”Ta trappan till uppsatsen” är en hermeneutiskt inriktad empirisk studie baserad på en kvalitativ undersökning. I intervjuerna, som är gjorde i två fokusgrupper med hjälp av semi-strukturerade frågor, deltog åtta studenter som går magisterprogrammet i utomhuspedagogik 2007-2009 på Linköpings Universitet (LiU). Syftet med denna uppsats är att genom en empirisk studie undersöka hur studenter som läser utomhuspedagogik vid Linköpings Universitet upplever sin process att påbörja, genomföra och slutföra skrivandet av sin magisteruppsats. Jag fokuserar i studien på betydelsen av stöd och vilka eventuella hinder som studenterna upplever personligen, i sin nära omgivning och i relationen med universitetet. Resultatet visar att majoriteten av dessa vuxna studenter, som i snitt arbetar ca 90 % parallellt med deltidsstudierna på 50%, ansåg att de viktigaste motivationsfaktorerna inför påbörjandet av uppsatsen var den egna känslan av inre tillfredsställelse samt att få ökad respekt för sitt arbete från kollegor och chefer. Under genomförandet ansåg majoriteten att olika ”mentala verktyg” varit till stöd, samt när det fanns en tydlig progression i trappstegsform gällande speciellt litteraturen och reflektionen. Positivt var även att starta med uppsatsen tidigt under kursen. Det fanns en oro för att inte få kontinuerlig handledning och tydlig och konkret information om uppsatsskrivandet från LiU, vilket upplevdes som hinder i skrivprocessen. Vid slutet av skrivprocessen hade betydelsen av yttre bekräftelse minskat och den egna inre motivationen var viktigast. Den sociala grupprocessen ansågs ha haft betydelse för kursens genomförande och deltagarna önskade mer webbaserad kontakt mellan träffarna. / Abstract “To take the stair to the Essay” is a hermeneutically bent empirical study based on a qualitative research. In the interviews, which are done with two focus groups with help of semi- structured questions, eight students participated who studied the Master program in Outdoor Education 2007-2009 at Linköpings University (LiU). The purpose with this essay is to examine with an empirical study how students who are studying Outdoor Education at Linköpings University experiences their process to begin, carry out and complete their writing of the Master Essay. In the study I focus on the significance of support and what possible obstacles the students experienced personally, in their surroundings and in relation with the University. The result shows that the majority of these adult students, which on average work approximately 90% parallel to the part time studies on 50%, thought that the most important factors of motivations before the beginning of the Essay was the own feeling of inward satisfaction along with gaining increased respect from colleagues and employers for their work. During the realization the majority thought that different “mental tools” had been supportive, together with when there had been a plain progress in the step-form applicable especially with the literature and the reflection. It was also positive to begin early with the Essay during the course. There was a concern for not getting continuously guidance and plain and concrete information about the Essay writing from LiU, which felt like an obstacle in the writing process. At the end of the writing process the importance of outward confirmation had decreased and the own inward motivation was the most important. The social group process regarded to have had significance on the realization of the course and the participants wished a more web based contact between the meetings.

This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to change and potentially to improve student learning outcomes. This study drew on audio-recorded data of classroom interactions between the teacher and students in four mainstream Year 10 English lessons with a culturally diverse class in a disadvantaged school, and three audio-recorded interviews with the teacher. This study employed two perspectives: ethnomethodological resources and Bernsteinian theory. The analyses of the interactional work using both perspectives showed how students might be positioned to access the literacy learning on offer. In addition, using both perspectives provided a way to associate the literacy knowledge and practices produced at the classroom level to the knowledge that counted for subject English. The analyses of the lesson data revealed the institutional and moral work necessary for the assembly of knowledge about literacy practices and for constructing student-teacher relations and identities. Documenting the ongoing interactional work of teacher and students showed what was accomplished through the talk-in-interaction and how the literacy knowledge and practices were constructed and constituted. The detailed descriptions of the ongoing interactional work showed how the literacy knowledge was modified appropriate for student learning needs, advantageously positioning the students for potential acquisition. The study produced three major findings. First, the literacy practices and knowledge produced in the classroom lessons were derived from the social and functional view of language and text in the English syllabus in use at that time. Students were not given the opportunity to use their learning beyond what was required for the forthcoming assessment task. The focus seemed to be on access to school literacies, providing students with opportunities to learn the literacy practices necessary for assessment or future schooling. Second, the teacher’s version of literacy knowledge was dominant. The teacher’s monologues and elaborations produced the literacy knowledge and practices that counted and the teacher monitored what counted as relevant knowledge and resources for the lessons. The teacher determined which texts were critiqued, thus taking a critical perspective could be seen as a topic rather than an everyday practice. Third, the teacher’s pedagogical competence was displayed through her knowledge about English, her responsibility and her inclusive teaching practice. The teacher’s interactional work encouraged positive student-teacher relations. The teacher spoke about students positively and constructed them as capable. Rather than marking student ethnic or cultural background, the teacher responded to students’ learning needs in an ongoing way, making the learning explicit and providing access to school literacies. This study’s significance lies in its detailed descriptions of teacher and student work in lessons and what that work produced. It documented which resources were considered relevant to produce literacy knowledge. Further, this study showed how two theoretical approaches can be used to provide richer descriptions of the teacher and student work, and literacy knowledge and practices that counted in English lessons and for subject English.

