Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-11-16Bitstream added on 2014-06-13T19:03:20Z : No. of bitstreams: 1 santos_lis_dr_sjrp.pdf: 2850581 bytes, checksum: 28c758c809222e4968c6e2dadcdf317c (MD5) / Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças – como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea –, este trabalho objetiva descrever e discutir conhecimentos necessários à formação docente para atuar com LI em anos iniciais do Ensino Fundamental em escolas públicas. É um estudo qualitativo de cunho etnográfico, realizado com cinco docentes de LI que lecionam em anos iniciais e são integrantes do Projeto NEPALI (Núcleo de Estudos de Professores de Artes e Língua Inglesa) da rede municipal de ensino de um município mato-grossense. Para desenvolver a investigação, utilizaram-se diferentes instrumentos: questionários, entrevistas, observação participante, logs, análise de documentos, anotações de campo e sessões reflexivas gravadas em vídeo. Tenciona-se descrever como se caracteriza a prática pedagógica do docente de LI em anos iniciais do EF (primeiro e quinto anos), no contexto pesquisado, e como ocorre a interação dos aspectos sócio-contextuais no processo de ensino-aprendizagem. Busca-se, também, saber como docentes com diferentes formações lidam com questões linguísticas, teórico-metodológicas e socioculturais presentes neste processo e o tipo de formação requerida. Para tanto, o arcabouço teórico é constituído por pressupostos voltados à importância da linguagem como ferramenta de uso significativo e à aprendizagem construída no social, em uma perspectiva sociointeracionista (VYGOTSKY, 1991, 1993, 2001), bem como por estudos que discutem as especificidades da criança como aprendiz de línguas, quanto à idade, contexto, estratégias, habilidades, organização da sala e atividades ofertadas. Pressupõe, ainda, o entendimento de uma formação que possibilite uma prática... / While considering the expansion of a foreign language offered to children (in this case, the English Language) – as an inclusion tool which allows them to increase information knowledge and to have equal chances to interact in the contemporary society – this work aims at describing and discussing knowledge required to the teachers’ education to work with the EL (English Language) in the first years of Elementary School in public schools. It is a qualitative study with an ethnographic character (André, 2002), carried out with five EL teachers who teach beginners and are part of NEPALI Project (Arts and English Language Teacher Study Nucleus) of the municipal teaching net in a town in Mato Grosso. In order to develop the investigation, different tools have been used: questionnaires, interviews, participating observation, logs, document analysis, field notes and reflexive sessions recorded in video. We intend to describe how the pedagogical practice of the EL teacher in the first years of elementary school (first and fifth years), in the analyzed context is and how the interaction of socio-contextual aspects in the teaching-learning interaction happen. We also search to know how the teachers with different education deal with linguistic theoretical- methodological and socio-cultural matters present in this process and the kind of required formation. Therefore, the theoretical framework is constituted by presupposed issues pointing at the importance of the language as a significant tool and the learning built in a socio interactive perspective (VYGOTSKY, 1991, 1993, 2001), as well as by studies that discuss children’s specificities as language learners as for age, context, strategies, skills, classroom organization and offered activities. It also implies the understanding of a education that allows a reflexive practice built in a continuum... (Complete abstract click electronic access below)

Cette thèse porte sur la mise en place du travail en équipe dans les écoles du premier degré. C’est une recherche descriptive qui s’appuie sur l’observation et la description du fonctionnement des équipes pédagogiques à travers les points de vue des acteurs de l’Éducation nationale, principalement à l’île saint Martin et en Guadeloupe. L’enjeu est d’étudier les impacts qu’apporteront différents éléments choisis sur la mise en œuvre du travail en équipe dans les écoles, comme il est préconisé par les textes officiels ministériels.Cette étude est basée sur le modèle d’Engeström. Elle s’appuie sur une dé- marche qualitative et privilégie l’usage de l’entretien semi- directif. Le corpus se compose de 80 entretiens, complétées par quatre enquêtes.Dans une première partie, la thèse se concentre sur le fonctionnement et l’organisation des directeurs d’école, chef d’orchestre dans une l’équipe pédagogique. Puis, ce sont les systèmes de formation initiale et continue des personnels de l’Éducation (directeurs, enseignants et inspecteurs) en France et dans le monde qi sont observés de près. Enfin, des observations du fonctionnement en équipes dans des zones, souvent difficiles, permettront de voir si l’implantation géographique des écoles favorise le fonctionnement en équipe des personnels qui y officient / This thesis focuses on the teamwork in first-degree’s schools. This is a descriptive research based on observation and description of teams organisation through the views of actors of national education, in St. Martin Island first and then in Guadeloupe. The challenge is to study the impacts that will bring various elements chosen on the implementation of the teamwork in schools, as it is recommended by the minsterial official texts.This study is based on the model of Engeström. It’s a qualitative approach and which favours the use of semi-directive interview. The corpus consists of 80 inter- views, supplemented by four surveys.In a first part, the thesis concentrates on the functioning and the organization of the headmasters in schools, as manager of the teaching team. The second part is based on the accurate analysis of the initial and continuous training system of personal of education (headmasters, teachers and inspectors) in France and in the world. The observations of the teamwork in difficult areas will show if the geographical location of schools promotes the organisation of the staff that officiates in those places.

