeza, foi trabalhado com a turma do 8º ano, no Colégio Municipal Dorvalino Fernandes de Castro, no quarto bimestre, 2012. Era praticamente a mesma turma do projeto História da Minha Vida, sendo que poucos alunos saíram ou chegaram de outras escolas. Tinha 16 alunos. A pesquisa foi dividida em dois momentos: o primeiro trata das discussões acerca das fontes documentais que embasaram a realização dos projetos; e, em seguida, trabalhamos a prática desenvolvida na sala de aula, com uso de projetos como pesquisa, ensino e aprendizagem.

The work aims to map the curriculum of nutrition and its anchoring in educational programs and through a questionnaire survey to find out whether the content of the curriculum is sufficiently developed for primary school teachers, i.e. whether it is effective in their practice. The theoretical part summarizes the information concerning the nutrition of children of younger school age, focusing mainly on the principles of proper nutrition, building healthy eating habits, which significantly contribute to their future health and may have a preventive character from development of diseases. One of the many possible ways of prevention is teaching nutrition in primary schools with the help of appropriate teaching methods, activities, and the use of nutritional lecture programs, which this work mentions. The practical part contains a questionnaire survey, in which it examines the relationship of teachers to the teaching of nutrition, focusing mainly on their views on the anchoring of the curriculum in educational programs. The resulting data are recorded in tables and graphs, which are accompanied by a commentary. Based on the results of the questionnaire survey, verified website was recommended, from which teachers can draw methodological material. These materials were the inspiration for the creation of...

Cette thèse porte sur le processus de décision, exécution, régulation et évaluation des projets d'école réalisés par des enseignants des écoles en France. Cette recherche, géographiquement située dans le département du Val d'Oise, a été menée sous les principes de la recherche ethnographique. Toutes les informations recueillies ont été analysées selon les préceptes de la méthode de la Théorie enracinée. Cela a permis de décrire la portée des travaux des enseignants lors de l'exécution de cette tâche imposée par le ministère de l'Education nationale depuis 1989. Ainsi l’usage que les enseignants font de ce dispositif révèle de nombreux paradoxes. Alors que pour beaucoup d’enseignants, il n’est rien de plus qu'un exercice bureaucratique, le projet est également une opportunité pour innover sur le plan pédagogique et d’installer de nouvelles formes d'interaction sociale au sein de la communauté éducative. La principale difficulté réside dans le fait que le processus projet d'école met en lumière un certain nombre de questions transversales pours lesquelles les enseignants ne se considèrent guère compétents. Cela motive, dans de nombreux cas, une série d'initiatives, une sorte d’activisme, que par la suite les enseignants ne parvenaient plus à évaluer. Le sentiment d’expérimenter en aveugle et de ne pas alimenter les processus de changement laisse chez les enseignants une forte frustration professionnelle et une grande démotivation à l’heure d’envisager des nouvelles actions. Le projet d’école met en évidence la nécessité des enseignants de disposer des outils professionnels pour, d’une part, interpréter les différents aspects de phénomènes éducatifs auxquels ils sont confrontés et, d'autre part, être en mesure de construire leurs propres dispositifs pédagogiques et évaluatifs. L'autonomie des enseignants est plus que l’autorisation institutionnelle à entreprendre des actions au sein de chaque école, elle revient plutôt à la capacité à comprendre et à rendre intelligibles leurs propres processus de travail pour améliorer la qualité de l'apprentissage et la vie à l'école. Cette thèse prône la nécessité d'associer la formation continue des enseignants et les activités réelles – la réflexion et la prise de décisions - qui concourent dans le lieu de travail des enseignants. / This thesis deals with the process of decision, execution, control and evaluation of educational projects in schools - les projets d'école - conducted by French primary education teachers. This research, geographically located in the department of Val d'Oise, was conducted under the principles of ethnographic research. The data collected was analyzed according to the precepts of the Grounded Theory Method. This allows describing the scope of teachers work when performing this mandatory task imposed by the Ministry of National Education since 1989. The teacher’s use of this obligation reveals many paradoxes. While for many teachers it is nothing more than a bureaucratic exercise, the project is also an opportunity to innovate pedagogically and install new forms of social interaction within the educational community. The main difficulty lies in the fact that the school project process brings to light a number of cross-cutting issues in which teachers do not feel competent. This motivates, in many cases, a series of initiatives, a kind of activism which teachers aren't able to later evaluate. The feeling of experimenting blindly not to feed the change process and leaves a strong professional frustration that declines motivation when teacher are to consider to engage in new activities. The educational project highlights the need for teachers to have professional tools, in order to both interpret the various aspects of the educational phenomena they face, and be able to build their own pedagogical and evaluative settings. The teacher’s autonomy is fare more than the mere institutional authorization to take action, it rather