Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Multiple transitions between care settings have been reported to affect the quality of life of the older adults and their families. In Canada, there have been no studies that have examined transitions between care settings at the end of life in older adults who are on homecare. The aim of this thesis was to address this gap, and to describe transitions between care settings in older homecare clients towards the end of their life and examine what personal, health system and health service use factors predict these transitions. The sample used in this study was the cohort of individuals 65 years and older(n=7866) who died in Manitoba within the fiscal years 2003-2006, and who received homecare for at least 30 days in the last year of their life. The outcome variables in this study were transitions and independent variables included demographic (e.g., age, sex), health service use (homecare days) and system factors (e.g., hospital bed supply). The study involved secondary data analysis of anonymized administrative data (the hospital, homecare and personal care home (PCH) data), vital statistics data, health insurance registry, census data, and annual provincial statistical reports. Descriptive and inferential data analyses methods were used to analyze the data in the study. It was found in the study that more than half of the homecare clients had one or more transitions between care settings in their last month of life, and more than half of the homecare clients in the study died in hospitals. Homecare clients who were males, in the 75-84 years age group, received more homecare days and lived in regions of high hospital bed supply were more likely to have one or more transitions in the last month of their life, and those who were single, in the lower income quintile groups, lived in regions of high physician and PCH bed supply had lower odds of having one or more transitions. The findings suggest the need for increasing palliative care and homecare services to reduce transitions and hospital deaths at the end of life. Increasing physician supply, particularly in rural areas should also be considered. Future studies should also attempt to classify which of the transitions towards the end of life were essential or burdensome.

The thesis approaches the issue of IS support for service work, understood as distributed knowledge work taking place as a negotiation between diverse interests. It is based on an ethnographically inspired, longitudinal case study of certification auditing according to a formal generic standard. A handful of certification auditors are followed closely, periodically and comprehensively over three years. Observations are combined with interviews of subjects and colleagues, added by exploration of other material. The practices of company ‘W’ is placed within a larger historical and institutional context. Research literature and theory is explored in four chapters from Social studies of science (STS), Computer supported cooperative work (CSCW), Information systems (IS), Information infrastructures (II) and Management literature. The aim is to identify basic characteristics of service work, its opportunities and challenges, from both the company’s and workers’ perspective. Main topics are Decision Making as negotiated sensemaking, contextual rationality and judgement; Sharing of understanding and meaning as ongoing practiced articulation work aiming for trust and an equifinal level of accord that will ‘find and allow common action’; Perseverance in a capable role that will allow calibration of distributed knowledge is vital for auditors. Common Information Spaces (CIS) is used as a framework to explore the heterogeneous circumstances of identity work in work practices; Predictability in production is sought through various strategies of standardization. Approaches to avoid and counter the inherent side-effects of standardization are described. The empirical results of the research project are presented and analysed in four chapters that look at the issue of i) being an accomplished service worker and ii) practicing service work. Both issues are addressed from a local, individual perspective, and from an organizational perspective in terms of the continuation of quality production. The thesis closes with a Conclusion of organized and standardized service work as displaying Practical drift, in response to the research question RQ0. How is IS supported distributed service work negotiated?, followed by implications for IS research and practice. The empirical case displays the role of information systems (IS) support in distributed service work - as part of a larger assembly of standardization measures, a broad-spectrum approach, displaying practical drift in its effect. The service work of certification auditing is characterized by ongoing negotiation of partly contradictory interests. It is heterogeneously standardized through material, rational/immaterial and social/organizational measures, many in place long before the advent of advanced IS. Traditionally, there are release mechanisms that, on the auditors’ discretion, alleviate the inappropriate effects of standardization. With new harmonising efforts the scope of this personal latitude needs to change, but when first implemented the IS along with new procedures start off as too tight. However, over time adaptations are made, making the overall process self regulatory with feedback mechanisms. On the whole, the thesis aims to contribute to the literature on information infrastructures, on knowledge work in general, and CSCW by drawing on insights from this specific collaborative work in controversial settings. The case provides practical insights for resilient systemizing of knowledge based global service work practices.

