Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 239-248). Available also in a digital version from Dissertation Abstracts.

This thesis provides a trajectory policy analysis of post-1994 appraisal systems in South Africa by capturing the dynamics of these policies between different levels as well as the reasons these policies have changed and evolved in the way they did over the past 10 years. Its aim is to understand why and how various post-1994 South African teacher appraisals were negotiated, formulated and re-negotiated with their different impact on schools, taking into account the various tensions and contestations within appraisal and between stakeholders. The study attempts to make the following claims around issues of appraisal, policy analysis, multi-method research. First, because appraisal policies are socially constructed and politically contested, they are fraught with inevitable socio-educational tensions around the balance between teacher development and accountability, coming from the negotiations between the main stakeholders at various stages of the policy process. Second, because current policy analysis approaches have failed to address the increasingly complex domain and gap of policy-practice in an era dominated by the interplay of conflicting agendas and interests of various policy communities, an eclectic approach to policy analysis is used and recommended. This approach relies mainly on a political analysis, which conceives of policies as both constraining and empowering structures and texts which create space and opportunities for policy agency and leadership. Such political approach has to conceive of three different policy powers to reveal the various tensions and contestations around policies and the conditions of possibilities as well as to unravel how stakeholders interpret and mediate policy processes which are often fragile settlements constantly re-negotiated. This study focuses on the notion of enabling policy leadership and its mediation strategies to reveal how different agencies position themselves and strategize around policy tensions in the hope of strengthening their agendas. This policy leadership is also iv critical in ensuring a sufficiently strong policy settlement between education departments, schools, teacher unions and professional bodies over how to develop teachers and make them accountable for their performance Third, it argues that, despite post-1994 South Africa embarking on an era of stakeholder democracy, various stakeholders were gradually pushed to the margin of education policymaking, leaving teacher unions (because of their privileged position in relation to the ruling party) as the main party with which the department of education consulted and bargained. This exclusion of other stakeholders involved in quality education meant that professional associations were absent even though their input was desperately needed to negotiate how appraisal could feed into the enhancement of teacher professionalism and identities in the post-1994 school system. Finally, this study uses a multi-method research approach, involving formal research instruments as well as various data collection mechanisms involving different forums with stakeholders, such as oral hearings, review teams, seminars, conferences and written evidence over a period of two years to provide a richer form of triangulated data with rather interesting results. This data was analyzed and interpreted to identify patterns of policy contestations, negotiation and mediation strategies which assisted in theorizing further the policymaking processes and politics around appraisal as well as the role and limitations of policy leadership. This multi-layered empirical research work is essential if the complex and fluid positions and strategies adopted in various policy processes over time are to be unraveled.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).

This study examined organizational routines and teachers' experiences in two urban public elementary schools. The study advances the scholarship on teachers' work through a nuanced examination of instructional routines in order to illuminate teachers' experiences with accountability based-reforms. Using neoinstitutional theory, this study employed ethnographic methods to examine instructional routines in two schools of varying AYP-status: one high-performing school and one low-performing school. Observations and interviews were conducted with a total of 17 teachers over the course of two school years. Findings indicated that routines were a recoupling mechanism, used to more closely align teachers' tasks with the goals of accountability policy. The implementation and performance of routines was both similar and distinct between the two schools. There were distinct differences in the intensity and the pervasiveness of mandated instructional routines between schools. However, regardless of AYP-status, routines served to rationalize teachers' instructional tasks by reducing variation in the form and content of classroom instruction. Accordingly, the process of recoupling and the resulting rationalization of teachers' tasks resulted in teachers experiencing reduced professional discretion, depleted intrinsic rewards, and compromised relationships with students and with each other. Under these circumstances, accountability policy moved teaching away from professionalization and undermined efforts to sustain teachers over time. / Urban Education