This study is localized in the Line of Educational Research Knowledge and Practice, approaching the theme of university teaching of Physical Education and is aimed at identifying, analyzing and understanding the ideology of university professors in the faculty of Physical Education in the academic and pedagogic universe. It aims at verifying possible interfaces in these universes in the quality of educational practice which they perform. The thesis defended is that university professors in the area investigated must perform teaching keeping in mind the academic and pedagogic universe, not forgetting that both need to be accompanied by competent policies. This is a descriptive study and adopts a qualitative and quantitative approach so as to treat data methodologically. The subjects were composed of professors graduated in Physical Education (Licentiate and Bachelor), teaching in Federal Universities, Federal Institutions and State Universities. A questionnaire was used as an instrument to collect data, validated through the Delphi Method. The questionnaire was answered to by 234 people. The hypothesis was that, considering that the area of Physical Education is historically marked with eminently practical characteristics, there is could be difficulty for the professors investigated to deal with the two universes, with the possibility that there be more fragility when considering academics. The study did not confirm totally the hypothesis, better yet, what we found was a profile of university qualified professors, engaged in scientific production in the area and with strong concerns in the pedagogic universe, since in confrontation between the two, the pedagogical aspect prevails. This shows an advance in professors investigated form the point of view overcoming the stereotype that professors of Physical Education are subject of low titles, with little concern about academic production and pedagogic aspects. It is worthwhile to point out, that from our point of view, the strongest connection with the pedagogic aspect could possibly be the fact that 98% of participants were attending Licentiate courses. Regarding the academic category, a possible presence of these professors in post-grad and pressure from CAPES helps to explain the importance attributed to this universe. It was demonstrated that professors make adequate use of their titles keeping in mind publications, orientation, and other activities pertinent to the categories analyzed. This study also revealed that the area of Physical Education has at its disposal a number of university professors with total conditions to contribute to the overcoming formation of stigma that a Physical Education professor is dyslexic, does not know how to write and therefore does not plan nor have minimum conditions nor have any connection with the research. This will be possible as professors who are in the middle of the Licentiate courses of Physical Education really succeed in valorizing and acting concomitantly in both the academic and pedagogic categories. This will be possible if these people bring together the two categories and policies. / Este trabalho, localizado na Linha de Pesquisa Saberes e Práticas Educativas, aborda a temática, docência universitária em Educação Física, e tem como objetivo, identificar, analisar e compreender as ideações dos docentes universitários dos cursos de Educação Física sobre o universo acadêmico e pedagógico. Visa constatar as possíveis interfaces destes universos na qualidade da prática educativa que implementam. A tese defendida é a de que, o professor universitário da área investigada deve exercer a docência levando em consideração o universo acadêmico e pedagógico, sem se esquecer de que ambos precisam estar acompanhados da competência política. Este é um estudo de natureza descritiva e adotou a abordagem qualitativa e quantitativa para tratar metodologicamente os dados. Os sujeitos foram compostos por professores graduados em Educação Física (Licenciatura e Bacharelado), que atuam em cursos presenciais de Licenciatura em Educação Física no Brasil, e que estão lotados em Universidades Federais, Institutos Federais e Universidades Estaduais. Foi utilizado o questionário como instrumento de coleta de dados, validado através do Método Delphi. O questionário foi respondido por 234 sujeitos. A hipótese era a de que, em função da área de Educação Física ter um histórico marcado por características eminentemente práticas, haveria dificuldade por parte dos professores investigados em lidar com os dois universos, com possibilidade de que existisse maior fragilidade diante do acadêmico. O estudo não confirmou totalmente a hipótese, ou seja, o que vimos foi um perfil de professor universitário qualificado, engajado na produção científica da área e com forte preocupação com o universo