Esta pesquisa teve como objetivo acompanhar e analisar os efeitos que a Educação Permanente em Saúde (EPS) pode produzir na organização e execução do trabalho no SUS. Para isso, percorremos e habitamos territórios de experimentação e formulação da EPS, numa tentativa de esboçar os jogos de força que conformam os campos de possibilidade de a EPS se fazer potência instituinte, dispositivo de problematização e transformação das práticas constitutivas do trabalho no SUS. Foi-nos útil, para tanto, as contribuições do Movimento Institucionalista, o qual aponta, dentre outros, a radicalização da experiência de problematização como princípio ético e estético do pesquisar. Com a Pesquisa-Intervenção, encontramos reafirmada a perspectiva implicada de produção do conhecimento, onde o pesquisar é tomado como uma produção coletiva que se dá em ato, no processo de produção de encontros e co-engendramentos entre o pesquisador e o território no qual se atualizam as potencialidades do tema pesquisado. Encontramos parceiros e atores da proposta colocada por esta pesquisa em uma Coordenadoria Regional de Saúde do estado do Rio Grande do Sul (CRS-RS), onde um grupo de trabalhadores tem buscado problematizar os modos como a organização e execução do próprio trabalho se instituíram ao longo do tempo naquele espaço, fissurando o instituído e abrindo passagem à experimentação coletiva de outros modos de se organizar e trabalhar. Implícita e explicitamente, recorrem à Educação Permanente em Saúde como tecnologia (leve e leve-dura) de operacionalização e sustentação dessas mudanças. / This research aimed to monitor and analyze the effects that Permanent Education in Health (PEH) can produce in the organization and execution of work in the National Health System (NHS). We traverse and inhabit territories of experimentation and formulation of PEH, an attempt to sketch the power games that make up the field of possibility for the PEH do, instituting power of questioning and transforming work practices in constituent SUS device. It was useful to us, therefore, the contributions of Institutionalist Movement, which aims, among others, the radicalization of experience as problematic ethical and aesthetic principle of search. With Research-Intervention, we find reaffirmed the implied knowledge production, where the search is taken as a collective production that occurs in act, in the production process of meetings between the researcher and the territory in which perspective are updated the potential of the research topic. We found partners and stakeholders of the proposal raised by this research in a Regional Health Directory of Rio Grande do Sul (RHD-RS), where a group of workers have sought to problematize the ways in which the organization and execution of the work himself got instituted over time in that space, hitting the opening set and move to collective experimenting with other ways of getting organized and work. Implicitly and explicitly, they resort to Permanent Health Education as a technology for the deployment and support of these changes.

En quête de performance, les Third-party Logistics (3PL) sont amenés à réorganiser régulièrement leurs activités d’entrepôt. Peu d’études portent sur les systèmes de mesure de la performance (SMP) dédiés au 3PL. Les auteurs étudient les activités indépendamment les unes des autres alors qu’il existe des relations de cause à effet entre ces dernières. La conception d’un SMP pour la réorganisation des activités conduit à nous interroger sur ses conséquences pour le système de contrôle de gestion, au travers du cadre théorique de Simons.Une Recherche-Intervention est réalisée au sein du 3PL : FM Logistic. Notre contribution porte sur la conception d’un SMP sous forme de graphe de problèmes mettant en relation les connaissances sur la réorganisation des activités des experts et de la littérature scientifique. Ce SMP est construit à partir d’un langage inspiré de la théorie TRIZ. La conception du SMP permet l’analyse de l’évolution d’un contrôle de gestion diagnostique vers l’interactivité. / Third-party logistics (3PL) seek performance by reorganizing regularly their warehouse operations. Few researchers study performance measurement systems (PMS) dedicated to 3PL. Researchers in warehousing design are used to study all the different operations one by one while these operations are linked together. As far as we know the literature does not propose any SMP for warehouse operations reorganization. SMP design leads to analyze the consequences for management control system, studied through Simons’ levers of control.An Intervention-research is conducted in a french 3PL : FM Logistic. Our contribution is the design of a performance measurement system in the form of problem graph which linking both knowledge advocated by a French 3PL and quoted in the literature. This SMP has been designed using a semantic and a syntax inspired by TRIZ problem graph. SMP design enables to analyze interactivity development. Results show the development of diagnostics systems towards interactivity.