Informations- och kommunikationsteknik (IKT) är ett aktuellt ämne i skolor världen över och denna studie kan vara av intresse för lärare, specialpedagoger, skolledare och lärarutbildare. Syftet med föreliggande studie var att beskriva och analysera lärares erfarenheter och uppfattningar av användningen av IKT för elever i behov av särskilt stöd som går i vanliga klasser, och att finna sambandet mellan IKT och inkludering. Vidare identifierades omständigheter och strategier för att göra arbetet med IKT mer inkluderande. En enkätstudie genomfördes med 92 lärare och kvalitativa intervjuer gjordes med fyra lärare i tre olika kommuner i norra Sverige. Resultatet indikerade att IKT användes för elever i behov av särskilt stöd i alla åldersgrupper, vanligast användes datorn för skrivande och ordbehandling. IKT skulle kunna användas för att kompensera för olikheter och bidra till inkludering för elever i behov av särskilt stöd, men då behöver undervisningen anpassas med tanke på elevers behov samt att tekniken bör integreras med pedagogiken. Uppfattningarna om vad inkludering innebär varierar och inkludering ses huvudsakligen som kunskapsmässig, vilket kan leda till både social och fysisk exkludering. Undervisningen i vanliga klassrum anpassades inte alltid för alla elevers behov och IKT verktyg användes ofta av elever i exkluderande miljöer. För att göra IKT användningen mer inkluderande behöver kunskap till lärare, utrustning och tid. Implikationer för praktiken är att lärare behöver mer utbildning i att använda IKT för elever i behov av särskilt stöd och att specialpedagogen bör ses som en handledare för lärarna. Förslag till fortsatt forskning skulle kunna vara fler liknande studier eller studier om möjligheterna med en-till-en för elever i behov av särskilt stöd. / Information and communication technology (ICT) is a current issue in schools around the world and this study may be of interest to teachers, special education teachers, school leaders and teacher educators. The aim of this study was to describe and analyze teachers’ experiences of and perceptions on information and communication technology (ICT) use for students with special educational needs (SEN) in general educational settings and to find the relationship between ICT and inclusion. In addition to that, conditions and strategies in order to make ICT use more inclusive were identified. A questionnaire survey was carried out with 92 responding teachers and qualitative interviews were made with four teachers. The results indicated that ICT was used for SEN students in all age groups, most commonly the computer was used for writing and word processing. ICT could be used as a way to bridge the gap to inclusion and compensate for differences and contribute to inclusion of students with special needs but in order to do that teaching should be adapted to students’ needs and pedagogy ought to be integrated with technology. Though, the perceptions of what inclusion is differs and inclusion is mainly seen as didactic, which can lead to social and physical exclusion. Teaching in mainstream classrooms was not always adapted to all students’ needs and assistive technology was often used by students in exclusive settings. In order to make the use of ICT more inclusive, teachers need knowledge, equipment and time. Implications for teachers and teacher educators are that teachers should become more educated about ICT for SEN and that special education teachers should be seen as supervisors for teachers. Suggestions for further research could be more similar studies or studies about the possibilities with one-to-one for students with special educational needs.

Made available in DSpace on 2016-06-02T19:35:54Z (GMT). No. of bitstreams: 1 5742.pdf: 1792528 bytes, checksum: ec7b77a6474684ae2150f69419870413 (MD5) Previous issue date: 2013-12-16 / Financiadora de Estudos e Projetos / In today's society, the increasing integration of Science, Technology and its products in the life of the citizen demands that he be scientifically literate, able not only to understand these issues but make conscious use of its products, taking position autonomously and critique about them. Whereas the school is still the largest area of education systematized, it is in this space that much of the population will acquire the knowledge necessary to function in the world. However, our model of teaching is still highly introductory and marked by the transmission of decontextualized knowledge and, for that, has not cooperated effectively to form the citizen that the current society needs. This form of teaching usually reaches the Degree Courses, forming a professional within a single and totalitarian conception of science, which invariably will be passed on to their students. Seeking to build with the undergraduates another way to think of