Made available in DSpace on 2015-05-07T15:08:40Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 8074510 bytes, checksum: e7252b544ff41d9f30887199b55a9c8d (MD5) Previous issue date: 2012-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aimed the central focus of educational experiences developed by the Piollin School - now under the name Piollin Cultural Center - with reference to the journey lived by Piollin since its founding in 1977 until the year 1984 - when its main proponent withdraws the institution. We found during the research that in this period its main articulators were imbued with the desire to create a "movement" to represent them as part of paraibana youth artistic, they wanted to try other forms of access to education and culture during the 1970s still under military regime and the early resumption of politics in Brazil. The methodology of analysis and interpretation, we made the comparison of written sources that were part of the set of documents in the custody of Piollin. In addition, we worked with the methodology of oral history by interviewing. The analysis of these sources has allowed us to look closer into the educational culture and conceptions of education that guided the pedagogical practice of the institution during the studied period. The theoretical framework was based on an exploratory perspective through which we seek to work with the concepts of Culture and Education Non-formal education in order to understand their educational practices, correlating the experiences of Piollin School with the idea of Ivan Illich (1985). Thus, this study falls within the field of History of Education with regard to both research on the history of educational institutions and on experiences of non-formal educational practices. / Esta dissertação tem como foco central apreender as experiências educativas desenvolvidas pela Escola Piollin - hoje sob a denominação de Centro Cultural Piollin - apresentando como referência a jornada percorrida pela Piollin desde a sua fundação em 1977 até o ano de 1984 quando seu principal idealizador se afastou da instituição. Constatou-se ao longo da pesquisa que nesse período seus principais articuladores estiveram imbuídos do desejo de criação de um movimento que os representasse como parte da juventude artística paraibana, que desejava experimentar outras formas de acesso à educação e cultura, durante os anos de 1970, ainda sob o regime militar, e os primeiros anos de reabertura política no Brasil. Como metodologia de análise e interpretação, privilegiou-se o cotejo de fontes escritas que faziam parte do conjunto documental sob a guarda da Piollin. Além disso, trabalhou-se com a metodologia da história oral, por meio de entrevistas temáticas. A análise destas fontes possibilitou uma aproximação com a cultura educacional e com as concepções de educação que orientavam a prática pedagógica da Instituição no período pesquisado. O referencial teórico pautou-se numa perspectiva exploratória, por meio da qual se buscou trabalhar com os conceitos de Cultura Educacional e Educação não formal visando compreender suas práticas educativas, correlacionando as experiências da Escola Piollin com a ideia de desescolarização de Ivan Illich (1985). Assim, este estudo insere-se no campo da História da Educação, no que diz respeito tanto às pesquisas sobre a história das instituições educacionais quanto sobre experiências de práticas educativas não formais.

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The purpose of this study was to explore the lived experiences of African orphaned learners in relation to their educational experiences with the view of establishing whether the type of education received and the inferred quality of that education correlate with official conceptions of quality education as articulated in government policies. The study interrogates policy intentions geared to improving the quality of education in South African schools and juxtaposes the intended policy with the lived experiences of orphaned learners. This is a qualitative case study focusing specifically on four African primary school learners. Data were collected from interviews, observations and written stories of orphaned learners, as well as interviews with the orphaned learners’ teachers and caretakers. The claim I make in this study is that all learners living in impoverished communities and subjected to the kind of disadvantages in operation in their home environment are at risk of education of an inferior quality. However, being an orphan can aggravate this in that orphaned learners bring to school peculiar attributes which would produce outcomes that differ from those envisaged in policy documents. The findings of the study indicate that:<ul><il> (a) the behaviour displayed by orphaned learners, the emotional changes resulting from changing family circumstances, grieving the loss of parents and fear of losing the caregiver may impact negatively on the intended quality of education </il><il> (b) the socioeconomic and cultural contexts of orphaned learners have an influence on the received quality of education</il><il> (c) orphaned learners raised in sibling-headed households, where the primary educators (e.g. parents or surrogate parents) are non-existent, have impoverished educational experiences </il><il> (d) the support provided by the extended family can contribute positively to the educational experiences of orphaned learners </il><il> (e) the community can serve as a critical resource in enhancing the educational experiences of orphaned learners. <br> </ul> Finally, the study indicates that, by studying the lived experiences of African orphans, a better understanding of the quality of education received is made possible and this in turn could influence the conceptualisation of quality education and support structures required to achieve this ideal at higher levels of the education system. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