refers to the ability to understand their own work processes to improve the quality of learning and life at school. This thesis advocates the need to associate the continuous training of teachers to the actual activities - reflection and decision-making-that take place in the teacher’s workplace. / Esta tesis aborda el proceso de realización, ejecución, regulación y evaluación de los proyectos educativos de las escuelas – les projets d’école - llevados a cabo por los profesores de la educación primaria en Francia. Esta investigación situada geográficamente en el departamento de Val d'Oise, se realizó bajo los principios de la investigación etnográfica. El conjunto de las informaciones recogidas fueron analizadas según los preceptos de la metodología fundamentada en los hechos. Esto permite describir el panorama de trabajo de los profesores a la hora de realizar esta tarea impuesta por el ministerio de la Educación nacional desde el año 1989. La utilización que los profesores hacen de este dispositivos revela numerosas paradojas. Si bien para muchos no es más que una actividad burocrática, el proyecto es también la oportunidad de innovar a nivel pedagógico y de instalar nuevas formas de interacción social en el seno de la comunidad educativa. La principal dificultad reside en el hecho que el proceso projet d'école saca a luz una serie de problemáticas transversales para las cuales los profesores no se consideran competentes. Esto motiva, en numerosas ocasiones, una serie iniciativas, una especie de activismo, que posteriormente los docentes logran apenas evaluar. El sentimiento de experimentar a ciegas y de no retroalimentar los procesos de cambio dejan en los profesores una fuerte frustración profesional y una consecuente desmotivación para emprender nuevas acciones. El proyecto educativo pone en relieve la necesidad de los profesores de contar con las herramientas profesionales que les permitan por un lado interpretar las distintas dimensiones de los fenómenos educativos a los que se enfrentan y por otro, ser capaces de construir sus propios dispositivos pedagógicos y evaluativos. La autonomía de los docentes es más que la autorización institucional para realizar acciones, ésta se refiere más bien a la capacidad de entender y volver inteligibles sus propios procesos de trabajo para la mejora de la calidad de los aprendizajes y de la vida en la escuela. Esta tesis preconiza la necesidad de asociar la formación continua de los profesores a las actividades reales - a la reflexión y a la toma de decisiones- que se llevan a cabo en el lugar de trabajo de los maestros.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-01-24T19:36:03Z No. of bitstreams: 1 Evelyn Camponucci Cassillo Rosa.pdf: 2125193 bytes, checksum: eec56dfcd667d294e567344ff49244ef (MD5) / Made available in DSpace on 2018-01-24T19:36:04Z (GMT). No. of bitstreams: 1 Evelyn Camponucci Cassillo Rosa.pdf: 2125193 bytes, checksum: eec56dfcd667d294e567344ff49244ef (MD5) Previous issue date: 2017-12-19 / This research was designed to study school projects in the formation of collaborative groups of teachers. The main objective is to analyze with which assumptions, and in which ways the school projects gain the positivity attributed to them in the literature. It is stated that they contribute to formation when potentialize the creation of collaborative groups in the school, allow the development of the autonomy of the teachers in the elaboration of significant projects with their colleagues and involves the students in a team spirit, as active subjects, reflective and participatory. Considering the school context where teachers are, in their different professional life cycles, we assume that school projects allow the creation of collaborative groups that potentialize their job, changes in their practice, in order to re-signify the teaching of these teachers, contributing to their formation. This research is justified because the teachers involvement in the construction of new projects presents itself as a pleasant and productive activity, increasing the exercise of its autonomy and its motivation. This can re-signify their teaching and offer their critical formation, innovative and reflexive based on their reality in joint and collaborative actions. Utilizing qualitative methodology, whose instrument of data collection will be: documentary analysis, bibliographical survey and focal group. As theoretical references to address teacher formation and professional development, the follow authors are mentioned: Antonio Nóvoa (1999), Leonor Maria Tanuri (2000), Olgaíses Cabral Maués (2011), Rosa Maria Torres (2009) and Chistopher Day (2001) , and Henry A. Giroux (1999). For an analysis of school education projects, the following authors: Maria Carmen S. Barbosa and Maria da Graça S. Horn (2008); Jorge Avila de Lima (2002), Michael Fullan and Andy Hargreaves (2001), Rui Canário (2003), Alda Junqueira Marin, Luciana Maria Giovanni and Maria Regina Guarnieri (2009) to refer the collaborative groups in schools. As of today the studies developed in master's degree research that deals with the theme allow us to affirm that school projects greatly assist the continued formation of teachers as they develop actions that involve teachers, students and the school community starting from issues that they can develop strategies using existing resources and others that will be developed throughout the process, indicating, in this way, the accomplishment of a collaborative formation. / La presente investigación tiene como objeto de estudio los proyectos escolares en la formación de grupos colaborativos de profesores. El objetivo es analizar con qué presupuestos y por qué medios los proyectos escolares ganan la positividad que se les atribuye en la literatura. Se afirma