science, technology and its relations with society, this research conducted an insertion activity in the discipline of Supervised Stage II, that in Universidade Estadual de Santa Cruz, Ilhéus / Bahia, is exclusively devoted to spaces of Non-Formal Education, using either the assumptions of scientific literacy, STS curricular perspective and later the Freire s ideas to build another model of science education that takes into consideration the situations of exclusion and helps to fight against the inequalities of Brazilian society. The objectives of this research were to identify theoretical and methodological elements of these theoretical references in educational practices developed by undergraduates, organized in the form of extension projects; to verify possible changes in their conceptions about teaching and science in this training context and to investigate how undergraduates recognize the possibilities of incorporating these references in the context of Formal and Non-Formal Education. The interviews with undergraduates, as well as the projects developed by them reveal that there is still great resistance to a science education that considers nonscientific aspects such as socials, economics, cultural, political etc., and although some recognize that this way of teaching has space within the non-Formal Education, the image of Formal Education that they have, does not allow them to consider innovations such as a more integrated education in this space. However, many undergraduates believes the insertion of STS perspective into the classroom at all levels, and also aspire a more humanized teaching and connected to the real context within the university itself. Experiences such as these show that innovation, creativity and real life itself can be incorporated into teaching practice of these future teachers, since they are formed in this way. / Na sociedade atual, a inserção cada vez maior da Ciência, da Tecnologia e seus produtos na vida do cidadão demanda que ele esteja alfabetizado cientificamente, apto não só a compreender essas temáticas, mas fazer uso consciente de seus produtos, se posicionando de forma autônoma e crítica com relação a eles. Considerando que a escola é ainda o maior espaço de educação sistematizada, é nela que grande parte da população deverá adquirir os conhecimentos necessários para atuar no mundo. No entanto, o modelo de ensino altamente propedêutico e pautado na transmissão de conhecimentos estanques e descontextualizados não tem colaborado de forma efetiva para formar o cidadão que a sociedade atual necessita. Essa forma de ensino normalmente se estende aos Cursos de Licenciatura, formando um profissional dentro de uma concepção única e totalitária de ciência, que invariavelmente será transmitida aos seus alunos. Buscando construir junto aos licenciandos outras maneiras de se conceber a ciência, a tecnologia e suas relações com a sociedade, essa pesquisa realizou uma atividade de inserção na disciplina de Estágio Curricular Supervisionado II que, na Universidade Estadual de Santa Cruz, Ilhéus/Bahia, se dedica exclusivamente a espaços de Educação Não Formal, utilizando para tanto, os pressupostos da alfabetização científica, da perspectiva curricular CTS e, posteriormente, das ideias freireanas de modo construir outro modelo de ensino de ciências que levasse em consideração as situações de exclusão e auxiliasse na luta contra as desigualdades que marcam a sociedade brasileira. Assim, os objetivos dessa pesquisa foram identificar elementos teóricos e metodológicos desses referenciais nas práticas de ensino elaboradas pelos licenciandos, organizadas na forma de projetos de extensão; verificar possíveis mudanças em suas concepções com relação ao ensino e à ciência neste contexto de formação e investigar como os licenciandos reconhecem as possibilidades de incorporação desses referenciais no contexto tanto da Educação Formal quanto da Educação Não Formal. As entrevistas realizadas com os licenciandos, bem como os projetos que desenvolveram, revelam que existe ainda uma grande resistência a um ensino de ciências que considere fatores não científicos, como os sociais, econômicos, culturais, políticos etc., e ainda que alguns reconheçam que essa forma de ensinar tem espaço dentro da Educação Não Formal, a imagem de Educação Formal que possuem, não possibilita o que eles consideram inovações, como um ensino mais integrado para esses espaços. No entanto, diversos licenciandos acreditam na inserção da perspectiva CTS dentro da sala de aula em todos os níveis, e aspiram por um ensino mais humanizado e conectado ao contexto real dentro da própria universidade. Experiências como essas mostram que inovação, criatividade e a própria vida podem ser incorporadas às atividades docentes desses futuros professores, desde que eles sejam formados nesse sentido.

