This thesis presents research on an amateur composer-oriented Bach choir. Its main purpose is to study the development of musical identities and musical preferences of choir members as they take shape through the collective learning process of rehearsing and performing large-scale choral music. The study analyses how the choral participation and performance creates a certain type of ‘choral capital’ (a combination of social and cultural capital within the choral setting) and how the choristers reconstruct and relate to the composer (J.S. Bach) by creating ‘choral identities’ linked to the composer-orientation of their choir. This study is based on an interdisciplinary approach, seeking concepts and ideas from different fields of study – primarily sociology and music sociology (music in everyday life and the concepts of social and cultural capital in the amateur choral setting) but also music psychology regarding concepts of musical and vocal identities, history of music (especially Bach scholars, previous biographical writings about J.S. Bach), music and education (choral singing as informal music education) and interdisciplinary studies on music, health and well-being. The methodological approach of this research consists of a grounded theory based, single case study where the case was the Croydon Bach Choir in London performing J.S. Bach’s Mass in B Minor, using participant observation (where I sang with the choir for one semester) and qualitative interviews as main research methods and gathering demographic background data on choir members via paper-based survey. Whereas significant research on music performances has been conducted, so far choral research, where the direct participation of the researcher as a member of the choir is used as one of the main research methods, is still quite rare. Results indicate that participants develop socio-musical identity both through their choral participation in general, performance experiences and early music consumption in the family household and the emphasis of the importance of choral singing as a fulfilment instead of pursuing a professional career. Through choral singing, participants developed ‘choral capital’ through a) the effects of collective learning on their musical taste and preferences (thus broadening their musical taste and preferences and reconstructing the composer) and b) the well-being factor of collective singing and communal learning through the process of rehearsing and performing the Mass in B Minor. Furthermore, findings indicated that participants construct Bach as a genius and a devout Lutheran, an image that relates to the romantic image of Bach presented in the late 19th – early 20th century biographical writings on the composer. Thus in general, their choral activities form a valuable addition to their social and cultural capital (´choral capital´), which they use as a source of well-being in everyday life. In addition, participants create a certain ‘choral identity’ by relating to the composer-orientation of their choir; the promotional label of Bach as a synonym for quality choral singing and the emphasis of challenging repertoire.

This theoretical and historiographical thesis examines the theoretical work of the Translation Studies scholar André Lefevere. It focuses primarily on the analysis of Lefevere's work in the context of the development of Translation Studies (particularly in connection with the development of Descriptive Translation Studies, the formation of the "Manipulation School" and the cultural and sociological turns in Translation Studies). The paper covers Lefevere's theoretical underpinnings, the gradual development of his theoretical model and his contribution to the development of the discipline, with special regard to the integration of sociocultural aspects into translation research. Also included is an overview of the most significant critical responses to Lefevere's work and of the applications of his model in practical research.

The higher education system has undergone considerable change in the past fifty years. Increasing the number of students enrolled in university has been a focus of these changes. Despite the governments’ attempts in reducing the social class gap, there exist very large differences in those applying for r higher education. It seems despite the large socio-economic gap and the elitist image of attending university, UK government policies have not provided suitable support to reduce this gap. The level of concern over this subject has varied across different governments which could possibly have effects on young people’s transition from school across the different social classes. This thesis will address the difference between the New Labour and the Coalition governments’ level of attention to the issue of working class under-representation in universities and the policies they have developed to tackle it. It then investigates the effects of selected schemes designed to widen participation and explains how and why they are assumed to contribute to the reduction of the class gap in higher education participation. This study uses the dataset Longitudinal Study of Young People in England (LSYPE) to explore the relationship between attending widening access schemes and the likelihood of attending university during the New Labour office term. In doing so, and due to the shortage of direct measurements of state-funded widening participation programs, the analysis in this research uses school engagement activities as proxies. Additionally to provide an intergenerational comparison, given the differences in both data and policy environment, this research analyses the British Cohort Study 1970 data in order to provide further insights regarding the effectiveness of the then school engagement activities on university attendance. In other words, can the activities used to widen participation then provide greater insight into the kinds of programmes that might be effective in raising working class university participation? In turn this analysis provides the basis for an in-depth policy discussion of the issue.

