Este trabalho baseia-se na pesquisa de campo realizada com professoras do ensino fundamental I, nas redes públicas municipal e estadual em São Paulo (Capital), acerca do modo de representação e do como ensinam a Matemática, observando como essa representação atua na elaboração de suas práticas de ensino, utilizadas para promover o letramento matemático no ensino dessa disciplina. A pesquisa de campo foi feita em três escolas da rede pública, localizadas na Zona Oeste da cidade de São Paulo, e envolveu dezessete professoras do 1º ciclo do Ensino Fundamental. Desse total, três delas participaram das filmagens de aula e entrevistas e, a partir desse contato e mediante uso de questionários, filmagem de aulas e entrevistas, foi possível coletar muitas informações e identificar questões relacionadas quanto a formação, profissão e prática em sala de aula, desenvolvidas por essas entrevistadas. As questões levantadas apontam para o fato de que as representações assumidas e as práticas de ensino utilizadas em sala de aula pelas professoras indicam conhecimento matemático insuficiente para que as docentes realizem o letramento matemático no 1º ciclo, sobretudo, pelo pouco domínio acerca do conhecimento matemático ensinado aos alunos, além de outras questões periféricas. Essas questões, quando relacionadas ao ensino e à aprendizagem da Matemática, contribuem para a manutenção de um problema que se avoluma com o passar dos anos o pouco domínio do conteúdo a ser ensinado como apontam os dados coletados. É de se supor que, talvez, o senso de profissionalismo tenha sido subjugado pela necessidade de sobrevivência e há possibilidade de ser apenas uma amostra do total de docentes que convivem com essa dificuldade, a qual gera um problema que se arrasta há décadas, embora não pareça ser de tão difícil solução. / This essay is based in the field research done with teachers from the Elementary School I, from the public education system of the city and state schools in São Paulo, about the representative way and how they teach Math, observing how this representation helps in the creation of the teaching practices, used to promote the Math literacy in teaching this subject. The field research was done with three schools of the public system, located in West Zone in São Paulo city, and involved seventeen teachers from the first cycle of the elementary school. From this total, three of them took part in the classes and interview films, and from this contact and with the use of questionnaires, classes and interviews filming, it was possible to collect very informations and identify questions related their background, job, classroom practice, developed by the interviewed ones. The questions raised lead to the fact that the accepted representations and the teaching practices used in classroom by these teachers indicate not enough Math knowledge for these teachers to perform the Math literacy in the first cycle, specially, by the little mastery on the math knowledge taught to the students, besides other issues. This questions, when related to Math teaching and learning, contribute for the keeping a problem that gets bigger with the time the little master of the content to be taught as the statistics shows. It\'s possible that, maybe, the sense of professionalism has been subdued by the need of surviving and there is the chance that this is only a sample of the total teachers that has to deal with this difficulty, that creates a problem that will last decades, although the solution for this problem is not so difficult.

The purpose of this study is to describe how the principal and the special pedagogue perceive and define pupil ill-health prevention and pupil health enhancement in their work. It explores how they understand the role they play in elevhälsan, literally meaning pupils' health. And how meetings are run and decisions are made within the pupils' health teams at selected schools. Questions that will be answered are: How do the principal and the special pedagogue perceive pupil ill-health prevention and health enhancement work of the pupil health team at the school? How do the principal and the special pedagogue perceive their roles in the health of the pupils? How are decisions made and followed through at the pupil healthcare meetings? This qualitative study used semi-structured interviews and phenomenological inspired methodology. Pupil health teams from three different schools were interviewed, and in total three principals and five special pedagogues took part in this study. The analysis of the results of this study show that further consensus between the different health promoting coordinators is needed in the implementation of the pupil ill-health prevention and health enhancement work. Further findings show inconsistencies in how the different pupil health teams conduct their meetings and in how decisions are implemented. A majority of the pupil health teams used the meetings to address existing problems, rather than ill-health prevention and health promotion efforts. The principals demonstrated that they have a greater consensus in how they define their role in promoting pupil health, as opposed to the special pedagogues who expressed a more varied picture of their role. This study also demonstrates that the pupil health team that was most effective in pupil health developments was the team that had further education in pupil health. Findings also show that the different health coordinators have an important role in furthering development and accessibility of the learning environment for the pupils, and in contributing to creating a 'school for everyone'. The demands on the special pedagogues to meet all pupils' differences, and to see these differences as an asset, are great. The requirement of a 'school for everyone' is a lot to ask for. To create a school that has learning environments tailored to everyone's individual needs requires an understanding and consensus between the different pupil health coordinators. This can sometimes be a dilemma, yet the pupil health coordinators have an important role to fill in these realms. This study also found that it was of utmost importance to have a clearly defined organisation and definition of the what the ill-health prevention and health enhancement work involved. To promote this the pupil health coordinators must create a meeting culture that supports the pupil ill-health prevention and health promotional work.