pedagógico, sendo que, diante do confronto entre ambos, prevaleceu o aspecto pedagógico. Isso demonstra um avanço dos docentes investigados no sentido de superação do estereótipo de que, o professor de Educação Física seja um sujeito com baixa titulação, pouco preocupado com a produção acadêmica e com os aspectos pedagógicos. Vale destacar que em nosso ponto de vista a maior ligação com o aspecto pedagógico se deve, possivelmente, pelo fato de que 98% dos participantes cursaram Licenciatura. No que diz respeito à categoria acadêmica, uma possível presença destes docentes na pós-graduação e a pressão exercida pela CAPES, ajudam a explicar a importância atribuída a este universo. Ficou demonstrado que os professores fazem uso adequado da titulação, tendo em vista as publicações, orientações e demais atividades pertinentes às categorias analisadas. Este estudo revelou ainda, que a área de Educação Física tem, à sua disposição, um quadro de professores universitários com totais condições de contribuir com uma formação superadora do estigma de que o professor de Educação Física na escola é desleixado, que não sabe escrever e, por isso, não planeja e não tem a menor condição de possuir qualquer tipo de vínculo com a pesquisa. Isso será possível na medida em que os professores que estão no interior dos cursos de Licenciatura em Educação Física consigam, de fato, valorizar e atuar concomitantemente, tanto com a categoria acadêmica, quanto com a categoria pedagógica, agregando a estas duas categorias a competência política. / Doutor em Educação

The present work Academic Teacher s Learning Possibilities an Interdisciplinary Pedagogic Experience were developed in the Research Branch Teacher s Education of the Master's degree Course in Education of Federal University of Santa Maria (UFSM) and in the articulator discipline related to the thematic axis "Education, Times and Spaces" of the Course of Pedagogy of this Institution: PED I. Such an innovation to discipline search and the reflectivity and the complementation of the professional formation, as well as it deepens and diversifies the relative knowledge to the education. In that way, the work was mobilized concerning the formation process and the academic teacher's self-education. The investigation happened for the oral methodological ways and of the qualitative method, through the Histories of Life of five educating teachers, subjects/performers of the research, in educational exercise in PED I in the first semester of 2005. The History of Life made possible the knowledge of the education processes of those educators and the recognition of the knowledge built in their lived experiences, in a subjective and significant dimension, creating situations of learning. For the inclination of that methodology, I also built my Life History in reflection, understanding the educational experiences produced by the personal routine, for the continuous formation, for the professional development, feeling myself in an education process and self-education. In this research, I systematize, as produced results, through the narratives of the educating teachers, that PED I is a space/time knowledge sharing, of a change of experiences among the pairs, of disciplinary articulation in which the teacher is going to be constituted besides their limitations, its attempts of changes in the exercise of the profession of educating teacher. It is possible to systematize although the process of learning teaching is related to that change of behavior, as a fruit of the reflective thought to the experiences of the own profession. Before of that device it is observed that the educational experiences are knowledge, producers, and that previous experiences to the university are important and they can make the difference in the postgraduate teaching. PED I is, then, an innovative theoretical-methodological experience that can be constituted in process of learning by the educating teacher. / O trabalho Possibilidades de Aprendizagens do Professor Universitário numa Experiência Pedagógica Interdisciplinar foi desenvolvido na Linha de Pesquisa Formação de Professores do Curso de Mestrado em Educação da Universidade Federal de Santa Maria (UFSM) e na disciplina articuladora, pelo eixo temático Educação, Tempos e Espaços do Curso de Pedagogia desta Instituição: PED I. Essa inovação disciplinar busca a reflexividade e a complementação da formação profissional, bem como aprofunda e diversifica o conhecimento relativo à formação. O trabalho mobilizou-se acerca do processo de formação e autoformação do professor universitário. A investigação aconteceu pelas vias metodológicas da oralidade e do método qualitativo, através das Histórias de Vida de cinco professores formadores, sujeitos/atores da pesquisa, em exercício docente na PED I no primeiro semestre