Esta tese tem como objetivo estudar as práticas de formação docente, no período compreendido entre 1944 -1964, em duas instituições situadas na cidade de Ribeirão Preto- SP: a \"Escola Normal Livre Nossa Senhora Auxiliadora\", instalada em 1944, pela Congregação das Filhas de Maria Auxiliadora, ala feminina da Ordem Salesiana e a \"Escola Normal Oficial\", criada em 1946, pelo governo do estado de São Paulo. O ano de 1944, marca a data do surgimento da Instituição de ensino Salesiana e a introdução do Pré-Normal no curso de formação de professores primários com o Decreto-Lei estadual paulista, nº. 14.002, de 25 de maio de 1944. E, o ano de 1964, sinaliza o início de mudanças na organização do ensino normal com a implantação no estado de São Paulo das normas constantes da Lei de Diretrizes e Bases da Educação Nacional, a de nº. 4.024/61. As comparações consideraram o corpo discente; o quadro dos docentes quanto à formação religiosa e profissional, bem como as construções de gênero; a grade curricular e os conteúdos empregados no currículo formal, para tentar identificar em que proporção eles foram ou não efetivamente aplicados nestas duas Instituições; além de uma análise dos manuais didáticos usados nas disciplinas pedagógicas. Por último, foram recuperados os percursos dos egressos enquanto profissionais do magistério e de outras carreiras que exigiram, ou não, o prosseguimento dos estudos. Os referenciais que deram sustentação teórica a esta tese procederam de estudos de Roger Chartier e Lynn Hunt sobre História Cultural; Vinão Frago e Dominique Julia a respeito de cultura escolar; Vinão Frago e Augustín Escolano sobre tempo e espaço escolares; Michel Young e Ivor Goodson acerca do currículo; Joan Scott e Guacira Louro a respeito de gênero; e Norberto Bobbio e Esther Buffa acerca do público e do privado. A investigação realizada, de caráter históricodocumental, valeu-se de leis, planos, programas de ensino e, principalmente de documentos encontrados nos arquivos e nas bibliotecas do \"Colégio Nossa Senhora Auxiliadora\" e da \"Escola Otoniel Mota\" de Ribeirão Preto-SP. Contou, ainda, com depoimentos de ex-alunos e antigos professores. A abertura das duas escolas pesquisadas ampliou oportunidades de prosseguimento dos estudos para os concluintes do Curso Ginasial com perspectivas de ingresso no magistério primário e de aprimoramento cultural, sobretudo para as mulheres pertencentes às classes médias. Os programas de ensino deixaram entrever o interesse por uma diretriz pedagógica moderna de formação docente, com raízes no ideário escolanovista. A uniformização do ensino normal não impediu o desenvolvimento de práticas formativas na configuração de perfis distintos, marcados, sobretudo, por finalidades próprias de cada instituição. Enquanto a escola pública visava à profissionalização em um sentido laico, a Salesiana privilegiava a formação docente católica. Em sua grande maioria mulheres, os egressos das escolas normais investigadas converteram o capital cultural adquirido durante o Curso Normal em ocupações dentro e fora do magistério primário. Por suas peculiaridades metodológicas e resultados alcançados, este trabalho contribui para a história das práticas de formação docente, bem como para a história das instituições escolares. / This thesis has the purpose to study the practices of the docent formation, in the period comprehended between 1944-1964, in two institutions situated at the city of Ribeirão Preto- SP: The \"Escola Normal Livre Nossa Senhora Auxiliadora\", installed in 1944 by the Congregação das Filhas de Maria Auxiliadora, feminine line of the Salesian Order and the \"Escola Normal Oficial\" created in 1946, by the government of the state of São Paulo. The year of 1944, marks the date of the appearance of the Salesian teaching institution and introduction of the Pre- Normal in the formation course of primary professors with the paulista state Ordinance- Law n°. 