<p> </p><p><em>Inledning:</em> Syftet med denna studie var att undersöka vilket förhållningssätt och vilka uppfattningar fritidspedagoger har kring barn och matvanor ur ett mångkulturellt perspektiv. <em>Metod:</em> Intervjuer genomfördes på tre olika fritidsverksamheter med fyra fritidspedagoger som har erfarenhet av arbete med invandrarbarn. Vid intervjutillfällena användes en mall med förskrivna frågor. Den valda ansatsen är fenomenografisk inspirerad studie för att kunna skildra uppfattningar om fenomen. Vid bearbetningen av resultatet skildrades fyra beskrivningskategorier som utvunnits utifrån informanternas utsagor. Beskrivningskategoriernas utfallsrum analyserades sedan utifrån begreppen identitetsskapande samt lärande. Resterande resultat bearbetades sedan i vår diskussion. <em>Resultat: </em>Den övergripande kategorin som framkom ur resultatet var <em>kulturella aspekter på kostvanor</em>. De tre underkategorierna till den är <em>förhållningssätt och (kulturella) värden, (kulturellt) identitetsskapande samt (kulturell) kommunikation och lärande. </em>Det övergripande resultat som tydliggjordes var att informanternas uppfattningar liknade varandra. De uppfattningar som framkom var att kostvanor bland barn kan skilja sig på grund av kulturell bakgrund, att det är viktigt att lära barnen värdegrund och att man ska visa respekt och acceptans gentemot varandra. Uppfattningarna visar också att barn i en mångkulturell klass får en bred utveckling, de lär sig språk och sociala regler. Skillnader i språket uppfattas av informanterna som problematiska, därför används det ofta andra metoder för att kommunicera.</p>

Inledning: Syftet med denna studie var att undersöka vilket förhållningssätt och vilka uppfattningar fritidspedagoger har kring barn och matvanor ur ett mångkulturellt perspektiv. Metod: Intervjuer genomfördes på tre olika fritidsverksamheter med fyra fritidspedagoger som har erfarenhet av arbete med invandrarbarn. Vid intervjutillfällena användes en mall med förskrivna frågor. Den valda ansatsen är fenomenografisk inspirerad studie för att kunna skildra uppfattningar om fenomen. Vid bearbetningen av resultatet skildrades fyra beskrivningskategorier som utvunnits utifrån informanternas utsagor. Beskrivningskategoriernas utfallsrum analyserades sedan utifrån begreppen identitetsskapande samt lärande. Resterande resultat bearbetades sedan i vår diskussion. Resultat: Den övergripande kategorin som framkom ur resultatet var kulturella aspekter på kostvanor. De tre underkategorierna till den är förhållningssätt och (kulturella) värden, (kulturellt) identitetsskapande samt (kulturell) kommunikation och lärande. Det övergripande resultat som tydliggjordes var att informanternas uppfattningar liknade varandra. De uppfattningar som framkom var att kostvanor bland barn kan skilja sig på grund av kulturell bakgrund, att det är viktigt att lära barnen värdegrund och att man ska visa respekt och acceptans gentemot varandra. Uppfattningarna visar också att barn i en mångkulturell klass får en bred utveckling, de lär sig språk och sociala regler. Skillnader i språket uppfattas av informanterna som problematiska, därför används det ofta andra metoder för att kommunicera.

