The major purpose of this study was to determine the problems that public school systems encounter when attempting to involve principals and teachers in the process of curriculum improvement. A second purpose was to identify the procedures that school systems use to improve curriculum and the extent of principal and teacher involvement in the curriculum decision making process. The study was conducted through two strands of inquiry. The first strand involved the distribution of a Curriculum Improvement Survey to all communities in the state of Rhode Island. Of the thirty-five Directors of Curriculum, twenty-six completed and returned the survey. Their responses provided a broad spectrum from which to view how, individually and collectively, curriculum improvement was being implemented in response to national and state initiatives. The second strand was an ethnographic study of several different committees within a local school community that were involved in various aspects of curriculum improvement. Findings suggest curriculum improvement is a shared responsibility among a cross section of individuals within school systems. The primary initiators and major determinants that influence the curriculum improvement process were identified. Most school systems reported having long range plans for improvement that are guided by administrative regulations and are implemented within varying cyclical time frames. Smaller districts where administrators and teachers wear “different hats” than in larger systems appear to be less formal in their approaches to curriculum change and the improvement process is on-going without regulations. In regard to participation in the process, the survey responses and the plans suggest that principals and teachers are given ample opportunities to participate in decision making to improve curriculum, however, their degree of participation varies with the type of decision they are being asked to make. The major problems in implementing curriculum improvement that were identified by the twenty-six school systems included insufficient time educators’ lack of curriculum theory and practical experiences; insufficient funds; and contractual considerations. The in-depth study of one school system also documented these problems, as well as: the lack of a common language for deliberating and writing curriculum; personal attitudes and professional ability levels that hinder role fulfillment; inequitable treatment of task force committees by administrators; and pressures to serve as a “rubber stamp” for principals and administrators to ensure the fulfillment of their political agendas. Recommendations for future research are suggested to determine ways to strengthen communication between the state and local school levels; to identify how institutions of higher learning may better prepare educators for curriculum leadership; and to examine the role of Director of Curriculum in order to identify leadership characteristics that are essential to curriculum improvement on a system wide basis.

Despite evidence that an understanding of the individual's interpretive framework is an important factor in understanding effective teaching, there is little research in higher education which addresses this variable. The purpose of the study was to facilitate an understanding of the personal context within which the behaviors and strategies of effective teachers exist. Designed as a case study of the University of Massachusetts Amherst Distinguished Teaching Award winners from 1962 to 1995 (N = 47, 69% of total population, representing all of the Schools/Colleges within the University), it employed a written survey to gain data about faculty backgrounds and adoption of teaching attitudes and activities which the literature has identified as characteristic of effective teachers, followed by in-depth interviews (N = 14) to explore the participants' personal constructions of the process of teaching. The major findings include: all participants' definitions of teaching reflected a constructivist orientation to the process; a consistency in participants' definitions of the major goals and processes of teaching, and motivations and rewards for teaching across age, discipline, and sex; close attention to their own and their students' experiences is the primary source of learning about and motivation for teaching; the goal of relating to students is to facilitate learning, thus participants define an appropriate faculty-student distance in their relationships with students; teaching is considered an activity with intellectual value; evidence of individual shifts in the construction of their goals for teaching and of their relationships with students, their content and the context that parallel established schema for epistemological and intellectual development, indicating the possibility of a psychological developmental aspect to the development of effective teachers. Some implications for further research include the need for efforts to clarify possible epistemological developmental aspects to the development of faculty as teachers, to research the connections between developmental stage and teaching effectiveness and conceptualization of efforts to improve teaching as incorporating more than attention to methods.

The local school is the level at which school improvement occurs. The key leaders of the local schools are the principals and they should be involved in improving the curriculum for school improvement. However, principals encounter difficulties. Their role is unclear. They do not possess the necessary skills. To acquire such skills, staff development programs are needed for principals. In this exploratory study, a staff development program was designed and implemented to assist principals to gain curriculum development competencies. A list of fifty-four activities was mailed to eighty-eight Pennsylvania principals to collect their perceptions on the role of the elementary principal in curriculum development. Seventy returned questionnaires were analyzed and the activity identified as most important to their role in curriculum leadership was evaluating classroom instruction. A review of literature was made to determine premises, competencies, and learning conditions to be included in a staff development program. Eight premises were used to construct eight lessons with twenty-four objectives. Seventeen principals completed a needs assessment and pretest to determine competencies they already had and those needing development. Principals participated in workshop sessions to correct weaknesses. After the sessions, principals completed a posttest to determine if they gained the desired competencies, and which aspects of the staff development program were most helpful. The analysis of the posttest data revealed that principals perceived the staff development program to have assisted them in gaining twenty-one objectives. Two objectives were not accomplished with the principals and, therefore, recommendations have been suggested on how to revise the lesson. One objective was previously obtained by all principals who participated in the lesson. Therefore, this objective needs to be evaluated with other principals to determine if it should be deleted or maintained. It was determined, then, that the staff development program benefitted selected principals in gaining curriculum development skills. A recommendation for future study is that this program be implemented with a larger group of elementary principals to determine if it assists them to gain crucial curriculum development skills in a significant and lasting manner.

