Thesis (M. P. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Emotional labour was conceptualised by Hochschild in 1983 as a form of oppression on the service worker devised by a capitalist society; where not only were workers’ physical actions managed, but their emotions as well. Research in the area developed this concept identifying the many occupational fields in which emotional labour exists, forming models of its effects, and examining ways in which workers try to resist the emotional strain. Taking a social constructionist approach, 44 service workers and 44 customers/emotional labour recipients were interviewed using the Critical Incident Technique to gain insight into their views of performing and receiving emotional labour, and what they believed enhanced or detracted from it. The results were divided into those discussing “professional” emotional labour jobs (eg. teaching) - where the emotional labourer needs to attain a professional status; and “occupational” (eg. sales assistants) – where the emotional labourer does not need a professional qualification. It was found that 1) there were differences between the expectations, motivations and coping mechanisms displayed by professional and occupational emotional labourers; as well as in the expectations of the customer/recipient within a professional service and an occupational one; 2) that many recipients do not necessarily want to be treated as “sovereign” (ie. “king”) and judge an emotional labour interaction more positively when their individual needs are acknowledged; 3) while display rules and targets were still a notable constraint on the labourer, nevertheless “occupational” emotional labourers (sometimes in collusion with their managers) found ways of resisting further strain from recipients through over-politeness, ironically in accordance with display rules which exposed recipient rudeness; 4) professional emotional labourers, however, found the display rules and targets a hindrance. This managerial misunderstanding or poor appreciation of “professional” emotional labour caused resentment among them; 5) unique and spontaneous kindness was evident in many emotional labour interactions with managers, colleagues and most commonly recipients. Moreover, this was acknowledged by giver and receiver as the most satisfying and memorable part of emotional labour – and something unique to emotional labour itself. The recommendations of this thesis are therefore: i) that emotional labour should be differentiated within services in order for more focussed findings and recommendations to be generated and applied ii) that emotional labour be analysed as interactive process where emotional labourer, recipient and their organisational management contribute to a high level of enjoyment within the job. That is, it is not necessary to view emotional labour as the oppressive and intrusive management of personality by a capitalist organisation iii) recognition be given to the importance of kindness within the emotional labour interaction, as it can be both a source of pleasure, and also pain, for the compassionate labourer. This has important implications for the selection, training and providing emotional support for workers.

O objetivo deste estudo foi o de analisar a inserção no mercado de trabalho dos egressos do Programa de Aprimoramento Profissional PAP, gerenciado pela Fundação do Desenvolvimento Administrativo - Fundap, das áreas de enfermagem, fisioterapia e psicologia, provenientes dos anos de 1997 e 2002. Trata-se de uma pesquisa de caráter descritivo, cujo caminho metodológico se delineou por meio da caracterização do perfil sócio-demográfico dos egressos, sua situação acadêmica e profissional além de conhecer a influência do PAP em sua atividade profissional. De um universo de 541 egressos obteve-se o retorno de 153 respondentes (28,28%), sendo: 24 enfermeiros, 51 fisioterapeutas e 78 psicólogos. Constatou-se que na maioria eram mulheres, solteiras, com idade de 31 a 40 anos e residentes na cidade de São Paulo. O perfil acadêmico revelou que mais da metade proveio de escolas privadas e que 70,59% (108) continuaram seus estudos. Profissionalmente, 91,50% (140) estavam empregados, 49,67% (76) trabalhando em instituições de natureza pública, assalariados e na maioria membros de equipe. Os psicólogos foram os que mais possuíam vínculos empregatícios informais, seguidos pelos fisioterapeutas. Apenas dois enfermeiros possuíam vínculos desse tipo. No que tange ao PAP, a maioria dos respondentes (92,15% (141)), considerou a formação recebida importante e muito importante para a realização das atividades realizadas e 96,73% (148) o recomendariam para um colega de profissão. Evidenciou-se que os resultados apontaram para um número expressivo de 37,25% (57) de respondentes que se encontra em instituições de natureza privada. As alegações para a não permanência no setor público pautaram-se na falta de concursos, poucas vagas e baixos salários. Desse modo, supõe-se que mesmo com a importância atribuída ao PAP e com a continuação dos estudos após a conclusão do Programa, o setor público vem perdendo espaço para o setor privado, no que tange à absorção e retenção de profissionais que ele mesmo financiou para aprimorar. / The objective of this study was to examine the insertion into the labour market of ex scholarships of the Health Professional Practice Program - PAP, managed by the Administrative Development Foundation - Fundap, from the areas of nursing, physiotherapy and psychology, from the years 1997 