Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers’ behaviour or beliefs. Using a responsive / constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative ‘constructivist – responsive’ method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers’ talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers’ talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why).The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).

The thesis investigates reference to non-present, singular persons in Swedish talk-ininteraction. The overall aim of the study is to analyse instances of person reference as parts of their linguistic, sequential and social contexts, and to describe these instances with regard to interactional, formal/structural, and functional aspects. An important point of departure for the study is that instances of person reference must be analysed as choices from different alternatives. This means that instances of person reference should neither be thought of as mere manifestations of the speaker’s own state of knowledge of the referent and her/his assessment of the addressee’s knowledge state, nor as reflections of structural aspects of the discourse. Theoretically and methodologically, the study belongs to the fields of interactional linguistics and conversation analysis (CA). The data for the study are drawn from naturally occurring everyday and institutional interaction and includes two-party and multi-party interaction, and telephone as well as face-to-face interaction. The analyses of introductory references to persons highlight issues such as the speaker’s claimed knowledge of/familiarity with the referent as well as the claims being made on behalf of the addressee, the role and importance of the referent in the activity of the talk, and the implications of person reference on the affiliation/disaffiliation of the participants with the referent, as well as with each other. The analyses of references to persons that have already been introduced in the interaction centres on partly different issues. The categorization of these references is based on two factors; the first being the sequential position of the reference and the second being whether the reference contributes to sequential continuity or discontinuity. The analyses emphasize that referential choice is an important resource for the construction of continuity and discontinuity, and that participants make use of these resources in unmarked as well as marked ways. This means that participants choose between different referential expressions, and these choices have different consequences depending on, inter alia, the sequential position of the reference. The study shows that reference to persons is doubly contextual: participants’ referential choices are made in consideration of the foregoing as well as the upcoming activity of the talk. Consequently, in order to adequately describe instances of person reference, the sequential context must be taken into account.

Le dialogue interne (D-I) est une aptitude mentale de plus en plus utilisée chez les athlètes de haut niveau mais peu étudiée dans les sports d’équipes. Son impact mérite d’être évalué dans des contextes d’équipe durant de réelles compétitions puisque le dialogue interne de l'athlète dans un sport collectif peut influencer certaines habiletés mentales telles la prise de décisions tactiques et la focalisation sur les stimuli appropriés. Ainsi, cette étude a bénéficié de la participation de 10 joueurs de hockey élites mâles âgés de 16 à 20 ans pour examiner les effets de deux traitements distincts de D-I, un axé sur la motivation et l’autre sur l’instruction. Dans cette analyse portant sur l’efficacité des sujets à accomplir des tâches de tactique collective (effet sur processus de décision) pendant des joutes de saison régulière, tous les athlètes semblent avoir amélioré leurs performances. Généralement, le groupe s’adonnant au traitement de D-I d’instruction a largement dépassé les pourcentages de réussite de celui du D-I de motivation. Cependant, les athlètes du groupe de D-I de motivation ont eu plus de succès que prévu. Il appert aussi que le traitement de D-I d’instruction ait été plus difficile à assimiler à court terme que le traitement de motivation, mais son impact positif apparaît avoir stagné moins rapidement. Les joueurs plus expérimentés n’ont pas affiché une meilleure progression dans leurs prises de décisions comparativement aux moins expérimentés. Le D-I de motivation semble avoir eu plus d’effet que celui d’instruction lorsqu’utilisé en période de fatigue et de stress. / Self-talk (S-T) is a mental skill which is used more and more by elite athletes but there is a lack of research on its effect in team sports. Its impact deserves to be evaluated as much during team contexts and real competitions as it does in individual sports because self-talk can affect a team sport athlete's ability to perform mental skills such as good tactical decision-making and focusing on the proper stimuli. Therefore, with the participation of 10 elite hockey players varying from 16 to 20 years old, this study examines the effect of two distinct self-talk treatments, a motivational one and an instructional one. The analysis, evaluating the efficiency of the subjects' ability to accomplish collective tactics (effect on decision process) during the regular season games, has shown that all athletes showed some improvement in their performances. Generally, the group associated with the instructional self-talk treatment has proven to be considerably more effective in decision-making than the motivational group. However, the athletes from the motivational self-talk group generated better results than expected. It seems also that, in the short term, the instructional self-talk treatment was more difficult to assimilate than the motivational one but its positive impact appears to have lasted longer. Furthermore, the more experienced players did not display a better progression in their decision process compared to the less experienced ones. Also, motivational self-talk appears to have produced better effects than the instructional one when used during periods of fatigue and stress.