The lack of a scope of practice for social workers in South Africa, and with that their right to do mental health diagnoses or even work with mental health clients, has led to conflict. There is not yet a clear agreement between the role players within South Africa, such as the South African Council for Social Service Professions (SACSSP) and South African Association of Social Workers in Private Practice (SAASWIPP). From the initial investigation, it became clear however that social workers in South Africa are often using the DSM system without training. One of the main concepts, namely ‘clinical social work’, is well defined in international literature. However, very little literature could be found within the South African context pertaining to who is qualified to be a clinical social worker or a social worker with the right to diagnose. This has caused some conflict on a practical level among social workers and ‘clinical’ social workers when operating in the field of mental health since the perception exists that some social workers overstep their boundaries or scope of practice. The research problem was formulated, based on social workers admitting that they are using the DSM system, regardless of their training or lack of training in the DSM system. Social workers do not receive sufficient training in mental health diagnostic systems in undergraduate training. The purpose of this study was to develop, implement and pilot test a programme to train social workers in the utilization of an accredited diagnostic system, namely the DSM system, when dealing with individuals who present with a specific disorder. The hypothesis that directed this research indicated that social workers, who receive formal training in the utilization of the DSM system, would be equipped with knowledge and insight with regard to the mental health of their clients. This could enhance the profession, since social workers would be able to participate in the multi-professional team with insight with regard to mental health terminology and pathology. A combined quantitative/qualitative research approach was followed, more specifically applied intervention research since the aim of the study was to contribute towards addressing a practical issue. The research objectives were to complete a literature study regarding social workers’ assessment in the context of the DSM system; to explore social workers’ knowledge, attitude, and utilization of the DSM system; to develop a training programme and train social workers in the utilization of the DSM; to implement the developed training programme for social workers in the utilization of the DSM; to pilot test the effectiveness and content of the training programme; and to draw conclusions and make recommendations with regard to the benefit for the social work profession as well as to multi-professional teamwork, should social workers receive training programme in the DSM system. The researcher collected data while the respondents attended a two-day training programme in the DSM system. Respondents completed a pre-test questionnaire as well as a post-test questionnaire on completion of the training programme. This data analysis was based on a quasi-experimental design, namely the ‘one-group pre-test-post-test design’. Conclusions and recommendations were made relating to social work training, social work in mental health and the DSM utilization in social work practice. The limitations of this study were the lack of literature, the need for training over a longer period, and especially the uncertainties regarding a nationally accepted scope of practice for social workers. The need for in-depth evaluation and advanced development of the programme is identified as both a limitation and a recommendation for future research. / Thesis (DPhil)--University of Pretoria, 2013. / Social Work and Criminology / unrestricted

En s’appuyant sur une recherche intervention socio-économique longitudinale au sein d’une PME multi-activités et en réponse aux défaillances des pratiques stratégiques traditionnelles, cette recherche propose le concept de stratégie de différenciation dynamique. Ce dernier, issu d’une combinaison entre la stratégie socio-économique, la théorie des capacités dynamiques ainsi que la stratégie de différenciation, intègre la complexité de l’environnement et vise à répondre aux nouveaux défis stratégiques des entreprises. Pour ce faire, des pratiques stratégiques mobilisant les ressources de l’entreprise, et en particulier le potentiel humain, permettent d’intégrer une dynamique de changement performante. Cela est rendu possible notamment par un comportement stratégique proactif, articulant des choix délibérés avec d’autres émergents. Suite à une première proposition du concept, celui-ci est testé et enrichit grâce à une analyse approfondie de l’ensemble des pratiques stratégiques issues du terrain d’investigation. Le concept est ensuite discuté par rapport à la littérature et représenté par des pratiques précises. En dernier lieu, des recommandations managériales permettant la conduite d’une stratégie de différenciation dynamique sont proposées. / Based on a socio-economic & longitudinal intervention-research carried on in a multi-activities SME and in response to the defaults of traditional strategic practices, this research suggests the concept of dynamic differentiation strategy. This later comes from the combination between socio-economic strategy, theory of dynamic capabilities and the differentiation strategy. It takes into account the complexity of the environment and is aimed to answer to the new strategic challenges of companies and organizations. To do so, strategic practices which are using and configuring the company’s resources, and especially the human potential, allow to integrate an effective dynamic of change. A proactive strategic behavior incorporating deliberated choices with some emerging ones make it possible. After suggesting first the concept, this one is tested and enriched with an analysis in depth of the field’s strategic practices. Then, we discuss the concept comparing it to the literature review and with more detailed practices. Finally, we suggest some management recommendations allowing the implementation of a dynamic differentiation strategy.