de 2005. A História de Vida possibilitou o conhecimento dos processos formativos desses formadores e o reconhecimento dos saberes construídos nas suas experiências vivenciadas, numa dimensão subjetiva e significativa, criando situações de aprendizagens. Pelo viés dessa metodologia também construí minha História de Vida em reflexão, compreendendo as experiências docentes produzidas pelo cotidiano pessoal, pela formação continuada, pelo desenvolvimento profissional, sentindo-me em processo de formação e autoformação. Nesta pesquisa, sistematizo, como resultados produzidos, através das narrativas dos professores formadores, que a PED I é um espaço/tempo de compartilhamento de saberes, de troca de experiências entre os pares, de articulação disciplinar em que vai se constituindo o professor para além das suas limitações, tentativas de mudanças no exercício da profissão de professor formador. É possível sistematizar, ainda, que o processo aprendente da docência está relacionado a essa mudança de comportamento, como fruto do pensamento reflexivo às experiências da própria profissão. Diante desse dispositivo, é visto que as experiências docentes são produtoras de saberes, e que as experiências anteriores à universidade são importantes e podem fazer a diferença na docência superior. A PED I é, então, uma experiência teórico-metodológica inovadora que pode se constituir em processo aprendente para o professor formador.

This dissertation is part of the Education and Arts research line in the Post Graduate Program in Education at the Education Center of the Federal University of Santa Maria. This research used a qualitative approach, with the application of semi-structured interviews for data collection, in order to understand the conceptions and actions of the pedagogic coordinators working inside the city schools of Santa Maria / RS. Two criteria were utilized - spatial proximity and availability to be part of the research process. I chose to interview pedagogic coordinators working in schools in Camobi, a neighborhood in Santa Maria/RS. Nine institutions matched the spatial proximity criteria, and all nine pedagogic coordinators agreed to become part of the research. This work is divided in five chapters, dealing, respectively, with (1) school democratic management, in which I consider the pedagogic coordination in the school context and in relation to the processes of administration; (2) Musical Education in the initial years, presenting aspects of Musical Education at this level of instruction, since the LDB 9.394/96 and the PCN-Arte, and approaching the role of teachers working in the initial years with the teaching of Music, as well as showing the functions music can have in school; (3) research methodology, in which I refer to the methodological paths takes to the accomplishment of this dissertation; in (4) pedagogic coordinators: brief description, there are outlines of the participants; and (5) discussion of the results, chapter in which I write about the results found by the research in relation to the intended goals. / A presente dissertação insere-se na linha de pesquisa Educação e Artes do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Santa Maria. Visando compreender concepções e ações de coordenadores pedagógicos, atuantes em escolas da rede municipal da cidade de Santa Maria/RS, sobre a Educação musical nos anos iniciais do ensino fundamental, a pesquisa realizou-se mediante enfoque qualitativo, com o uso da entrevista semi-estruturada na coleta dos dados. A construção da amostra de pesquisa ocorreu através dos critérios de proximidade espacial e disponibilidade de participação no processo de pesquisa, optando-se por entrevistar coordenadores pedagógicos atuantes em escolas localizadas no bairro Camobi de Santa Maria/RS. Nove instituições corresponderam a esse critério de proximidade espacial, sendo que todas as coordenadoras pedagógicas atuantes nas respectivas instituições aceitaram participar da pesquisa. O trabalho está dividido em cinco capítulos: (1) gestão democrática escolar, em que discorro sobre a coordenação pedagógica no contexto escolar e sua relação com os processos de gestão; (2) Educação musical nos anos iniciais, no qual apresento aspectos sobre a Educação musical neste nível de ensino, a partir da LDB 9.394/96 e do PCN-Arte, abordando sobre o papel dos professores atuantes nos anos iniciais no que se refere ao ensino de Música, assim como as funções que a música pode assumir na escola; (3) metodologia da pesquisa, onde relato os caminhos metodológicos percorridos para a realização da dissertação; faço um esboço das participantes da pesquisa em (4) as coordenadoras pedagógicas: breve retrato; (5) discussão dos resultados, capítulo no qual discuto os resultados encontrados na pesquisa, tendo em vista os objetivos propostos.