Šiame darbe yra nagrinėjama baleto pedagogo, siekiančio išugdyti profesionalų baleto artistą, kompetencijų raiška. Pastebima, kad tik nedidelė dalis baleto mokyklas baigusių mokinių yra puikūs vedantieji balete, sugebantys savo šokiu perteikti dvasines vertybes ir taip įprasminti šokį kaip meno kūrinį. Pagrindiniu tikslu mokymo procese dažniausiai tampa geras pačios išraiškos priemonės pažinimas (šiuo atveju šokio technika), pamirštant, koks svarbus yra ir asmenybės meninės brandos puoselėjimas, skatinantis kūrinio visumos, jo turinio, dvasinių vertybių sistemos suvokimą bei pajautimą, kurio dėka kūryba tampa menu, veikiančiu ir prusinančiu žiūrovą. Baleto pedagogo kompetencijų raiškos ugdymo procese klausimas, kuris iškelia ir problemą, ar iš tikrųjų baleto pedagogai savo kompetencijas panaudoja taip, kad ugdymo proceso metu mokiniai turėtų visas sąlygas šokio pagalba kurti save kaip pilnaverčius savo srities specialistus – baleto atlikėjus – gebančius kurti meną, įgauna esminę reikšmę? Siekiant išsiaiškinti tai, tyrimo objektu yra pasirinkta baleto pedagogo kompetencijų raiška. Tyrimo tikslas – nustatyti baleto pedagogo kompetencijų raiškos ypatumus baleto artistų ugdymo procese. Tyrimo uždaviniai: 1. išanalizuoti mokytojo kompetencijas šiuolaikiniame ugdymo kontekste, 2. nustatyti baleto pedagogo kompetencijas, 3. atskleisti baleto šokėjo kompetencijas, 4. išsiaiškinti profesionalių baleto artistų rengimo specifiškumą, 5. nustatyti baleto pedagogų kompetencijų raiškos... [toliau žr. visą tekstą] / Expression competencies of ballet teacher seeking to prepare a professional ballet artist are analyzed in this work. It is noticeable that, in the ballet, there is only a small part of ballet school graduates who are excellent teachers capable of conveying spiritual values through their dance and so giving meaning to dance as a piece of art. The main goal usually becomes the good knowledge of the expression means (dance technique in this case) forgetting about the importance of fostering individual’s artistic maturity that stimulates the perception of the whole of the art work, its content, comprehension and feeling of spiritual value system, owing to this, creation becomes art that influences and educates the viewer. A question that also raises the problem, if ballet teachers use their competencies in the way that students would have all conditions to create themselves as valuable specialists of their field- ballet artists- who are able to create art in the process of education gains the essential meaning. The object of the research is competence expression of the ballet artist. The aim of the research is to determine the peculiarities of ballet teacher’s competence expression in the process of ballet artist education. The objectives of the research: 1. to analyze teacher’s competencies in the context of modern education; 2. to determine the competencies of the ballet teacher; 3. to reveal competencies of the ballet artist; 4. to find out the specificity of professional... [to full text]

As a leisure time pedagogue I find it hard to have an insight into what children are playing, and how they play when it comes to free play. My experience is that in some free play, conflicts arise, which reveal hierarchies and power structures containing violations, whereas other occasions of free play suddenly come to an end as the pedagogue interferes. In this essay I investigate my responsibility as a leisure time pedagogue during children´s free play, based on two differing play situations. I also investigate the play as a phenomenon by looking into previous research on children’s play and development psychology. By reflecting on the two play situations I can further understand how to act in a more supportive way during the children´s free play, and how I should relate to the free play I have in my essay found that the free play does not handle itself and that the leisure time pedagogue´s responsibility in the free play is to be present and observe when children are playing. In that way I can get an insight into the world of the children and I can give my support when the game becomes problematic or I can back away when I notice that I have disturb a free play that works well.