Life skills education and training programmes, which offer skills to help people cope with everyday life, have in recent years become a highly popular method of intervention and prevention in social work. It is a proactive method and supports the developmental approach of social welfare. The research entailed the development, implementation and evaluation of the Personal and Interpersonal Life Skills Programme. The intervention research model was employed as foundation for the design and development of the programme and the ecological perspective as the theoretical framework. The study highlighted the school as an appropriate context within which to improve the life skills of learners. The main goal of the study was to develop and implement a personal and interpersonal life skills programme for Grade 7 learners in the senior phase of a school, and to evaluate whether participation in the life skills programme would lead to personal growth (self-empowerment) and social competence and thus contribute to the optimal social functioning of children in the classroom, school, family and community (capacity building). A descriptive design with a quasi-experiment, the one-group pre-test-post-test experiment, was used in this study. A non-parametric statistical test was utilized because the data was measured on an ordinal scale (Wilcoxon signed-rank test). The Life Skills Programme was implemented over twelve sessions, lasting about one-and-a-half hours, held twice weekly over a period of six weeks. Using experiential learning within the groupwork method, the programme was subsequently implemented with Grade 7 learners at a traditional black primary school in Pretoria and their ages varied from approximately 12 to 16 years. Forty learners constituted the sample in the study and a non-probability sampling procedure was used. In the school context it is expected that the social worker will include all learners in the classroom (classroom intervention). The sample was divided in six smaller groups with 5 to 7 learners in each group. The study found that the Personal and Interpersonal Life Skills Programme had a statistically highly significant effect (all items = p value ¡Ü 0.01) on the personal and interpersonal life skills development of the Grade 7 learners in the senior phase of the General Education and Training Band in the particular primary school. It is recommended that this intervention programme be implemented and facilitated by a social worker who is part of the multidisciplinary education support personnel. Copyright 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bender, CJG 2002, A life skills programme for learners in the senior phase : a social work perspective, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-011222002-110633 / > / Thesis (MA (Social Work))--University of Pretoria, 2004. / Social Work and Criminology / Unrestricted

L'enjeu de cette thèse est double : il s'agit d'une part à produire des connaissances sur les processus à l'oeuvre dans le développement de l'activité d'un professeur d'EPS expérimenté, d'autre part de montrer qu'il est possible de transformer les conceptions et/ou les pratiques de formation en faisant du travail réalisé en classe un objet de pensée et d'interlocution en dehors de son contexte de réalisation. A partir du constat d'une difficulté professionnelle, l'insuffisante pénétration des contenus de la formation continue dans les pratiques quotidiennes des enseignants d'EPS, nous avons mené une intervention-recherche en milieu de travail enseignant. Notre action s'inscrit dans les cadres conceptuels et méthodologiques développés en Clinique de l'activité (Clot, 1995, 1999, 2008) ; nous avons mobilisé le cadre des autoconfrontations croisées (Clot & Faïta, 2000; Clot, Faïta, Fernandez, & Scheller, 2001) dans le but de seconder les professionnels dans leur efforts pour « travailler » leur expérience et reprendre la main sur des situations de travail problématiques. En associant formateurs et formés dans cette démarche, nous avons permis : d'une part, de rendre visible aux yeux des formateurs le réel de l'activité des formés; d'autre part de redécouvrir chez les enseignants spécialistes des façons de faire et des savoirs professionnels incorporés, souvent passés sous silence en formation ; l'éclairage ainsi apporté a permis d'interroger en retour, les contenus et pratiques de formation ; l'analyse du travail de l'enseignant dans sa classe constitue ainsi une trappe d'accès à la réflexion sur la formation et un moyen pour repenser cette dernière. / The stake in this thesis is double: it is a question on one hand of producing knowledge on the process at work in the development of the professional activity of experimented physical education teacher, on the other hand to show that it is possible to transform conceptions and/or practices of training by making some work realized in class an object of thought and interlocution out of its context of realization. From the report of