A presente dissertação é fruto da pesquisa que teve como objetivo investigar a participação docente, do Ensino Fundamental II, no processo de formação continuada e principalmente na construção da política curricular do município de Itatiba, o qual tem o ensino municipalizado do 1º ao 9º ano desde 1999. Vale ressaltar que o estudo discorreu entre a gestão municipal de 2001 a 2008 e a gestão de 2009 até 2012. A investigação se desenvolveu a partir das seguintes fontes: entrevista com o Secretário de Educação que atuou entre 2001 e 2008 e com a Secretária de 2009 a 2012; entrevista com duas supervisoras que participaram de todo o processo de 2001 a 2012; entrevista com duas diretoras que atuaram desde a municipalização até 2012; entrevista com quatro professores que se efetivaram após a municipalização (2001), atuam até hoje e participaram do processo de formação até 2012; documentos oficiais: Constituição Federal de 1988, LDB (9394/96), Diretrizes Curriculares Nacionais, FUNDEF (1997), FUNDEB (2007), Deliberação CEE nº73/2008, Lei da municipalização (3110/99), Lei do Sistema de Ensino do município de Itatiba (3485/2001), Projeto Político Pedagógico da SE de 2008, assim como os documentos curriculares do município: de 2001 a 2008 Orientações Curriculares e de 2009 a 2012 Currículo do Ensino Fundamental do 6º ao 9º de todas as disciplinas. É por meio de uma pesquisa qualitativa que esta dissertação se delineia. Desse modo, com entrevistas semiestruturadas bem como roteiros previamente elaborados, tivemos como critérios de escolha dos sujeitos: profissionais da educação que atuaram desde a municipalização até 2012, que participaram de todo o processo de formação continuada e da construção da política curricular. Nessa perspectiva, as entrevistas foram gravadas em áudio e, posteriormente, transcritas para o processo de análise. Dessa forma, o processo de análise consistiu na organização dos dados em categorias e subcategorias, estas estabelecidas pelo próprio conteúdo das entrevistas colhidas dos sujeitos, como também no entrecruzamento do conteúdo das entrevistas com os dados documentais das diferentes fontes utilizadas, que foram, por sua vez, analisados e discutidos à luz do referencial teórico que fundamentou a pesquisa. O estudo foi realizado com base em contribuições de autores que discutem o currículo (Veiga, Silva, Apple, Moreira, Sacristán), os saberes docentes (Tardif), a formação continuada de professores (Nóvoa, Hargreaves), a municipalização (Azanha, Arelaro).Os resultados do trabalho revelam, entre outras coisas, que a participação docente ocorreu no ponto de vista principalmente dos professores na gestão de 2009 a 2012, uma vez que esses se sentiram parte de todo o processo de discussão e construção. / This paper is the result of a research that had as main purpose to investigate the Elementary School teaching participation in the process of continued teacher training and mainly in the constitution of the curricular politics of the city of Itatiba, which has the education of 1º to 9º grades under direct responsibility of the city since 1999. It is important to emphasize that this study occurred during the municipal administration that governed the city between 2001 and 2008, and the also during the period of 2009 up to 2012, with the municipal administration that substituted the previous one. The research was developed from the following research sources: interviews with both Education Secretaries of the city, one who conducted the public education between 2001 and 2008 and another who managed it from 2009 to 2012; interviews with two Teaching Supervisors who participated in the whole process from 2001 to 2012; interviews with two Principals who worked since the municipalization until 2012; interviews with four Teachers that became permanent teachers after the municipalization (2001), that are working until today and that participated in the teacher training process until 2012. The official documents that are important part of this research are: Constituição Federal de 1988) The Federal Constitution of 1988, Lei das Diretrizes e Bases da Educação Nacional - LDB -9394/96 (law which establishes the guidelines and bases of national education), the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério FUNDEF 1997 (national curricular guidelines, fund for supporting and developing elementary education and the development of the professionals involved in the education process); Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação - FUNDEB 2007 (national curricular guidelines, fund for supporting and developing basic education and the development of the professionals