Made available in DSpace on 2016-04-27T16:59:00Z (GMT). No. of bitstreams: 1 Patrick Oliveira de Lima.pdf: 8733714 bytes, checksum: ab9aed451f55100434d75510f10d5dba (MD5) Previous issue date: 2009-11-10 / Secretaria da Educação do Estado de São Paulo / This work has as objective, contribute to the reflection about an important moment in the process of curriculum implementation, in other words, the one which is developed inside of the classroom, analyzing how its plan can be done and where is the teacher related to this process. It has as a theoretician recital the Simon s works about hypothetical trajectories of learning (HTL), expression that he uses to refer to the prognostic from teacher to teach and he uses this expression to show the way that will make the learning process possible. It is a research of qualitative features, because the concern with the process is a constant during the research: the main interest of investigation is the one to evidence how is the planning process and the education accomplishment done, in a growing perspective of learning. The research counts on the contribution of two Math teachers of a public school from São Paulo and their performance among 80 students from high school. In this research, we developed a HTL project about logarithmic functions, searching to involve contextualized situations, interdisciplinary situations and made of activities of problems resolution, involving applications on daily situations, in another knowledge areas and main for the mathematics area. With our work, we intend to contribute to the professional development of the teachers in a consistent way that is intended to be practiced in class, by an articulation strategy between theory, teaching practice and research / O presente trabalho tem como objetivo contribuir para a reflexão sobre um momento importante do processo de implementação curricular, ou seja, aquele que se desenvolve em sala de aula, analisando como pode se dar seu planejamento e qual a participação do professor nesse processo. Tem como fundamentação teórica os trabalhos de Simon sobre trajetórias hipotéticas de aprendizagem (THA), expressão que ele utiliza tanto para fazer referência ao prognóstico do professor para ensinar como para o caminho que possibilitará o processamento da aprendizagem. Trata-se de uma pesquisa de natureza qualitativa, pois a preocupação com o processo é uma constante durante a pesquisa: o interesse principal da investigação é o de evidenciar como se dá o processo de planejamento e realização do ensino, numa perspectiva construtivista de aprendizagem. A pesquisa conta com a colaboração de dois professores de Matemática de uma escola pública estadual de São Paulo e sua atuação junto a 80 alunos de ensino médio. Em nossa pesquisa desenvolvemos uma THA sobre funções logarítmicas, buscando envolver situações contextualizadas, interdisciplinares e constituídas por atividades de resolução de problemas, envolvendo aplicações em situações do cotidiano, em outras áreas de conhecimento e internas à própria Matemática. Com nosso trabalho, pretendemos contribuir para o desenvolvimento profissional dos professores de forma coerente com que se pretende que seja sua prática em sala de aula, mediante uma estratégia de articulação entre teoria, prática docente e pesquisa

The aim of this thesis is to describe Political Science students’ experiences of studies and work life. Students’ reflections on their study situation as well as their envisaged and later experienced work life have been analysed through cross-sectional as well as longitudinal data. Central research questions are how students at the beginning and the end of their studies perceive their study program, how the communication patterns between teacher and students are negotiated, and what discourses of knowledge and competence operate in the program and in work life as well as how students of Political Science experience the transition from higher education to working life at two Euro-pean universities, and how Political science students and students in two professional programmes experience the transition from higher education to work life. The empiri-cal studies are presented in four articles. Ethnography, phenomenography and dis-course analysis have been applied. The results show that students embark on the pro-gram with dreams of being in the halls of power in Brussels or becoming famous by appearing in the media. They are, however, also driven by a Bildung incentive. Towards the end of their studies, more down-to-earth visions of the future as investigators have replaced their previous dreams. Another result is the ongoing negotiations about their role and the purpose of e.g. seminars, which convey double messages about what to say and when to contribute. They also report a rational and generic relationship between their studies and the work tasks, indicating that they have acquired a set of general skills that are helpful for them in their work. When moving from studies into work life, they report having a feeling of being squeezed between the politicians and the general public. Surprisingly, few of them regard themselves as having power in the decision-making arena. Keywords: Higher education, Work life, Trajectories of learning, National comparisons, / Syftet med avhandlingen är att beskriva studenter inom statsvetenskap och deras resa genom akademin ut i arbetslivet. Genom att undersöka studenternas reflektioner och tankar kring sin studiesituation och hur de ser på sitt kommande arbete genom att an-vända en undersökningsdesign som består av en tvärsnittsstudie och en longitudinell studie. Med utgångspunkt i syftet har ett antal forskningsfrågor formulerats; Hur upp-fattas utbildningen av studenter i början och slutet av sina studier? Vilka diskurser kring kunskap och kompetens återfinns i studieprogrammen? Vilka diskurser kring kunskap och kompetens återfinns i arbetslivet? Hur upplever studenter i statsveten-skap vid två europeiska universitet övergången mellan akademi och arbetsliv? Hur upp-lever studenter i statsvetenskap och studenter från två professionsutbildningar över-gången mellan akademi och arbetsliv? De empiriska studierna rapporteras i fyra upp-satser. Etnografi, fenomenografi och diskursanalys är de metoder som använts vid ana-lyserna av empiriska data. Många studenter väljer att läsa statsvetenskap på grund av ett allmän- bildningsin-tresse, de uttrycker också drömmen om att få arbeta i maktens korridorer eller bli kän-da som experter i media. I slutet av sin utbildning infinner sig snarare en bild av en framtida roll som utredare. Eftersom studier i statsvetenskap har en rationell karaktär med fokus på generiska färdigheter är detta inte särskilt förvånande. En grupp studen-ter som följdes under sina första fem veckor i en seminarieserie fick dubbla signaler rörande sin roll vid seminarier. Relationen mellan utbildning och arbete beskrivs som i första hand rationell och generisk, dvs de har förvärvat allmänna färdigheter som är dem till stor hjälp i arbetet. När de som nya på arbetsmarknaden talar om sin identitet, framgår att de beskriver sig som klämda från två håll i sin roll som förmedlare mellan allmänheten och makthavarna. Förvånansvärt få anser att de har någon reell makt när det gäller beslutsfattande. Nyckelord: Högre utbildning, arbetsliv, lärande, identitet, nationella jämförelser, inter-nationella jämförelser, nybörjare, erfarna studenter, professionella noviser.