and 2002. It is a description research, which is outlined methodological way through the characterization of socio-demographic profile of ex-scholarships, their academic and professional situation than to know the influence of the PAP in their professional activity. In a universe of 541 ex-scholarships returned to the return of 153 respondents (28.28%): 24 nurses, 51 physiotherapists and 78 psychologists. It appeared that the majority were women, singles, aged 31 to 40 years and residents in the city of Sao Paulo. The academic profile showed that more than half came from private schools and that 70.59% (108) continued their studies. Professionally, 91.50% (140) were employed, 49.67% (76) working in public institutions, employees and the majority of team members. The psychologists were those who had work link more informal, followed by physiotherapists. Only two nurses had such links. With respect to PAP, the majority of respondents (92.15% (141)), considered the training received important and very important to carry out the activities and 96.73% (148) to recommend to a colleague of profession. There was that the results pointed to a number of 37.25% (57) of respondents is in private institutions of nature. The argument for not stay in the public sector refered to the lack of contests, few vacancies and low wages. Thus, it seems that even with the importance attached to the PAP and the continuation of studies after completion of the programme, the public sector is losing space for the private sector, with regard to the absorption and retention of professionals that it even financed to improve.

O objetivo deste estudo foi o de analisar a inserção no mercado de trabalho dos egressos do Programa de Aprimoramento Profissional PAP, gerenciado pela Fundação do Desenvolvimento Administrativo - Fundap, das áreas de enfermagem, fisioterapia e psicologia, provenientes dos anos de 1997 e 2002. Trata-se de uma pesquisa de caráter descritivo, cujo caminho metodológico se delineou por meio da caracterização do perfil sócio-demográfico dos egressos, sua situação acadêmica e profissional além de conhecer a influência do PAP em sua atividade profissional. De um universo de 541 egressos obteve-se o retorno de 153 respondentes (28,28%), sendo: 24 enfermeiros, 51 fisioterapeutas e 78 psicólogos. Constatou-se que na maioria eram mulheres, solteiras, com idade de 31 a 40 anos e residentes na cidade de São Paulo. O perfil acadêmico revelou que mais da metade proveio de escolas privadas e que 70,59% (108) continuaram seus estudos. Profissionalmente, 91,50% (140) estavam empregados, 49,67% (76) trabalhando em instituições de natureza pública, assalariados e na maioria membros de equipe. Os psicólogos foram os que mais possuíam vínculos empregatícios informais, seguidos pelos fisioterapeutas. Apenas dois enfermeiros possuíam vínculos desse tipo. No que tange ao PAP, a maioria dos respondentes (92,15% (141)), considerou a formação recebida importante e muito importante para a realização das atividades realizadas e 96,73% (148) o recomendariam para um colega de profissão. Evidenciou-se que os resultados apontaram para um número expressivo de 37,25% (57) de respondentes que se encontra em instituições de natureza privada. As alegações para a não permanência no setor público pautaram-se na falta de concursos, poucas vagas e baixos salários. Desse modo, supõe-se que mesmo com a importância atribuída ao PAP e com a continuação dos estudos após a conclusão do Programa, o setor público vem perdendo espaço para o setor privado, no que tange à absorção e retenção de profissionais que ele mesmo financiou para aprimorar. / The objective of this study was to examine the insertion into the labour market of ex scholarships of the Health Professional Practice Program - PAP, managed by the Administrative Development Foundation - Fundap, from the areas of nursing, physiotherapy and psychology, from the years 1997 and 2002. It is a description research, which is outlined methodological way through the characterization of socio-demographic profile of ex-scholarships, their academic and professional situation than to know the influence of the PAP in their professional activity. In a universe of 541 ex-scholarships returned to the return of 153 respondents (28.28%): 24 nurses, 51 physiotherapists and 78 psychologists. It appeared that the majority were women, singles, aged 31 to 40 years and residents in the city of Sao Paulo. The academic profile showed that more than half came from private schools and that 70.59% (108) continued their studies. Professionally, 91.50% (140) were employed, 49.67% (76) working in public institutions, employees and the majority of team members. The psychologists were those who had work link more informal, followed by physiotherapists. Only two nurses had such links. With respect to PAP, the majority of respondents (92.15% (141)), considered the training received important and very important to carry out the activities and 96.73% (148) to recommend to a colleague of profession. There was that the results pointed to a number of 37.25% (57) of respondents is in private institutions of nature. The argument for not stay in the public sector refered to the lack of contests, few vacancies and low wages. Thus, it seems that even with the importance attached to the PAP and the continuation of studies after completion of the programme, the public sector is losing space for the private sector, with regard to the absorption and retention of professionals that it even financed to improve.