Effective curriculum planning and decision making process is key to the success of educational programs. The problem with centralized educational systems is that, at the curriculum planning level, the system does not have sufficient data about the needs of the learner, teachers, and the expectations of the society at large for effective curriculum planning to take place. At the implementation level, the system does not give teachers the needed flexibility to implement the curriculum. The major purpose of this study was to investigate curriculum decision making process in Malawi. The research procedures used in this study consisted of systematic document analysis and interviews with selected educators. In addition, a survey of opinions of students, parents, teachers, and heads of schools was conducted. The findings of the study confirmed that the curriculum planning and decision making process in Malawi is centralized. It also found that curriculum planning and development process for the secondary school curriculum was not fully systematised. At the school level, heads of schools and teachers had very little say about the curriculum. The implementation of the curriculum was, therefore, not flexible enough to allow the curriculum to be modified to suit local conditions while at the same time meeting the nationally developed objectives. The following were some of the recommendations the study made: (1) Decisions about the curriculum should be broadly based. (2) The responsibility for national curriculum development should be vested in the hands of the Malawi Institute of Education. (3) The Ministry of Education and Culture should gradually institute a school-based management strategy in order to improve the effectiveness of schools. (4) Lines of communication between the school and the Ministry headquarters should be improved. (5) In order to encourage the application of knowledge and skills into practice, there is need to continue refining performance based assessment techniques for appraising student performance and for placement. It is hoped that the decentralization process now taking place within the education sector, will take into consideration the above recommendations in order to improve the quality of secondary education in Malawi.

The geographic landscape of this study is the Lao Peoples' Democratic Republic, also known by its French name Laos. Located in Southeast Asia, the Lao PDR is one of the six remaining socialist countries in the world. During my fieldwork in the Lao PDR, I facilitated a process of action research with a group of Lao INGO workers. I used qualitative research methods to capture the perceptions of the Lao development workers who collaborated with this study. This dissertation is primarily based on the data documented through interviews, participant observation, focus group discussion and reflective story writing. The core educational problem is to examine the historical reasons for the modest educational infrastructure in the Lao PDR and its impact on the growth of the development sector. The other related issues I explored include the limitations of mainstream development and educational models as well as the opportunities emerging as a result of the country's integration with the globalization process. Within the backdrop of the problem mentioned, the main purpose of this study is to explore an alternative strategy that has potential to facilitate the growth of local human resource capacity. The rationale for this exploratory endeavor is to generate functional knowledge that will potentially assist the policy makers and practitioners to develop an appropriate approach for the local human resource capacity building process. The research method I adapted in the field was a combination of action research and phenomenological inquiry. The key question that I pursued was “What is the process of collaborative capacity building that includes an alternative educational approach and model which have the potential to help Lao INGO staff to increase their capacity as development workers and, in the longer term, develop skills for self-management?”. I employed four techniques of data collection, which included interviewing 26 individuals, documenting action research process through the participant observation method, assisting Lao INGO staff to write reflective stories and conducting three focus group discussions. During the data analysis stage, I tried to incorporate the voices of the participants of the action research project to allow them constructing their way of knowing.