Made available in DSpace on 2016-04-27T16:32:33Z (GMT). No. of bitstreams: 1 Valmir Almeida Passos.pdf: 720099 bytes, checksum: ce9dfd53d76c6910ad74448414f59634 (MD5) Previous issue date: 2011-10-19 / The present research consists of investigating, describing and to analyze as the processes of permanence and pertaining to school success had been constructed, of a group of pupils of the Education of Young and Adults of the city of Francisco Morato - a city dormitory in the region metropolitan of São Paulo, that possesss one of the lowest I.D.H. (Index of Human Development) of the State - opposing the perspective that relates the E.J.A. to the evasion and the failure pertaining to school, that is frequent in such modality of education. The theoretical beddings are placed in the area of the Sociology of the Education and, to deal with the referring questions to the success and the pertaining to school longevity the popular classrooms, we will be guided by the theoretical explanations of Bourdieu (1998), Lahire (1997), Charlot (2000), among others. As Thiollent (1982), the research will be quantitative, in the profile of the citizens and qualitative in the interviews. We will work you say with them of the citizens respecting, therefore, the singularity of each one. We look for to remove of the citizens to the answers and not presenting immediately alternative of choice, for the collection of data, we will use questionnaires with questions closed and opened and half-structuralized interview and that they will make possible to better investigate the characteristics of these citizens: it s social and economic conditions and previous pertaining to school trajectory. The citizens of this research had developed strategies intra and extra-pertaining to school that had favored the permanence process, such as: a new relation with the school, the personal and familiar mobilization, and the possibility to acquire a cultural capital that makes possible social ascension and in the world of the work / A presente pesquisa consiste em descrever e analisar como foram construídos os processos de permanência e de sucesso escolar, de um grupo de alunos da Educação de Jovens e Adultos do município de Francisco Morato uma cidade dormitório na região metropolitana de São Paulo, que possui um dos mais baixos I.D.H. (Índice de Desenvolvimento Humano) do Estado , contrariando a perspectiva que relaciona a E.J.A. à evasão e ao fracasso escolar, frequentes em tal modalidade de ensino. Os fundamentos teóricos situam-se na área da Sociologia da Educação e, para tratar as questões referentes ao sucesso e à longevidade escolar das classes populares, norteamo-nos pelas teorias de Bourdieu (1998), Lahire (1997), Charlot (2000), entre outros. Conforme Thiollent (1982), a pesquisa será quantitativa, no perfil dos sujeitos e qualitativa nas entrevistas. Trabalhamos com as falas dos sujeitos, respeitando a singularidade de cada um. Utilizamos questionários com perguntas fechadas e abertas e entrevista semi-estruturada. Os sujeitos desta pesquisa desenvolveram estratégias intra e extra-escolares que favoreceram o processo de permanência, tais como uma nova relação com a escola, a mobilização pessoal e familiar e a possibilidade de adquirir um capital cultural que possibilitou ascensão social e no mundo do trabalho

Made available in DSpace on 2016-04-27T16:33:04Z (GMT). No. of bitstreams: 1 Marinaldo de Almeida Cunha.pdf: 1588559 bytes, checksum: 310fd4a4f91b045a887176faeccaa2c1 (MD5) Previous issue date: 2015-08-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Success and School failure have been quite common themes in academic papers researching on students graduating high school from public or private schools. However, few investigate the student look that still attends this level of education, and what these people expect of themselves for the near future with the way the determinants received from family and social relationships influence the young in your possible choice. Thus, this paper aims to identify the expectations of young students on their own destiny and the relationships involving their choices upon completion of high school. The study is an empirical research aimed to characterize individuals in socio-economic terms, in addition to showing existing profiles in the classroom and seek to know the social relations kept by the subjects in and out of school. Primarily aimed to understand the expectations of young high school students from public schools in the city of Campina Grande, Paraíba. Therefore we wish to observe how the environment and social groups such as family, school, among others, have a direct or indirect influence on the individual to choose the educational path and / or professional to be followed after completion at this level of