This qualitative phenomenological study was conducted in order to better understand the multiple multicultural educational experiences TCKs have as a result of their unwanted/unpredictable international moves. The transcendental approach included semistructured face-to-face interviews based on a questionnaire with 12 TCK students at an international school in Korea. Students were asked to share their emotional, academic, and social experiences. The three research questions underpinning the questionnaire were: What are the emotional experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the academic experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the social experiences of TCK high school students at a Korean international school who had multiple school disruptions? The participants had attended at least three different schools K-12 and had attended schools in at least two different countries. Results revealed that although TCKs are fearful of moving to a new school in a new country they are excited about the new experiences they will have as they transition to a new place and new school. Academically, the International Baccalaureate Programme is the curriculum TCKs prefer and find the most suitable to their international experiences. The most unique experiences TCKs face moving from one school to another in a different country revolve around relationships. The most difficult part about moving is leaving friends and family behind. While TCKs moving to a new school in a new country face complex challenges forming close relationships, they are open-minded and are able to relate to people from a variety of different backgrounds and nationalities.

The purpose of this study was to assess the congruence between the learning styles of Division III Cree, Dene, Metis and non-Native students, and the instructional styles of Native and non-Native teachers In Nothern Saskatchewan schools.<p> The data for this study were collected by administering Canfield's Learning Styles Inventory and Canfield's Instructional Styles Inventory in six Northern Saskatchewan schools. The total sample of 464 consisted of 385 students and 79 teachers; the student sample was comprised of 81 Cree, 65 Dene, 134 Metis and 105 non-Native students, while the teacher sample consisted of 15 Native teachers and 64 non-Native teachers. The independent variables in this study were culture, sex and age; and the dependent variables were the 16 learning/instructional style scales, predicted levels of student academic performance and perceived responsibility of teachers for the students' learning process.<p> The nine hypotheses posed in the study were tested by an examination of mean scores on 16 inventory scales; and by using one-way ANOVA with accompanying Newman-Keuls comparisons between ordered means. Overall differences in the sample of students and teachers classified by culture, sex and age were assessed by discriminant analysis.<p> The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of assessing learning/instructional style, and the existence of cultural bias. The major question of the study asked whether preferred instructional styles of Native and non-Native teachers were congruent or incongruent with the preferred learning styles of Cree, Dene, Metis and non-Native students. It was found that neither group of teachers was congruent with all components of learning style preferences in any student group, but both Native and non-Native teachers were congruent on more than 50 percent of all components. There was strong evidence in the study however that Native teachers were congruent with all student groups on a greater number of components than was true for non-Native teachers. Native teachers were congruent with all student groups in 54 (84.4%) out of 64 possible learning/instructional style components. The congruency rate for non-Native teachers was 40 out of 64 instances, or 62.5%.<p> Certain components of learning style differed among students of Cree, Dene, Metis and non-Native backgrounds, with the Dene most different from the non-Native group. The Cree and the Metis were similar to each other, and fell midway between the Dene and the non-Native students. In sum, differences were found among the groups of Native students (free, Dene and Metis), as well as between the Native and the non-Native students. Although culture was found to relate to learning style, sex appeared to be an even stronger variable influencing student learning style preferences. Age was found to relate to the learning styles of the Dene and non-Native students but not of their Cree and Metis counterparts. The Cree and Metis students held the lowest expectations for their academic performance. The Dene students exceeded the Cree and Metis groups.<p> The points of difference in instructional style indicated that non-Native teachers preferred to teach from logically and clearly organized materials, whereas Native teachers were more likely to encourage students to work independently. No other differences were found between cultural groups. Male and female teachers were found to prefer, to a modest degree, different approaches to teaching at only certain age levels. Female teachers at all age levels reacted more negatively to teaching about inanimate objects than did males. Younger female teachers preferred teaching by having students read written material and by teaching students about working with people, while males of the same age were more Interested in teaching by the experiential approach. In scores on teacher responsibility for the students' learning process, no differences were found among teachers classified by culture, sex and age. The teacher group as a whole appeared to share similar perceptions about their responsibility for student learning.<p> This study showed that culture, sex and age related to differences in instructional style of teachers in patterns similar to the ways in which the variables influenced learning style among students. Among students, sex Influenced student preferred learning style to a greater degree than did cultural background by itself. Age was of second importance. Among teachers, sex was found to be the most important variable followed by culture and age, both of which were of similar degree of importance. Cultural background as an Isolated variable was relatively unimportant in relation to either learning or instructional style.