Esta Tese, a partir da linha de pesquisa dos Estudos Culturais em Educação e das contribuições dos Estudos desenvolvidos por Michel Foucault, entre outros autores que trabalham em uma perspectiva pós-estruturalista, tem como objetivo problematizar os discursos implicados na invenção do pedagogo generalista e em seu correlato governamento. Pedagogo generalista, entendido a partir da homologação das Novas Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), como o profissional habilitado para atender a educação de crianças de zero a dez anos, de jovens e adultos, o ensino médio na modalidade normal, a gestão escolar e cursos técnicos na área educacional. Para produção dos dados da pesquisa, foi ministrado um curso de extensão na área de Educação Infantil com duração de vinte horas, que contou com a participação de vinte cinco acadêmicas do Curso de Pedagogia da Faculdade de Educação da Universidade Federal do Rio Grande do Sul – UFRGS. Durante a realização do curso, foram propostas atividades envolvendo a escrita de narrativas, produções visuais, análises fílmicas, análises de obras de arte, esquetes teatrais e rodas de conversa, tendo em vista a discussão das práticas implicadas no processo formativo. Através da análise dos discursos decorrentes das produções escritas das participantes da pesquisa, são evidenciadas produtivas estratégias de governamento (e autogovernamento) que operam (intensamente) na constituição das mesmas enquanto futuras pedagogas. Para tanto, inicialmente, são apresentadas na Tese algumas notas a respeito da história do curso de Pedagogia em nosso país, evidenciando a vontade de poder e de saber presente nos discursos (críticos) legais, que historicamente têm prescrito (e circunscrito de um determinado modo) a formação do pedagogo enquanto profissional da educação – responsabilizado (muitas vezes) pela mudança social através de seu trabalho. Em um segundo momento, são analisados os discursos das Novas Diretrizes Curriculares Nacionais para formação do pedagogo, destacando a ênfase acentuadamente moral e normalizadora presente nas orientações da legislação que norteiam atualmente os cursos de Pedagogia em nosso país. Nesse âmbito, são enfocados os jogos de verdade (que procuram definir modos de ser pedagogo) presentes nos discursos das acadêmicas participantes da pesquisa. As memórias de formação, a produção da gramática normativa do “bom professor”, o imperativo do amor aos alunos e a gestão da formação são as estratégias de governamento problematizadas no decorrer da pesquisa – entendidas, desse modo, como unidades analíticas da Tese. Portanto, a partir das análises desenvolvidas, é visível o governamento operado sob as acadêmicas em formação e o processo de normalização incorporado nos discursos das mesmas (autogovernamento) – uma espécie de reedição dos ditos que estão em voga no meio educacional. Por outro lado, também é possível perceber que a necessidade e viabilidade de promover espaços (permanentes) de discussão e produção de novas experiências formativas desde a graduação, problematizando com os próprios acadêmicos os discursos que os tornam pedagogos de um determinado tipo, ou seja – críticos (que lutam destemidamente pela “salvação” do mundo através da educação), cognitivistas (que assumem os discursos da psicologia enquanto saber científico), afetuosos (que tomam o amor como imperativo principal do trabalho que desenvolvem) e gestores da profissão (que incorporam o empreendedorismo e a correlata cultura do management em suas vidas), entre outras tantas características, “pasteurizam” a docência e impedem o exercício ético de composição da professoralidade dos mesmos. / This thesis joined to Cultural Studies in Education, to the contributions of Michel Foucault‟s studies, and other post-structuralist authors, aims to debate the discourses on the invention of the generalist pedagogue and on his/her governmentality. From the approval of New National Curriculum Guidelines for the Bachelor of Education course (2006), generalist pedagogue is understood as the professional enable to deal with from zero-to-ten-years-old children, youth and adult education, high school in the professorship course, the school management, and technical courses in education. For the production of research data, a twenty hours course was taught to twenty-five students of area of the early childhood education. They were academics from Faculdade de Educação at UFRGS (Universidade Federal do Rio Grande do Sul). During the course, many activities were proposed, such as writing narratives, visual productions, movie analyses, works of art analyses, theatrical sketches, and conversation, in order to discussing the practices in the process of teacher training. Through discourse analysis came from the participants‟ writings, governmentality (and self-governmentality) strategies became evident. They work (hard) to the constitution of the academic participants as future pedagogues. Thus, some notes about the history of the Bachelor Education Course in Brazil are initially presented in this thesis. These notes show the will to power and knowledge in legal (critical) discourses which have historically prescribed (and have limited in a certain way) the training of pedagogues as professionals of education – who are (usually) seen as the responsible for social changes through their work. In a second step, the discourses on New National Curriculum Guidelines for training of pedagogue are analyzed. Through these analyses, it is possible to highlight the strong emphasis on morality and standardization which are presented in the guidelines of the currently legislation that adjusts the Bachelor of Education Course in Brazil. In this context, this thesis focuses on the truth games (which aim to define ways of being a pedagogue) presented in the discourses of the academic participants. Memories of training, production of the grammar rules of “the good teacher”, the imperative of love for students and management training are strategies of governmentality discussed during the research – understood as analytical units of this thesis. Therefore, from the developed analyses, the governmentality undertaken the academics and the standardization process embedded in their discourses (self governmentality) are remarkable – it is a kind of replay of the sayings that are in vogue in the educational scope. On the other hand, it is also possible to notice the need and the feasibility of promoting (permanent) spaces for discussion and production of new teacher training since graduation, discussing with academics the discourses that make them pedagogue of the particular type, that is, critical pedagogue (the ones who courageously fight for the “salvation” of the world through education), cognitive pedagogue (the ones who take the psychology discourse as a scientific knowledge), affectionate pedagogue (the ones who assume that love is the main goal of their work), the manager pedagogue (the ones who incorporate in their lives the entrepreneurship with a management culture), besides many other features that “pasteurize” the teaching and prevent the ethical exercise of a composition of professorial pedagogue.