education. The Pierre Bourdieu s concepts of cultural, social and economic capitals will be the work tab in the quest to understand how social origin and social relations are determining factors in the choice of the future of the individual. We also employ the concepts of primary and secondary socialization of Berger and Luckmann. The first form of socialization is responsible for the insertion of the individual in social media, and the second, by the process that introduces the individual already socialized into new sectors of society / Sucesso e fracasso escolar têm sido temas bastante comuns em trabalhos acadêmicos que pesquisam sobre estudantes egressos do ensino médio de escolas públicas ou privadas. Entretanto, poucos relacionam o olhar do estudante que ainda cursa esta etapa de ensino, e o que esses indivíduos esperam de si mesmos para um futuro próximo com a forma pela qual os determinantes recebidos dos familiares e das relações sociais influenciam o jovem na sua possível escolha. Sendo assim, este trabalho pretende identificar as expectativas de jovens estudantes sobre seu próprio destino e as relações que envolvem suas escolhas na conclusão do ensino médio. O estudo consiste numa pesquisa empírica que visa caracterizar os indivíduos em termos socioeconômicos, além de traçar os perfis existentes na sala de aula e procurar conhecer as relações sociais mantidas pelos sujeitos dentro e fora da escola. Prioritariamente buscamos identificar as expectativas de jovens estudantes do ensino médio de escolas públicas estaduais da cidade de Campina Grande, Paraíba. Pretendemos assim, constatar de que forma o meio e os grupos sociais, tais como a família, a escola, dentre outros, exercem influência direta ou indireta sobre o indivíduo na escolha do caminho educacional e/ou profissional que pretende seguir após a conclusão deste nível de ensino. Os conceitos de capital cultural, social e econômico de Pierre Bourdieu serão o guia do trabalho na busca de compreender como a origem social e as relações sociais são fatores determinantes na escolha do futuro do indivíduo. Também empregamos os conceitos de socialização primária e secundária de Berger e Luckmann. A primeira forma de socialização é responsável pela inserção do indivíduo nos meios sociais e, a segunda, pelo processo que introduz o indivíduo já socializado em novos setores da sociedade

Made available in DSpace on 2016-04-27T16:33:51Z (GMT). No. of bitstreams: 1 Carolina Ferrucci Moncao.pdf: 1313501 bytes, checksum: 5946f39b16367aadbc98fce3228980f0 (MD5) Previous issue date: 2009-03-19 / This work points out the ways and results of an investigation about the choices intended by students from privileged social groups of Mogi das Cruzes (SP) towards superior education: institutions and careers. The main objective of the research, over all based on Pierre Bourdieu s notions of social position, economical and cultural capital, has related the cultural practices of students who are finishing high school at expensive schools to their intentions of choice of institutions and careers at college. In order to reach this objective, three schools that charged the highest high school fees at the referred municipal district were selected. After contacting the schools, two of them accepted that their students answered the instrument of data collect, a questionnaire elaborated for this specific purpose. The questionnaire had 74 objective and subjective questions and it was answered by 77 students from the two schools in 2008. The analysis of the results quantified the students cultural practices museums visits, physical activities developed by them, foreign language fluency, informatics knowledge, arts courses, musical instruments abilities, international trips and related them to these students intentions of going to college. 75 out of 77 subjects involved on this investigation stated their intentions to go to college. The results about parental formation and occupation, family income, types of investments on the cultural practices cited above mark the possibility of these students being part of privileged social groups not only through an economical point of view. The results also point out the fact that the various practices accomplished by the students are related to a vast series of options towards the intended institutions / Este trabalho apresenta os caminhos e os resultados de uma investigação sobre as escolhas pretendidas por estudantes oriundos de grupos sociais privilegiados do município de Mogi das Cruzes (SP) em relação à educação superior: instituições e carreiras. O objetivo central da pesquisa, baseado, sobretudo nas noções de posição social, capital econômico e capital cultural de Pierre Bourdieu, constituiu-se em relacionar as práticas culturais de concluintes do nível