O propósito desta pesquisa foi realizar um estudo qualitativo sobre o trabalho de diretoras(es) escolares a partir da perspectiva de gênero, considerando o contexto das reformas educacionais, particularmente as políticas de avaliação padronizada e estabelecimento de metas para as escolas. A pesquisa foi orientada pelos seguintes questionamentos: o trabalho de direção escolar pode ser analisado a partir de uma perspectiva de gênero? Quais significados de gênero podem estar associados à função de diretor(a) escolar? Quais mudanças as políticas de avaliação educacional provocam no trabalho realizado por diretoras(es)? Foram realizadas entrevistas com seis diretoras(es) da rede municipal de educação de São Paulo. A partir da análise das entrevistas, são discutidos aspectos como: as múltiplas formas de articulação entre aspectos considerados femininos e masculinos; diferentes formas de adesão e crítica às políticas de avaliação e às propostas de responsabilização; a maneira como as concepções e práticas das(os) diretoras(es) se aproximam ou distanciam da perspectiva gerencial. Foi possível identificar tensões e contradições entre aspectos da atividade de direção considerados femininos e masculinos e diferentes formas de apropriação destes significados por parte das(os) entrevistados. A pesquisa trouxe diversos elementos para discussão sobre a relação entre gênero e trabalho de direção no contexto das reformas educativas de orientação gerencial. / The purpose of this research was to accomplish a qualitative study on the work of school principals from a gender perspective, considering the context of educational reforms, particularly the policies related to standardized evaluations and the establishment of school goals. The research was guided by the following questions: Could school management be analyzed through a gender perspective? Which gender meanings might be associated with the work of a principal? What changes have the educational policies made on the work of principals? Six principals from the public school system of the city of São Paulo were interviewed. The analysis explore topics such as the multiple manners of articulation between aspects considered feminine and masculine; the different forms of adhesion or criticism concerning evaluation policies and proposals of accountability; the way principals\' conceptions and practices are closer or further from the managerial perspective. It was possible to identify tensions and contradictions between some features of school management that were considered feminine and masculine as well as different ways to appropriate these meanings among interviewed. The research brings many aspects to discuss the relationship between gender and work in school management in the context of educational reforms from the managerial perspective.

Com interesse em captar as especificidades do trabalho docente, esta investigação visa analisar como o professor mobiliza uma série de recursos para instaurar o contexto de ensino e criar as condições de ingresso dos alunos nas atividades escolares propostas. O conjunto e a aplicação desses recursos compõem o gesto profissional nomeado emprego de dispositivos didáticos (SCHNEUWLY, 2009). Para compreender como são construídos esses dispositivos, investigamos as atividades aplicadas em uma turma de alfabetização ao longo de uma sequência didática planejada em torno do gênero textual parlenda, com o intuito de contemplar duas dimensões constitutivas do trabalho docente, a saber: i) sua natureza didática: as tarefas, os objetos de ensino visados e os instrumentos de ensino utilizados (SCHNEUWLY; DOLZ 2009); e ii) sua natureza interacional: como são organizados os comportamentos verbais e não verbais de alunos e professora materializados em sequências interacionais. (MEHAN, 1979). A geração dos dados consistiu no acompanhamento de aulas em uma turma de 2º ano do Ensino Fundamental de uma escola pública na região metropolitana de São Paulo, por meio de registros em áudio, audiovídeo e caderno de campo durante o primeiro semestre escolar de 2011. Toda a pesquisa foi realizada de maneira colaborativa entre alfabetizadora e pesquisadora, o que possibilitou compor um quadro detalhado do cotidiano escolar, de forma a compreender as regularidades e especificidades do contexto de atuação docente (HORIKAWA, 2008). A descrição dos dados aponta para os modos com que a professora alfabetizadora combina instrumentos de natureza diversa de modo a engajar a maior parte dos alunos na realização de tarefas. Nesse cenário, o texto configura-se como instrumento de trabalho central para o ensino do sistema de escrita alfabética. / Due to the interest of collecting particularities of teaching work, this research intends to analyze how the teacher uses several resources to establish an education environment that enables students to participate in the proposed activities. The set of resources and its application compose the teaching gesture called application of didactical devices (SCHNEUWLY, 2009). To understand how these devices are built, we analyzed the activities given in a classroom during a didactic sequence that was planned about parlenda (nursery rhymes) with the objective to consider two typical dimensions of teachers work: i) didactic nature: tasks, teaching objects targeted and didactical devices applied (SCHNEUWLY; DOLZ 2009) and ii) its interactional nature: how verbal and non-verbal behaviors between student and teacher are organized and then materialized in interactional sequences (MEHAN, 1979). The data generated was originated from the observation of a second year Elementary Class of a Public School in São Paulo area. The information was collected through audio, video and notes during the first scholar term in 2011. All the research was made in a collaborative way between researcher and teacher in charge of the class which allowed to depict a detailed description of everyday school life in order to understand the recurring and specific procedures applied by the teacher in charge (HORIKAWA, 2008). All data description points to the ways the teacher combines several kinds of instruments in order to engage the students to perform tasks. In this scenario the text appears as a central instrument of work for the teaching of the alphabetic writing system.