Esta tese tem como objetivo principal o estudo sobre a constituição do sujeito pesquisador, particularmente aquele que atua na área de Administração. A dimensão espaço-tempo, o lugar de onde falam os sujeitos, as trajetórias de formação escolar e acadêmica dos docentes, a dimensão espaço-tempo nas trajetórias docentes e a escolha profissional e a relação com trabalho realizado são os pontos principais destacados como análise conjunta. A reflexividade incorpora a narrativa da experiência de si, de um sujeito que se coloca pela sua verdade, que reflete sobre sua conduta e sua ação. A este respeito, a tese compreende uma leitura da filosofia de Michel Foucault para a área de Administração, particularmente no que se refere à compreensão da constituição do sujeito e sua relação com o trabalho e com as organizações. O período de construção desta tese, entre os anos de 2013 e 2018, compôs uma a experiência de pensar e repensar a pesquisa, redesenhando seus propósitos, adequando os objetivos as possibilidades de desenvolvimento do trabalho e, por fim, o aprofundamento em torno do recorte definido para o estudo. A realização da pesquisa junto a Escola de Administração da Universidade Federal do Rio Grande do Sul, particularmente no que se refere ao Programa de Pós-Graduação em Administração, compreendeu este lugar como um importante espaço de discussão e desenvolvimento de conhecimento para a área de Administração, reconhecido pelos pares e pelas instituições que referendam a pós-graduação no Brasil. Na pesquisa proponho um levantamento histórico, em primeiro lugar, sobre o lugar em que se localiza este programa de pós-graduação em relação ao conjunto de programas em geral no país, situando o espaço de onde se fala quando há referência aos sujeitos de quem se fala ao longo da tese Após a situação do lugar seguiu o convite para que os pesquisadores pudessem contribuir para a pesquisa relatando suas experiências docentes, particularmente no que se referia a vinculação com o ensino e a pesquisa que desenvolveram ao longo de suas trajetórias junto ao PPGA/UFRGS. Foram realizadas 24 entrevistas com pesquisadores que atuam ou que atuaram neste lugar, analisadas em conjunto com um arquivo constituído por atas, documentos históricos, imagens e informativos institucionais. Prioritariamente, com relação a estes docentes, o recorte de pesquisa preconiza investigar aspectos que tratam do sujeito, das concepções de práticas docentes e saberes relacionados ao trabalho. Como subsídio teórico, a revisão de literatura é construída com base na obra de Michel Foucault e nas reflexões que este autor apresenta sobre o sujeito, sobre os atravessamentos que atuam sobre a constituição do sujeito e em relação à configuração de poder e de controle nos espaços institucionais. Quanto aos procedimentos metodológicos, trata-se de um estudo qualitativo, analisando as formações discursivas presentes nas entrevistas junto aos sujeitos e do arquivo construído a propósito da pesquisa. O discurso, como discute Michel Foucault, é analisado teoricamente e enquanto subsídio metodológico para as análises posteriores ao longo do estudo Assim, ressaltando as trajetórias e vivências dos pesquisadores, a construção do lugar do PPGA/UFRGS como espaço de saberes e práticas que envolvem o trabalho acadêmico e as dificuldades e potencialidades para desenvolvimento da pesquisa na área de Administração, esta pesquisa busca uma compreensão da constituição do sujeito por meio da relação que este estabelece com seu trabalho e à luz de suas experiências evidenciadas em suas trajetórias de vida e de profissão. A partir das análises propostas foi possível compreender como a multiplicidade constitutiva marca o espaço pesquisado. Acompanhando, por meio do discurso, diferentes referências sobre como se construíram trajetórias de pesquisa e de ensino no âmbito da universidade e, em específico, no PPGA/UFRGS, foi possível mapear traços constitutivos que sinalizam como a vivência em uma organização específica como a analisada é marcada pela diferença e pela multiplicidade de dizeres, saberes e práticas. O funcionamento como organização é marcado por regras, dispositivos legais e normas que conferem certos limites enunciados pelos sujeitos, representando aspectos que marcam a identificação ou a contra identificação dos sujeitos a estes aspectos ao longo do tempo. As condições de trabalho vivenciadas, a relação com a construção da trajetória, os desvios e atravessamentos vivenciados ao longo do tempo diante da dinâmica institucional são pontos que, também de modo múltiplo e diferenciado, marcam trajetórias e são significados de modo peculiar em termos de vivências singulares Como conjunto, as regularidades identificadas, tais como a formação de áreas de interesse comuns, as posições assumidas ao longo do tempo em relação às condições de realizar o trabalho, a convivência no espaço de trabalho, as limitações/possibilidades observadas no espaço institucional são características que marcam de modo diferenciado trajetórias. A constituição do sujeito pesquisador em administração no PPGA/UFRGS, neste sentido, compreende elementos amplos que inserem aspectos de vivências pessoais de construção das trajetórias, elementos do próprio espaço vivenciado nesta universidade e a vinculação deste espaço com dimensões institucionais além da própria universidade e que participam de sua dinâmica organizacional, tais como agências de fomento, entidades representativas, associações, grupos de pesquisa. / This thesis has as main objective the study on the constitution of the subject researcher, particularly one that acts in the area of Administration. The space-time dimension, the place where the subjects speak, the trajectories of the academic and academic formation of the teachers, the space-time dimension in the teaching trajectories and the professional choice and the relation with work done are the main points highlighted as joint analysis . Reflexivity incorporates the narrative of the experience of self, of a subject who stands for his truth, who reflects on his conduct and his action. In this regard, the thesis comprises a reading of Michel Foucault's philosophy for the area of