14.002, from the 25th of May 1944. And, the year of 1964, signalizes the beginning of the changes at the organization of the normal teaching with the implementation in the state of São Paulo of the constant norms of the Law of Guidelines and Bases of the National Education, the one of n° 4.024/61. The comparisons consider the student body; the docent group, with relation to the religious and professional formation, as well as the gender constructions; the curricular grading and the contents used in the formal curriculum, to try to identify in what proportion they were or not indeed applied in these two institutions; besides an analysis of the didactic manuals used in the pedagogic disciplines. Finally, were recovered the egressed courses while the teaching professionals and the ones from other carriers demanded, or not, the pursuit of the studies. The references that gave theoretical sustainability to this thesis came from studies of Roger Chartier and Lynn Hunt about the Culture History, Vinão Frago and Dominique Julia around the school culture, Vinão Frango and Augustín Escolano about the schools time and space, Michel Young and Ivor Goodson about the curriculum, Joan Scott and Guacira Louro about gender and Norberto Bobbio and Esther Buffa about the public and private. The accomplished investigation, of historical-documental character, used laws, plans, teaching programs and, mainly of documents found in the files and libraries of the \"Colégio Nossa Senhora Auxiliadora\" and of the \"Escola Otoniel Mota\" in Ribeirão Preto-SP. It counted as well, with the deposition of ex-students and former teachers. The opening of the two researched schools enlarged opportunities of pursuit of the studies for the persons who were concluding the Gymnasium Course with the perspective to enter the primary teaching and of cultural improvement, especially for women that belonged to the middle class. The teaching programs let to glimpse the interest for a modern pedagogic guideline of docent formation, with roots in the new school ideology.The standardization of the normal teaching didn\'t impede the development of formative practices in the configuration of different profiles, marked, above all, for own purposes of each institution. While the public school sought to the professionalization in a laic sense, the Salesian privileged the Catholic docent formation. In the majority women, the egressed from the normal schools investigated converted the cultural capital acquired during the Normal Course in occupations inside and outside the primary teaching. Because of its methodological peculiarities and reached results, this work contributes to the history of the docent formation practices, as well as for the history of the educational institutions.

A presente dissertação é fruto da pesquisa que teve como objetivo geral investigar ações pedagógicas de regulação da aprendizagem, planejadas, orientadas e realizadas por diretor de escola, coordenador e professores do 3º e do 5º ano do Ensino Fundamental, no período de 2007 a 2012, de uma determinada unidade escolar, localizada em uma região periférica da zona Sul da cidade de São Paulo, considerando as possíveis influências do SARESP para a determinação das ações praticadas pela equipe escolar. A escolha da instituição justifica-se pelo fato dessa ter apresentado, durante esses anos, resultados crescentes tanto no SARESP, quanto no IDESP. Trata-se de uma pesquisa de natureza qualitativa em que foram utilizados procedimentos do estudo de caso. Para a coleta de dados realizamos a pesquisa documental, cujas fontes utilizadas foram: legislações estaduais (leis, decretos e resoluções) que dispõem sobre o SARESP, o IDESP e as diretrizes educacionais para o estado de São Paulo; documentos orientadores do SARESP e de ações pedagógicas, ambos elaborados e publicados pela SEE-SP; e documentos escolares elaborados pela própria equipe da escola investigada, nos anos de 2007 a 2012. Além das fontes documentais foram realizadas entrevistas semiestruturadas, com o diretor de escola, o coordenador e quatro professores sendo, dois professores de classe do 3º ano e dois de classe do 5º ano. As entrevistas foram gravadas e transcritas. O processo de análise consistiu na organização dos dados em categorias estabelecidas pelo próprio conteúdo emergido das entrevistas colhidas e no entrecruzamento do conteúdo dos dados das entrevistas com os dados documentais que, por sua vez, teve como perspectiva de análise a cultura escolar. Para essa discussão, nos valemos das contribuições teóricas dos autores Julia e Frago, estudiosos da temática cultura escolar, dos estudos Tardif sobre os saberes docentes, tema essencial para uma análise das ações pedagógicas sob a