A presente dissertação lança um olhar sobre o trabalho do professor, levando em consideração o papel das prescrições por meio da análise de livros didáticos selecionados a partir do Guia de Livros Didáticos PNLD 2013. São utilizados referenciais teóricos que tratam da questão do trabalho docente (MACHADO e BRONCKART, 2004; SOUZA-E-SILVA, 2004; SAUJAT, 2004), bem como referenciais da Teoria Histórico-Cultural que auxiliem na discussão dos livros didáticos enquanto instrumentos mediadores prescritivos do trabalho em sala de aula. Foram utilizados o livro do professor e os manuais do professor de quatro coleções, buscando analisar o modo como o professor é discursivizado por elas. Por meio de uma análise de contexto de produção de livros didáticos, como parte de um dos objetivos da pesquisa, foram destacadas as diferentes vozes presentes nas orientações ao professor, e a quem elas se destinam. Acredita-se, também, que a pesquisa auxiliará na discussão de aspectos teórico-metodológicos para a análise de obras didáticas, uma vez que a produção científica que tem como foco central tal análise pouco tem trazido à tona discussões das possíveis implicações dos instrumentos mediadores prescritivos (no caso os livros didáticos) no trabalho do professor. As análises indicam que os livros didáticos têm ocupado um espaço bastante significativo em sala de aula, o que pode causar impactos sobre o trabalho do professor ao tomarem um espaço que poderia ser atribuído a ele. / By examining textbooks which have been selected according to the National Textbook Plan PNLD 2013, the present research analyzes the work of the teacher, taking into consideration the role of prescriptions. The theoretical framework for this study comprises references which approach the question of the teachers work (MACHADO E BRONCKART, 2004; SOUZA-E-SILVA, 2004; SAUJAT, 2004), as well as ones which, based on the Cultural-Historical Theory, can help carry out a discussion on textbooks as prescriptive mediational tools for the work carried out in the classroom. The teachers guide and the teachers manual of four textbook collections have been used in order to analyze how the teacher is discursivized by them. Through the analysis of the context of textbook production, as part of one of the objectives of this study, not only the different voices present in the teachers guidelines have been highlighted, but also to whom they are directed. It is believed that this research work will help in the discussion of theoretical-methodological aspects related to didactic material analyses, since the scientific production in this area has contributed very little in bringing up discussions on the possible implications of prescriptive mediational tools (in this case the textbooks) on the teachers work. The analyses indicate that textbooks have occupied significant space in the classroom, therefore impacting the work of teachers by taking up the space which should be attributed to them.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-06-26T18:01:00Z No. of bitstreams: 1 MariaJose.pdf: 1185247 bytes, checksum: e3e1229707d87ec37cecf87151e83bc9 (MD5) / Made available in DSpace on 2017-06-26T18:01:00Z (GMT). No. of bitstreams: 1 MariaJose.pdf: 1185247 bytes, checksum: e3e1229707d87ec37cecf87151e83bc9 (MD5) Previous issue date: 2007-12-10 / The educator sickness and its possible repercussions in the pedagogical practice. It is pointed out the articulations among the Brazilian Teaching Organization, the educational reforms, partially deriving from the situation in which the capitalism is, and the incidences related to the organization and management of the school, in order to understand the alterations on the work of the teachers and on the processes of health-sickness in the school context, trying approaches to the notion of subjectiveness to evidence answers signaled as its effects. The objective is to build a sickness profile of the teachers of the County Educational System, from São Luís, in order to identify