L'enjeu de cette recherche consiste à saisir l‟influence de dispositifs de formation continue faisant appel à l‟analyse des pratiques et conçus dans une perspective de promotion de la santé, sur le développement de la professionnalité d'éducateurs pour la santé d‟origines diverses et sur leur capacité d‟autonomie (empowerment). Nos investigations, menées en Guadeloupe, portent sur la mise en place et le déroulement d'une session d‟un Diplôme universitaire de sexologie de l‟adolescent. Divers types de données sont analysées : carnet de bord de la formation, enquêtes sur les demandes des professionnels et les formations antérieures, enregistrements d‟ateliers d‟analyse des pratiques(GEASE), projets collectifs d‟action en éducation pour la santé rédigés par les étudiants.Les résultats de cette étude montrent que les dispositifs de formation continue faisant appel à l'analyse de situations vécues par les participants contribuent à la formation de praticiens réflexifs. Ce travail constate également que des dispositifs de formation conçus comme des processus de promotion de la santé amènent les éducateurs pour la santé à adopter cette même conception dans leur pratique. / The gist of this research is undertanding the influence of continuing education training programs calling upon the analysis of practice, aiming at promoting health and developing the professionalism of people who work with teenagers in various fields and their capacity for empowerment. Our investigations, conducted in Guadeloupe, focused on conceiving and implementing a session to obtain a university diploma in teenage sexology. Various types of data were analyzed : training logbook, researching professionnals‟ requests and previous training, recording analyses workshops on practice (GEASE), group projects drafted by students, on health education actions.The results of our study have revealed that continuing education programs based on the analysis of real life situations, experienced by participants, help train reflexive practitioners. Our research has alsohelped underline that training programs conceived as health promotion programs lead health educators to adopt the same conception in their practice.

Made available in DSpace on 2016-07-27T13:54:31Z (GMT). No. of bitstreams: 1 Isa Maria Braga.pdf: 631892 bytes, checksum: 1780821dc052f10dbcf1cdb2ecd596bd (MD5) Previous issue date: 2009-09-10 / The present study had the purpose to search elements to better understand the unsatisfactory results of incidence in learning of reading and writing in literacy classes in the municipality of Goiânia, Goiás, despite the investments made in elementary teachers training and improving the functioning of schools. The investigation primarily consisted the analysis of responses from elementary teachers linked to the municipal education system, given in open questionnaire, seeking to learn their thinking about their own theoretical concepts and practices in relation to literacy. also used for analysis, the study of pedagogical proposals of the Municipal Education Department and some interviews with some teachers. Although, the research general objective was to capture the look of the elementary teachers by identifying and analyzing their theoretical and methodological conceptions appropriation of literacy as widespread in the official proposals, and his own vision for their room class practice. The results analysis, points out the adaptation in education proposals of MED difficulties of elementary teachers, on the other hand, would not be contributing to such ownership that occurs because of a theoretical eclecticism certain and weak linkage between theory and practice. Besides, there are initial training and continuing education programs indications of the teachers would not reflecting favorably on their actions in the classroom. / A presente pesquisa teve por finalidade buscar elementos para compreender melhor a incidência de resultados insatisfatórios na aprendizagem da leitura e da escrita em classes de alfabetização no município de Goiânia (GO), a despeito dos investimentos feitos na formação de professores e na melhoria do funcionamento das escolas. A investigação consistiu, principalmente, da análise de respostas de professoras alfabetizadoras vinculadas à Rede Municipal de Educação, dadas em questionário aberto, visando conhecer seu pensamento sobre as suas próprias concepções teóricas e suas práticas em relação à alfabetização. Foram, também, utilizadas para análise, o estudo de propostas pedagógicas da Secretaria Municipal de Educação e entrevistas feitas com algumas professoras. Desse modo, o objetivo geral da pesquisa foi captar o olhar das professoras alfabetizadoras por meio da identificação e análise de suas apropriações das concepções teóricas e metodológicas da alfabetização, tal como difundidas nas propostas oficiais, e de sua própria visão sobre suas práticas em sala de aula. A análise dos resultados aponta dificuldades das professoras em se apropriar das propostas pedagógicas da SME que, por sua vez, não estariam contribuindo para que ocorra essa apropriação, devido a certo ecletismo teórico e pouca vinculação da teoria com a prática. Além disso, há indícios de que a formação inicial e os programas de formação continuada das professoras não estariam repercutindo favoravelmente em suas ações na sala de aula.