The purpose of this study was to assess the congruence between the learning styles of Division III Cree, Dene, Metis and non-Native students, and the instructional styles of Native and non-Native teachers In Nothern Saskatchewan schools.<p> The data for this study were collected by administering Canfield's Learning Styles Inventory and Canfield's Instructional Styles Inventory in six Northern Saskatchewan schools. The total sample of 464 consisted of 385 students and 79 teachers; the student sample was comprised of 81 Cree, 65 Dene, 134 Metis and 105 non-Native students, while the teacher sample consisted of 15 Native teachers and 64 non-Native teachers. The independent variables in this study were culture, sex and age; and the dependent variables were the 16 learning/instructional style scales, predicted levels of student academic performance and perceived responsibility of teachers for the students' learning process.<p> The nine hypotheses posed in the study were tested by an examination of mean scores on 16 inventory scales; and by using one-way ANOVA with accompanying Newman-Keuls comparisons between ordered means. Overall differences in the sample of students and teachers classified by culture, sex and age were assessed by discriminant analysis.<p> The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of assessing learning/instructional style, and the existence of cultural bias. The major question of the study asked whether preferred instructional styles of Native and non-Native teachers were congruent or incongruent with the preferred learning styles of Cree, Dene, Metis and non-Native students. It was found that neither group of teachers was congruent with all components of learning style preferences in any student group, but both Native and non-Native teachers were congruent on more than 50 percent of all components. There was strong evidence in the study however that Native teachers were congruent with all student groups on a greater number of components than was true for non-Native teachers. Native teachers were congruent with all student groups in 54 (84.4%) out of 64 possible learning/instructional style components. The congruency rate for non-Native teachers was 40 out of 64 instances, or 62.5%.<p> Certain components of learning style differed among students of Cree, Dene, Metis and non-Native backgrounds, with the Dene most different from the non-Native group. The Cree and the Metis were similar to each other, and fell midway between the Dene and the non-Native students. In sum, differences were found among the groups of Native students (free, Dene and Metis), as well as between the Native and the non-Native students. Although culture was found to relate to learning style, sex appeared to be an even stronger variable influencing student learning style preferences. Age was found to relate to the learning styles of the Dene and non-Native students but not of their Cree and Metis counterparts. The Cree and Metis students held the lowest expectations for their academic performance. The Dene students exceeded the Cree and Metis groups.<p> The points of difference in instructional style indicated that non-Native teachers preferred to teach from logically and clearly organized materials, whereas Native teachers were more likely to encourage students to work independently. No other differences were found between cultural groups. Male and female teachers were found to prefer, to a modest degree, different approaches to teaching at only certain age levels. Female teachers at all age levels reacted more negatively to teaching about inanimate objects than did males. Younger female teachers preferred teaching by having students read written material and by teaching students about working with people, while males of the same age were more Interested in teaching by the experiential approach. In scores on teacher responsibility for the students' learning process, no differences were found among teachers classified by culture, sex and age. The teacher group as a whole appeared to share similar perceptions about their responsibility for student learning.<p> This study showed that culture, sex and age related to differences in instructional style of teachers in patterns similar to the ways in which the variables influenced learning style among students. Among students, sex Influenced student preferred learning style to a greater degree than did cultural background by itself. Age was of second importance. Among teachers, sex was found to be the most important variable followed by culture and age, both of which were of similar degree of importance. Cultural background as an Isolated variable was relatively unimportant in relation to either learning or instructional style.