The central focus of this research is the implementation of curriculum innovation: this is examined by looking in detail at one particular innovation, the Schools Council project, Science 5/13, and attempting to isolate factors affecting its use. The research has been undertaken in a sample of those schools who tried out the project materials in the initial trial stages. These schools were contacted a number of years after the completion of the trials to examine the development of the project in the post trial period.

A dissertação apresenta os movimentos de formação continuada para professores que vem sendo implementados a partir de 2011 nas escolas estaduais, destacando as aprendizagens desencadeadas por este processo na Escola Estadual de Ensino Médio Emília Viega da Rocha, do distrito de Morungava, no município de Gravataí no Rio Grande do Sul. Dentre os diferentes movimentos de formação docente que são propostos nessa escola, considerando o ambiente escolar como um espaço de confronto e de luta entre forças de conservação (vontade de verdade) e forças de criação (vontade de potência), a pesquisa tem por objetivo narrar as experiências que se apresentaram como um exercício de modificação da prática docente, especialmente aquelas inspiradas nos momentos de ensaio de teatro, tanto do grupo Garras de Anjo quanto do grupo Cooperativa de Teatro e propor oficinas de formação que permitam ensaiar outros modos de ser e fazer a docência, especialmente a partir das técnicas de trabalho do ator utilizadas nos ensaios destes grupos teatrais. As discussões teóricas que servem de base para essa pesquisa (o dandismo pedagógico, a estética da existência, o ensaio e a experiência) apoiam-se, especialmente nas ideias de Montaigne, Nietzsche, Foucault, Agamben e Schechner. Além de apresentar os movimentos formativos que se processam na escola, ocorreu um esforço de intervenção nesse processo através da realização de três oficinas de formação com proposição de exercícios que coloquem em movimento a prática dos professores, avaliando as possibilidades dos ensaios de experiências de formação docente, através dos jogos teatrais. Com essa inspiração, o acesso ao ambiente empírico escolar foi se constituindo a partir de fontes múltiplas, devido à sua instabilidade e ao desejo de ampliar a quantidade e a qualidade dos registros. Por isso, a análise dos movimentos de formação e das oficinas foi feito a partir das observações de pesquisa e relatos variados, entrevista audiogravadas, videogravações, cujas transcrições foram sintetizadas no Memorial de Formação Docente da Escola Emília 2011-2012, que reúne um farto material analisado sob o recorte de três eixos temáticos principais, todos eles intimamente ligados às técnicas de ensaio dos atores de teatro: o corpo, o ensaio e o movimento. / The dissertation presents the movements of continuing education for teachers which has been implemented from 2011 in high schools, highlighting the learning triggered by this process in the State School of Emilia Viega da Rocha, Morungava district in the city of Gravataí in Rio Grande do Sul Among the different movements of teacher training that are offered at this school, considering the school environment as a space of confrontation and struggle between forces of conservation (will to truth) and forces of creation (Will to Power), research aims to narrate the experiences presented as an exercise modification of teaching practice, especially those inspired moments in rehearsal theater, both group Garras de Anjo as group Cooperativa de Teatro and propose training workshops that enable testing other modes to be and do the teaching, especially from the technical work of the actor used in the trials of these theater groups. Theoretical discussions that are the basis for this research (pedagogical dandyism, the aesthetics of existence, testing and experience) rely, especially in ideas of Montaigne, Nietzsche, Foucault, Agamben and Schechner. Besides presenting the formative movements that take place in school, there was an effort to intervene in this process by conducting three training workshops in schools and proposing exercises that put in motion the practice of teachers, assessing the possibilities of testing experiences teacher education through theater games. With this inspiration, access to the empirical school environment was being constituted from multiple sources, due to their instability and the desire to expand the quantity and quality of records, hence the movement analysis and training workshops was made from observations and research reports varied, audio recorded interviews, video recordings, whose transcripts were synthesized in Memorial Teacher Training School Emilia 2011-2012, which brings together a wealth of material analyzed under the cut three main themes, all of them closely related techniques Test of theater actors: the body, the test and movement.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 198-201). Also available on the Internet.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 141-144). Also available on the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 117-126).

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 198-201). Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, Department of Education, December 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 117-126). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 150-153).