a professional difficulty, insufficient penetration of the contents of the in-service training in the daily practices of PE teachers, we led an intervention- research. Our action is inspired by a clinic of activity methodological frame. We have proceeded at crossed self- confrontations with the aim of assisting the professionals in them efforts "to work" their experience and resume the hand on problematic working situations. By associating trainers and trained in this approach, we allowed: on one hand, to make visible in the eyes of the trainers the reality of the activity of the trained; on the other hand to rediscover at the teacher's specialists of the manners to make and incorporated, often untold professional knowledge in training; the lighting so brought allowed to question in return, the contents and the practices of training; the job analysis of the teacher in its class so establishes a trapdoor to accede to second thought on the training and a way to rethink this one.

This study investigated the impact of a sensory-motor stimulation programme, namely the SEMOSTI Programme, on the gross motor proficiency of four-to-six-year-old children. A field experiment was conducted using a quasi-experimental comparison group pretest-posttest design as three teachers implemented the SEMOSTI Programme over a 30-week period. Data collection took place at two schools’ grade R classes in Gauteng province of South Africa. Due to a limited sample of 73 participants, the results are context-bound and specific to Afrikaans-speaking, white, grade R children and selected gross motor skills. Data was collected using subtests of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), a scale and measuring tape as well as several questionnaires. The variables, physical activity, body mass index (BMI), gender, age, and perinatal morbidity could possibly influence the results and were taken into account. Data was statistically analysed using the General Linear Model (GLM) procedure and Dunnett’s t-test analysis. Findings indicated that the SEMOSTI Programme had a significant impact on the dependent variable, gross motor proficiency. The SEMOSTI Programme positively impacted on all five motor skills tested (bilateral coordination, balance, running speed and agility, upper-limb coordination and strength), but only the impact on running speed and agility and strength were statistically significant. Findings from the questionnaires indicated that the teachers who presented the SEMOSTI Programme perceived it as user-friendly, well-structured and effective in choice of equipment and activities. They identified the timeframe for the evaluation of developmental milestones and the structure of the plan-of-action section as weaknesses. Findings suggest that the SEMOSTI Programme is promising in improving gross motor proficiency in four-to-six-year-old children. Through participation in the programme, the experimental group significantly improved total gross motor proficiency, running speed and agility, and strength. This study offers support for the future use of the SEMOSTI Programme as a stimulation programme in grade R after further development and validation. / Dissertation (MOccTher)--University of Pretoria, 2012. / Occupational Therapy / unrestricted

Cette thèse s’intéresse à la manière dont l’évaluation de l’impact social est construite et mise en œuvre au sein des organisations non lucratives. A la croisée du contrôle de gestion et de la théorie des organisations, elle vise à contribuer à la recherche sur les organisations du tiers secteur, peu étudiées en sciences de gestion jusqu’à présent.Depuis quelques années, il existe un large consensus sur la nécessité de mesurer la valeur produite par les organisations à finalité sociale pour la société. Cette mesure doit permettre à ces organisations de rendre compte de l’accomplissement de leur mission à leurs parties prenantes et de piloter leur activité. Malgré une forte volonté de plusieurs acteurs institutionnels, aucune norme ni consensus n’a émergé à ce jour sur la façon d’évaluer l’impact social des organisations non lucratives. Par conséquent, les acteurs sont confrontés à de nombreuses questions sur le contenu et les modalités pertinentes de cette évaluation. Par ailleurs, la mise en place d’une évaluation conforme aux attentes des financeurs au détriment des attentes d’autres parties prenantes, et plus généralement l’influence de la sphère lucrative sur la façon dont l’évaluation de l’impact social est mise en œuvre, induisent des questionnements quant à sa cohérence avec la logique propre des organisations non lucratives.Ces enjeux nous ont amené à faire le choix de nous focaliser sur la construction des pratiques concrètes d’évaluation de l’impact social au sein des organisations non lucratives, et à étudier spécifiquement l’articulation entre les caractéristiques techniques et le contexte de l’évaluation de l’impact social. Pour analyser cela, nous mobilisons la notion de