Administration, particularly with regard to the understanding of the constitution of the subject and its relation with work and with the organizations. The period of construction of this thesis, between the years of 2013 and 2018, comprised the experience of thinking and rethinking the research, redesigning its purposes, adapting the objectives to the possibilities of developing the work and, finally, the deepening around the cut defined for the study. The research carried out at the School of Administration of the Federal University of Rio Grande do Sul, particularly with regard to the Postgraduate Program in Administration, comprised this place as an important space for discussion and development of knowledge for the Administration area , recognized by the peers and by the institutions that refer to graduate studies in Brazil. In the research I propose a historical survey, firstly, on the place where this postgraduate program is located in relation to the set of programs in general in the country, situating the space where it is spoken when there is reference to the subjects of whom speaks throughout the thesis. After the situation of the place followed the invitation so that the researchers could contribute to the research reporting their teaching experiences, particularly regarding the connection with the teaching and the research that they developed along their trajectories with the PPGA / UFRGS. Twenty - four interviews were carried out with researchers who work or who acted in this place, analyzed together with a file consisting of minutes, historical documents, images and institutional information. Priority, with respect to these teachers, the research cut advocates investigating aspects that deal with the subject, conceptions of teaching practices and knowledge related to work. As a theoretical contribution, the literature review is based on the work of Michel Foucault and on the reflections that this author presents on the subject, on the crossings that act on the constitution of the subject and on the configuration of power and control in the spaces institutions. As for the methodological procedures, it is a qualitative study, analyzing the discursive formations present in the interviews with the subjects and the archive constructed in connection with the research. The discourse, as Michel Foucault argues, is analyzed theoretically and as a methodological subsidy for subsequent analyzes throughout the study Thus, highlighting the trajectories and experiences of researchers, the construction of the place of the PPGA / UFRGS as a space of knowledge and practices that involve academic work and the difficulties and potentialities for the development of research in the area of Administration, this research seeks an understanding of the constitution of the subject through the relation that he establishes with his work and in the light of his experiences evidenced in his life and profession trajectories. From the analysis proposed, it was possible to understand how the constitutive multiplicity marks the space researched. Through the discourse, different references on how research and teaching trajectories were constructed within the university and, specifically, in the PPGA / UFRGS, it was possible to map constitutive traits that indicate how the experience in a specific organization as analyzed is marked by difference and multiplicity of sayings, knowledge and practices. The functioning as an organization is marked by rules, legal provisions and norms that confine certain limits enunciated by the subjects, representing aspects that mark the identification or the counter identification of the subjects to these aspects over time The working conditions experienced, the relationship with the construction of the trajectory, the deviations and crossings experienced over time in the face of institutional dynamics are points that, also in a multiple and different way, mark trajectories and are signified in a peculiar way in terms of experiences singular As a whole, the regularities identified, such as the formation of common areas of interest, the positions taken over time in relation to the conditions of work, the coexistence in the work space, the limitations / possibilities observed in the institutional space are characteristics which mark trajectories differently. In this sense, the constituency of the subject researcher in administration in the PPGA / UFRGS comprises broad elements that include aspects of personal experiences of construction of the trajectories, elements of the space experienced in this university and the linking of this space with institutional dimensions beyond the university itself and participate in their organizational dynamics, such as development agencies, representative entities, associations, research groups.

Esta tese tem como objetivo principal o estudo sobre a constituição do sujeito pesquisador, particularmente aquele que atua na área de Administração. A dimensão espaço-tempo, o lugar de onde falam os sujeitos, as trajetórias de formação escolar e acadêmica dos docentes, a dimensão espaço-tempo nas trajetórias docentes e a escolha profissional e a relação com trabalho realizado são os pontos principais destacados como análise conjunta. A reflexividade incorpora a narrativa da experiência de si, de um sujeito que se coloca pela sua verdade, que reflete sobre sua conduta e sua ação. A este respeito, a tese compreende uma leitura da filosofia de Michel Foucault para a área de Administração, particularmente no que se refere à compreensão da constituição do sujeito e sua relação com o trabalho e com as organizações. O período de construção desta tese, entre os anos de 2013 e 2018, compôs uma a experiência de pensar e repensar a pesquisa, redesenhando seus propósitos, adequando os objetivos as possibilidades de desenvolvimento do trabalho e, por fim, o aprofundamento em torno do recorte definido para o estudo. A realização da pesquisa junto a Escola de Administração da Universidade Federal do Rio Grande do Sul, particularmente no que se refere ao Programa de Pós-Graduação em Administração, compreendeu este lugar como um importante espaço de discussão e desenvolvimento de conhecimento