médio de educação de escolas de altas mensalidades às suas intenções a respeito da escolha de instituições e de carreiras na educação superior. Para atingir tal objetivo foram selecionadas as três escolas que cobravam as mais altas mensalidades no nível médio da educação básica no referido município. Após contato com as escolas, duas delas aceitaram que seus estudantes respondessem ao instrumento de coleta de informações: um questionário elaborado para este fim específico. O questionário continha 74 questões entre objetivas e discursivas e foi respondido por 77 estudantes das duas escolas no ano de 2008. A análise dos resultados consistiu em quantificar as práticas culturais dos estudantes - conhecimento de museus, realização de atividades físicas, fluência em língua estrangeira, domínio de informática, cursos de arte, habilidades com instrumento musical, viagem internacional - e relacioná-las às intenções dos mesmos sobre a educação superior. Entre os 77 sujeitos envolvidos nesta investigação, 75 afirmaram ter intenção de cursar o nível superior. Os resultados encontrados sobre nível de formação e ocupação dos pais, renda familiar, tipos de investimentos nas práticas culturais citadas anteriormente sinalizam para a possibilidade de tais estudantes pertencerem a grupos sociais privilegiados não apenas economicamente. Os resultados apontam também o fato de que a diversidade de práticas culturais realizadas pelos estudantes se relaciona a uma maior amplitude de opções quanto às instituições pretendidas

Made available in DSpace on 2016-04-27T16:33:52Z (GMT). No. of bitstreams: 1 Silvia Maria Leme do Prado Cascione Mazzonetto.pdf: 1496448 bytes, checksum: 471e8c3eea7055690aadbcb644bbd1fc (MD5) Previous issue date: 2009-03-24 / The main objective of this report research is to apprehend the strategies for literary capital acquisition to Letters students from lower classes under the sociological perspective of Pierre Bourdieu, to whom the lower classes are destined to the school failure, because the school transmits the dominant cultural capital which is scarce to them. Therefore, the subject of this study are 56 students from the 6th semester of a public college in São Paulo (Group 1) and 36 students in the same semester from a private college located in the city of Santos (Group 2). The specifics objectives are: 1) characterize the social economic and cultural profile in the last year; 2) raise the strategies of appropriation to the literary capital in the path before college and in the same schedule; 3) compare this student improvement and the number of abdication in his group; 4) verify how much the Letters course interferes in his cultural activities today. The main theoretical supports in the sociological area are Pierre Bourdieu, Bernard Lahire and Bernard Charlot. In the reading area, the main reference is Antonio Augusto Gomes Batista. We claim to investigate in which way (which reading and strategies) these students used to obtain in their academic life this elite cultural capital (literary and school), where we presume, they had a little or none contact: literature is the lecture that composes the curricular grade in this course, and we suppose that the student use some strategies to acquit this capital, but the acquisition of the literary capital is only superficial. This has been partially proved. For this, they realized a quantitative and qualitative data collect, making applied tests for both groups and interviews with two students from Group 1, beyond consulting the course secretary of the college to obtain how many students got off. The results show that Group 1 belongs to middle and lower classes and Group 2 to the lower classes. This report reveals that the ones that prefer public college suffers a super selection, before and during the course, and at this point they have more cultural capital than the group of private college. The literary lecture is connected to some singularities in the students life history that distinguish their relationship to pairs of their classes and allows them to reach a high social level / Sob a perspectiva sociológica de Pierre Bourdieu, segundo a qual as camadas populares, em razão de seu escasso capital cultural de origem, destinam-se ao fracasso escolar porque a escola transmite o capital cultural dominante (ou da elite), esta pesquisa tem como objetivo geral caracterizar as estratégias de aquisição do capital literário por estudantes dos cursos de Letras originários de camadas populares. Portanto, os sujeitos de estudo são 56 estudantes do sexto semestre de Letras de uma universidade pública da cidade de São Paulo (Grupo 1) e 36 estudantes do sexto semestre de Letras de uma universidade privada da cidade de Santos (Grupo 2). Os objetivos específicos são: 1) caracterizar o perfil