rationalité. La thèse s’appuie également sur les travaux académiques portant sur la mesure de la performance des organisations non lucratives d’une part et sur la littérature relative à l’instrumentation de gestion et aux dispositifs socio-matériels d’autre part.La thèse s’appuie sur une méthodologie de recherche-intervention. Le doctorant a été durant trois ans chef de projet sur l’évaluation de l’impact social au sein d’Apprentis d’Auteuil, une grande fondation dédiée à la jeunesse en difficulté. Le matériau est constitué en deux parties : un niveau organisationnel qui correspond au processus d’élaboration de la réflexion et du déploiement de l’évaluation de l’impact social pour l’organisation dans son ensemble, et un niveau projet qui est composé de cinq démarches d’évaluation de l’impact social d’entités particulières de l’organisation. Cette double observation permet une analyse de l’ensemble des dynamiques associées à l’évaluation de l’impact social au sein de l’organisation.Les résultats de la thèse sont structurés en trois parties. Premièrement, nous proposons un cadre analytique permettant de mettre en perspective l’ensemble des outils d’évaluation de l’impact social existants d’une part et les pratiques en matière d’évaluation de l’impact social d’autre part. Deuxièmement, nous montrons que la mise en œuvre de l’évaluation de l’impact social se traduit par une pluri-rationalité, combinant la rationalité instrumentale et d’autres formes de rationalité, garantissant une cohérence entre le jugement des acteurs externes, la représentation de l’entité évaluée et le processus d’évaluation en lui-même. Troisièmement, nous montrons que l’évaluation de l’impact social peut être considérée comme un mythe rationnel. Ce mythe rationnel a permis l’appropriation de l’idée sans le déploiement d’un outil d’évaluation standardisé, permettant ainsi une mise en œuvre faisant sens pour les acteurs et conforme aux spécificités de l’action non lucrative. / This thesis focuses on how social impact assessment is built and implemented within nonprofit organizations. At the crossroads of management accounting and organizational theory, it aims to contribute to the research on third sector organizations which have been little studied in management science until now.In recent years there has been a broad consensus on the need to measure the value for society produced by socially-oriented organizations. This measure should enable these organizations to report on the fulfillment of their mission to their stakeholders and to monitor their activities. Despite the willingness of several institutional actors, no standard or consensus has yet emerged on how to assess the social impact of nonprofit organizations. Thus stakeholders face with many questions about the content and the relevant tools to implement. Moreover, the implementation of an evaluation in line with funders' expectations at the expense of other stakeholders’ expectations and more generally the influence of the business sphere on social impact measurement raise questions about the coherence between social impact measurement and specificity of non-profit organizations.These challenges led us to choose to focus on the construction of actual practices of social impact measurement in nonprofit organizations. We chose to study more specifically the articulation between the technical aspects and the context of social impact measurement. To analyze this, we rely on the notion of rationality. The thesis is also based on the academic work on measuring the performance of non-profit organizations on the one hand and on the literature on management tools and socio-material devices on the other hand.The methodology of the thesis is an intervention research. For three years, the Ph.D. candidate acted as a project coordinator on social impact measurement at Apprentis d'Auteuil, a large French foundation dedicated to youth facing social difficulties. Empirical data is divided in two parts: an organizational level that corresponds to the process of reflection and deployment of social impact measurement within the organization as a whole, and a project level consisting of five social impact evaluations of specific entities inside the organization. This double observation level allows an analysis of various dynamics of social impact measurement within the organization.The results of the thesis are divided into three parts. First, we propose an analytical framework which enables to position both existing social impact measurement tools and organizational practices of social impact measurement. Secondly, we show that the implementation of social impact assessment results in a multi-rationality, combining instrumental rationality with other forms of rationality. This combination of rationalities is analyzed in the judgment of external actors, representation of the entity evaluated and the measurement process itself. Third, we show that social impact assessment can be considered a rational myth. This rational myth allowed the appropriation of the idea without the deployment of a standardized evaluation tool. This appropriation enables a meaningful implementation for the actors in conformity with the specificities of nonprofit organizations.