para a área de Administração, reconhecido pelos pares e pelas instituições que referendam a pós-graduação no Brasil. Na pesquisa proponho um levantamento histórico, em primeiro lugar, sobre o lugar em que se localiza este programa de pós-graduação em relação ao conjunto de programas em geral no país, situando o espaço de onde se fala quando há referência aos sujeitos de quem se fala ao longo da tese Após a situação do lugar seguiu o convite para que os pesquisadores pudessem contribuir para a pesquisa relatando suas experiências docentes, particularmente no que se referia a vinculação com o ensino e a pesquisa que desenvolveram ao longo de suas trajetórias junto ao PPGA/UFRGS. Foram realizadas 24 entrevistas com pesquisadores que atuam ou que atuaram neste lugar, analisadas em conjunto com um arquivo constituído por atas, documentos históricos, imagens e informativos institucionais. Prioritariamente, com relação a estes docentes, o recorte de pesquisa preconiza investigar aspectos que tratam do sujeito, das concepções de práticas docentes e saberes relacionados ao trabalho. Como subsídio teórico, a revisão de literatura é construída com base na obra de Michel Foucault e nas reflexões que este autor apresenta sobre o sujeito, sobre os atravessamentos que atuam sobre a constituição do sujeito e em relação à configuração de poder e de controle nos espaços institucionais. Quanto aos procedimentos metodológicos, trata-se de um estudo qualitativo, analisando as formações discursivas presentes nas entrevistas junto aos sujeitos e do arquivo construído a propósito da pesquisa. O discurso, como discute Michel Foucault, é analisado teoricamente e enquanto subsídio metodológico para as análises posteriores ao longo do estudo Assim, ressaltando as trajetórias e vivências dos pesquisadores, a construção do lugar do PPGA/UFRGS como espaço de saberes e práticas que envolvem o trabalho acadêmico e as dificuldades e potencialidades para desenvolvimento da pesquisa na área de Administração, esta pesquisa busca uma compreensão da constituição do sujeito por meio da relação que este estabelece com seu trabalho e à luz de suas experiências evidenciadas em suas trajetórias de vida e de profissão. A partir das análises propostas foi possível compreender como a multiplicidade constitutiva marca o espaço pesquisado. Acompanhando, por meio do discurso, diferentes referências sobre como se construíram trajetórias de pesquisa e de ensino no âmbito da universidade e, em específico, no PPGA/UFRGS, foi possível mapear traços constitutivos que sinalizam como a vivência em uma organização específica como a analisada é marcada pela diferença e pela multiplicidade de dizeres, saberes e práticas. O funcionamento como organização é marcado por regras, dispositivos legais e normas que conferem certos limites enunciados pelos sujeitos, representando aspectos que marcam a identificação ou a contra identificação dos sujeitos a estes aspectos ao longo do tempo. As condições de trabalho vivenciadas, a relação com a construção da trajetória, os desvios e atravessamentos vivenciados ao longo do tempo diante da dinâmica institucional são pontos que, também de modo múltiplo e diferenciado, marcam trajetórias e são significados de modo peculiar em termos de vivências singulares Como conjunto, as regularidades identificadas, tais como a formação de áreas de interesse comuns, as posições assumidas ao longo do tempo em relação às condições de realizar o trabalho, a convivência no espaço de trabalho, as limitações/possibilidades observadas no espaço institucional são características que marcam de modo diferenciado trajetórias. A constituição do sujeito pesquisador em administração no PPGA/UFRGS, neste sentido, compreende elementos amplos que inserem aspectos de vivências pessoais de construção das trajetórias, elementos do próprio espaço vivenciado nesta universidade e a vinculação deste espaço com dimensões institucionais além da própria universidade e que participam de sua dinâmica organizacional, tais como agências de fomento, entidades representativas, associações, grupos de pesquisa. / This thesis has as main objective the study on the constitution of the subject researcher, particularly one that acts in the area of Administration. The space-time dimension, the place where the subjects speak, the trajectories of the academic and academic formation of the teachers, the space-time dimension in the teaching trajectories and the professional choice and the relation with work done are the main points highlighted as joint analysis . Reflexivity incorporates the narrative of the experience of self, of a subject who stands for his truth, who reflects on his conduct and his action. In this regard, the thesis comprises a reading of Michel Foucault's philosophy for the area of Administration, particularly with regard to the understanding of the constitution of the subject and its relation with work and with the organizations. The period of construction of this thesis, between the years of 2013 and 2018, comprised the experience of thinking and rethinking the research, redesigning its purposes, adapting the objectives to the possibilities of developing the work and, finally, the deepening around the cut defined for the study. The research carried out at the School of Administration of the Federal University of Rio Grande do Sul, particularly with regard to the Postgraduate Program in Administration, comprised this place as an important space for discussion and development of knowledge for the Administration area , recognized by the peers and by the institutions that refer to graduate studies in Brazil. In the research I propose a historical survey, firstly, on the place where this postgraduate program is located in relation to the set of programs in general in the country, situating the space where it is spoken when there is reference to the subjects of whom speaks throughout the thesis. After the situation of the place followed the invitation so that the researchers could contribute to the research reporting their teaching experiences, particularly regarding the connection with the teaching and the research that they developed along their trajectories with