Submitted by José Antonio Cirillo de Assis null (jcirillo.assis@gmail.com) on 2016-05-05T20:30:08Z No. of bitstreams: 1 DissertaçãodeMestrado_JoséAntonioCirilloAssis.pdf: 5445876 bytes, checksum: cffaacc2000b5bdb88bfc9bbd7071d13 (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: O arquivo submetido está sem a ficha catalográfica. A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija esta informação e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2016-05-09T14:15:22Z (GMT) / Submitted by José Antonio Cirillo de Assis null (jcirillo.assis@gmail.com) on 2016-05-10T11:56:37Z No. of bitstreams: 1 DissertaçãodeMestrado_JoséAntonioCirilloAssis.pdf: 5492695 bytes, checksum: 098f2796a7e2e2a2b876f0e44a85c57b (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-13T11:44:14Z (GMT) No. of bitstreams: 1 assis_jac_me_rcla.pdf: 5492695 bytes, checksum: 098f2796a7e2e2a2b876f0e44a85c57b (MD5) / Made available in DSpace on 2016-05-13T11:44:14Z (GMT). No. of bitstreams: 1 assis_jac_me_rcla.pdf: 5492695 bytes, checksum: 098f2796a7e2e2a2b876f0e44a85c57b (MD5) Previous issue date: 2016-03-28 / A análise e identificação do controle estrutural de um depósito de ouro é de grande importância para o estudo e pesquisa da mineralização aurífera, permitindo guiar e otimizar a prospecção e exploração de determinada ocorrência. O objetivo do presente trabalho é definir o empilhamento tectonoestratigráfico e a estruturação do depósito de ouro de C1-Santaluz, bem como seu controle estrutural. Como faz parte de um Greenstone Belt, em uma área de significativa atividade tectônica, esta ocorrência apresenta complexo arcabouço estrutural, havendo a necessidade de compreender melhor as estruturas que influenciam na geometria dos corpos mineralizados. As rochas da área de estudo foram mapeadas na escala 1:750 e foram estudadas através de descrições macroscópicas, microscópicas além de análises em microscópio eletrônico de varredura e análises de difração de raios-x. As unidades encontradas foram subdivididas em dois grandes domínios, sendo da base ao topo, Sequência Vulcânica e Sequência Metassedimentar, compostas por metadacitos e metadacitos brechados, e clorita sericita quartzo xisto, metassedimento carbonoso, brecha carbonosa, respectivamente. Também foi mapeado um corpo de metadiorito que corresponde à unidade Rochas Intrusivas Subvulcânicas Intermediárias. As fases minerais relacionadas com a mineralização aurífera são representadas por sulfetos, tais como, pirita, arsenopirita, esfalerita, calcopirita e stibinita, sendo que a arsenopirita mostrou relação direta com a presença de ouro, este ocorrendo associado ao sulfeto. Ao todo foram identificadas 3 fases deformacionais: Dn-1, Dn, Dn+1. Dentre essas fases, observa-se que a presença da mineralização na área de estudo possui direta relação com as fases Dn-1 ou Dn, visto que os veios de quartzo mineralizados se encontram encaixados na foliação Sn. A interação entre o bandamento composicional S0//Sn-1 e a foliação Sn gera lineação de intersecção paralela aos eixos de dobra Dn, com caimento para NW. A orientação dessa lineação é favorável para o posicionamento do corpo de minério, podendo apresentar inclusive espessuras maiores nessa orientação. As rochas que compõem as unidades mapeadas apresentaram metamorfismo regional progressivo na fácies xisto verde baixo, zona da biotita. / Structural control plays a major role in gold deposits. Thus, understanding the different structures present in the area, as well as the relationship between these structures, is a key issue. This work aims to identify the structural control of the gold deposit of C1-Santaluz. It also presents the tectono-stratigraphic stacking of the rocks and the main deformation phases that occur in the area. The C1-Santaluz deposit is located in a Greenstone Belt and has a complex structural setting. Therefore, there is a need to better understand the structures that can influence the geometry of the mineralized bodies. The rocks of the study area were mapped in 1:750 scale. The study was carried out through macroscopic and microscopic description of rocks, as well as scanning electron microscope and of x-ray diffraction analyses. The rock units that occur in the area were divided in two main domains, base to top, Sequência Vulcânica and Sequência Metassedimentar. The mineral paragenesis related to the auriferous mineralization is represented by sulphides, pyrite, arsenopyrite, sphalerite, chalcopyrite and stibnite. Arsenopyrite showed direct relation with the presence of gold, detected by scanning electron microscope analysis. A total of 3 deformational phases were identified: Dn-1, Dn, Dn+1. Phase Dn-1 and Dn have direct relation with the mineralization since mineralized quartz veins occur parallel to the Sn foliation (S0//Sn-1//Sn). The intersection between the bedding S0//Sn-1 and Sn foliation generates an intersection lineation that is parallel to the Dn fold axis, plunging to NW. These structures are favorable for the increase of the volume of the mineralized bodies, plunging to NW. The rocks were metamorphosed under lower greenschist facies conditions (biotite zone).

The aim of this bachelor essay is to study the relation between stone ship settings in Sweden and the symbols occurring on rock carvings, picture stones and metalworks. Are the stone ship settings meant to make the final journey for the dead over to the other side? And serve as a link between our world and the land of the dead? By comparing the theories and interpretations of different scientists and archaeologists I will analyze the different findings and forms of the stone ship settings. The mythology tells tales of the importance of the ship, that it drags the sun from left to right during the day and during the night it goes down under water at the horizon, usually accompanied by animals like horses, fish and snakes. This could be why the direction of the stone ship settings are generally southwest towards northeast, because the sun seems to be at its highest point towards south. A general discussion will be performed during this essay, and to view other archaeologist’s interpretations and research to find answers to what stone-ship settings stands for.