Made available in DSpace on 2016-12-12T20:34:09Z (GMT). No. of bitstreams: 1 capa.pdf: 93007 bytes, checksum: ba810b49733efd80bd937783f84a1ad1 (MD5) Previous issue date: 2004-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The work looked for to reveal the road traveled in master's degree research on the mediation category as an activity specifically human, constituted in the complexity of the social and articulate relationships with field of performance of the teacher-tutor. It is based on the pedagogic practice in the author's tutoria in Education at the Distance - EaD in the University of the State of Santa Catarina - UDESC. He/she/you constitutes a bibliographical study, to the light of the Marxist dialética, in the aprofundamento of the understanding on the mediation category in that professional's of the education demands, so much in the plan of the acquisition of the knowledge as in the plan of professional action. Through the studies, of the work relationships in tutoria, of the observations in lectures in the area of the education, of thespeeches and educators' productions and of many authors in the area of the education, it is noticed that, of the theoretical-methodological point of view, the mediation category was very published, but he/she still meets, most of the time, naked of a theoretical-philosophical fundamentação more deepened, inside of your primary source - the Marxist dialética (axis of the analysis that the research accomplishes) what was redundant in uses a little necessary. In that way, it was initially necessary to accomplish a bibliographical rising about the theoretical conceptions of that analysis category, wrought in the immanent movement of the history. In the road of the work investigativo it was possible to notice that, without the understanding of the constitution of the concrete reality of being social in your totality and like him he/she pronounces in that context, it is impossible to understand the mediations. It was looked for to contribute with the desvelamento of some reflection guidelines and action that contribute to aid the teacher-tutors they establish her, with more solidity, your theoretical-methodological approaches, as well as they subsidize her with more clarity the politics for your práxis, in what he/she especially refers the denominated thematic pedagogic mediation. He/she/you challenges the professionals of the education they assume her/it the mediation, I don't eat anyactivity, but as a práxis developed with purpose - a posture front to the world, with the consequent ones proposed pedagogic then flowed. / O trabalho buscou revelar o caminho percorrido em pesquisa de mestrado sobre a categoria de mediação como uma atividade especificamente humana, constituída na complexidade das relações sociais e articulada com campo de atuação do professor-tutor. É baseado na prática pedagógica em tutoria da autora em Educação à Distância - EaD na Universidade do Estado de Santa Catarina - UDESC. Constitui um estudo bibliográfico, à luz da dialética marxista, no aprofundamento da compreensão sobre a categoria de mediação nas demandas desse profissional da educação, tanto no plano da aquisição do conhecimento como no plano de ação profissional. Através dos estudos, das relações de trabalho em tutoria, das observações em palestras na área da educação, dos discursos e produções de educadores e de muitos autores na área da educação, percebe-se que, do ponto de vista teórico-metodológico, a categoria de mediação foi muito divulgada, mas ainda encontra-se, na maioria das vezes, despida de uma fundamentação teórico-filosófica mais aprofundada, dentro da sua fonte primária - a dialética marxista (eixo da análise que a pesquisa realiza) o que redundou em usos pouco precisos. Dessa forma, foi necessário inicialmente realizar um levantamento bibliográfico sobre as concepções teóricas dessa categoria de análise, forjada no movimento imanente da história. No caminho do trabalho investigativo foi possível perceber que, sem a compreensão da constituição da realidade concreta do ser social na sua totalidade e como ele se articula nesse contexto, é impossível entender as mediações. Buscou-se contribuir com o desvelamento de algumas diretrizes de reflexão e ação que contribuam para auxiliar os professores-tutores a estabelecerem, com mais solidez, suas abordagens teórico-metodológicas, bem como a subsidiarem com mais clareza a política para sua práxis, no que se refere especialmente a temática denominada mediação pedagógica. Desafia os profissionais da educação a assumirem a mediação, não como uma atividade qualquer, mas como uma práxis desenvolvida com finalidade - uma postura frente ao mundo, com as conseqüentes propostas pedagógicas daí derivadas