involved in the education process; Deliberação CEE nº73/2008 (consideration of the State educational council); Lei da Municipalização 3110/99 (law of the municipalization); Lei do Sistema de Ensino do município de Itatiba 3485/2001 (education system law of the city of Itatiba; Projeto Político Pedagógico da SE de 2008 (political pedagogical project of Itatibas educational system of 2008), as well as curricular documents of the city: from 2001 to 2008 - Orientações Curriculares de 2009 a 2012 (curricular guidelines contents from 2009 to 2012); along with the elementary curriculum of all school subjects, from 6º to 9º grades. This thesis is based on a qualitative research. It contains semi structured interviews, as well as research scripts previously elaborated, and we counted on the participation of professionals that have been working since the municipalization until 2012. They have participated of the all process regarding continued teaching training and the curricular politics construction. The interviews were recorded in audio and, later, transcribed in the analysis process. The analysis process consisted of the organization of the data in categories and subcategories established by the content of the interviews performed. We have also matched the content of the interviews to the sources that serve as the base for this research. The study was carried out with the contribution of authors who discuss the educational curriculum (Veiga, Silva, Apple, Moreira, Sacristán), Teachers knowledge (Tardif), the continued teacher training (Nóvoa, Hargreaves), the municipalization (Azanha, Arelaro). The results show, among other things, that the interest of the teachers in consolidating the process are very clear, especially during the period of consolidation of the curricular politics construction, that happened between 2009 to 2012.

The issue about drugs nowadays has been subordinated to two shafts: health and security. These two shafts are becoming more specialized each day, held its actions to investigators and specialists. Reducing and limiting the knowledge of all to the knowledge of the parts, and it is making distant the drug s issue to the educational processes. The education has an important part in the ethics formation about this theme; according to Freire (1996) the rejection to any kind of discrimination is part of the teaching s reasonable thought. Within the aim of investigating and problematizing the imaginary representations about drugs, we elaborated the Drogalidade course, as the main source of data s collection to this research. The workshops were elaborated according to the analysis of the themes, which in our point of view would be essential to focus on the process to the course s building. The collected data allow us to construct the analysis along the written and we also have been using theoretical references, according to its value, for interpretation of the collected material. In this process we had been providing meetings which would be stressed points and it were settled as possibilities, respecting obviously the limits of some obstacles. However, it was showing that different contributions can unite values, since the complexity of the subject will provide a multiplicity of knowledge, which will build a representation about drugs in the discourse and the look of 34 teachers, who were investigated, from different schools in Santa Maria/RS. Through the material produced in the workshops and also in the speech from the investigated teachers, it was seen that drugs representation are connected to the anti-drugs speech which is predominant in the actual society, it has had a repressive action as an effect, it has made teachers to perform a police function. We could verify this aspect through elements such as the lack of perception about drugs through the time and the importance of our representations as active citizen in these constructions; the stigma created around the drugs users contrary to the lack of look at the fact that all we are, in any way, user of some kind of drug too, covered by the myth of legality and illegality drugs, which makes this self-perception hard. In order to finish, - and what might be the most important analysis - was to verify the diverse ways which the investigated teaching staff are entwined in the seek to the pleasure and also feel afraid with a strange pleasure, in this case the illegal drugs, what can make them feel threaten in loosing their referential symbols and its meaning of continuity. Therefore, the anti-drugs representations are in consensus, they are formed of familiar contents, they are linked to the political authority, by