[pt] As Medidas Socioeducativas em Meio Aberto, desde sua implementação foram alvo de controvérsias e divergências, com posicionamentos radicalmente opostos, onde se defende a garantia de direitos ou a punição aos adolescentes autores de ato infracional. A dissertação tem como proposta analisar as argumentações-base que caracterizam estes posicionamentos. Para os que percebem as Medidas Socioeducativas como garantia de direitos, as argumentações utilizadas com frequência levam em consideração o contexto de vida do adolescente em conflito com a lei e o momento do seu ciclo de vida - a adolescência. Já os que acreditam que as Medidas Socioeducativas favorecem a impunidade aos adolescentes, em geral, se posicionam a favor da redução da maioridade penal e do encarceramento dos adolescentes. Análise foi realizada a partir das diretrizes das normativas em curso, das propostas de Emendas Constitucionais e do contexto de execução da medida socioeducativa em meio aberto, tendo como base uma pesquisa sobre medidas socioeducativas em meio aberto realizada no ano de 2017 junto aos CREAS do município do Rio de Janeiro. / [en] The socio-educational measures in open settings since their implementation have been the subject of controversies and divergences, with radically opposing positions, where one defends the guarantee of rights or the punishment to the adolescents who committed an offence. This dissertation aims to analyze the basic arguments that characterize these positions. For those who perceive socio-educational measures as guarantee of rights, the arguments used frequently take into account the contexts in which the adolescents in conflict with the law live and the moment of their life cycle: adolescence. Those who believe that socio-educational measures favor impunity for adolescents, in general, are in favor of reducing the penal age and their imprisonment. The analysis was carried out based on the guidelines of current regulations, proposals for Constitutional Amendments and the context of execution of the socio-educational measures in open settings. This will be done using as reference a study which focused on socio-educational measures held in the year 2017 with the Specialized Reference Centers in Social Assistance of the municipality of Rio de Janeiro.

Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-08-07T17:53:40Z No. of bitstreams: 1 CLÁUDIA FREIRE – TESE (PPGCS) 2016.pdf: 4241734 bytes, checksum: 4f09dc8165032d263c166a224fbd5d68 (MD5) / Made available in DSpace on 2018-08-07T17:53:40Z (GMT). No. of bitstreams: 1 CLÁUDIA FREIRE – TESE (PPGCS) 2016.pdf: 4241734 bytes, checksum: 4f09dc8165032d263c166a224fbd5d68 (MD5) Previous issue date: 2016-09-27 / A pesquisa desenvolvida teve como objetivo analisar trajetórias de empresários formais e atuantes no Polo de Confecções de Pernambuco, para apreender em suas narrativas a formação e reprodução de configurações locais do trabalho. A análise foi estruturada numa abordagem qualitativa, usando a pesquisa de campo como meio de intervenção no local, através de entrevistas semiestruturadas com 11 empresários formalizados, durante dez/2014 a nov/2015. Após a realização das entrevistas, se estruturou uma interpret ação das configurações locais do trabalho e das formas de produção em três momentos. O primeiro, corresponde ao início das trajetórias, apresenta os elementos e valores estruturais que alicerçaram a produção de confecções no Polo. O segundo, corresponde às narrativas de como se passou da condição de trabalhador à condição de empresário, expondo as estratégias dos empresários para montar sua estrutura produtiva, a partir de condições precárias de vida, e os usos que fizeram dos vários tipos de trabalho existentes, para dar continuidade à produção e consolidar seus negócios. A terceira, corresponde à caracterização da organização atual do trabalho nas fábricas, expõe como as fábricas foram modernizadas em termos físicos e tecnológicos e que o principal tipo de trabalho utilizado é o assalariado, submetido ao controle e à disciplina da gestão racional. Contudo, a modernidade das fábricas esbarra nas tradições lo cais, compondo um mix de características que agregam costumes locais, a fábrica limpa e moderna e uma mão de obra multifuncional e semianalfabeta. Tudo isso, faz do trabalho no Po lo de Confecções um desafio à compreensão do trabalho enquanto principal elemento da co nstituição socioeconômica local. / This search was developed with goal for analyze trajectories of formal and active entrepreneurs in the Clothing Pole of Pernambuco to learn in their narratives training and breeding sites job settings. The analysis it was structured in qualitative approach, using field research as an intervention form in place, through semi-structured interviews with eleven formalized entrepreneurs, during December 2014 to November 2015. After the interviews, it was built an interpretation of the local settings of work and production in three moments. The first moment, corresponds to the beginning of the trajectories, presents the elements and structural values that