This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo / adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

Inscrita no Programa de Pós-Graduação em Educação, da Faculdade de Educação, da Universidade Federal do Rio Grande do Sul, no Laboratório de Estudos em Linguagem, Interação e Cognição/Criação – LELIC -, essa tese se sustenta em conceitos bakhtinianos e em uma metodologia dialógica de produção de dados e de análise interpretativa de enunciados. O campo empírico diz respeito a um curso de formação continuada de docentes em serviço, no contexto do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), do qual a pesquisadora participou como cursista em uma das turmas de formação. A pesquisa foi realizada num município da região metropolitana de Porto Alegre/RS entre os anos de 2013 e 2015. A tese ganha materialidade através de enunciados-relatos referentes ao curso, produzidos tanto por sujeitos em formação, quanto por formadores. Tais enunciados-relatos foram analisados em contraposição, seja a documentos oficiais norteadores da formação continuada no contexto brasileiro, seja a artigos de pesquisadores e concepções de formação continuada. Esse arcabouço discursivo mostra como os planos programáticos ideológicos se projetam sobre uma ideologia do cotidiano atravessada pela arquitetônica dialógica eu-para-mim, eu-para-outro, outro-para-mim. / Registered in the Postgraduate Program in Education, of the College of Education, of the Federal University of Rio Grande do Sul, in the Laboratory of Studies in Language, Interaction and Cognition / Creation - LELIC - this thesis is based on Bakhtinian concepts and in a dialogic methodology for data production and interpretative analysis of statements. The empirical field is related to a continuing training course for teachers in service, in the context of the National Pact for Literacy in the Right Age (PNAIC), of which the researcher participated as a cursist in one of the training groups. The research was carried out in a municipality of the metropolitan region of Porto Alegre/RS between the years of 2013 and 2015. The thesis gains materiality through statements related to the course, produced both by subjects in training and by tutors. These statements were analyzed in contrast, either be with official documents about continuing education in the Brazilian context, or with articles by researchers and conceptions of continuing education. This discursive framework shows how the programmatic ideological plans project about an ideology of everyday life crossed by the dialogical architectural I-for-me, i-for-another, another-for-me.