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-11T13:43:04Z No. of bitstreams: 1 alinelailagomes.pdf: 1867037 bytes, checksum: 661eea1efac4dd4c6a9760cdc604b3b5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-20T19:18:10Z (GMT) No. of bitstreams: 1 alinelailagomes.pdf: 1867037 bytes, checksum: 661eea1efac4dd4c6a9760cdc604b3b5 (MD5) / Made available in DSpace on 2016-06-20T19:18:10Z (GMT). No. of bitstreams: 1 alinelailagomes.pdf: 1867037 bytes, checksum: 661eea1efac4dd4c6a9760cdc604b3b5 (MD5) Previous issue date: 2015-06-18 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo discute a relação entre o Programa Segundo Tempo (PST) e a temática de gênero. O PST é um programa do Ministério do Esporte que desenvolve, há mais de uma década, ações de esporte educacional voltadas a atender crianças e adolescentes em situação de vulnerabilidade social. Os objetivos foram: analisar a inserção e permanência de meninas e meninos nos núcleos do PST de Ubá/MG, bem como os processos sociais que resultam em discrepância na participação entre os gêneros; e identificar de que formas os discursos sobre gênero se materializam nas intervenções pedagógicas dos coordenadores de núcleo. Esta pesquisa de natureza qualitativa realizou-se em quinze núcleos do PST na cidade de Ubá/MG, em funcionamento entre 2012 e 2014. O grupo de participantes da pesquisa compôs-se de quinze coordenadores de núcleo, que responderam a entrevistas temáticas individuais semiestruturadas. Foram também realizadas observações exploratórias em quatro dos quinze núcleos, assim como uma entrevista com a professora Silvana Vilodre Goellner, autora do capítulo que discorre sobre Gênero e Sexualidade no livro de Fundamentos do PST. A análise e o tratamento dos dados foram feitos a partir da análise de conteúdo, que permitiu o recorte das falas de acordo com os conteúdos mais significativos. Verificou-se que todos os coordenadores de núcleo do PST/Ubá/MG, durante sua formação acadêmica, discutiram a temática de gênero. Os coordenadores valorizam a capacitação do programa e dos seus temas, em especial do tema “gênero”, para suas práticas pedagógicas nos núcleos; entretanto, destacam a necessidade de agregar mais experiências práticas a essa reflexão. A maioria dos coordenadores apontou dificuldades para inclusão de gênero em seus núcleos e acredita que o gênero do professor não interfere na inserção e permanência dos sujeitos no programa. A maioria absoluta dos núcleos tem mais meninos do que meninas. Todos trabalham com o futsal. O trabalho com turmas separadas acontece no programa, entretanto o critério para as separações não se resume ao gênero, mas também à idade e ao grau de habilidade. A maioria aponta as tarefas domésticas como principal motivo para a dificuldade de inserção e permanência das meninas nos núcleos. Refletir e problematizar as questões de gênero no PST atende as demandas e os objetivos do programa, na medida em que se busca minimizar as desigualdades entre meninas e meninos nas práticas corporais e esportivas. / This study discusses the relationship between Programa Segundo Tempo - PST (Second Half Program) and gender issues. The PST is a program created by the Brazilian Ministry of Sports, that has been developing educational sports actions for more than a decade to assist children and teenagers in situations of social vulnerability. The aim of this work is to analyze the insertion and retention of girls and boys in the PST center in Ubá/MG, Brazil, as well as the social processes that result in discrepancies in participation between genders. It is also intended to identify in what ways the discourse on gender materializes in the pedagogical interventions of the coordinators of the center. This research of qualitative nature was conducted in 15 PST centers in the city of Ubá/MG in operation between 2012 and 2014. The group of participants was composed of 15 center coordinators who answered semi-structured individually-themed interviews . Exploratory observations were also carried out in 4 of the 15 centers, as well as an interview with teacher Silvana Goellner Vilodre, author of the chapter that discusses Gender and Sexuality in the book "Fundamentos do PST" (PST Basics). Data analysis and processing was made from content analysis, which allowed the choice of discourses according to the most significant content. It was found that all center coordinators of the PST/Ubá/MG during their education, discussed