socioeconômico e cultural dos estudantes dos últimos anos do curso de Letras; 2) levantar as estratégias de apropriação do capital literário na trajetória anterior ao curso universitário e no próprio curso de Letras; 3) aferir o aproveitamento desse estudante e o número de desistências em sua turma; 4) verificar o quanto o curso de Letras interfere hoje nas suas atividades culturais. Os fundamentais autores que oferecem apoio teórico na área sociológica, além de Pierre Bourdieu, são Bernard Lahire e Bernard Charlot. Na área de leitura, a principal referência é Antônio Augusto Gomes Batista. Pretendeu-se investigar de que forma (que estratégias, principalmente a leitura) esses estudantes utilizaram para adquirir, na trajetória escolar e universitária, um capital cultural de elite (o capital escolar e o literário) com o qual, supõe-se, tiveram pouco ou nenhum contato: a Literatura, disciplina componente da grade curricular do curso de Letras, sob a hipótese, parcialmente comprovada, de que os sujeitos recorreriam a estratégias (limitantes) para tentar se apropriar do capital, mas essa apropriação seria superficial. Para isto, foi realizada coleta quantitativa e qualitativa de dados, por meio de questionários aplicados nos dois grupos e entrevistas com dois sujeitos do Grupo 1, além de consulta à secretaria do curso de Letras da universidade pública a fim de obter números de evasão. A análise dos resultados mostrou que Grupo 1 (universidade pública) pertence às camadas médias e populares e o Grupo 2 (universidade privada) pertence às camadas populares. Revelou-se que os sujeitos que ingressam na universidade pública sofrem uma superseleção, antes e durante o curso, e têm, a essa altura, capital cultural mais volumoso do que os sujeitos da universidade privada, cuja relação com a leitura literária é bastante rarefeita. As entrevistas mostraram que uma leitura literária competente está vinculada a singularidades na história dos sujeitos que os distingue entre os pares de sua classe e pode levá-los à mobilidade social

Made available in DSpace on 2016-04-27T16:33:54Z (GMT). No. of bitstreams: 1 Yascara Michele Neves Koga.pdf: 16543613 bytes, checksum: e27dd9189edc49ad2c4b7d39a0b13771 (MD5) Previous issue date: 2009-03-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research central issue is the profile of the teacher who works at the public Elementary School from 1st to 4th grades at the state of Santa Catarina, the winner of the Prize Professores do Brasil (Teachers of Brazil). The study was carried out considering the sociological perspective. The research is based on Pierre Bourdieu s theory about the social capital, cultural capital and distinction. Aiming to define the profile and analyze the conditions of the granted teachers professional trajectory, we analyzed aspects related to: social origin, trajectory, teaching formation; cultural capital; mobilization to do the prize subscription; distinction among the other colleagues. From March 2007 to September 2008 we carried out interviews and questionnaires in two granted teachers who lived at the city of Vargem Bonita- SC, the only city with two citizens who had been granted with the Prize Teachers of Brazil at the Midwest of Santa Catarina. Besides, we researched the Prize Teachers of Brazil in 2003 and 2004, aiming to define what is considered worth of distinction by the Ministry of Education. The research data evidenced that the teachers who participated in the Prize Teachers of Brazil had a certain degree of cultural and social capital. The data also allowed us to understand that the participants of the awards used to value in their school and family trajectory the search for grants. We also realized that there is the legitimization of the teacher as the main agent of the change of quality of the public teaching in Brazil, according to the Ministry of Education. The granted teacher is the center of the solutions . In many cases, the teachers involve the community in order to help renovating the physical spaces or to donate the necessary resources to the teaching profession / O tema central desta pesquisa é o perfil do professor ciclo I do ensino fundamental em escola pública do estado de Santa Catarina, ganhador do Prêmio Professores do Brasil. Trata-se de estudo realizado a partir de perspectiva sociológica. A pesquisa tem por base a teoria do capital social, capital cultural e distinção elaborada por Pierre Bourdieu. Com o objetivo de delinear o perfil e analisar as condições da trajetória profissional dos professores premiados foram analisados aspectos relacionados a: origem social, trajetória, formação docente; capital cultural; mobilização para a inscrição no prêmio; distinção entre os demais colegas. Para tanto, no período de março de 2007 a setembro de 2008 