The diploma thesis deals with the personality and attitude of beginning teachers, pecifically teachers' free time working in after-school clubs and teachers working in primary schools in the Pilsen Region. The work analyzes the basic terms related to teachers and teachers' free time, demands on them and their attitudes. From the theoretical knowledge arisen requirements on qualitative research, that was made through interviews. In my own research are analyzed attitudes beginning teachers in the Pilsen Region, the differences arising from the position of primary schools and after-school centers and differences among teachers to primary school teachers and free time from school groups. In conclusion, I present the results of research, where significant differences were observed between novice teachers of primary schools and after-school centers. A significant role in influencing the attitudes of beginning teachers has environment where they operate and approach of the schools management.

Made available in DSpace on 2015-05-07T15:09:54Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1992091 bytes, checksum: e968de46313bf9fc343d8df016312b7f (MD5) Previous issue date: 2008-10-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The following work's intention is to describe and analyze a qualitative research in the field of Master's Degree's Education. This research has as its objective to identify and analyze the contributions offered by the teacher's formation policy to improve the Pedagogy graduate's (and former members of PEC/RP) professional practices. The theoretical basis used on this study was built around the works of Serge Moscovici and other authors such as Libâneo, Tardif, and Nóvoa. They, among others, discuss the teacher's formation policies and how these reflect on their professional practice. Using the ethnographical approach on education, we utilized active observation, semi-structured interviews and polls as our data collection instruments. Through those we searched for the graduate's social representations of some topics such as: teacher-student relationship; planning of pedagogical activities; teaching dynamics; evaluation processes and conceptions about initial and continuing formation. This way, we also looked at the opinions of the school's technical and administrative staff about the work of the graduates. The data collection was done during the progress of the research, which in turn lasted four (04) months. The research process included weekly visits to public schools where the graduates and former members of PEC/RP were teaching. The data collection instruments allowed us to better associate the data to the subjects of the research; the teachers shared their feelings, behavior, ideas, opinions and histories about their professional practices and the social representations of elementary school. We believe that our research reached the point of establishing a real connection between the researchers and the graduate teachers. That connection is being used to show how much the contributions PEC/RP has made have influenced in the construction of a new practice to be used in the classroom. This practice seeks to imbue in the newly-formed professional notions of respect, discipline, listening, social and politic awareness, not leaving behind empathy and friendship between peers. / O presente trabalho trata da descrição e análise de uma pesquisa de cunho qualitativo, desenvolvida no âmbito da Pós-graduação em Educação, que teve como objetivo identificar e analisar as contribuições oferecidas pela política de formação de professores para a melhoria das práticas profissionais das egressas do Curso de Pedagogia da UFPB, ex-participantes do PEC/RP, a partir de suas representações. A base teórica adotada para a realização deste estudo foi constituída com base no referencial teórico-metodológico das representações sociais de Serge Moscovici e de autores como Libâneo, Tardif, Nóvoa, entre outros, que discutem a política de formação docente e os seus reflexos nas práticas profissionais dos professores. Através da abordagem etnográfica em educação, utilizamos, como instrumentos de coleta de dados, a observação participante, a entrevista semi-estruturada e o questionário para apreender as representações sociais das professoras egressas do referido convênio sobre: a relação professor-aluno; o planejamento das atividades pedagógicas; a didática de ensino; os processos avaliativos e as concepções de formação inicial e continuada. Para isso, buscamos verificar, também junto aos corpos técnico e administrativo das escolas, suas concepções sobre o trabalho das egressas, uma vez