perspectiva da cultura escolar, e compomos o quadro teórico para refletir sobre as avaliações externas e internas com a contribuição de autores estudiosos do tema, em especial, Domingos Fernandes. Os resultados do trabalho mostram que a equipe escolar, anteriormente ao período estudado, já fazia uso dos resultados do SARESP bem como de outras avaliações externas e internas para a realização do trabalho pedagógico. Tais resultados eram utilizados tanto coletivamente pela equipe nas ações de planejamento escolar quanto individualmente pelos docentes para desenvolver ações pedagógicas de regulação de aprendizagem nas salas de aula. Contudo, entre os anos de 2007 a 2012, tanto o SARESP, quanto o IDESP influenciaram o trabalho da equipe escolar e houve uma intensificação nas ações já realizadas, em especial, nas ações de recuperação contínua, com vistas à regulação da aprendizagem dos alunos. E uma das mudanças ocorridas, nesse período, provocadas, efetivamente, pelo SARESP foi o trabalho pedagógico pautado no desenvolvimento de habilidades e não somente em conteúdos. Desse modo, o estudo revelou que o SARESP foi incorporado à cultura escolar, mas também revela que cada docente desenvolve suas ações pedagógicas segundo seus próprios saberes, que não são descartados, mas somados aos novos saberes. / This work is the result of research that aimed to investigate educational activities of regulated learning, planned, directed and performed by school principal, coordinator and teachers of the 3rd and the 5th year of elementary school, from 2007 to 2012, of a particular school unit, located in a peripheral region of the southern region of São Paulo, considering the possible influences of SARESP to determine the actions taken by the school staff. The choice of institution is justified by the fact that having presented over the years, increasing results in both the SARESP, as in IDESP. It is a qualitative research in which case study procedures were used. For data collection conducted documentary research, whose sources were: state laws (laws, decrees and resolutions ) which provide for the SARESP, the IDESP and educational guidelines for the state of São Paulo; guiding documents SARESP and educational activities , both developed and published by SEE-SP; and school documents prepared by the school team investigated in the years 2007-2012. In addition to the documentary sources semi structured interviews were conducted with the school principal, the coordinator and four teachers and two 3rd year class teachers and two class of 5th grade. The interviews were recorded and transcribed. The review process consisted of organizing data into categories established by the emerged actual content of the collected interviews and the interchange of data content of interviews with documentary evidence which, in turn, had the analytical perspective school culture. For this discussion, we make use of the theoretical contributions of the authors Julia and Frago, scholars themed school culture, Tardif studies on teaching knowledge, essential subject for an analysis of pedagogical actions from the perspective of school culture, and compose the picture theoretical to reflect on the external and internal evaluations, with the contribution of scholars authors of the theme, in particular, Domingos Fernandes. The results show that school staff, prior to the study period, as did use of the results of SARESP as well as other external and internal evaluations to carry out educational work. These results were used both collectively by the team in school planning activities, as individually by teachers to develop pedagogical actions of learning control in classrooms. However, between the years 2007-2012, both SARESP, as IDESP influenced the work of the school staff and have been enhanced in the actions already undertaken, especially in the ongoing recovery actions with a view to the regulation of student learning. And one of the changes that have occurred in this period caused effectively by SARESP was the pedagogical work outlined in the development of skills and not only in content. Thus, the study revealed that the SARESP was incorporated into the school culture, but also reveals that each teacher develops its educational activities according to their own knowledge, which are not discarded but added to new knowledge.