This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rapidly changing, interdependent and unequal world. More specifically, this thesis aims at providing a deeper insight into the question of whether the pedagogic approaches used in ESD (learner-centered, action-oriented and transformative learning) and the learning processes that they promote, can be incorporated in the MOOC environment. This issue holds importance due to the global and intergenerational character of ESD where providing access to training and learning for sustainable development for all is vital. In this respect, MOOCs have been envisioned as revolutionary in the provision of access to education to a wider audience. Nevertheless, the “massive” part of MOOCs could pose a challenge in connection to ESD, due to the fact that ESD is not easily generalized and aims at upholding local relevance. Therefore, this thesis also looks into the question of the implications posed by scale and the issue of scalability when investigating how MOOCs can enable the application of ESD pedagogic approaches, thus also contributing to the achievement of the purposes and learning objectives of ESD and Climate Change Education as its constituent part. Utilizing a case study methodology, the MOOC in Climate Change Leadership at Uppsala University is chosen as a case example of the MOOC learning environment and learning circumstances. By conducting a content analysis of the MOOC materials as presented on the online platform, and developing an analytical framework based on the ESD pedagogic approaches, this thesis reaches the conclusion that some aspects of the ESD approaches benefit from the networked environment and large-scale participation in the MOOC environment, while the incorporation of others is more challenging and asks for further research and improvement of the MOOC learning environment in order for them to provide for the optimal learning circumstances and outcomes in connection to ESD.

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No. of bitstreams: 1 TESE FINALIZADA PDF GRÁFICA.pdf: 11762335 bytes, checksum: 06c3af2ce4a4795dd514ca8e1dd72dbb (MD5) / A Tese “Educação Praxiofônica na Web: construindo a sintonia com o conhecimento de forma colaborativa” é resultado de um estudo na abordagem qualitativa, do tipo exploratória, tendo como método a pesquisa-ação, que se construiu a partir da imersão da pesquisadora no contexto da escola pública e da implantação de uma estrutura de rádio-web no Colégio Estadual Governador Roberto Santos, bairro do Cabula, na cidade de Salvador, Estado da Bahia, Brasil. O mesmo se configurou mediante o seguinte problema: Como uma estrutura de rádio-web no contexto escolar pode favorecer a troca de saberes entre os sujeitos sociais do processo ensino/aprendizagem e impactar no processo de construção do conhecimento de forma colaborativa? A partir da definição do problema, elencamos algumas questões norteadoras, sendo elas: Como estimular a troca de saberes entre os sujeitos sociais do processo de ensino/aprendizagem, tornando-o mais significativo a partir da inserção de uma rádio-web no espaço escolar?Como promover a difusão, a disseminação da informação entre os sujeitos sociais do processo de ensino/aprendizagem no Colégio Estadual Governador Roberto Santos de forma colaborativa, de modo a contribuir para a construção social do conhecimento? Como possibilitar a comunicação entre universidades (UFBA/UNEB) e escola de Ensino Médio, favorecendo as trocas de saberes, contribuindo para a divulgação das diversas pesquisas e dos projetos de extensão universitária, a exemplo, do projeto de Turismo de Base Comunitária? O estudo buscou desenvolver e contribuir para a construção do conceito de Educação Praxiofônica, que integra as características comunicativas do rádio e da internet à teoria da práxis, propondo com essa interseção uma educação libertadora, substanciada na “Epistemologia do Educar”, da Pedagogia do Exemplo, a partir da mediação, interação, colaboração e do dialogismo, colocando os educandos e educandas como protagonistas do processo de ensino/aprendizagem. A investigação que subsidiou a tese está lastreada na base epistemológica do Materialismo Histórico e Dialético, na Praxiologia e no Sócio-Construtivismo. Iniciamos o trabalho investigativo com um levantamento teórico dos conceitos de Conhecimento, Poder, Cultura, Alienação e dos Meios de Comunicação de massa, bem como uma análise do histórico do rádio para a Educação. Com o referencial teórico, metodológico e os instrumentos de coleta de dados devidamente definidos, partimos para a aplicação de um design pedagógico para programas educativos para o rádio-web. A pesquisa teve como objetivo geral contribuir de forma dinâmica e colaborativa para a troca de saberes entre os sujeitos do processo de ensino/aprendizagem e para a aproximação entre universidade e escola pública, a partir da interação de seus agentes sociais. Seus resultados foram apresentados/descritos a partir da técnica de Análise do Conteúdo, ilustrada através da construção de nuvem de palavras pelo software wordle e os dados estatísticos expressos na forma de gráficos. / ABSTRACT The thesis "Praxiophonic Education in the Web: building the synchrony with knowledge in a collaborative way" results from a study in the qualitative approach, exploratory kind, having as a method the research-action, that was built from the researcher's immersion in the context