its possible impacts on the pedagogical practice in the class room, pointing out organizational and environmental characteristics indicated by the teachers as aspects that can favor wearing out situations, enunciating the situation of sickness and its effects on the amount of medical licenses and sick leave and revealing the movements of attention and reaction to the worsening of the teachers health. The theoretical references presents contributions of researchers such as: Antunes (2001, 2004), Oliveira (2000, 2002, 2003), Freitas (2001), Silva (2002), Esteve (1999), Codo (2002), Martinez (2003), Araújo and Paranhos (2003), Araújo et al. (2005), Gasparini, Barreto and Assumption (2005), Bardin (2004), among others. Other contributions were also searched, highlighting on Foucault (2003, 2006, 2007) power-knowledge about the live body, the (re)organization of the medical knowledge and the meaning of the disease; the references were also supported by Minayo-Gomez and Barros (2002) and Barros (2002, 2003) with the incorporation of the discussions on the processes of subjectiveness in the school, that contributes to other perspectives of analysis of the teachers work absences via medical licenses. A qualitative approach of research was adopted, using as procedures and instruments: documental analysis, semi-structured interview, questionnaire filled out without the presence of the researcher and without his comments. For data analysis it was considered the orientations of the Analysis of Content. As subject of the research, it was used the educators of the initial series of Elementary School of a school in the urban zone of São Luís, besides the managers, coordinators and a sample of the morning students. The main results of the study suggest attention to the presence of certain factors described as inadequate to the good working performance and facilitators of the teachers wearing out and to the intense work overload referred to by the teachers, mainly concerning to the amount of students in the class rooms, excess of activities and tasks to accomplish, pedagogical demands, use of the break time and lack of family support. It is possible to state that the data indicates an accusation of the situation of sickness in which the educator is, because among the categories that make for the municipal public service, this is the one that is the most absent of work because of medical licenses.The teachers sickness profile is characterized by high incidence of diseases, especially those related to the osseous-muscular system and the conjunctive tissue, followed by mental and behavior disturbances, diseases of the respiratory and circulatory systems and neoplasias. A high percentage of extended sick leaves were noticed, indicating a continuous absence of an educator, besides the association of diagnoses for the same license, in other words, the teacher not only just gets sick, but also he/she gets sick for several causes. It was observed that in the school, contradicting the indexes, in spite of being sick, the educator, in some cases, remains in the classroom, as if resisting to be away from it. Inferences concerning the repercussions of this sickness in the pedagogical practice allow to associate them to components such as planning, professor/student relationship and evaluation, indicating that it does not isolate itself and it is not immune to the worsening of the teachers health. It can be stated that some observed actions, perhaps insignificant for the teachers, are in fact movements of struggle and reaction against the sickness situations, movements that differ from each other according to the capacity of each one of them to understand and fight against their sickness. Keywords: Teachers work. Sickness. Pedagogical practice. / O adoecimento do/a educador/a e suas possíveis repercussões na prática pedagógica. Destacamos articulações entre a organização do ensino brasileiro, as reformas educacionais em parte decorrentes do estágio em que se encontra o capitalismo