Thesis advisor: Martin Scanlan / This qualitative case study explored the role of central office leaders as they supported principals’ development of high instructional expectations in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data were gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders employed high quality practices that strengthened principals’ instructional leadership capacity and raised instructional expectations within schools and of teachers. Principals reported that having central office support through systems and structures, curriculum, culture and working conditions created heightened instructional expectations and contributed to their growth as instructional leaders. The central office leaders and principals reported the strong culture of assistance relationships contributed to increased expectations and improved student outcomes. Recommendations include continual examination of assistance relationships among central office leaders in support of principals in the context of a turnaround district. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strand’s findings can serve as a guide for the practice of central office leaders who are working with principals to raise and create heightened instructional expectations required for improving achievement and equity system-wide in habitually underperforming schools and districts across our country. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Henry I. Braun / Data-based instructional programs, including interim assessments, are a common tool for improving teaching and learning. However, few studies have rigorously examined whether they achieve those ends and contributors to their effectiveness. This study conducts a secondary analysis of data from a matched-pair school-randomized evaluation of the Achievement Network (ANet). Year-two teacher surveys (n=616) and interviews from a subset of ANet school leaders and teachers (n=40) are used to examine the impact of ANet on teachers’ data-based instructional practices and the mediating roles of instructional leadership, professional and achievement cultures, and teacher attitudes and confidence. Survey results showed an impact of ANet on the frequency with which teachers’ reviewed and used data, but not their instructional planning or differentiation. Consistent with the program model, ANet had a modest impact on school-mean teacher ratings of their leaders’ instructional leadership abilities and school culture, but no impact on individual teachers’ attitudes toward assessment or confidence with data-based instructional practices. Therefore, it was not surprising that these school and teacher characteristics only partially accounted for ANet’s impact on teachers’ data practices. Interview findings were consistent. Teachers described numerous opportunities to review students’ ANet assessment results and examples of how they used these data (e.g., to pinpoint skills on which their students struggled). However, there were fewer examples of strategies such as differentiated instruction. Interview findings also suggested some ways leadership, culture, and teacher characteristics influenced ANet teachers’ practices. Leaders’ roles seemed as much about holding teachers accountable for implementation as offering instructional support and, while teachers had opportunities to collaborate, a few schools’ implementation efforts were likely hampered by poor collegial trust. Teacher confidence and attitudes varied, but improved over the two years; the latter following from a perceived connection between ANet practices and better student performance. However, some teachers were concerned with the assessments being too difficult for their students or poorly aligned with the curriculum, resulting in data that were not always instructionally useful. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Esta dissertação apresenta os resultados acerca do estudo que foi desenvolvido no âmbito do mestrado o qual investigou como professoras de Educação Infantil da rede municipal da cidade de São Paulo, que participaram dos cursos de formação para implantação da proposta curricular Orientações Curriculares: expectativas de aprendizagens e orientações didáticas para Educação Infantil (SME/DOT, 2007), percebem e expressam a incorporação e a compreensão do currículo às suas práticas cotidianas. Diante das inovações pedagógicas propostas pelo documento, a pesquisa considerou na análise fatores como o tempo de carreira e os saberes constituídos nas trajetórias profissionais e de vida. Esses influenciam nessas mudanças? De que maneira? E as condições de trabalho, de que modo influenciam as práticas dos professores e sua disposição para mudanças? Tais questões nortearam a pesquisa desenvolvida. A discussão teórica que fundamenta a análise baseia-se nos estudos de Maurice Tardif, ao tratar dos saberes docentes que permeiam desde as questões iniciais da pesquisa até a elaboração das análises dos documentos e questionários. A questão dos tempos da carreira, que é sustentada pela produção de Michael Huberman, foi utilizada para estabelecer os critérios de seleção dos sujeitos da pesquisa, o qual explicita os ciclos de carreira dos professores, no caso do presente estudo, diante dos impactos das reformas educacionais, temática fundamentada nos estudos de Frago, sob a perspectiva das culturas escolares. Os dados empíricos foram coletados por meio de questionários, entrevistas, consulta a semanários e observação de aulas das professoras participantes e pela inserção nas escolas que atuam, descrevendo esses contextos de trabalho e a trama das relações que neles se estabelecem. Também integra o corpus documental da pesquisa a descrição das Orientações Curriculares e dos seus documentos subsequentes; por meio dessa descrição foram estabelecidas categorias de análise que subsidiaram o cruzamento dos dados. As categorias de análise são: papel do professor, concepção de infância e currículo, tempos e espaços. As