Este trabalho apresenta um estudo sobre relações entre a teoria e a prática em um contexto de reforma curricular, a partir da investigação sobre como professoras das séries iniciais do Ensino Fundamental reelaboram seus saberes docentes com base na proposta de trabalho com a Teoria dos Campos Conceituais apresentada no Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas, instituído na Rede Municipal de Ensino da Cidade de São Paulo pela Portaria n° 4.507, de 30 de agosto de 2007. Pela interlocução de autores como Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif e Lessard, mostramos como as reformas educativas das últimas décadas influenciaram os movimentos de profissionalização do professor e a discussão sobre os saberes docentes. A seguir, apresentamos o Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas e algumas teorias da Didática Francesa da Matemática nele presentes, com destaque para a Teoria dos Campos Conceituais, citada em vários materiais curriculares deste Programa. A análise das entrevistas nos mostrou o enredamento dos relatos das professoras em uma trama de relações interativas, constitutivas da construção dos saberes docentes: a história de vida do professor, as diversas fontes de sua formação pessoal e profissional e suas práticas pedagógicas. As professoras entrevistadas destacaram a interação entre os pares, na escola e em cursos de formação continuada como forma privilegiada de desenvolvimento profissional e revelaram desafios e dilemas enfrentados no processo de implementação curricular. Também mostraram, pelo contraponto entre suas constituições pessoais e profissionais antes e depois da adesão às propostas teórico-metodológicas dadas por este Programa, uma reformulação de seus próprios sistemas conceituais. / This paper presents a study of relations between theory and practice in a context of curriculum reform, from the research about how school teachers of elementary school reconstruct their knowledge based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines, established in the Municipal School Network of São Paulo City by Ordinance No. 4507 of August 30th, 2007. Through the dialogue with authors such as Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif and Lessard, we demonstrate how the educational reforms of recent decades have influenced the movements of professionalization of the teacher and discussion about the docents knowledge. Then we present the Program based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines\", and theories of French Didactics of Mathematics present within it, especially the Theory of Conceptual Fields, cited in several curricular materials of this Program. The analysis of the interviews showed us the entanglement of the teachers report in a web of interactive relationships, constitutives of the construction of docent knowledge: the life story of the teacher, the various sources of his personal and professional formation and his pedagogical practices. The teachers interviewed emphasized the interaction among peers, in school and in continued education courses as a privileged form of professional development and revealed challenges and dilemmas faced in the process of curriculum implementation. They also showed, by their counterpoint between their personal and professional constitutions before and after accession to the theoretical and methodological proposals given by this Program, a reformulation of their own conceptual systems.

Este trabalho apresenta um estudo sobre relações entre a teoria e a prática em um contexto de reforma curricular, a partir da investigação sobre como professoras das séries iniciais do Ensino Fundamental reelaboram seus saberes docentes com base na proposta de trabalho com a Teoria dos Campos Conceituais apresentada no Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas, instituído na Rede Municipal de Ensino da Cidade de São Paulo pela Portaria n° 4.507, de 30 de agosto de 2007. Pela interlocução de autores como Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif e Lessard, mostramos como as reformas educativas das últimas décadas influenciaram os movimentos de profissionalização do professor e a discussão sobre os saberes docentes. A seguir, apresentamos o Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas e algumas teorias da Didática Francesa da Matemática nele presentes, com destaque para a Teoria dos Campos Conceituais, citada em vários materiais curriculares deste Programa. A análise das entrevistas nos mostrou o enredamento dos relatos das professoras em uma trama de relações interativas, constitutivas da construção dos saberes docentes: a história de vida do professor, as diversas fontes de sua formação pessoal e profissional e suas práticas pedagógicas. As professoras entrevistadas destacaram a interação entre os pares, na escola e em cursos de formação continuada como forma privilegiada de desenvolvimento profissional e revelaram desafios e dilemas enfrentados no processo de implementação curricular. Também mostraram, pelo contraponto entre suas constituições pessoais e profissionais antes e depois da adesão às propostas teórico-metodológicas dadas por este Programa, uma reformulação de seus próprios sistemas conceituais. / This paper presents a study of relations between theory and practice in a context of curriculum reform, from the research about how school teachers of elementary school reconstruct their knowledge based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines, established in the Municipal School Network of São Paulo City by Ordinance No. 4507 of August 30th, 2007. Through the dialogue with authors such as Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif and Lessard, we demonstrate how the educational reforms of recent decades have influenced the movements of professionalization of the teacher and discussion about the docents knowledge. Then we present the Program based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines\", and theories of French Didactics of Mathematics present within it, especially the Theory of Conceptual Fields, cited in several curricular materials of this Program. The analysis of the interviews showed us the entanglement of the teachers report in a web of interactive relationships, constitutives of the construction of docent knowledge: the life story of the teacher, the various sources of his personal and professional formation and his pedagogical practices. The teachers interviewed emphasized the interaction among peers, in school and in continued education courses as a privileged form of professional development and revealed challenges and dilemmas faced in the process of curriculum implementation. They also showed, by their counterpoint between their personal and professional constitutions before and after accession to the theoretical and methodological proposals given by this Program, a reformulation of their own conceptual systems.