of the public school plus the implantation of a web-radio structure in the Colégio Estadual Governador Roberto Santos, neighborhood of Cabula, in the city of Salvador, state of Bahia, Brazil. That was configured by the following problem: How can a web-radio structure inside the school context favors the knowledge exchange amongst the social subjects of the teaching and learning process and how it impacts the process of knowledge construction in the collaborative way? Beginning with the definition of the problem, we list some guiding issues: How to stimulate the knowledge exchange among the social subjects of the teaching and learning process by turning it more significant with the insertion of a web-radio in the school environment? How to promote the diffusion, the spreading of the information among the social subjects of the teaching and learning process in the Colégio Estadual Governador Roberto Santos in a collaborative way, so to contribute for the social construction of the knowledge? How to make possible the communication between universities (UFBA/UNEB) and the Medium Level School, favoring knowledge exchanges, contributing to the popularization of the several researches and projects of academic extension, for instance, the Community Base Tourism? The study looked for to develop and to contribute for the construction of the Praxiophonic Education concept, that integrates the communicative features of the radio and the Internet with the praxis theory, proposing with that intersection a liberating education, nourished in "Education Epistemology", of the pedagogy by the example, starting from the mediation, interaction, collaboration and dialogism, putting the students as protagonists of the teaching/learning process. The investigation that subsidized the theory is anchored in the epistemological base of the Historical and Dialectical Materialism, in Praxiology and in the Social-constructivism. We began the investigative work with a theoretical mapping of the concepts of Knowledge, Power, Culture, Alienation and Mass Communication Means, as well as an analysis of the radio historical for the Education. With the theoretical and methodological references and the data collection instruments properly defined, we went for the application of a pedagogic design for educational programs for the web-radio. The research having as general objective to contribute in a dynamic and collaborative way for the knowledge exchange among the social subjects of the teaching and learning process and for the approximation between university and public school, starting from the interaction of their social agents. The results of the research were presented/described using the technique of Content Analysis, pictured through the construction of cloud of words by the software Wordle and statistical data expressed in the form of graphs.

Syftet med denna studie är att undersöka begreppet rektorns pedagogiska ledarskap och hur begreppet uppfattas av rektorer och lärare. Studiens forskningsfrågor handlar om att kartlägga och jämföra uppfattningarna om begreppet Rektorns pedagogiska ledarskap. Forskning visar att rektorns pedagogiska ledarskap har en betydelse för skolans resultat. Metoden i undersökningen har varit enkät. Det var 53 respondenter som har svarat på enkäten. Enkäten skickades till 3 olika skolor. Informanterna valdes ut från samma skolor, för att de skulle utgå från samma verksamhet. Två versioner av enkäten formades men med samma frågor. Den ena versionen var riktad mot rektorer och den andra mot lärare. det var formuleringarna som skilde dem åt. Frågorna var gjorde som påståenden som respondenten skulle svara på. Resultatet visar att det kollegiala samtalet och lärande har en viktig funktion, visar både tidigare forskning och resultatet i studien. Dessutom är det viktigt att rektor skapar förutsättningar för ett tydligt kommunikationsstrukturer. / The purpose with this study is to analyze principal´s pedagogical leadership and how principals and teachers interpret it. The studies research questions were about surveying and comparing the understanding of the term rektorns pedagogiska ledarskap. Research shows analyze principal´s pedagogical leadership is important for school results. The surveys method has been a poll.  There were 53 respondents who have answered the survey. The survey was sent to three different schools. The informants were chosen from the same schools, because they were supposed to work on the same function. Two versions of the survey were made, but with the same questions. One version was directed to principals and the other was directed to teachers. The difference between the two polls was the formulations. The questions were constructed as statements, which the respondents were supposed to take a stand to. The result shows that the collegial conversation and learning have an important function, showing both previous research and the outcome of the study. Besides, it is important that the principal creates the conditions for a clear communication structure.

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