gender issues. The coordinators value the training program and the themes, in particular the theme of "gender" for their teaching practices in the nuclei, however, they highlight the need to add more practical experience to this reflection. Most coordinators pointed out difficulties for the inclusion of gender in their centers and believe that the gender of the teacher does not interfere with insertion and retention of subjects in the program. The majority of the nuclei have more boys than girls. All of them work with futsal. Working with separate classes is common in the program, however the criterion for the separation is not limited to gender, but also age and level of ability. Most coordinators point housework as the main reason for the difficulty of entering and keeping girls in the nuclei. Reflecting and discussing gender issues in the PST meets the demands and objectives of the program in so far as it seeks to minimize the inequalities between girls and boys both in physical and sports activities.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-03T14:00:57Z No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-03T19:44:55Z (GMT) No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) / Made available in DSpace on 2018-04-03T19:44:55Z (GMT). No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) Previous issue date: 2017-09-26 / PROQUALI (UFJF) / O presente trabalho de pesquisa tem como temática central a formação de alfabetizadores (profissionais responsáveis pelo trabalho com a aprendizagem inicial do sistema de escrita alfabético ortográfico-SEAO). Embora seja notório que, para se garantir a cidadania, não basta ser alfabetizado, aprender e praticar socialmente a leitura e a escrita é uma condição essencial para o acesso pleno à cidadania. Denota-se, desta configuração, a complexidade e importância da formação para alfabetizar, bem como a relevância e justificativa para a realização de pesquisas sobre a temática. O objetivo geral da pesquisa foi compreender como alfabetizadores que apresentam um trabalho considerado bem-sucedido aprenderam a fazer o que fazem tão bem. Para tanto, foi lapidada a seguinte questão: ―De que forma(s) alfabetizadores com atuações reconhecidas como bem-sucedidas aprenderam a alfabetizar de modo efetivo, garantindo que, se não todos, a maioria de seus alunos tivessem êxito no processo de aprendizagem inicial do Sistema de Escrita Alfabético Ortográfico (SEAO)? A Escolha dos colaboradores da pesquisa se deu a partir da indicação de diferentes fontes, tais como profissionais de renome da área, pesquisadores do processo de alfabetização, nomes que emergem na literatura e em eventos de formação e divulgação de pesquisas, entre outras. O trabalho de campo pautou-se nos constructos da ―Entrevista Compreensiva‖ de Kaufmann (2013), a partir de abordagem qualitativa de cunho histórico-cultural. Dialogamos com 18 alfabetizadoras efetivas e cinco pesquisadoras experientes na área da alfabetização e formação docente, norteadas por uma grade de entrevistas flexíveis semiestruturadas. Contamos também, ao longo do processo, com apoios dialógicos bastante significativos. Visitamos dois Programas de Rede que envolvem trabalhos relacionados à formação de professores para alfabetizar. Para análise dos achados, foram construídos, com base nos estudos de Aguiar (2005) e Aguiar e Ozella (2006), cinco núcleos de significação: Disparadores do processo evolutivo de constituição da identidade docente; Processos de formação docente formal (Acadêmica) e desenvolvimento profissional; A atuação docente e a construção de saberes; A despeito das dificuldades, a paixão: motivação para continuar e buscar o desenvolvimento profissional permanente e, por fim, Caminhos possíveis. Para a compreensão e análise dos núcleos em direção à questão proposta, fundamentamo-nos nos constructos teóricos de autores como: C. Dubar, Bondía, Menga Lüdke, C. Marcelo, Clermont Gauthier, Antônio Nóvoa, Maurice Tardif, Paulo Freire, Bernardete Gatti, Magda Soares, Isabel Frade, Luiz Carlos Cagliari, entre outros. Os achados, analisados em profundidade, confirmam a dinamicidade e complexidade do processo de formação do alfabetizador e da aquisição dos saberes para alfabetizar de forma eficiente, bem como sinalizam caminhos, mesmo que modestos, possíveis para que esta venha a ser mais efetiva. Apontam para a formação multifacetada destes profissionais que, motivados por diferentes atividades e relações sociais, alcançam maior autonomia em seu processo de formação, empenhando-se ativamente em seu desenvolvimento profissional permanente. As