foram realizadas entrevistas e aplicados questionários a duas professoras premiadas com o Prêmio Professores do Brasil residentes no município de Vargem Bonita-SC, único município que possui duas ganhadoras do Prêmio Professores do Brasil no Oeste de Santa Catarina. Além disso, foi pesquisado o Prêmio Professores do Brasil nos anos de 2003 e 2004, com o objetivo de delinear o que é considerado digno de distinção pelo Ministério da Educação. Os dados da pesquisa evidenciaram que as duas professoras pesquisadas participantes do Prêmio Professores do Brasil possuem certo grau de capital cultural e social. Os dados também permitiram verificar que os participantes da premiação já valorizavam na sua trajetória, tanto escolar, quanto familiar, a busca por premiações. A pesquisa constatou ainda que há, por parte do Ministério da Educação, a legitimação do professor como agente principal da mudança da qualidade no ensino público do Brasil. O professor premiado constitui o centro das soluções . Em muitos casos os professores envolvem a comunidade para auxiliar em reformas do espaço físico ou prover os recursos necessários ao ensino

Made available in DSpace on 2016-04-27T16:33:54Z (GMT). No. of bitstreams: 1 FABIO FETZ ALMEIDA.pdf: 2370212 bytes, checksum: 7cd04b263e6fa6cc8bdce8f539bd2ede (MD5) Previous issue date: 2009-05-08 / Secretaria da Educação do Estado de São Paulo / The research examined the influence of the religious practices of the Methodist Church and its Sunday School on the process of literacy, in the year 2008. Through a case study involving the techniques of observation, two families were selected for a detailed study. The instruments used to develop this research was semi-structured interviews, the observation of the religious cult and the Sunday School practices development in the weekends, and the analysis of the pedagogical material used in the Sunday School. The objective was to observe the practices of literacy to which children and adults were exposed. The following hypothesis guided the research: the learning practices of the Sunday School and the family relationship, although based on the religion dogmas, involves literacy exercises that encourage the development of skills of writing in children. The study group was composed by two children in school age (between ten and thirteen years old) and their families. The reading and writing practices of the select families was analyzed through the concepts of habitus and cultural capital (Bourdieu, 2007) and family configuration (Lahire, 2004). It was observed that the investigated religious field has solid social values that contribute positively to the learning process of the younglings through the social practices development in the Sunday School. Thus, the embodiment of cultural capital as habitus and the ways of production of symbolic goods in the religious field has contribute to the development of writing, reading and interpretation skills of the select group / A pesquisa examinou a influência das práticas religiosas da Igreja Metodista e de sua escola dominical sobre o processo de letramento, durante o ano de 2008. Por meio de um estudo de caso que envolve as técnicas de observação, duas famílias foram selecionadas para um estudo aprofundado. Os instrumentos utilizados para empreender a pesquisa foram entrevistas semi-estruturadas, a observação das práticas desenvolvidas nos finais de semana durante o culto religioso, na escola dominical e a análise do material pedagógico utilizado na escola dominical. O objetivo era o de observar as práticas de letramento aos quais crianças e adultos eram expostos. A seguinte hipótese norteou a pesquisa: as práticas de aprendizagem na escola dominical e as relações familiares, embora fundamentados no dogma religioso, envolvem exercícios de letramento que favorecem a habilidade da escrita pelas crianças. O público alvo foi formado por duas crianças em idade escolar (entre dez e treze anos de idade) assim como as suas famílias. As práticas de leitura e escrita das famílias selecionadas foram analisadas a partir dos conceitos de habitus e capital cultural (Bourdieu, 2007) e de configurações familiares (Lahire, 2004). Observou-se que o ambiente religioso investigado possui sólidos valores sociais, os quais influenciam positivamente no processo de aprendizado dos jovens através de práticas sociais desenvolvidas na escola dominical. Sendo assim, a incorporação do capital cultural na forma de habitus e dos esquemas de reprodução de bens simbólicos existentes no ambiente religioso contribui para o desenvolvimento das habilidades de escrita, leitura e interpretação do grupo selecionado