The theoretical section of the thesis Comparison of the misanthropic Show Jana Krause and the philanthropic Mark Eben's show Na plovárně aims to characterize the talk show genre both abroad and in the Czech Republic. It briefly outlines the development of the genre and its arrival in the Czech television stations. It also gives a definition of a presenter, describes the ways of communication, construction of the interviews with the guests, their selection, introduces Jan Kraus and Marek Eben and characterises both talk shows - Na Plovárně and Show Jana Krause. The practical section deals with an analysis of production in which interviews with representatives of both production teams are analysed. A qualitative analysis aims to answer the question: "How do the philanthropic and misanthropic concepts of the talk show differ, from the perspective of content and production intentions?" The conclusion contains a summary of the collected data.

My thesis is a study of how the perception of booktalk aimed at kids and youngsters in the Swedish educational system has changed between 1932 and 2007. A discursive reading of articles in the magazine Biblioteksbladet provides the basis for my investigation. The thesis argues that an older "authoritaritan" and "traditional" discourse has given way for a more modern, "anti-authoritaritan" and "lust"-directed discourse. The older discourse was designed to make sure that young people were provided with a certain well-defined quantity of "approved" literature. The new discourse stresses the importance of fostering kids and youngsters with a positive and enthusiastic attitude towards reading in general. However the new discoruse is not without conflicts of its own, som e of which are addressed in this thesis. In order to provide for a basis of method concerning the making of a discursive reading of the articles of Biblioteksbladet included in the investigation are several discourse analytical perspectives such as amongst others that of Michel Foucault discussed in the thesis.

Made available in DSpace on 2015-03-05T18:10:47Z (GMT). No. of bitstreams: 0 Previous issue date: 19 / Nenhuma / Nesta dissertação, investiga-se, a partir da fala-em-interação, a co-construção de identidades (BUCHOLTZ e HALL, 2003, 2005; ZIMMERMAN, 1998) evidenciadas no decorrer de interações em aulas de alfabetização de jovens e adultos da modalidade EJA. Para melhor compreensão do cenário e dos participantes, faz-se um breve histórico da Educação de Jovens e Adultos (EJA) no Brasil, refletindo-se sobre o processo de escolarização de pessoas jovens e adultas. Além disso, apresentam-se os conceitos de letramento e de alfabetização que permeiam esta investigação. A perspectiva deste trabalho de que a fala é ação suscita que, ao estudar as falas, estudem-se as ações dos participantes a partir das quais se co-constroem identidades. Com o aporte da Sociolingüística Interacional (GUMPERZ, 1982, 2002; GOFFMAN, 1975, 1981, 1999, 2002, entre outros), da Análise da Conversa (SACKS; SCHEGLOFF; JEFFERSON, 1974; POMERANTZ; FEHR, 1997, entre outros) e de métodos como a Etnografia e a Microetnografia, destacam-se as identidades que / This study aims at investigating the co-construction of identities in talk-in-interaction (BUCHOLTZ and HALL, 2003, 2005; ZIMMERMAN, 1998) as evidenced in interactions in adult literacy classrooms. In order to provide a better understanding of the setting and participants, a brief history of adult education in Brazil is presented, particularly focusing on the process of formal schooling of adult students. The concepts of literacy and language learning, which are relevant for the current investigation, are also discussed. Based on the assumption that talking is acting, the analysis of turns at talk provides for the investigation of actions by which interactants co-construct their identities. Based on the frameworks of Interactional Sociolinguistics (GUMPERZ, 1982, 2002; GOFFMAN, 1975, 1981, 1999, 2002, among others), of Conversation Analysis (SACKS, SCHEGLOFF, JEFFERSON, 1974; POMERANTZ, FEHR, 1997, among others) and of ethnographic and microethnographic methods, identities emically oriented to by participants