que, cotidianamente, acompanham os fazeres docentes. A seleção e a aplicação dos referidos instrumentos de coleta de dados se deram no decorrer da pesquisa, que durou aproximadamente quatro meses, quando, semanalmente, visitávamos as escolas da rede pública em que lecionam as professoras ex-participantes do PEC/RP. As entrevistas, as observações e o questionário nos possibilitaram a triangulação dos dados captados das atrizes sociais desta investigação - as professoras - quando nos demonstraram e descreveram, em suas falas, os sentimentos, os comportamentos, as idéias, as opiniões, as situações e os conceitos construídos ao longo da prática profissional e de seus percursos formativos inicial e continuado, sobretudo no que se refere às representações sociais constituídas no ambiente escolar da educação básica, mais especificamente, nas salas de aula das séries iniciais do ensino fundamental. Consideramos que as representações sociais sobre as práticas profissionais das professoras egressas do PEC/RP, focalizadas neste estudo, possibilitaram uma interação entre pesquisadora e profissionais da educação formadas no Curso de Pedagogia, através do referido convênio, porque desvelaram as contribuições da formação em serviço, com vistas à construção de uma nova prática delineada no espaço da sala de aula, buscando estabelecer, em seu fazer profissional, posturas de: respeito, disciplinamento, diálogo e de compromisso social e político, compreendendo também a afetividade com seus pares no processo de ensino-aprendizagem.

The purpose of my scientific essay is to examine how children with special needs should be included in school and after school center and which preconditions i have as a pedagogue to work with this. During my writing process, I have made my own thoughts and experiences visible by reflecting on them, and put them against other educationalists’ thoughts, discussed with other students and looked back through my own work experiences. The problem of inclusion is too common in our school and it has been interesting to work with what the literature has to say about the subject, and what experiences colleagues and co-students have had. Through the writing process I have examined the notion of inclusion, especially inclusion concerning children with special needs. The pupils behavioral problems affects classmates and me as a pedagogue at the after school center. In my work role in school and at the after school center i face inclusion processes with children with special needs, where my strategies do not work and where my reception does not have any effect. In the inclusionwork at a school, many different knowledge, properties and prerequisites are required in order for the educationalists to make the day bearable for the pupils, which the management has to give them. My conclclusion is that there is not one way to interact with people, the interaction needs to be formed individually. Every now and then I meet pupils where the way throught the school systems is not straight forward. To assist every pupil the teamwork among pedagogues key to reach the goal. / Syftet med min vetenskapliga essä är att undersöka hur elever med särskilda behov ska inkluderas i skolan och på fritidshemmet. Samt vilka förutsättningar har jag som blivande fritidshemslärare i mitt arbete med detta? Under min skrivprocess har jag synliggjort mina egna tankar och min erfarenhet genom att reflektera över dem samt ställt dem mot andra pedagoger, samtalat med studiekamrater och gått tillbaka till mina yrkeserfarenheter. Dilemmat jag beskriver är ett alltför vanligt exempel i verksamheten. Det har varit intressant att utforska vad som sägs i litteraturen, vad studiekamrater samt vad kollegor haft för upplevelser om inkludering. Genom skrivprocessens gång har jag undersökt begreppet inkludering och då speciellt inkludering av elev i behov av särskilt stöd. Beteendeproblem hos eleven påverkar klasskamrater samt påverkar mig som fritidshemslärare. I min yrkesroll i skolan och på fritidshemmet står jag inför inkluderingsprocesser med barn i behov av särskilt stöd där mina strategier inte fungerar och mitt bemötande inte har någon effekt. I arbetet med inkludering på en skola, krävs det många olika kunskaper, egenskaper och förutsättningar hos pedagogerna för att få till en bra vistelsetid för eleverna och det måste skolans ledning se till att ge. Jag har kommit fram till att det finns inte enbart finns ett sätt att bemöta människor, bemötandet behöver utformas för varje elev. Då och då möter jag en elev där vägen mot målet inte är så enkel att gå. Men samarbetet och förutsättningarna i arbetslaget är kärnan för att försöka nå målet.