considerações deste estudo evidenciam que as reformas educacionais perpassam diferentes instâncias educativas e que, ao dar visibilidade aos relatos das professoras sobre as condições reais de trabalho, percebe-se a multiplicidade dos saberes que mobilizam ao ressignificarem suas práticas e nesse processo tornam-se também autoras e produtoras de novos saberes pedagógicos. / This dissertation presents the results from a study developed during a masters degree program. The research took as its subject female teachers who work for São Paulo city in early childhood education. The teachers participated in training courses for the implementation of the innovative curricular proposal Curriculum Guidelines: learning expectations and teaching guidelines for Early Childhood Education (SME/DOT, 2007). The present study seeks to understand how these teachers perceive and express the acquisition and comprehension of the curriculum in practice COTIDIANAS while facing the proposed pedagogic innovations. Under consideration is whether the length of the teachers careers, the extent of the knowledge developed in their professional and personal lives. These affect these changes? That whay? And their working conditions may or may not be factors that influence their teaching practices and willingness to change? Such questions guide the research developed. Maurice Tardiffs study dealing with teachers knowledge provides the theoretical discussion which is the basis for this analysis, from the initial research questions to the elaborations of the document and survey analyses. The concept of career length, supported by the works of Michael Huberman, was used to establish the criteria for selecting the research subjects. The present study examines how the teacher career cycles described by Huberman are affected by educational reforms, a topic based on Fragos study, from the perspective of school culture. The empirical data was collected through surveys, interviews, analysis of the teachers journals, observation of the participants performance during their classes, and lastly, their integration at the schools as described by the work setting and the relationship networks established therein. The description of Curriculum Guidelines and its subsequent documents is also included in the research documental corpus. This description was used to establish the categories of analysis that provide support for data cross-checking. The categories of analysis are: teacher role, concepts of childhood and curriculum, time and space. The considerations of this study make clear that educational reforms apply to all aspects of different educational institutions. By lending visibility to the teachers reports about their real work conditions, the multitude of skills that give a new sense of significance to their teaching practices becomes evident. Through this process, the teachers become the authors and producers of new kinds of pedagogical knowledge.

The purpose of the present research was to identify the differences between some various schooling aspects at one U.S. high school and one girls Kingdom of Saudi Arabia (KSA) high school. In particular, the studied objectives include lessons plan, program assessment, teacher credentials, school culture, and intramural activities. This study was conducted using a mixed-method approach. The obtained results allowed making some specific recommendations that could be considered by the Saudi teachers and school administrations to improve simultaneously the learning process, employee satisfaction, as well as students’ engagement and motivation. This case study will help to improve both systems through sharing success strategies. Also, it will help families who moved from the United States to Saudi Arabia or the opposite to understand the differences between these education systems for their children’s success. After the data collection and analysis, the researcher concluded that there is no one of these educational systems better than the other. If we could merge these two school systems, we would have the best educational system for students’ future success.

Esse trabalho teve como objeto de pesquisa o Ginásio Vocacional \"Cândido Portinari\" (GVCP), instituição pública de Ensino Secundário que funcionou entre os anos de 1962 a 1969, na cidade de Batatais, interior do Estado de São Paulo. O objetivo desta pesquisa foi fazer uma história institucional do GVCP mediante as práticas construídas por seus ex-alunos e que foram referenciadas em seus depoimentos. Tais práticas foram analisadas através de diferentes fontes: entrevistas com ex-alunos, fotografias de época e documentos sobre a instituição. Isto permitiu confrontar os depoimentos dos ex-alunos com as práticas previstas nos Planos Pedagógicos e Administrativos (PPA) da instituição e com o que ficou registrado nas fotografias da experiência. Também foi possível perceber os aspectos da experiência que mais marcaram os ex-alunos e a maneira como essas práticas foram apropriadas pelos mesmos. / This work had as research object the Vocational Gymnasium \"Cândido Portinari\" (VGCP), public institution of Secondary Education that functioned between the years of 1962 and 1969, in the Batatais city, interior of the State of São Paulo. The objective of this research was to make an institutional history of the VGCP by means of the practical ones constructed by its former-pupils and that they had been cited in its depositions. Such practical had been analyzed through different sources: interviews with former-pupils, photographs of time and institution\'s documents. This allowed to collate the depositions of the foreseen former-pupils with the practical ones of the institution Pedagogical and Administrative Plans (PAP) and with what was registered in photographs of the experience. Also it was possible to perceive the aspects of the experience that had more marked the former-pupils and the way as these practical had been appropriate for the same ones.