Made available in DSpace on 2015-03-05T18:10:48Z (GMT). No. of bitstreams: 0 Previous issue date: 20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Alguns estudos sobre aquisição da linguagem têm mostrado, ao longo dos anos, que as interações adulto-criança se configuram distintamente daquelas adulto-adulto, de forma a possibilitar que essas crianças tenham um acesso facilitado à complexa estrutura lingüística (e.g. SNOW e FERGUSON, 1977; Ferguson, 1996). Outros têm se voltado para a compreensão do desenvolvimento pragmático da linguagem nas crianças nos seus primeiros anos de vida (e.g. ERVIN-TRIPP, 1979; CORSARO, 1979), revelando a (evolutiva) competência dessas crianças na realização de determinados atos de fala (AUSTIN, 1999). A presente pesquisa vale-se desses estudos, ampliando os horizontes de pesquisa ao partir do pressuposto de que aprender uma língua é parte integral do processo de tornar-se membro a de um grupo (OCHS, 2002). O processo de desenvolvimento (lingüístico-pragmático) de uma criança está, pois, atrelado às práticas (interacionais) em que a criança se engaja, juntamente com outros as membros as do(s) grupo(s) ao(s) qual(is) ela perte / Some studies concerning language acquisition have shown that adult-child and adult-adult interactions are distinctly constituted so as to provide children a facilitated access to the complex linguistic structure (e.g. SNOW e FERGUSON, 1977; FERGUSON, 1996). Others have tried to understand children's pragmatic development of language throughout their first years of life (e.g. ERVIN-TRIPP, 1979; CORSARO, 1979), revealing the (evolving) competence of these children in realizing certain speech acts (AUSTIN, 1999). This research departs from those studies and broadens the research perspectives by considering that learning a language is constitutive of the process of becoming a member of a group (OCHS, 2002). The (linguistic-pragmatic) development process of a child is thus linked to the (interactional) practices in which the child is engaged, as are the other members of the group. From a micro-ethnographic perspective, rooted in theoretical and analytical presuppositions implied in the analysis of face-to-face int

Made available in DSpace on 2015-03-05T18:10:49Z (GMT). No. of bitstreams: 0 Previous issue date: 24 / Nenhuma / Nesta pesquisa, investigam-se interações em consultas médicas em postos de saúde públicos de uma cidade do interior do Rio Grande do Sul. O estudo qualitativo, que utiliza as ferramentas analíticas da Análise da Conversa (SACKS, SCHEGLOFF, JEFFERSON, 1974), deriva de um estudo maior (OSTERMANN, 2005), tem como objetivo fundamental investigar interações entre médica e mãe com seu(sua) filho(a) recém-nascido(a) no período do puerpério, analisando como se dá a construção e a negociação do conceito de normalidade. Quer-se ver quais as estratégias usadas pelas médicas para comunicar seu conhecimento e opinião, o que as mães falam e fazem nos consultórios pediátricos e como as participantes fazem para lidar com eventuais dificuldades de compreensão nas interações. Por isso, um estudo aprofundado das interações gravadas e transcritas foi realizado a fim de que tais questionamentos possam ser respondidos, e um pouco mais da comunicação entre médicos(as) e pacientes seja entendida. Como apontado por renomados estudios / This qualitative investigation, which uses the analytical tools of Conversation Analysis (SACKS, SCHEGLOFF, JEFFERSON, 1974), derives from a larger research study (OSTERMANN, 2005) and aims to investigate interactions between doctors and mothers during the puerperal time in public healthcare settings, analyzing how the concept of normality is built and negotiated. The idea is to bring new perspectives and questionings about these institutions, contribute to the traditional sociological analysis and provide a broader understanding about how people build and negotiate the concept of normality during medical consultations. This research is also an attempt to explore what is conceived as normal in relations to babies. This study aims at seeing which strategies are used by the doctors and what the mothers do and say at the doctor’s office. The transcribed and analyzed interactions in this study help raise questions and answers that enable us to understand doctor-patient interactions better. As some researchers po

