There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T00:01:57Z No. of bitstreams: 1 A FORMA??O DE EDUCADORES DO CAMPO NO PROA??O II.pdf: 1650812 bytes, checksum: c908ba66a7cb5796fc2f17fd7e4d0ea3 (MD5) / Made available in DSpace on 2015-07-24T00:01:57Z (GMT). No. of bitstreams: 1 A FORMA??O DE EDUCADORES DO CAMPO NO PROA??O II.pdf: 1650812 bytes, checksum: c908ba66a7cb5796fc2f17fd7e4d0ea3 (MD5) Previous issue date: 2014-03-26 / This thesis evaluates the limits and possibilities of pedagogy courses offered in teacher training in exercise program, PROA??O II. We sought to investigate the paradigm of Education in Countryside of pedagogy course offered by PROA??O II, answering the question: What theoretical and practical elements in PROA??O effectively promote a paradigm shift in the field of education? A Content Analysis, combined with historical and dialectical materialism was taken as a methodological principle. Corpus were selected as the Educational Project, the Program of Education in Countryside discipline, in addition to semi-structured interviews applied to peasant - teachers in the municipality of Ilheus, the course coordinators in UESC and municipal coordinators of Education in Countryside. The category of contradiction between chance-reality pointed to countriside education as a social phenomenon, the perception of their actual states and its possibilities. The data analysis allowed us to infer that the socio- political character of this educational approach is the materialization of a popular education and rupture of the structure of capitalist society, however, within the possibilities of implementation of its proposed action, there are constraints that shield its strength of action . Thus, the challenge posed for policymakers is to realize, in the capitalist model elements to overcome and subsequent implementation of a socialist pedagogy, either in specific courses for educators in the field or pedagogy courses responsible for in-service training teachers working in primary education the working class, the countryside and the city. / Essa disserta??o avalia os limites e possibilidades do curso de pedagogia ofertado no programa de forma??o de professores em exerc?cio, no PROA??O II. Buscou-se investigar o paradigma de educa??o do campo do curso de Pedagogia ofertado pelo PROA??O Sede II, respondendo ? quest?o: Quais elementos te?rico-pr?ticos no PROA??O efetivamente favorecem uma mudan?a paradigm?tica da educa??o do campo? A An?lise de Conte?do, combinada ao materialismo hist?rico-dial?tico foi tomada como princ?pio metodol?gico. Como corpus foram selecionados o Projeto Pedag?gico; o Programa da disciplina Educa??o do Campo; al?m de entrevistas semiestruturadas aplicadas a camponeses-professores do munic?pio de Ilh?us, a coordenadores do curso na UESC e a coordenadores municipais da Educa??o do Campo. A categoria da contradi??o entre possibilidade-realidade apontou para a educa??o do campo como fen?meno social, na percep??o de seus estados reais e de suas possibilidades. A an?lise dos dados coletados permitiu inferir que o car?ter s?cio-pol?tico desta proposta educativa ? a materializa??o de uma educa??o popular e ruptura da estrutura da sociedade capitalista, por?m, dentro das possibilidades de concretiza??o de sua proposta de a??o, h? condicionantes que subtraem sua for?a de atua??o. Destarte, o desafio posto para os gestores de pol?ticas p?blicas ? perceber, no modelo capitalista, elementos para sua supera??o e posterior implementa??o de uma pedagogia socialista, seja nos cursos espec?ficos de forma??o de educadores do campo ou em cursos de pedagogia respons?veis pela forma??o em exerc?cio de professores que atuam na educa??o b?sica da classe popular, do campo e da cidade.