na contemporaneidade, e as incidências quanto a organizar e gerir a escola, para uma compreensão das alterações no trabalho docente e nos processos da saúde-doença no contexto escolar, tentando aproximações à noção de subjetivação para evidenciar respostas sinalizadas como efeitos desta. Objetivamos construir um perfil do adoecimento dos/as educadores/as da Rede Pública Municipal de Educação de São Luís, para identificar possíveis repercussões deste na prática pedagógica em sala de aula, ressaltando características organizacional-ambientais apontadas pelas docentes como aspectos que podem favorecer situações de desgaste, enunciando o quadro de adoecimento e seus efeitos em termos de licenças médicas e afastamento do trabalho e desvelando movimentos de atenção e reação aos agravos à saúde docente. O referencial teórico apresenta contribuições de pesquisadores como: Antunes (2001, 2004), Oliveira (2000, 2002, 2003), Freitas (2001), Silva (2002), Esteve (1999), Codo (2002), Martinez (2003), Araújo e Paranhos (2003), Araújo et al. (2005), Gasparini, Barreto e Assunção (2005), Bardin (2004), dentre vários. Ainda recorremos a outros aportes, destacando em Foucault (2003, 2006, 2007) o poder-saber sobre o corpo vivo, a (re)organização do saber médico e do significado da doença; também contamos com o apoio de Minayo-Gomez e Barros (2002) e Barros (2002, 2003) pela incorporação das discussões sobre processos de subjetivação na escola, que contribui para outras perspectivas de análise do afastamento do trabalho do/a educador/a, via licenças médicas. Adotamos uma abordagem qualitativa de pesquisa, utilizando como procedimentos e instrumentos: análise documental, entrevista semi-estruturada, questionário autopreenchível e observação participante. Para análise dos dados consideramos as orientações da Análise de Conteúdo. Como sujeitos da pesquisa tivemos as educadoras das séries iniciais do Ensino Fundamental de uma escola da zona urbana de São Luís, além dos/as gestores/as, coordenadores/as e uma amostra dos/as alunos/as, no turno matutino. Os principais resultados do estudo sugerem atenção à existência de determinados fatores descritos como inadequados ao bom desempenho do trabalho e facilitadores do desgaste docente e, à intensa sobrecarga de trabalho referida pelas professoras, principalmente no que concerne à quantidade de alunos/as em sala de aula, excesso de atividades e tarefas a cumprir, exigências pedagógicas, utilização dos horários destinados ao intervalo e falta de apoio familiar. É possível afirmar que os dados apontam para uma denúncia da situação de adoecimento em que se encontra o/a educador/a, pois dentre as categorias que integram o serviço público municipal, esta é a que mais se ausenta do trabalho por motivo de licenças médicas; o perfil do adoecimento docente se caracteriza por elevada incidência de doenças, especialmente aquelas relacionadas ao Sistema osteomuscular e do tecido conjuntivo, seguidas por Transtornos mentais e comportamentais, Doenças do aparelho respiratório, Doenças do aparelho circulatório e Neoplasias. Notamos acentuado percentual de licenças em prorrogação, subtendendo o afastamento contínuo de um/a educador/a, além da associação de diagnósticos para uma mesma licença, ou seja, o/a educador/a não apenas adoece, adoece por várias causas. Observamos que na escola, contrariando os índices, apesar de alguma situação de adoecimento a educadora permanece em sala, como se resistisse a dela ausentar-se. Inferências acerca das repercussões desse adoecimento na prática pedagógica permitem associá-las a componentes como planejamento, relação professor/a-aluno/a e avaliação, denotando que a mesma não se isola nem fica imune aos agravos à saúde docente. Podemos dizer que algumas ações observadas, talvez insignificantes para as professoras, são, na verdade, movimentos de luta e reação contra as situações de adoecimento, movimentos que diferem entre si de acordo com a capacidade de cada uma delas compreender e lutar contra seu adoecer.