Submitted by William Justo Figueiro (williamjf) on 2015-06-13T12:07:18Z No. of bitstreams: 1 9.pdf: 10943937 bytes, checksum: 80b5f4f166aef1f41cf8270b9c1def07 (MD5) / Made available in DSpace on 2015-06-13T12:07:18Z (GMT). No. of bitstreams: 1 9.pdf: 10943937 bytes, checksum: 80b5f4f166aef1f41cf8270b9c1def07 (MD5) Previous issue date: 2011-12-19 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esse estudo, de cunho etnográfico (O’REILLY, 2009) e fundamentado pelo arcabouço teórico-metodológico da Análise da Conversa Etnometodológica (GARFINKEL, 1967; SACKS, 1992) e da Análise de Categorias de Pertença (SACKS, 1992; SCHEGLOFF, 1972; SELL; OSTERMANN, 2009)), analisa duzentas interações telefônicas entre comunicantes e atendentes do serviço de emergência “190” da Brigada Militar de Porto Alegre. Os resultados da pesquisa mostram que as interações apresentam uma macroorganização estruturada em cinco atividades chave (ZIMMERMAN, 1984; 1992), sequencialmente negociadas: 1) abertura/identificação/alinhamento; 2) solicitação; 3) sequência interrogativa; 4) resposta; e 5) fechamento, em que o grande par adjacente solicitação/resposta se constitui na sequência central do evento. Percebe-se, também, uma forte orientação dos comunicantes para a solicitação de uma viatura, e dos atendentes, para o envio de uma viatura como o produto final desse par adjacente central e da prestação de serviço dos atendimentos do 190. Quando a necessidade do envio de uma viatura é posta em dúvida, a rotina das práticas de atender é desestabilizada, e o mandato institucional desse serviço é questionado, gerando consequências interacionais para a conversa em andamento. A análise dos dados revela a orientação dos comunicantes para suas Categorias de Pertença (SACKS, 1992; SCHEGLOFF, 1972; SELL; OSTERMANN, 2009) na produção de accounts narrativos (DE FINA, 2009) que buscam convencer os atendentes da legitimidade de sua solicitação de ajuda. Orientados pelo conhecimento socialmente compartilhado do que se constituem em eventos moralmente sancionáveis, ao mesmo tempo em que vitimizam o comunicante, os accounts narrativos produzidos pelos comunicantes constroem uma relação de antagonismo entre ele e o seu agressor, o qual é responsabilizado pelos fatos reportados. A orientação dos participantes para determinadas Categorias de Pertença também é revelada na formulação do local para onde a viatura deve ser enviada. O engessamento provocado pelas limitações do formulário eletrônico de solicitação de serviço é materializado, por exemplo, na necessidade de informação do nome de um logradouro e de um numeral previamente cadastrados no software utilizado. Esse tipo de restrição impõe limitações quanto à inserção de outros formatos de endereço – vigentes na organização social atual, principalmente das camadas sociais menos favorecidas – e que divergem do formato padrão, dificultando, assim, o acesso dessas pessoas à segurança pública. Verificou-se também que, para a manutenção da intersubjetividade no atendimento telefônico do 190, tanto o atendente, quanto o comunicante, precisam estar orientados para o atendimento das demandas impostas pelo software operacional, o que tornou possível compreender que a investigação da intersubjetividade nos novos contextos tecnologizados demanda que o pesquisador alargue os campos semióticos (C.GOODWIN, 2000) investigados. Da mesma forma, os recursos linguístico-interacionais mobilizados pelos comunicantes, ao formularem o local para onde a viatura deve ser enviada, demonstra a sua falta de letramento quanto às práticas sociais em questão. Esse estudo resultou em um curso de capacitação de 50 horas/aula para a qualificação dos atendimentos telefônicos desse serviço de emergência e na implementação de um processo seletivo interno para o ingresso na função de atendente, que também são discutidos no texto. / This study analyzes two hundred telephone emergency calls between callers and call takers at Brigada Militar (190), in Porto Alegre, from an ethnographic (O’REILLY, 2009) perspective and based on Ethnomethodological Conversation Analysis (GARFINKEL, 1967; SACKS, 1992) and Membership