O presente estudo tem por objetivo identificar e analisar os conceitos e as práticas de Educação Permanente em Saúde (EPS) operados pelos enfermeiros nas unidades básicas de saúde em municípios de pequeno porte (até 20 mil habitantes), na região de abrangência da DRS III - Araraquara - SP. A EPS, política voltada ao desenvolvimento dos trabalhadores e instrumento de gestão no Sistema Único de Saúde (SUS), é alavancada pelos princípios da reforma sanitária que apresenta importante inflexão com a Constituição Federal de 1988, e segue em franca lapidação e desenvolvimento. A proposta da política nacional de EPS é efetuar relações orgânicas entre ensino, ações de saúde e serviços, e entre docência e atenção à saúde, entre formação e gestão setorial, desenvolvimento institucional e controle social em saúde, visando maior poder de resolução, satisfação e adaptação. Credita-se à EPS com sua lógica descentralizadora, ascendente, transdisciplinar e dado seu caráter flexível, ativo e didático, o favorecimento da capacidade de aprendizagem e enfrentamento criativo, cooperando com o desenvolvimento de competências bem como a modificação do meio no sentido da democratização institucional. Deseja-se, como consequência, a melhora da qualidade e do cuidado à saúde. Trata-se de estudo de caráter de abordagem qualitativa, sustentado pelos conceitos de EPS, com dados primários obtidos por meio de entrevista semiestruturada junto 32 enfermeiros das unidades básicas de saúde dos municípios com até 20 mil habitantes do DRS III- Araraquara, que somam 14 municípios. O estudo foi submetido a Comitê de Ética em Pesquisa. Na análise de conteúdo na vertente temática foram identificados quatro grandes temas: o que pensam os enfermeiros sobre a EPS; como articulam o conceito de EPS ao trabalho; o que fazem os enfermeiros para operacionalizar a EPS; a EPS no MPP: o ponto de vista dos enfermeiros. Credita-se ao estudo a possibilidade de identificar práticas de EPS que vem sendo desenvolvidas nos municípios e que possam subsidiar a ampliação das possibilidades de fortalecimento destas ações no conjunto dos municípios / This study aims to identify and analyze the concepts and practices of Continuing Health Education (EPS) operated by nurses in primary health care units in small towns (up to 20,000 inhabitants), in the coverage area of the DRS III - Araraquara - SP. The EPS, policy geared to the development of workers and management tool in the Unified Health System (SUS), is leveraged by the principles of health reform that presents important turning to the Federal Constitution of 1988 and follows in clear cutting and development. The proposal EPS national policy is making organic relationship between education and health programs and services, and between teaching and health care, including education and healthcare management, institutional development and social control in health, aiming higher resolving power, satisfaction and adaptation. Credits to the EPS with a decentralizing logic upward, transdisciplinary and given its flexible, active and didactic, favoring the learning ability and creative coping, cooperating with the development of skills and the means of modification towards institutional democratization. It is hoped, as a result, improved quality and health care. It is a qualitative approach to character study, supported by EPS concepts, with primary data obtained through interviews with semi-structured 32 nurses of basic health units of the municipalities with up to 20,000 inhabitants of the DRS III Araraquara, totaling 14 counties. The study was submitted to the Research Ethics Committee. In content analysis in the thematic side four major themes were identified: what they think nurses on EPS; articulate the concept of EPS to work; what do nurses to operate the EPS; EPS in MPP: the point of view of nurses. Credited to the study the possibility of identifying EPS practices that have been developed in the cities and that can support the expansion of possibilities of strengthening these actions in all the municipalities

Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\'s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula.