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-09-25T18:03:56Z No. of bitstreams: 1 DissJBS.pdf: 3393495 bytes, checksum: 1a6be55f9f7feac6bc72dcfa17bcb90b (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-31T13:12:59Z (GMT) No. of bitstreams: 1 DissJBS.pdf: 3393495 bytes, checksum: 1a6be55f9f7feac6bc72dcfa17bcb90b (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-31T13:13:07Z (GMT) No. of bitstreams: 1 DissJBS.pdf: 3393495 bytes, checksum: 1a6be55f9f7feac6bc72dcfa17bcb90b (MD5) / Made available in DSpace on 2018-01-31T13:16:33Z (GMT). No. of bitstreams: 1 DissJBS.pdf: 3393495 bytes, checksum: 1a6be55f9f7feac6bc72dcfa17bcb90b (MD5) Previous issue date: 2017-06-27 / Não recebi financiamento / This work presents the programs of continuous teacher training in the municipal public-school system of Limeira, from 1996 to 2012, when different continuing education programs with different theoretical and methodological orientations were developed. In our research, we used qualitative research processes, conducting bibliographical and documentary researches, which made it possible to conceptualize the continuing education of teachers, analyze official documents of the municipal public-school system of Limeira and the educational programs of continuing education, highlighting their objectives, conceptions, types of training, methodologies and results. This research also presents the Municipal Center for Pedagogical Studies, CEMEP (1997-2012), which showed as a ―study center‖ to discuss, capacitate, acquire new knowledge and improve educators in their didactic-pedagogical training. The analyzed programs are: Total Quality Program in Education, PQTE (1996), Pedagogical Workshops (1996), Parameters in Action (1999), the ―Pro-Trainer‖ Program (2000), Estudar Pra Valer (2004), Letra e Vida (2006), Reading and Writing (2008), and the National Pact for Literacy in the Right Age, PNAIC (2012). I believe that the continuing training developed during the period of this study played an important role in the formation and consolidation of the teaching and technical staff of the network. / Este trabalho apresenta os programas de formação continuada de professores na rede pública municipal de ensino de Limeira, no período de 1996 a 2012, quando diferentes programas de formação continuada, com diferentes orientações teóricas e metodológicas foram desenvolvidos. Na investigação, foram utilizados processos de pesquisa de caráter qualitativo, com a realização de pesquisas bibliográfica e documental, que possibilitaram conceituar a formação continuada de professores, analisar documentos oficiais da rede pública municipal de ensino de Limeira e dos programas educacionais de formação continuada, destacando seus objetivos, concepções, tipos de formações, metodologias e resultados. Esta pesquisa apresenta também o Centro Municipal de Estudos Pedagógicos – CEMEP (1997-2012) que se apresentava como um ―centro de estudos‖ para discutir, capacitar, adquirir novos conhecimentos e aperfeiçoar os educadores na formação didático-pedagógica. Os programas analisados são: Programa de Qualidade Total na Educação – PQTE (1996), Oficinas Pedagógicas (1996), Parâmetros em Ação (1999), Programa ―Pró-Formador‖ (2000), Estudar Pra Valer (2004), Letra e Vida (2006), Ler e Escrever (2008), Pacto Nacional pela Alfabetização na Idade Certa – PNAIC (2012). Considero que as formações continuadas, desenvolvidas no período deste estudo, tiveram um papel importante para a formação e consolidação do corpo docente e técnico da rede.

This study describes the learning projects of a sample of engineers between the ages of 25 and 35 employed by a single employer in Port Worth, Texas. The problem of this study was the nature and extent of the continuing education programs of young engineers and the implications of these programs to their job requirements and possible employer assistance. The purposes of this study were to determine the number and types of learning projects undertaken each year by engineers with degrees, the number of hours spent by the subjects, the problems experienced, the resources used, the amount of job-related learning projects undertaken, the locations used to pursue learning projects, and whether the learning projects were amenable to assistance from employers.