the PPGA / UFRGS. Twenty - four interviews were carried out with researchers who work or who acted in this place, analyzed together with a file consisting of minutes, historical documents, images and institutional information. Priority, with respect to these teachers, the research cut advocates investigating aspects that deal with the subject, conceptions of teaching practices and knowledge related to work. As a theoretical contribution, the literature review is based on the work of Michel Foucault and on the reflections that this author presents on the subject, on the crossings that act on the constitution of the subject and on the configuration of power and control in the spaces institutions. As for the methodological procedures, it is a qualitative study, analyzing the discursive formations present in the interviews with the subjects and the archive constructed in connection with the research. The discourse, as Michel Foucault argues, is analyzed theoretically and as a methodological subsidy for subsequent analyzes throughout the study Thus, highlighting the trajectories and experiences of researchers, the construction of the place of the PPGA / UFRGS as a space of knowledge and practices that involve academic work and the difficulties and potentialities for the development of research in the area of Administration, this research seeks an understanding of the constitution of the subject through the relation that he establishes with his work and in the light of his experiences evidenced in his life and profession trajectories. From the analysis proposed, it was possible to understand how the constitutive multiplicity marks the space researched. Through the discourse, different references on how research and teaching trajectories were constructed within the university and, specifically, in the PPGA / UFRGS, it was possible to map constitutive traits that indicate how the experience in a specific organization as analyzed is marked by difference and multiplicity of sayings, knowledge and practices. The functioning as an organization is marked by rules, legal provisions and norms that confine certain limits enunciated by the subjects, representing aspects that mark the identification or the counter identification of the subjects to these aspects over time The working conditions experienced, the relationship with the construction of the trajectory, the deviations and crossings experienced over time in the face of institutional dynamics are points that, also in a multiple and different way, mark trajectories and are signified in a peculiar way in terms of experiences singular As a whole, the regularities identified, such as the formation of common areas of interest, the positions taken over time in relation to the conditions of work, the coexistence in the work space, the limitations / possibilities observed in the institutional space are characteristics which mark trajectories differently. In this sense, the constituency of the subject researcher in administration in the PPGA / UFRGS comprises broad elements that include aspects of personal experiences of construction of the trajectories, elements of the space experienced in this university and the linking of this space with institutional dimensions beyond the university itself and participate in their organizational dynamics, such as development agencies, representative entities, associations, research groups.

Esta tese tem como objetivo principal o estudo sobre a constituição do sujeito pesquisador, particularmente aquele que atua na área de Administração. A dimensão espaço-tempo, o lugar de onde falam os sujeitos, as trajetórias de formação escolar e acadêmica dos docentes, a dimensão espaço-tempo nas trajetórias docentes e a escolha profissional e a relação com trabalho realizado são os pontos principais destacados como análise conjunta. A reflexividade incorpora a narrativa da experiência de si, de um sujeito que se coloca pela sua verdade, que reflete sobre sua conduta e sua ação. A este respeito, a tese compreende uma leitura da filosofia de Michel Foucault para a área de Administração, particularmente no que se refere à compreensão da constituição do sujeito e sua relação com o trabalho e com as organizações. O período de construção desta tese, entre os anos de 2013 e 2018, compôs uma a experiência de pensar e repensar a pesquisa, redesenhando seus propósitos, adequando os objetivos as possibilidades de desenvolvimento do trabalho e, por fim, o aprofundamento em torno do recorte definido para o estudo. A realização da pesquisa junto a Escola de Administração da Universidade Federal do Rio Grande do Sul, particularmente no que se refere ao Programa de Pós-Graduação em Administração, compreendeu este lugar como um importante espaço de discussão e desenvolvimento de conhecimento para a área de Administração, reconhecido pelos pares e pelas instituições que referendam a pós-graduação no Brasil. Na pesquisa proponho um levantamento histórico, em primeiro lugar, sobre o lugar em que se localiza este programa de pós-graduação em relação ao conjunto de programas em geral no país, situando o espaço de onde se fala quando há referência aos sujeitos de quem se fala ao longo da tese Após a situação do lugar seguiu o convite para que os pesquisadores pudessem contribuir para a pesquisa relatando suas experiências docentes, particularmente no que se referia a vinculação com o ensino e a pesquisa que desenvolveram ao longo de suas trajetórias junto ao PPGA/UFRGS. Foram realizadas 24 entrevistas com pesquisadores que atuam ou que atuaram neste lugar, analisadas em conjunto com um arquivo constituído por atas, documentos históricos, imagens e informativos institucionais. Prioritariamente, com relação a estes docentes, o recorte de pesquisa preconiza investigar aspectos que tratam do sujeito, das concepções de práticas docentes e saberes relacionados ao trabalho. Como subsídio teórico, a revisão de literatura é construída com base na obra de Michel Foucault e nas reflexões que este autor apresenta sobre o sujeito, sobre os atravessamentos que atuam sobre a constituição do sujeito e em relação à configuração de poder e de controle nos espaços institucionais. Quanto