O presente trabalho visa investigar em que medida a Física, reconhecida por seu caráter paradigmático e, portanto, com leis bem definidas, está sujeita aos elementos culturais da escola. Dessa forma, pretendeu-se investigar a existência (ou não) de um conhecimento físico \"naturalizado\" e universal, para além das características de diferentes culturas nacionais. Dentro de um quadro teórico que reconhece a articulação entre os vários aspectos da complexa realidade escolar, as referências de investigação contemplaram, também, âmbitos mais gerais nos quais a disciplina escolar está inserida. Esses âmbitos foram representados pelas políticas educacionais, pelos currículos, pelas propostas pedagógicas da escola, pelo perfil da comunidade escolar e pelos materiais didáticos. Para isso, optou-se por um estudo de caso de uma escola bicultural brasileira e espanhola, e elaboraram-se três procedimentos de investigação: o primeiro, documental, teve foco na análise dos objetivos da escola em conjunto com as legislações brasileira e espanhola. O segundo, com foco nas relações da cultura escolar, centrado nos protagonistas (alunos e professora), com vivência em contextos escolares de países diferentes. Por último, o terceiro, com foco na análise da abordagem do conhecimento escolar de Física, através de sua organização curricular e dos materiais didáticos utilizados, representados por livros brasileiros e espanhóis. Do conjunto dos resultados obtidos, foi possível verificar que a Física, como disciplina escolar, está sujeita aos elementos culturais da escola, permitindo-se identificar aspectos que contribuem para sua \"desnaturalização\". Mais do que isso, foi possível reconhecer na escola estudada o surgimento de uma cultura híbrida, através de um processo não livre de tensões e movido, aparentemente, por objetivos educacionais distintos. De acordo com o estudo realizado, o produto híbrido desse processo parece ser constituído por uma cultura escolar que integra elementos complementares, sem predomínio de um ou de outro contexto cultural, e com potencial, aparentemente, para promover uma formação mais rica, devido a maior diversificação. / The goal of this research is to investigate possible national cultural elements in the introduction of Physics knowledge in high schools. This means to inquire in which extent a paradigmal science as this one, with universal laws, is presented through equivalent approaches in different cultural contexts. As school subjects are integrated in complex structures, we take into consideration theoretical references about curriculum policies, cultural schooling, and school textbooks discussions. With this purpose we developed a case study about a bicultural school, in São Paulo, attending Spanish and Brazilian students. This study was developed in three different instances: the first, with focus in documental elements extracted from school project and curriculum strategies; the second, with particular attention to student perceptions of their cultural experiences; and the third, based on the analysis of material, practices and physics textbooks used in classroom. Our results indicate that there are, in fact, significant cultural contributions in this subject, and this do not allow a \"naturalization\" of school physics content. Moreover, it was possible to identify this particular school as a hybrid cultural construction, not free of tensions and contradictions, but integrating different and complementary contributions, with potential to promote a richer scientific education.