the media, and it has formed myths, ideologies and patterns that are in the communication process to stand for the representations of the investigated teachers about the drugs phenomenon in our society. The present work is part of the Research Field Teaching Staff Formation of the Post-Graduate Program from UFSM. / A questão das drogas, na atualidade, vem sendo subordinada a dois eixos: saúde e segurança. Esses eixos a cada dia se especializam mais, ligando suas ações a peritos e especialistas, reduzindo e limitando o conhecimento do todo ao conhecimento das partes, distanciando a questão das drogas dos processos educacionais. A educação tem papel primordial na formação ética sobre essa temática, segundo Freire (1996) faz parte do pensar certo do docente a rejeição a qualquer forma de discriminação. Aceitar e respeitar as diferenças são virtudes do educador progressista, sem esse respeito, não há possibilidade de escuta verdadeira ao educando. Iremos significar, enquanto problema de pesquisa, as representações imaginárias sobre drogas contidas na formação docente, elemento primordial para entender como os professores atuam em sua ação educativa sobre o tema, numa interseção com a complexa realidade educativa contemporânea. Com objetivo de investigar e problematizar as representações imaginárias sobre drogas elaboramos o curso Drogalidade, como principal fonte de coleta de dados para esta pesquisa. As oficinas foram elaboradas conforme análise das temáticas que, a nosso ver, seriam essenciais no processo de construção do curso. Com os dados coletados, fomos tecendo as análises ao longo dos escritos e fazendo uso dos referenciais teóricos, conforme seu valor, para interpretar o material coletado. Nesse processo, fomos favorecendo encontros que poderiam ser pontos de atrito a se transformarem em possibilidades, respeitando, obviamente, os limites de certos entraves. Porém, mostramos que diferentes contribuições podem agregar valores, já que a complexidade do tema irá perpassar uma multiplicidade de saberes que vão constituir as representações sobre drogas contidas no discurso e no olhar dos 34 professores investigados provenientes de diversas escolas do município de Santa Maria/RS. Através do material produzido nas oficinas e nas falas dos professores investigados, evidenciamos que as representações sobre drogas estão ligadas ao discurso antidrogas, hegemônico na sociedade atual, tendo como efeito a ação repressora, fazendo com que os professores exerçam uma função policial na relação com os alunos. Verificamos esse aspecto através de elementos como a ausência de percepção sobre as drogas através dos tempos e a importância de nossas representações enquanto sujeitos ativos nessas construções; o estigma constituído em torno dos usuários de drogas em contraponto com a ausência de olhar ao fato de que todos nós, de alguma forma, somos também usuários de alguma droga, encobertos pelo mito da legalidade e ilegalidade das drogas, que dificultam essa auto-percepção. Por fim, - e talvez a mais importante das análises - foi verificarmos as distintas maneiras pelas quais os docentes investigados entrelaçam-se na busca pelo prazer, bem como o quanto estes atrelam medo ao prazer, o que é estranho, nesse caso das drogas ilegais, pois faz com que se sintam ameaçados em perder seu marco referencial e seu sentido de continuidade. Sendo assim, as representações antidrogas são consensuais, constituídas de conteúdos familiares, vinculadas ao poder político pela mídia à mitos, ideologias e paradigmas que se instituem no processo de comunicação, configurando as representações dos professores investigados sobre o fenômeno das drogas em nossa sociedade. O presente trabalho faz parte da Linha de Pesquisa Formação Docente, do Programa de Pós-Graduação em Educação da UFSM.

This study is going to focus on professional bias of pedagogical staff and social services workers in facilities with disadvantaged clients, particularly those with mental handicap. Such bias can limit work efforts of workers, and thus effect quality of life of disadvantaged clients. The research gathers and describes general knowledge of bias and its influence on men's life. The study mentions chosen professional bias of workers, documents it and compares degree of its influence on behaviour and approach to clients of both pedagogical staff and social services workers. The research attempts to search for connection between workers' biased behaviour and their education. Last of all, the study aims to search for suggestions and possible solutions of given situations that may be beneficial to quality of life of disadvantaged clients.