Nous visons à mieux comprendre, à travers la notion composite de rapport(s) au(x) savoir(s), la façon dont le sujet apprenant haïtien se construit dans l'espace scolaire comme membre de la société et s'y intègre. L’approche se base sur des données construites sur des singularités d’« histoires » scolaires et des statistiques issues d’études sociologiques. Elles sont analysées et interprétées dans un cadre théorique inspiré de travaux développés par l’équipe ESCOL (Charlot, Bautier, Rochex) ou par Beillerot dans une perspective clinique, ou culturelle comme Hayder. Les situations sociopolitiques et économiques rendent complexes les rapports à l’école et à ses objets : ainsi dans la société haïtienne, les enseignants éprouvent des difficultés à susciter l’intérêt pour les savoirs scolaires et les apprenants expriment des sentiments d’abandon à leur sort. La réussite à l’école ne leur suffit pas pour se projeter dans un avenir plus assuré qu’il ne l’est actuellement. Malgré tout, des familles se sacrifient pour que leurs enfants continuent à fréquenter l’école. Ici s’origine une idée de mieux comprendre ce que signifie, pour un jeune haïtien le fait d’aller à l'école, d'y travailler ou non, d'y apprendre et comprendre les savoirs proposés. Notre question centrale : de quel ordre sont les facteurs qui influencent la(es) rapport(s) au(x) savoir(s) des sujets apprenant dans l’espace scolaire haïtien ? Notre hypothèse principale : La mobilisation du sujet apprenant pour investir la(es) savoir(s) dépend de ses rapports à lui-même, à l'institution (à travers les interactions avec les enseignant(e)s et personnels de direction) et de ce que ces savoirs mobilisent en lui.Ces questions sont abordées à partir de l’organisation de l’enseignement dans différentes institutions scolaires prenant en compte entre autres : qualité d’enseignement, rapports à la culture scolaire, question du sens de l’école et des savoirs, etc.. Nous tentons de formuler un problème éducatif en Haïti à partir d’une lecture «en positif » des situations des sujets apprenant. Un des constats : les savoirs étant présentés en vrac, ceux qui n’ont pas une stratégie de « survie » se perdent dans l’indifférence de la société. / We predict to better understanding the Haitian learning experience through the notions of its relationships with knowledge and how these relationships are built within the school system environment as a member of society leading up to the integration. This approach is based on individual students’ stories and statistical facts issued from sociological studies. On one hand, these stories and facts are been analyzed and interpreted within theoretical and academic frameworks developed by ESCOL (Charlot, Bautier, Rochex). On the other hand, they have been analyzed by Beillerot from a clinical perspective, and analyzed by Haydwe from a cultural standpoint. The socio-politic and economic situations have contributed to the complexity of the relationships between the learners and school environments. Consequently, teachers have endured difficulties to motivate students to learn meanwhile students have expressed desire to drop out from school given that academic success has not been sufficient to ensure a sustainable future to them. Nevertheless, Haitian parents, in spite of limited resources continue to invest in the education of their children. Herein, begin the idea of understanding what it means for young Haitians to attend school, to work or not, to learn and understand what they are being taught in school.Our central question: What are the influential factors within the relationships between the learners and Haitian school system? Our hypothesis: The motivation of a student to learn depends on intrinsic motivation; and the interaction between him or her and the school institutions trough interaction with teachers and administrative personnel.These issues are raised from the organization of the educative system through several institutions in assessment of the quality of instruction, relation with the school culture, questions on the importance of education, etc. We try to formulate the problem of the Haitian school system from a “positive model” of the learners’ circumstance. One of the findings, since knowledge is presented in bulk, those who do not have a "survival" strategy, are lost in the society frightening indifference.