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-03-15T13:45:12Z No. of bitstreams: 1 MARIANA PEREIRA DA SILVA.pdf: 1495567 bytes, checksum: cfe3269f86ef6ee276b2a7ebc6ca324d (MD5) / Made available in DSpace on 2018-03-15T13:45:12Z (GMT). No. of bitstreams: 1 MARIANA PEREIRA DA SILVA.pdf: 1495567 bytes, checksum: cfe3269f86ef6ee276b2a7ebc6ca324d (MD5) Previous issue date: 2018-01-30 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This dissertation presents the results of an ?intervention-research?, which is so named due to the relevance of the intervention in the whole process. In this way, the objectives were to promote an intervention in a reflection group about work and health with workers from an automobile industry and to analyze the health-disease process experienced by them. It was attended by 14 workers from the same company whose form of organization of work and the productive processes is characteristic of Toyotism, a model of organization that stimulates individualism, competitiveness, outsourcing, flexibility and thus may favor the processes of work-related mental disorders. These workers shared their daily experiences related to work and reflected on them in a group, performed at CEREST in Campinas ? SP, over 11 meetings, during the period of six months. The group had an open character and was built together to the participants. The information shared by them showed that, initially, they wanted a lot to join the company, and while being admitted, they felt they have achieved a dream. During time, however, that dream has become a nightmare, as they experienced a context of psychological violence and demands for a high rate of production, which ended up favoring the development of physical injuries. As a result, the work-related mental suffering was intensified, as the injured workers were excluded, humiliated and reinserted to work in incompatible functions. In this sense, in the reflection group, subjects such as work under capitalism, flexible speech, the workers? guilt for illness, their life stories, new life projects, the union and solidarity among them, among other examples were discussed through conversation wheels and use of mediating materiality. It is possible to say that this kind of group assisted in the promotion of elements for the development of more critical reflections by the workers, who closed the meetings feeling less blame, stronger, united, in solidarity to each other, more active and responsible for social transformation. / Esta disserta??o apresenta os resultados de uma ?interven??o-pesquisa?, que est? sendo assim denominada devido ? relev?ncia da interven??o em todo o processo. Desse modo, os objetivos foram promover uma interven??o em um grupo de reflex?o sobre trabalho e sa?de com trabalhadores de uma ind?stria automobil?stica e analisar o processo de sa?de-adoecimento vivenciado por eles. Participaram 14 trabalhadores de uma mesma empresa, cuja forma de organiza??o do trabalho e dos processos produtivos ? caracter?stica do Toyotismo, um modelo de organiza??o que estimula o individualismo, a competitividade, a terceiriza??o, a flexibiliza??o e, assim, pode favorecer os processos de adoecimento mental relacionados ao trabalho. Tais trabalhadores compartilharam suas viv?ncias cotidianas relacionadas ao trabalho e refletiram sobre elas em um grupo, realizado no CEREST de Campinas - SP, ao longo de 11 encontros, durante o per?odo de seis meses. O grupo tinha um car?ter aberto e foi constru?do juntamente aos participantes. As informa??es compartilhadas por eles mostraram que, inicialmente, desejavam muito ingressar na empresa e, ao serem admitidos, sentiam ter realizado um sonho. Com o passar do tempo, no entanto, esse sonho se tornou pesadelo, na medida em que vivenciavam um contexto de viol?ncia psicol?gica e exig?ncias por alto ritmo de produ??o, o que acabava favorecendo o desenvolvimento de les?es f?sicas. Com isso, o sofrimento mental relacionado ao trabalho foi se intensificando, pois os trabalhadores lesionados eram exclu?dos, humilhados e reinseridos ao trabalho em fun??es incompat?veis. Nesse sentido, no grupo de reflex?o, se discutiu, por meio de rodas de conversa e utiliza??o de materialidades mediadoras, temas como o trabalho no capitalismo, o discurso flex?vel, a culpabiliza??o dos trabalhadores pelo adoecimento, suas hist?rias de vida, novos projetos de vida, a uni?o e a solidariedade entre eles, entre outros exemplos. Pode-se dizer que essa modalidade de grupo auxiliou na promo??o de elementos para o desenvolvimento de reflex?es mais cr?ticas pelos trabalhadores, que encerraram os encontros sentindo-se menos culpados, mais fortalecidos, unidos, solid?rios uns aos outros, mais ativos e respons?veis pela transforma??o social.