The diploma thesis deals with the job satisfaction of pedagogical employees working in elementary and high schools in the Vysočina Region. The main goal of the thesis is to ascertain how are the pedagogical employees in the elementary and high schools of the Vysočina District overall satisfied with individual aspects of the selected outside factors of job satisfaction. The next goal of the thesis is to compare job satisfaction of pedagogical employees in the individual aspects of the selected outside factors. In the theoretical part, the thesis is focused on the theories of job satisfactions and the relationship between job satisfaction and work performance. Furthermore, the thesis deals with selected outside factors, which influence job satisfaction. The investigation is carried out in the selected elementary and high schools in the Vysočina Region. To obtain the necessary data, a non-standardized questionnaire of job satisfaction was created, which was then filled in by 149 teachers of both elementary and high schools in the Vysočina Region. The statistical compilation of the data showed, that the teachers of the selected elementary and high schools of the Vysočina Region are satisfied in their job. On the other hand, the research confirmed differences in the degree of satisfaction based of the...

A quantative descriptive study was used to describe the factors that influence the output in the four (4) year nurse training programme. Data was collected by using a self administered questionnaire to 73 participants sampled by stratified random sampling in the Southern Campus of Free State School of Nursing in the Free State Province. Data was analysed by using SPSS computer version 15. The findings of this study revealed that there were difficult subjects like Fundamental Nursing Science, General Nursing Science, Basic Nursing Science, Psychiatric Nursing Science and Midwifery. These were identified per year level of study. The study revealed that difficulty experienced by students resulted in them failing the indicated subjects. Recommendations were made as to how to address the identified factors especially those regarding subjects that were failed in each level, different teaching strategies that could be used to improve the throughput. / M. A. (Health Studies) / Health Studies

RESUMÉ The topic of this thesis is the issue of two roles - a role of a teacher and a parent. The goal of the thesis is to research the main key features arising from the issue of the conflict of dual role of a parent and a teacher at the same time. The empirical part of the thesis tries to outline problems which the parents, or let me say, teachers experience in the home and school environment based on the fact that their child or children attend the same school where they themselves work as teachers. Furthermore, the thesis deals with their experience regarding the representation of these two roles in relation to their own family. The data analysis also tries to point out the advantages and disadvantages of the teacher job and also the advantages and disadvantages of the intermingled role of a teacher and a parent. The thesis presented here is written on the basis of the qualitative method of data obtaining and processing. The method of interview analysis is used as well. Statements of four women and four men, woman teachers and man teachers in the secondary school whose children also attended this particular school have been analyzed.

Orientador: Ana Mariza Benedetti / Banca: Ana Maria Ferreira Barcelos / Banca: Ana Antônia de Assis-Peterson / Banca: Maria Helena Vieira-Abrahão / Banca: Solange Aranha / Resumo: Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças - como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea -, este trabalho objetiva descrever e discutir conhecimentos necessários à formação docente para atuar com LI em anos iniciais do Ensino Fundamental em escolas públicas. É um estudo qualitativo de cunho etnográfico, realizado com cinco docentes de LI que lecionam em anos iniciais e são integrantes do Projeto NEPALI (Núcleo de Estudos de Professores de Artes e Língua Inglesa) da rede municipal de ensino de um município mato-grossense. Para desenvolver a investigação, utilizaram-se diferentes instrumentos: questionários, entrevistas, observação participante, logs, análise de documentos, anotações de campo e sessões reflexivas gravadas em vídeo. Tenciona-se descrever como se caracteriza a prática pedagógica do docente de LI em anos iniciais do EF (primeiro e quinto anos), no contexto pesquisado, e como ocorre a interação dos aspectos sócio-contextuais no processo de ensino-aprendizagem. Busca-se, também, saber como docentes com diferentes formações lidam com questões linguísticas, teórico-metodológicas e socioculturais presentes neste processo e o tipo de formação requerida. Para tanto, o arcabouço teórico é constituído por pressupostos voltados à importância da linguagem como ferramenta de uso significativo e à aprendizagem construída no social, em uma perspectiva sociointeracionista (VYGOTSKY, 1991, 1993, 2001), bem como por estudos que discutem as especificidades da criança como aprendiz de línguas, quanto à idade, contexto, estratégias, habilidades, organização