que estos contribuyen para la formación a medida que potencializan la formación de grupos colaborativos en la escuela, posibilitan el desarrollo de la autonomía de los docentes en la elaboración de proyectos significativos con sus compañeros de trabajo e involucra a los estudiantes en un espíritu de equipo como sujetos activos, reflexivos y participativos. Llevando en cuenta el contexto escolar en el cual los profesores se hallan, en sus diversos ciclos de vida profesional, partimos de la hipótesis de que los proyectos escolares posibilitan la formación de grupos colaborativos que potencializan su trabajo, los cambios de su práctica, de modo a darle un nuevo sentido a la docência de esos profesores, lo que contribuye para su formación. Esta investigación se justifica, pues el envolvimiento de los profesores en la construcción de nuevos proyectos se presenta como una actividad placentera y productiva, lo que aumenta el ejercicio de su autonomía y de su motivación. Puede, entonces, darle un nuevo significado a su docencia y hacer oportuna su formación de profesor crítico, innovador y reflexivo frente a su realidad en acciones conjuntas y colaborativas. Se utilizará una metodología cualitativa, cuyos instrumentos de colecta de datos serán: análisis documental, levantamiento bibliográfico y grupo focal. Como referenciales teóricos para abordar la formación y el desarrollo profesional de profesores, se utilizan autores como Antonio Nóvoa (1999), Leonor Maria Tanuri (2000), Olgaíses Cabral Maués (2011), Rosa Maria Torres (2009), Chistopher Day (2001), Henry A. Giroux (1999); para un análisis de lo tocante a los proyectos didácticos escolares: Maria Carmen S. Barbosa y Maria da Graça S. Horn (2008); por fin, Jorge Ávila de Lima (2002), Michael Fullan y Andy Hargreaves (2001), Rui Canário (2003) y Alda Junqueira Marin, Luciana Maria Giovanni y Maria Regina Guarnieri (2009) para hacer referencia a los grupos colaborativos en las escuelas. Los estudios hasta ahora desarrollados en la investigación de máster que se está efectuando y que tratade dicho tema permiten afirmar que los proyectos escolares auxilian grandemente em la formación continua de profesores a medida que desarrollan acciones que involucran profesores, alumnos y comunidad escolar, al partir de cuestiones que les son urgentes, para las cuales pueden desarrollar estrategias em las que se utilizan recursos ya existentes y otros que se desarrollan a lo largo del proceso, indicando, de este modo, la efectividad de una formación colaborativa. / A pesquisa tem como objeto de estudo os projetos escolares na formação de grupos colaborativos de professores. O objetivo é analisar com quais pressupostos e por quais meios os projetos escolares ganham a positividade atribuída a eles na literatura. Afirma-se que os mesmos contribuem para formação na medida em que potencializam a formação de grupos colaborativos na escola, possibilitam o desenvolvimento da autonomia dos docentes na elaboração de projetos significativos com seus pares e envolve os educandos num espírito de equipe, como sujeitos ativos, reflexivos e participativos. Considerando o contexto escolar no qual os professores encontram-se, em seus diversos ciclos de vida profissional, partimos da hipótese de que os projetos escolares possibilitam a formação de grupos colaborativos que potencializam seu trabalho, as mudanças de sua prática, de modo a ressignificar a docência desses professores, contribuindo para sua formação. Esta pesquisa se justifica, pois o envolvimento dos professores na construção de novos projetos apresenta-se como uma atividade prazerosa e produtiva, aumentando o exercício de sua autonomia e de sua motivação. Pode, então, ressignificar sua docência e oportunizar sua formação de professor crítico, inovador e reflexivo frente à sua realidade em ações conjuntas e colaborativas. Utilizar-se-á de metodologia de cunho qualitativo, cujo instrumento de coleta de dados serão: análise documental, levantamento bibliográfico e grupo focal. Como referenciais teóricos para abordar a formação e o desenvolvimento profissional de professores, são utilizados autores como Antonio Nóvoa (1999), Leonor Maria Tanuri (2000), Olgaíses Cabral Maués (2011), Rosa Maria Torres (2009), Chistopher Day (2001), Henry A. Giroux (1999); para uma análise do que se refere aos projetos didáticos escolares: Maria Carmen S. Barbosa e Maria da Graça S. Horn (2008); e, Jorge Ávila de Lima (2002), Michael Fullan e Andy Hargreaves (2001), Rui Canário (2003) e Alda Junqueira Marin, Luciana Maria Giovanni e Maria Regina Guarnieri (2009) para referendar os grupos colaborativos nas escolas. Os estudos até então desenvolvidos na pesquisa de mestrado em andamento que trata do tema em tela permitem afirmar que os projetos escolares auxiliam grandemente na formação continuada de professores na medida em que desenvolvem ações que envolvem professores, alunos e comunidade escolar partindo de questões que lhes são prementes, para as quais podem desenvolver estratégias em que utilizam-se de recursos já existentes e de outros que são desenvolvidos ao longo do processo, indicando, desta forma, a efetivação de uma formação colaborativa.

The topic of this dissertation reflects the current situation in Czech educational system after the new educational act has been passed in 2005. It clarifies the concepts of educational reforms and school curriculum documents. It also explains new terms, mainly the key competence and profile topics and their position in school educational programmes it focuses on environmental education. It presents the conclusions of a research of this profile topic in practice of elementary schools of south bohemia region. It sums up the experience of a pilot school and its establishment {--} the ecology education centre.