underpinned the garment production in Pole. The second, corresponds to the narrative of how if went to worker condition for entrepreneur status, exposing the strategies of entrepreneurs to set up their production structure, due to poor living conditions, and the uses made of the various existing types of work, to continue the production and consolidate their businesses. The third corresponds to the characterization of the current organization of work in the factories, i t exposes how the factories were upgraded in physical and technological terms, and that the main type of labor applied is the employed, subject to the control and discipline of rational management. However, the modernity of factories comes up against in the local traditions and inheritance of unskilled labor and semi-illiterate, composing a mix of features that aggregate the current organization of work in local traditions, the factory clean and modern up until multifunctional work and semi-literate. All this, makes thework in the Clothing Pole a challenge to the understanding of the work as the main element of the local socioeconomic constitution.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-22T14:34:17Z No. of bitstreams: 1 arquivototal.pdf: 4134921 bytes, checksum: 1363a61f0eb1b30e9db2f586754441d6 (MD5) / Made available in DSpace on 2016-01-22T14:34:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4134921 bytes, checksum: 1363a61f0eb1b30e9db2f586754441d6 (MD5) Previous issue date: 2015-03-23 / The research constitutes the exploratory nature and is characterized as a link-shared investigation. The study reported here aimed to verify which practices, ideals, the internal settings, the prior knowledge and fundamental relationship. Thus, a scholar’s life can interact with both student and school. The study has been developed in a school with humanistic principles. The School Nossa Senhora do Carmo is a social project of Carmel Sacred Heart of Jesus and Mother Teresa, a school for farmers and people in less favourable social status located in the city of Bananeiras – PB. It was used the multi-referential approach to understand the object under study and analysis as its instruments such as cross methodologies, through individual and group interviews, meetings of educational records notes, documents, portfolio, PPP, academic book records and student committees , papers evaluation practices, expectations of research and projective techniques of multiple narratives. The School has its ideals grounded in humanistic experiences and consolidates its practices in popular education and rural education and seeks to develop a democratic management through collegiate instruments. With all the work, the School has helped in improving the quality of student life, teachers, staff and community. Besides it strengthens and adds the local culture knowledge and principles, as well as material element to its surroundings due to the commitment and hard work in the pursuit of an integrated and inclusive education, which includes free and liberating, humane and humanizing and by woven relations based on dialog and autonomy, where everyone feels part of the School itself. / Constituindo-se num trabalho de natureza exploratória e caracterizada como uma pesquisa vínculo-compartilhada, o estudo aqui relatado teve como objetivo geral verificar quais as práticas, os ideais, as configurações internas, os saberes prévios e as relações fundamentais para que uma vida possa acontecer no corpo a corpo que dá sentido à Escola. Para tanto, o estudo foi desenvolvido numa escola com ideais humanísticos, que se propõe desenvolver uma educação libertadora e a busca da autonomia de seus sujeitos. A Escola Nossa Senhora do Carmo é um projeto social do Carmelo Sagrado Coração de Jesus e Madre Teresa, uma escola para lavradores e pessoas em situação de vulnerabilidade social, localizada no município de Bananeiras-PB. Utilizou-se da abordagem multirreferencial para a compreensão do objeto em estudo e como instrumentos de análises, metodologias cruzadas, através de entrevistas individuais e coletivas, anotações de registros de encontros pedagógicos, documentos, portfólio, PPP, cadernos de registros de colegiado e comitês estudantis, cadernos de instrumentos avaliativos, pesquisas de expectativas e técnicas projetivas de narrativas múltiplas. A Escola tem seus ideais fundamentados em experiências humanísticas e consolida suas práticas na educação popular e na educação do campo e busca desenvolver uma gestão democrática, através de instrumentos colegiados. Com todo o trabalho realizado, a Escola tem ajudado na melhoria da qualidade de vida dos educandos, educadores, funcionários e comunidade, na medida em que fortalece e agrega saberes e princípios da cultura local, bem como se constitui como elemento importante para seu entorno, devido ao trabalho desenvolvido na busca de uma educação integrada e integradora, liberta e libertadora, humanizada e humanizadora, bem como pelas relações tecidas fundamentadas na dialogicidade e na autonomia, onde todos se sentem parte integrante da Escola.