Made available in DSpace on 2016-04-27T16:57:26Z (GMT). No. of bitstreams: 1 Mariza Antonia Machado de Lima.pdf: 1018563 bytes, checksum: dea051775a3c3847c7dd8421ed5c91ac (MD5) Previous issue date: 2013-06-03 / Secretaria da Educação do Estado de São Paulo / This work aims to investigate the actions of continuing education offered by government agencies, seeking to diagnose the limits and potential of these actions as facilitators of teaching, as well as identifying the relationships between these processes and the training needs of teachers about their educational practice. A qualitative study was conducted through the analysis of documents, relating to the shares of continuing education for teachers of Basic Education of the Public São Paulo, made available by a Board of Education of the Interior of St. Paul, on the site of the Secretary of State Education of São Paulo and in the archives of the researcher, and analysis of 43 (forty-three) questionnaires answered by mathematics teachers participating shares offered training and analysis of interviews with three of those teachers. The data analysis was performed by means of narratives told through the lives of the teachers interviewed formative taking as reference the concepts of Social Capital, Cultural Capital and Habitus of Pierre Bourdieu. The information contained in the questionnaires allowed profiling of mathematics teachers participating in the training activities offered and to identify perceptions about the actions of these teachers who participated. For analysis of the statements of teachers consider three categories: Motivations, Strengths and Weaknesses. The analysis of these categories identified that the professional performance, student learning and the salary issue have been the factors that has mobilized teachers to participate in continuing education activities, and that the training activities has enabled teachers knowledge curriculum, teaching, on evaluation, technology, and exchanging experiences. The analysis shows that in some ways the formative processes offered by public agencies, disruptive to the educational practice of mathematics teachers participating in these processes, as they are constituted as social spaces that allow the incorporation of cultural capital and production of new habitus. However, the testimonies reveal some weaknesses of these actions, since they are punctual, opportunities are not given to all teachers, are held in bulk and do not consider the reality of each school / O objetivo deste trabalho é investigar as ações de formação continuada oferecidas pelos órgãos públicos, procurando diagnosticar os limites e potencialidades dessas ações enquanto facilitadoras do trabalho docente, bem como identificar as relações entre esses processos formativos e as necessidades dos professores quanto à sua prática educativa. A pesquisa de abordagem qualitativa foi realizada por meio da análise de documentos, referentes às ações de formação continuada de professores da Educação Básica da Rede Pública de São Paulo, disponibilizados por uma Diretoria de Ensino do Interior de São Paulo, no site da Secretaria de Estado da Educação de São Paulo e em arquivos da própria pesquisadora, além de análise de 43 (quarenta e três) questionários respondidos por professores de Matemática participantes das ações de formação oferecidas e da análise de entrevistas realizadas com três desses professores. A análise das entrevistas foi realizada por meio de narrativas contadas a partir da trajetória formativa dos professores entrevistados tendo como referencia os conceitos de Capital Social, Capital Cultural e Habitus de Pierre Bourdieu. As informações contidas nos questionários permitiram traçar o perfil dos professores de Matemática participantes das ações formativas oferecidas, bem como identificar as percepções desses professores sobre as ações que participaram. Para análise dos depoimentos dos professores consideramos três categorias: Motivações; Potencialidades e Fragilidades. A análise dessas categorias possibilitou identificar que a atuação profissional, a aprendizagem dos alunos e a questão salarial têm sido os fatores que mais tem mobilizado os professores a participar das ações de formação continuada, e que as ações formativas tem possibilitado aos professores conhecimento curricular, didático, sobre avaliação, tecnologia, além da troca de experiências. A análise dos resultados nos mostra que de certa forma os processos formativos oferecidos pelos órgãos públicos, provocam rupturas à prática educativa dos professores de Matemática participantes desses processos, à medida que se constituem como espaços sociais que possibilitam a incorporação de Capital Cultural e produção de novos habitus. Contudo, os depoimentos revelam algumas fragilidades dessas ações uma vez que elas são pontuais, não são oportunizadas a todos os professores e são realizadas em massa, não considerando a realidade de cada escola