considerações possibilitam pensar a importância de uma formação inicial sólida, com conhecimentos específicos relativos ao processo inicial de aprendizagem do SEAO escrita. / This research work has the education of literacy teachers (professionals who are responsible for the initial teaching of the Orthographic Alphabet Writing System, or SEAO) as a central theme. Although it is notorious that guaranteeing citizenship is not enough to be literate, learning and socially practicing the ability to read and write is an essential condition for full access to citizenship. The complexity and importance of literacy training, as well as the relevance and justification for carrying out research on this theme, are thus emphasized. The general objective of such research is to understand how literacy teachers, who demonstrate successful work, have learned to do what they do so well. In order to do so, the following question was asked: "In what way (s) did successful literacy teachers learn how to effectively teach literacy, ensuring that, if not all, most of their students succeeded in the initial learning process of the Orthographic Alphabet Writing System (SEAO)? The selection of the research collaborators was based on referral from different sources, such as renowned professionals in the field, researchers of the literacy process, names in the literature and education and research dissemination events, among others. The field work was based on the constructs of Kaufmann's "Comprehensive Interview" (2013), based on a qualitative approach of a historical and cultural nature. We spoke with 18 effective literacy teachers and five experienced researchers in the literacy and teacher education field, guided by a series of flexible semi-structured interviews. We also relied on significant dialogic support throughout the process. We visited two Network Programs that involved work related to literacy teacher education. In order to analyze these findings, five significance cores were created based on the studies by Aguiar (2005) and Aguiar and Ozella (2006) as follows: Triggers of the evolutionary process for the creation of the teaching identity; Processes of formal (academic) teacher education and professional development; Teaching and the construction of knowledge; In spite of the difficulties, passion: motivation to continue and pursue permanent professional development and, finally, Possible paths. In order to understand and analyze the cores towards the proposed question, we based ourselves on the theoretical constructs of authors such as: C. Dubar, j. Larossa, M. Lüdke, C. Marcelo, C. Gauthier, A. Nóvoa, M. Tardif, P. Freire, B. Gatti, M. Soares, I. Frade, L. C. Cagliari, among others. The findings, which were analyzed in depth, confirm the dynamics and complexity of the process of (trans)formation of the literacy teacher and the acquisition of knowledge for efficient literacy, and also indicate possible ways, however modest, to make it more effective. They point to the multifaceted education of these professionals who, motivated by different activities and social relations, earn greater autonomy in their education process by actively engaging in their permanent professional development. These considerations allow us to think about the importance of a solid initial education, with specific knowledge regarding the initial learning process of the written SEAO.

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Made available in DSpace on 2015-03-04T21:14:58Z (GMT). No. of bitstreams: 0 Previous issue date: 7 / Bolsa para curso e programa de Pós Graduação / Esta tese é processo e produto da minha pesquisa de doutorado no Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos - UNISINOS. A pesquisa situa-se no campo de estudos de Trabalho e Educação tendo como temática as trajetórias profissionais de egressos do Curso de Administração – Habilitação em Recursos Humanos. Estudo as trajetórias profissionais desse grupo profissional no desdobramento, articulação e interdependência entre os percursos e contextos de formação, de trabalho e de profissionalização no âmbito da gestão de pessoas. Trata-se de uma temática que coloca em tensão o mundo da escola – universidade – e o mundo do trabalho – a empresa. A pesquisa tem como objetivo geral analisar e compreender a construção das trajetórias profissionais e a inserção profissional dos administradores de RH, nas suas realidades e experiências cotidianas de trabalho nos percursos: a) da formação inicial e continuada; b) do trabalho (processo de trabalho: a atividade, o objeto de trabalho, os meios