da sala e atividades ofertadas. Pressupõe, ainda, o entendimento de uma formação que possibilite uma prática... (Resumo completo clicar acesso eletrônico abaixo) / Abstract: While considering the expansion of a foreign language offered to children (in this case, the English Language) - as an inclusion tool which allows them to increase information knowledge and to have equal chances to interact in the contemporary society - this work aims at describing and discussing knowledge required to the teachers' education to work with the EL (English Language) in the first years of Elementary School in public schools. It is a qualitative study with an ethnographic character (André, 2002), carried out with five EL teachers who teach beginners and are part of NEPALI Project (Arts and English Language Teacher Study Nucleus) of the municipal teaching net in a town in Mato Grosso. In order to develop the investigation, different tools have been used: questionnaires, interviews, participating observation, logs, document analysis, field notes and reflexive sessions recorded in video. We intend to describe how the pedagogical practice of the EL teacher in the first years of elementary school (first and fifth years), in the analyzed context is and how the interaction of socio-contextual aspects in the teaching-learning interaction happen. We also search to know how the teachers with different education deal with linguistic theoretical- methodological and socio-cultural matters present in this process and the kind of required formation. Therefore, the theoretical framework is constituted by presupposed issues pointing at the importance of the language as a significant tool and the learning built in a socio interactive perspective (VYGOTSKY, 1991, 1993, 2001), as well as by studies that discuss children's specificities as language learners as for age, context, strategies, skills, classroom organization and offered activities. It also implies the understanding of a education that allows a reflexive practice built in a continuum... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2016-07-27T13:53:27Z (GMT). No. of bitstreams: 1 Claudia Amelia Vargas.pdf: 926093 bytes, checksum: 6c7fab4d42501f5b90a6e8f82285c776 (MD5) Previous issue date: 2015-06-15 / This study analyzed the educational public policies for the servers non-teachers of basic education, and the implementation of Profuncionário Program as training policy and professional development. Also diagnosed and measured the impact in general, the program has produced in educational institutions, and in particular posture changes of the graduates, and even if these professionals who participated in the program, in Goias, from 2006 to 2012, succeeded in becoming part of the learning process. It was a qualitative research, based on the dialectical materialism approach. As methodological procedures were adopted mainly for recording observations with the bibliographical research, documentary, with a questionnaire and interview. Although the theoretical grounding of the study was structured basically from the benchmarks of education and sociology, establishing also dialogue with scholars from other areas. The analysis and interpretation of the data collected revealed that professional non-teaching staff, after their inclusion in the process of training and professional development, they developed an educational professional identity. From the analysis, it was also possible, began to take a more active role in the daily educational institutions where they work, thus contributing to the effectiveness of a democratic management and a more active school community. / Neste trabalho, analisaram-se as políticas públicas educacionais voltadas para os-as profissionais não docentes da educação básica, e a implantação do Programa Profuncionário como política de formação e valorização profissional. Também diagnosticou-se e mensurou-se o impacto, em geral, que o Programa tem produzido nas instituições educacionais, e, em particular, as mudanças da postura dos(as) profissionais formados(as), e, ainda, se esses(as) profissionais que participaram do programa, em Goiás, no período de 2006 a 2012, tiveram sucesso em se integrarem ao processo ensino aprendizagem. Trata-se de uma pesquisa de caráter qualitativo, baseada na abordagem do materialismo dialético. Como procedimentos metodológicos foram adotados, principalmente, o registro de observações com a pesquisa bibliográfica, documental, com aplicação de questionário e entrevista. A fundamentação teórica do estudo se estruturou, basicamente, a partir dos referenciais da educação e da sociologia, estabelecendo, também, diálogo com estudiosos de outras áreas. A análise e interpretação dos dados coletados revelaram que os(as) profissionais não docentes, após sua inclusão no processo de formação e valorização profissional, desenvolveram uma identidade profissional educativa. Além disso, também foi possível, a partir da análise realizada, perceber que, além de melhorarem a qualidade de seu trabalho, passaram a assumir uma participação mais ativa no cotidiano das instituições de ensino onde trabalham, contribuindo, assim, para a efetivação de uma gestão democrática e uma comunidade escolar mais atuante.