Made available in DSpace on 2016-04-28T20:57:06Z (GMT). No. of bitstreams: 1 CRISTOVAM DA SILVA ALVES.pdf: 581759 bytes, checksum: 9fd445fb4318d900558c6084a0e46e62 (MD5) Previous issue date: 2006-09-26 / Secretaria do Estado e Educação / This research based its analysis on the speeches, depositions and notes taken during the implementation of a teachers training project in their working time. The aim was to identify training approaches that take into account the authorship of the involved parties, based mainly on their contexts, background, culture and representations, motivating them to acquire the way of doing it, overcoming difficulties, and sharing the existing practices in an emancipating perspective. This project chose to apply the cooperative-intervention, method based on the studies of Fals Borda (1981), Pimenta (2005), Pimenta e Moura (2000), Thiolent (1994) e Zeichner (1998), undertaking the individuals to an authorship process, which confirms or guides priorities and pathways of analysis, with the implementation of educational policies in the background, in this specific case, the organization of education in cycles. We chose to work with three institutions of the Rede Oficial de Ensino do Município de São Paulo (Official Educational System of the City of São Paulo), selected under the following criteria: distance; the availability of the individuals who were willing to undertake the study projects; and having all the ages of the elementary school. The data collected along the formation project were analyzed through the view of social psychology, taking as reference the sabers docents (TARDIF) and habitus (BOURDIEU), undertaking this information to analysis under the following categories: professional knowledge , pedagogical knowledge , disciplinary knowledge , content knowledge and experience knowledge . Besides defining the training approaches that make teachers able to switch from the social actor position to become authors of their own training paths, we reached the conclusion that the experience knowledge usually changes in being-teacher and becoming-teacher / Esta pesquisa se ocupou da análise das falas, depoimentos e observações arroladas no decorrer da implementação de um projeto de formação de professores em situação de trabalho. Teve como objetivo contribuir para com modelos de formação que considerem a autoria dos sujeitos envolvidos, debruçando-se sobre seus contextos, suas histórias, culturas e representações, provocando-os a se apropriarem do modo de fazer, superando dificuldades e compartilhando práticas exitosas numa perspectiva emancipadora. Optamos por usar como metodologia a pesquisa intervenção colaborativa, apoiada em estudos de Fals Borda (1981), Pimenta (2005), Pimenta e Moura (2000), Thiolent (1994) e Zeichner (1998), envolvendo os pesquisados num processo de autoria afirmando ou redirecionando prioridades e caminhos de análise, usando como pano de fundo a implementação de políticas educacionais, no caso em tela, a organização do ensino em ciclos. Trabalhamos com três unidades da Rede Oficial de Ensino do Município de São Paulo, selecionadas a partir do critério de proximidade, disposição de seus sujeitos para adesão a projetos de estudos e de comportarem todas as idades trabalhadas pela educação básica. Os dados colhidos no decurso do projeto de formação foram analisados na perspectiva da psicologia social, usando-se como referencial teórico os saberes docentes (TARDIF) e habitus (BOURDIEU), submetendo-os a análises mediante as categorias saber profissional , saber pedagógico , saber disciplinar , saber curricular e saber experiencial . Para além de se revelar um modelo de formação capaz de mobilizar os professores da posição de atores sociais para a condição de autores de seus percursos formativos, o percurso desenvolvido revelou a predominância na mobilização de saberes experienciais no ser professor e no fazer-se professor