Categorization Analysis principles (SACKS, 1992; SCHEGLOFF, 1972; SELL; OSTERMANN, 2009). The results of this research study show that the interactions present a macrostructure organized into five key activities that are sequentially negotiated (ZIMMERMAN, 1984; 1992): 1) opening/identification/alignment; 2) request; 3) interrogative sequence; 4) response; and 5) closing, in which the adjacency pair request/response consists of the main sequence of the event. Callers’ strong orientation to the request for a police car and call takers’ orientation to the dispatch of a police car are also identified as the final product of this adjacency pair and of the provision of the service. When the need for the dispatch of a police car is questioned by a caller, the routine of the practices involved in the processing of the call is destabilized and the institutional mandate of 190 is questioned, and this fact brings in interactional consequences to the flow of the interactions. The analysis of the data reveals callers’ orientation to certain Membership Categories (SACKS, 1992; SCHEGLOFF, 1972; SELL; OSTERMANN, 2009) in the production of narrative accounts (DE FINA, 2009), which aim at convincing call takers of the legitimacy of their requests. Based on the socially shared knowledge of morally loaded events, at the same time that these narrative accounts victimize the caller, they also build an antagonistic relationship between caller and aggressor – with the latter being allegedly responsible for the facts being reported. Participants’ orientations to certain Membership Categories can also be seen in their formulation of the place to where the police car must be dispatched. The limitations imposed by the electronic form is materialized, for instance, in the need to insert the name of a street and a number, which can be retrieved from the database, in the address slot. This restriction limits the insertion of other formats of address – which can be found in the current social organization (especially in the less privileged social classes) – and which restricts the access of those people to public safety. It was also possible to notice that, the maintenance of intersubjectivity in emergency calls depends on callers’ and call takers’ orientation to meet the demands of the software, and this fact shows that the study of intersubjectity in new, technologized contexts demands that the researcher considers other semiotic fields (C.GOODWIN, 2000) in the investigation. At the same time, the linguistic resources mobilized by the callers when formulating the place where the police car must be sent to displays their illiteracy concerning the social practices of the modern world. This research resulted in a fifty-hour training program to qualify the call-taking services and in the implementation of an internal recruitment process for the position of call taker, which are also discussed in this work.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-03T19:09:00Z No. of bitstreams: 1 Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5) / Made available in DSpace on 2015-07-03T19:09:00Z (GMT). No. of bitstreams: 1 Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5) Previous issue date: 2013-01-14 / Nenhuma / Valendo-se do arcabouço teórico da análise da fala-em-interação (SACKS, 1992; SACKS; et al., 1974; C.GOODWIN, 1984) e da etnometodologia (GARFINKEL, 1967), este estudo etnográfico (O´REILLY, 2009) objetivou compreender como duas famílias, nomeadas como família de Catarina e família de Mila, e pertencentes a classes sociais distintas, significam suas responsabilidades vinculadas ao domínio escolar dentro de casa ao participar da rotina escolar das crinanças. Responsabilidade origina-se do caráter responsivo de nossas ações (HILL; IRVINE, 1992), que a qualifica, portanto, como intersubjetiva (OCHS; IZQUIERDO, 2009). Os resultados apontam orientações distintas em cada família, as quais nomeio como de responsabilidade compartilhada e de responsabilidade partilhada. Na responsabilidade compartilhada, evidencia-se a centralidade da criança e de seu universo escolar cotidiano, na conarração das experiências escolares da criança, na coconstrução do entendimento sobre o mundo escrito, e