Submitted by RUDOLPH DOS SANTOS GOMES PEREIRA null (rudolph_matematica@hotmail.com) on 2016-01-03T14:22:05Z No. of bitstreams: 1 Tese_Rudolph_v_final.pdf: 2383587 bytes, checksum: 45b8d198f894196679baa36bfb9a93d6 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-06T13:07:56Z (GMT) No. of bitstreams: 2 pereira_rsg_dr_prud_part.pdf: 896925 bytes, checksum: a46ee8a90a03226102b0ebde033afb19 (MD5) pereira_rsg_dr_prud_int.pdf: 2383587 bytes, checksum: 45b8d198f894196679baa36bfb9a93d6 (MD5) / Made available in DSpace on 2016-01-06T13:07:56Z (GMT). No. of bitstreams: 2 pereira_rsg_dr_prud_part.pdf: 896925 bytes, checksum: a46ee8a90a03226102b0ebde033afb19 (MD5) pereira_rsg_dr_prud_int.pdf: 2383587 bytes, checksum: 45b8d198f894196679baa36bfb9a93d6 (MD5) Previous issue date: 2015-12-11 / Os resultados apresentados pelo Sistema Nacional de Avaliação da Educação Básica, pelo Programa Internacional de Avaliação de Alunos e pelo Exame Nacional do Ensino Médio indicam que os alunos brasileiros possuem nível de proficiência baixo na disciplina de Matemática sendo capazes de realizar operações matemáticas básicas e a leitura e interpretação de gráficos simples. Esses indicadores apontam a necessidade de mudanças nos processos de ensino e de aprendizagem de Matemática na Educação Básica que podem iniciar com a atuação do professor, buscando alternativas para auxiliá-lo no ensino em sala de aula. Diante destas considerações, esta pesquisa visa investigar as contribuições da Educação a Distância, enquanto contexto formativo, em um curso de formação continuada de professores de Matemática, com atividades de Modelagem Matemática, para a manifestação e o desenvolvimento de conhecimentos e saberes da docência. No desenvolvimento da pesquisa foram adotadas as ações pautadas pelos referenciais teóricos da formação de professores, da alternativa pedagógica de Modelagem Matemática, bem como nas orientações da Educação a Distância. Os procedimentos metodológicos que nortearam a pesquisa foram pautados nos conceitos da pesquisa qualitativa. Na elaboração do curso consideramos as ferramentas ofertadas pela EaD para a comunicação entre os cursistas e o pesquisador, disponibilização de material e realização de atividades. A implementação e o desenvolvimento do curso de formação continuada de professores de Matemática em serviço na Educação Básica, ocorreu por meio do ambiente virtual de aprendizagem Moodle. O curso foi realizado na modalidade a distância, na forma semipresencial, com duração de cem horas, dividido em três módulos nos quais foram realizadas atividades de modelagem, e contou com a participação de seis cursistas. A coleta dos dados foi realizada pelas ferramentas de chat, fórum, diários e tarefas (memoriais reflexivos) onde eram registradas as expressões e reflexões dos cursistas durante o período de realização do curso de formação continuada. Para análise dos dados coletados, optamos pela Análise Textual Discursiva, que permitiu a interpretação e a compreensão dos registros efetuados pelos cursistas. Assim, a partir da análise textual discursiva realizada nos dados considerados nesta tese, foi possível evidenciar que a Educação a Distância, entendida como um contexto possível para a formação continuada de professores, favoreceu a manifestação e o desenvolvimento de conhecimentos e saberes da docência, por parte dos cursistas que participaram da pesquisa, permitindo, entre outras coisas, o desenvolvimento da autonomia desses docentes mediante às atividades propostas no curso realizado, levando-os a buscar soluções para as dificuldades pessoais encontradas pelos mesmos. / The results presented by the National Basic Education Evaluation System, by the International Program of Students Assessment, and by the High School National Exam indicate that Brazilian students have a low proficiency level in mathematics: they are able to perform basic mathematical operations and the reading and interpretation of simple graphs. These markers point to the need for changes in the Maths teaching and learning processes in the Basic Education which can be started with the teacher’s action, searching for alternatives to help him/her in the classroom activities. Taking that into consideration, this research aims at investigating the contributions given by Distance Learning, as a training context, in a Maths teacher continuing training course, with Mathematical Modeling activities, for the manifestation and development of knowledge and teaching knowledge. For the development of this research, the theoretical framework adopted was the one based on teacher training in the pedagogical alternative of the Mathematical Modeling, as well as the guidelines of the Distance Learning. The methodological procedures that guided the research were based on the concepts of qualitative research. In the course planning, tools offered by the Distance Learning process were considered for the communication between course takers and the researcher, material availability and activities performance. The implementation and development of the Continuing Training of Maths Teachers course at service in the Basic Education took place in the virtual learning environment known as Moodle. The course was offered in the distance mode, semi-distance learning, lasting a hundred hours, split in three modules in which modeling activities were performed. Six course takers took part in the project. The data collection was done by the following tools: chat, forum, daily logs and tasks (reflective memorials) where expressions and reflections by the course takers were registered during the length of the continuing training course. The Discursive Textual Analysis was adopted for the collected data analysis, which allowed for the interpretation and comprehension of the registrations made by the course takers. Hence, from the discursive textual analysis performed in the data considered in this doctoral dissertation, it was possible to conclude that distance learning, understood as a possible context for continuing teacher training, boosted the manifestation and development of knowledge and teaching knowledge, by the course takers who took part in the research, allowing, among other things, the development of the autonomy of these teachers by means of the activities proposed in the held course, leading them to look for solutions for the personal difficulties faced by each one of them.