aos procedimentos metodológicos, trata-se de um estudo qualitativo, analisando as formações discursivas presentes nas entrevistas junto aos sujeitos e do arquivo construído a propósito da pesquisa. O discurso, como discute Michel Foucault, é analisado teoricamente e enquanto subsídio metodológico para as análises posteriores ao longo do estudo Assim, ressaltando as trajetórias e vivências dos pesquisadores, a construção do lugar do PPGA/UFRGS como espaço de saberes e práticas que envolvem o trabalho acadêmico e as dificuldades e potencialidades para desenvolvimento da pesquisa na área de Administração, esta pesquisa busca uma compreensão da constituição do sujeito por meio da relação que este estabelece com seu trabalho e à luz de suas experiências evidenciadas em suas trajetórias de vida e de profissão. A partir das análises propostas foi possível compreender como a multiplicidade constitutiva marca o espaço pesquisado. Acompanhando, por meio do discurso, diferentes referências sobre como se construíram trajetórias de pesquisa e de ensino no âmbito da universidade e, em específico, no PPGA/UFRGS, foi possível mapear traços constitutivos que sinalizam como a vivência em uma organização específica como a analisada é marcada pela diferença e pela multiplicidade de dizeres, saberes e práticas. O funcionamento como organização é marcado por regras, dispositivos legais e normas que conferem certos limites enunciados pelos sujeitos, representando aspectos que marcam a identificação ou a contra identificação dos sujeitos a estes aspectos ao longo do tempo. As condições de trabalho vivenciadas, a relação com a construção da trajetória, os desvios e atravessamentos vivenciados ao longo do tempo diante da dinâmica institucional são pontos que, também de modo múltiplo e diferenciado, marcam trajetórias e são significados de modo peculiar em termos de vivências singulares Como conjunto, as regularidades identificadas, tais como a formação de áreas de interesse comuns, as posições assumidas ao longo do tempo em relação às condições de realizar o trabalho, a convivência no espaço de trabalho, as limitações/possibilidades observadas no espaço institucional são características que marcam de modo diferenciado trajetórias. A constituição do sujeito pesquisador em administração no PPGA/UFRGS, neste sentido, compreende elementos amplos que inserem aspectos de vivências pessoais de construção das trajetórias, elementos do próprio espaço vivenciado nesta universidade e a vinculação deste espaço com dimensões institucionais além da própria universidade e que participam de sua dinâmica organizacional, tais como agências de fomento, entidades representativas, associações, grupos de pesquisa. / This thesis has as main objective the study on the constitution of the subject researcher, particularly one that acts in the area of Administration. The space-time dimension, the place where the subjects speak, the trajectories of the academic and academic formation of the teachers, the space-time dimension in the teaching trajectories and the professional choice and the relation with work done are the main points highlighted as joint analysis . Reflexivity incorporates the narrative of the experience of self, of a subject who stands for his truth, who reflects on his conduct and his action. In this regard, the thesis comprises a reading of Michel Foucault's philosophy for the area of Administration, particularly with regard to the understanding of the constitution of the subject and its relation with work and with the organizations. The period of construction of this thesis, between the years of 2013 and 2018, comprised the experience of thinking and rethinking the research, redesigning its purposes, adapting the objectives to the possibilities of developing the work and, finally, the deepening around the cut defined for the study. The research carried out at the School of Administration of the Federal University of Rio Grande do Sul, particularly with regard to the Postgraduate Program in Administration, comprised this place as an important space for discussion and development of knowledge for the Administration area , recognized by the peers and by the institutions that refer to graduate studies in Brazil. In the research I propose a historical survey, firstly, on the place where this postgraduate program is located in relation to the set of programs in general in the country, situating the space where it is spoken when there is reference to the subjects of whom speaks throughout the thesis. After the situation of the place followed the invitation so that the researchers could contribute to the research reporting their teaching experiences, particularly regarding the connection with the teaching and the research that they developed along their trajectories with the PPGA / UFRGS. Twenty - four interviews were carried out with researchers who work or who acted in this place, analyzed together with a file consisting of minutes, historical documents, images and institutional information. Priority, with respect to these teachers, the research cut advocates investigating aspects that deal with the subject, conceptions of teaching practices and knowledge related to work. As a theoretical contribution, the literature review is based on the work of Michel Foucault and on the reflections that this author presents on the subject, on the crossings that act on the constitution of the subject and on the configuration of power and control in the spaces institutions. As for the methodological procedures, it is a qualitative study, analyzing the discursive formations present in the interviews with the subjects and the archive constructed in connection with the research. The discourse, as Michel Foucault argues, is analyzed theoretically and as a methodological subsidy for subsequent analyzes throughout the study Thus, highlighting the trajectories and experiences of researchers, the construction of the place of the PPGA / UFRGS as a space of knowledge and practices that involve academic work and the difficulties and potentialities for the development of research in the area of Administration, this research seeks an understanding of the constitution