O presente estudo procura contribuir para as reflexões sobre o trabalho docente no ensino superior, no que se refere especificamente ao trabalho do professor formador. Nessa perspectiva, foi realizada uma investigação sobre as práticas de trabalho de uma professora do Curso de Licenciatura em Letras da Universidade Federal do Pará, no campus do município de Bragança. A pesquisa visa investigar como o trabalho da professora formadora se constitui, na articulação entre as esferas acadêmico-institucional e sociocultural nas quais se insere e a esfera da sala de aula. Intenciona também analisar como essa professora vem construindo sua (nova) trajetória profissional no contexto pesquisado, ou seja, como ela vem se tornando professora universitária, especificamente, formadora de professores nesse locus. Para isso foi desenvolvida uma investigação qualitativa, configurada como um estudo de caso e consubstanciada por meio da observação e do registro de práticas cotidianas de trabalho da professora formadora. A geração dos dados consistiu no acompanhamento das práticas docentes durante a efetivação da disciplina Estágio Supervisionado II, ministrada a uma turma cursando o sexto período da licenciatura. A observação e o registro dessas práticas ocorreram por meio do recurso a anotações em um diário de campo, gravações em vídeo (e/ou em áudio, em algumas situações) das interações com os alunos. Além disso, foram realizadas entrevistas com a professora, foi aplicado um questionário aos estudantes e foram coletados documentos escritos e digitalizados. Do ponto de vista teórico, a investigação mobiliza as noções de habitus e de campo, no âmbito dos estudos relativos às teorias da prática (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); estudos que abordam o trabalho docente (TARDIF; LESSARD, 2007; TARDIF, 2012); além de estudos que tematizam a docência no ensino superior (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, entre outros), o professor formador (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, entre outros) e a formação de professores (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, entre outros). O aporte teórico relativo ao conceito de contexto, conforme concebido por Hanks (2008), foi também mobilizado, para orientar os procedimentos de análise dos dados. O estudo constatou que, para desenvolver seu trabalho, a professora formadora precisa lidar com injunções de diversas ordens, relacionadas a fenômenos gerados tanto no âmbito da conjuntura institucional local quanto nas esferas mais amplas dos campos da educação superior, da formação de professores e das instituições escolares, requerendo a utilização de variadas estratégias a fim de acomodá-las e fazer acontecer o estágio. Isso revela como fenômenos gerados no plano institucional transformam-se em problemas com os quais a docente precisa lidar e acomodar no plano da relação pedagógica imediata. Evidenciou também que o processo de alinhamento da professora formadora ao habitus do novo campo profissional é atravessado pelas relações entre os processos de socialização anterior que, no âmbito da pesquisa, remetem principalmente à formação acadêmica e à trajetória profissional na educação básica e a socialização presente, no interior do novo campo de trabalho. / The present research searches to contribute to the reflections about the teachers work in higher education, related specifically to the work of the teacher educator. In this perspective, an investigation was done about the working practices of a professor from the teaching degree in Letters of Universidade Federal do Pará, at Bragança district campus. The research aims to investigate how the work of this teacher educator is constituted, in the interaction among the academic-institutional and sociocultural spheres in which it is inserted, together with the classroom sphere. It is also intended to analyze how this professor constructs her (new) professional trajectory in the researched context, that is, how she is becoming a university professor and, specifically, a teacher educator in this locus. A qualitative investigation was developed for this purpose, configured as a case study and embodied by the observation and register about the daily working practices of this teacher educator. The generation of data was based on the accompaniment of the teaching practices along the module of Supervised Internship II, applied to students from the 6th period of the teaching degree. The observation and register of these practices occurred by annotations in a field diary and video records (and/ or audio, in some situations) of the interaction with the students. Besides, interviews were done with the professor, a survey was applied to the students and written or digital documents were collected. From the theoretical point of view, the investigation mobilizes the notions of habitus and of field, in the scope of studies related to theories of practice (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); studies that approach the teachers work (TARDIF; LESSARD, 2007; TARDIF, 2012); besides studies that apprehend the teachers work in higher education (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, among others), teacher educator (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, among others) and the teacher education (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, among others). The theoretical approach related to the concept of context, as conceived by Hanks (2008), was also involved, to guide the procedures of data analysis. The study verified that, to develop her work, the teacher educator needs to deal with different types of injunctions, related to phenomena generated as in the scope of the local institutional situation, as in the wider spheres of higher education fields, of the teacher education and normal schools institutions, requiring the use of a variety of strategies to settle them and make the internship happen. This reveals how the phenomena generated in the institutional plan are transformed in problems with which the professor needs to deal and stabilize in the plan of the immediate pedagogical relation. It also evinced that the alignment process of the teacher educator to the habitus of the new professional field is crossed by the relations among former socialization processes which, in the scope of the research, are mainly referred to the academic formation and the professional trajectory in the basic education and the present socialization, in the interior of the new field of work.