O presente trabalho tem como objeto de estudo o processo de transformação de um dos espaços externos de um Centro de Educação Infantil (CEI), do município de São Paulo o parque. A pesquisa teve como objetivo analisar de que modo a participação de diferentes sujeitos influenciaram na transformação do parque de um CEI tendo como perspectiva a ideia de lugar pedagógico, utilizando o conceito de lugar embasado por Frago e lugar pedagógico por Faria. A metodologia utilizada foi um estudo de caso Stake, sendo acompanhada a jornada diária dos sujeitos presentes do CEI, durante seis meses, e como fontes de dados foram considerados: Projeto Político Pedagógico de 2015; registros do Projeto Especial de Ação (PEA) de 2015; planta arquitetônica do pavimento térreo e do pavimento superior e outros documentos referentes à manutenção do prédio e áreas externas do CEI; diário de campo da pesquisadora; registros fotográficos; transcrição de reuniões do PEA, do Conselho de Escolas e entrevistas realizadas com professoras, diretora pedagógica, coordenadora pedagógica e famílias. A análise dos dados produzidos foi realizada à luz principalmente dos conceitos de espaço escolar e cultura escolar trazidos por Frago e Escolano. A investigação desenvolvida trouxe importantes evidências acerca da participação dos sujeitos na construção de seus lugares, entre elas: como profissionais do CEI e crianças criam soluções para driblar os obstáculos encontrados no projeto arquitetônico original; a ausência de uma interface do dia-a-dia de profissionais da educação e arquitetos; a importância do envolvimento da comunidade nos projetos do CEI; a presença dos diferentes saberes docentes (TARDIF) nas decisões que são tomadas pelo grupo de professoras; o impacto direto que a formação continuada em serviço pode ter na alteração dos espaços do CEI enquanto lugar pedagógico e a importância de envolver a criança em todas as etapas do planejamento dos espaços físicos em uma Pedagogia-em-Participação (OLIVEIRA-FORMOSINHO). / The present work has as object of study the process of transformation of one of the external spaces of a Center of Early Childhood Education (CEI), of the municipality of São Paulo the park. The research had as objective to analyze how the participation of different subjects influenced in the transformation of the park of a CEI having as perspective the idea of pedagogical place, using the concept of place based by Frago and pedagogical place by Faria. The methodology used was a Stake study of case, followed by the daily workday of the individuals present at the CEI, during six months, and as data sources were considered: Political Pedagogical Project of 2015; Special Action Project (PEA) 2015 records; architectural plan of the ground floor and upper floor and other documents referring to the maintenance of the building and external areas of the CEI; researcher\'s field diary; photographic records; transcription of PEA meetings, the Schools Council and interviews with teachers, pedagogical coordinator, pedagogical director and families. The analysis of the produced data was made mainly under the light of the concepts of school space and school culture brought by Frago and Escolano. The developed research has brought important evidence about the participation of the subjects in the construction of their places, for example: how professionals of the CEI and children create solutions to overcome the obstacles found in the original architectural project; the absence of a day-to-day interface of education professionals and architects; the importance of community involvement in CEI projects; the presence of different teachers\' knowledge (TARDIF) in the decisions that are made by the group of teachers; the direct impact that continuing in-service training can have on changing CEI spaces as a pedagogical place and the importance of involving the child in all stages of the planning of physical spaces in a Pedagogy-in-Participation (OLIVEIRAFORMOSINHO).

The submitted diploma thesis focuses on the organizational culture in terms of preschool education, particularly at nursery schools. There are specific elements of the organizational culture for preschool education as well as factors that affect organizational culture at nursery schools within the external and internal environment of the school. This thesis diagnoses the organizational culture at a particular nursery school. Based on this diagnosis, we can say that a strong organizational culture can be created even at a nursery school. There is also the relationship between organizational culture, effectiveness of organization and quality of education that implies from the positive evaluation of this nursery school. The thesis draws up recommendations for this specific nursery school, which are focused primarily on communication and foreknowledge. Recommendations are designed for founders of public nursery school as well. In terms of public nursery school, there should not be an argument of a lack of funds from this perspective, there should rather be a better utilization of that a strong organizational culture offers.