O presente estudo tem por objetivo identificar e analisar os conceitos e as práticas de Educação Permanente em Saúde (EPS) operados pelos enfermeiros nas unidades básicas de saúde em municípios de pequeno porte (até 20 mil habitantes), na região de abrangência da DRS III - Araraquara - SP. A EPS, política voltada ao desenvolvimento dos trabalhadores e instrumento de gestão no Sistema Único de Saúde (SUS), é alavancada pelos princípios da reforma sanitária que apresenta importante inflexão com a Constituição Federal de 1988, e segue em franca lapidação e desenvolvimento. A proposta da política nacional de EPS é efetuar relações orgânicas entre ensino, ações de saúde e serviços, e entre docência e atenção à saúde, entre formação e gestão setorial, desenvolvimento institucional e controle social em saúde, visando maior poder de resolução, satisfação e adaptação. Credita-se à EPS com sua lógica descentralizadora, ascendente, transdisciplinar e dado seu caráter flexível, ativo e didático, o favorecimento da capacidade de aprendizagem e enfrentamento criativo, cooperando com o desenvolvimento de competências bem como a modificação do meio no sentido da democratização institucional. Deseja-se, como consequência, a melhora da qualidade e do cuidado à saúde. Trata-se de estudo de caráter de abordagem qualitativa, sustentado pelos conceitos de EPS, com dados primários obtidos por meio de entrevista semiestruturada junto 32 enfermeiros das unidades básicas de saúde dos municípios com até 20 mil habitantes do DRS III- Araraquara, que somam 14 municípios. O estudo foi submetido a Comitê de Ética em Pesquisa. Na análise de conteúdo na vertente temática foram identificados quatro grandes temas: o que pensam os enfermeiros sobre a EPS; como articulam o conceito de EPS ao trabalho; o que fazem os enfermeiros para operacionalizar a EPS; a EPS no MPP: o ponto de vista dos enfermeiros. Credita-se ao estudo a possibilidade de identificar práticas de EPS que vem sendo desenvolvidas nos municípios e que possam subsidiar a ampliação das possibilidades de fortalecimento destas ações no conjunto dos municípios / This study aims to identify and analyze the concepts and practices of Continuing Health Education (EPS) operated by nurses in primary health care units in small towns (up to 20,000 inhabitants), in the coverage area of the DRS III - Araraquara - SP. The EPS, policy geared to the development of workers and management tool in the Unified Health System (SUS), is leveraged by the principles of health reform that presents important turning to the Federal Constitution of 1988 and follows in clear cutting and development. The proposal EPS national policy is making organic relationship between education and health programs and services, and between teaching and health care, including education and healthcare management, institutional development and social control in health, aiming higher resolving power, satisfaction and adaptation. Credits to the EPS with a decentralizing logic upward, transdisciplinary and given its flexible, active and didactic, favoring the learning ability and creative coping, cooperating with the development of skills and the means of modification towards institutional democratization. It is hoped, as a result, improved quality and health care. It is a qualitative approach to character study, supported by EPS concepts, with primary data obtained through interviews with semi-structured 32 nurses of basic health units of the municipalities with up to 20,000 inhabitants of the DRS III Araraquara, totaling 14 counties. The study was submitted to the Research Ethics Committee. In content analysis in the thematic side four major themes were identified: what they think nurses on EPS; articulate the concept of EPS to work; what do nurses to operate the EPS; EPS in MPP: the point of view of nurses. Credited to the study the possibility of identifying EPS practices that have been developed in the cities and that can support the expansion of possibilities of strengthening these actions in all the municipalities