of the subject through the relation that he establishes with his work and in the light of his experiences evidenced in his life and profession trajectories. From the analysis proposed, it was possible to understand how the constitutive multiplicity marks the space researched. Through the discourse, different references on how research and teaching trajectories were constructed within the university and, specifically, in the PPGA / UFRGS, it was possible to map constitutive traits that indicate how the experience in a specific organization as analyzed is marked by difference and multiplicity of sayings, knowledge and practices. The functioning as an organization is marked by rules, legal provisions and norms that confine certain limits enunciated by the subjects, representing aspects that mark the identification or the counter identification of the subjects to these aspects over time The working conditions experienced, the relationship with the construction of the trajectory, the deviations and crossings experienced over time in the face of institutional dynamics are points that, also in a multiple and different way, mark trajectories and are signified in a peculiar way in terms of experiences singular As a whole, the regularities identified, such as the formation of common areas of interest, the positions taken over time in relation to the conditions of work, the coexistence in the work space, the limitations / possibilities observed in the institutional space are characteristics which mark trajectories differently. In this sense, the constituency of the subject researcher in administration in the PPGA / UFRGS comprises broad elements that include aspects of personal experiences of construction of the trajectories, elements of the space experienced in this university and the linking of this space with institutional dimensions beyond the university itself and participate in their organizational dynamics, such as development agencies, representative entities, associations, research groups.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-14T11:26:15Z No. of bitstreams: 1 anapaulagoncalvesdoro.pdf: 914313 bytes, checksum: 8eb4fdb67008d3da6781b6a6ef598d2d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-14T11:31:39Z (GMT) No. of bitstreams: 1 anapaulagoncalvesdoro.pdf: 914313 bytes, checksum: 8eb4fdb67008d3da6781b6a6ef598d2d (MD5) / Made available in DSpace on 2018-06-14T11:31:39Z (GMT). No. of bitstreams: 1 anapaulagoncalvesdoro.pdf: 914313 bytes, checksum: 8eb4fdb67008d3da6781b6a6ef598d2d (MD5) Previous issue date: 2018-03-21 / Este trabalho buscou compreender as práticas, lacunas e possibilidades dos bacharelados em administração no que se refere à capacitação de gestores para o terceiro setor. Tratase de uma pesquisa qualitativa, cujo método de coleta de evidências foi a entrevista semiestruturada. Foram entrevistados, em um primeiro momento, oito gestores de ONGs da cidade de Juiz de Fora, MG, com o objetivo de compreender as especificidades gerenciais dessas organizações. A seguir, foram realizadas dez entrevistas com coordenadores de cursos de graduação em administração e com oito docentes indicados por eles, no mesmo município. Práticas, lacunas e possibilidades desses bacharelados foram identificadas e constatou-se que atividades intra e extraclasse são insuficientes e assistemáticas. Lacunas e possibilidades descritas podem favorecer ações de instituições de ensino em prol de uma formação mais abrangente e plural dos profissionais da administração. / This work sought to understand the practices, gaps and possibilities of the baccalaureate in administration regarding the training of managers for the third sector. This is a qualitative research, whose method of gathering evidence was the semi-structured interview. Initially, eight NGO managers from the city of Juiz de Fora, MG were interviewed, in order to understand the management specificities of these organizations. Next, ten interviews were conducted with coordinators of undergraduate courses in administration and with eight teachers nominated by them, in the same municipality. Practices, gaps and possibilities of these baccalaureates were identified and it was found that intra and extraclass activities are insufficient and unsystematic. Gaps and possibilities described may favor actions of educational institutions in favor of a more comprehensive and plural formation of the professionals of the administration.

Federal and state guidelines direct students with disabilities to the least restrictive environment (LRE). The inclusion of students with disabilities in the LRE (general education) has been an issue for many public schools. In an effort to promote inclusive education for students with disabilities, many special education teacher--chairpersons experience opposition from the general education teacher and their administrator regarding LRE placement. The purpose of this qualitative case study, grounded in the theory of leadership, was to examine the leadership experiences of chairpersons of special education services in middle schools and their perception of the LRE decision-making process for placement for students with disabilities in their school. The primary research question that guided this study involved understanding how leadership experiences of chairpersons of special education services impact decision making about instructional placement in the least restrictive environment for students with disabilities. Data were collected from 5 teacher--chairpersons for special education service from a middle school who were purposefully selected to participate in face-to-face interviews. Data were analyzed using a thematic within-case analysis. The findings included the need for instructional leadership for (a) the decision making process, (b) staff development, and (c) socialization of students with disabilities to improve LRE placement of students with disabilities. Providing insight into the leadership experiences of the chairpersons for special education service may have implications for positive social change including addressing misunderstandings about LRE placement and instructing more students with disabilities in the LRE.