na oferta de roteiros (EMMISON et al., 2011) de ação futura pelos adultos. Além disso, adultos compartilham com a escola os fazeres pedagógicos de mediar o conhecimento, através de sequências IRA (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituindo escola e família como extensão uma da outra (CARVALHO, 2004). Responsabilidade partilhada, por outro lado, aponta para busca pela autonomia da criança com relação aos seus afazeres escolares e para a distinção entre a natureza social da escola e da família através da distribuição e manutenção das responsabilidades de cada membro familiar no que tange à escola, na negociação explícita de responsabilidade (FINCH; MASON, 2006) e na fulcral distinção entre narradora e plateia nos eventos narrativos da experiência escolar. As análises também evidenciam o constituição generificada da responsabilidade paternal pelo trabalho invisível de organização das tarefas escolares domésticas (REAY, 2005) na família de Catarina, e da mãe como gatekeeper (GOTTZÉN, 2011) da participação paterna na família de Mila. Esse trabalho generificado desestabiliza discursos normativizados sobre a participação paterna, especialmente em classes sociais menos privilegiadas, nas quais os pais são vistos como gerentes da rotina familiar apesar do número crescente de famílias chefiadas, financeiramente, por mulheres (FONSECA, 2004). O estudo contribui com os estudos sobre a participação familiar na trajetória escolar das crianças propondo que participação é intrínseca à noção familiar de responsabilidade, posicionando a escola como uma tarefa a ser cumprida ou como um direito a ser garantido à criança. / Based on the theoretical and analytcal framework of the analysis of talk-in-interaction (SACKS, 1992; SACKS; SCHEGLOFF; JEFFERSON, 1974; C. GOODWIN, 1984) and of ethnomethodology (GRAFINKEL, 1967), this ethnographic study (O ́REILLY, 2009) aimed at understanding how two families, named as Catarina ́s family and Mila ́s family, which belong to different social classes, give meaning to their responsibilities concerning the school within the household environment while participanting in the child ́s school rotine. Responsibility originates from the responsive character of our actions (HILL; IRVINE, 1992), which thus qualifies it as intersubjective (OCHS; IZQUIERDO, 2009). The results point to distinct orientations in each family, named here as shared responsibility and divided responsibility. Shared responsibility evidences the centrality of the child and her school universe through the conarration of the child ́s school experiences, the coconstruction of a mutual understanding of the written world and script proposals (EMMISON et al., 2011) by the adults. They also share with school its pedagogical doings of mediating knowledge, through IRF sequences (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituting school and family as an extension of each other (CARVALHO, 2004). Divided responsibility, on the other hand, points to the pursuit of the child ́s autonomy concerning her school tasks and to the distinction between the school and the family ́s social nature, achieved through distribution, maintenance and the explicit negotiation of members ́s responsibilities (FINCH; MASON, 2006), and the crucial distinction between narrator and audience in narratives of school experience. Analyses also evidence the gendered constitution of fatherhood as encompassing the invisible work of organizing school at home (REAY, 2005) in Catarina ́s family, and motherhood as gatekeeper (GOTTZÉN, 2011) of the father ́s participation in Mila ́s family. This gendered work destabilizes normative discourses on paternal participation, especially in low income social classes, in which fathers are seen as managers of the household despite the fact that these households are, increasingly, being financially afforded by women (FONSECA, 2004). This study contributes to the understanding of family participation in the child ́s school trajectory as it proposes that participation is constitutive of the understanding families hold of their responsibilities towards the school, which ends up positioning the school either as a task to be performed or as a right to be offered to the child.