Esta dissertação tem como objeto de pesquisa representações da formação acadêmica de um grupo de professoras. Está vinculada à linha de pesquisa em História e Filosofia da Educação e examina memoriais descritivos que constituem narrativas autobiográficas de vida e formação, escritos por um grupo de dezenove professoras, ex-alunas do curso de Licenciatura em Pedagogia, na modalidade a distância, da Universidade de Caxias do Sul. O suporte teórico deste estudo está apoiado especialmente em Chartier, Pesavento, Nóvoa, Tardif e Mizukami, entre outros. A metodologia utilizada está ancorada em algumas ênfases da História Cultural, buscando produzir uma narrativa plausível a partir do exame dos dados, produzida com apoio na análise textual discursiva, tendo como base categorias emergentes do processo de impregnação, categorização e teorização do material empírico que compõe o corpus da pesquisa. As narrativas escritas pelas professoras foram tomadas como objeto privilegiado de análise com o intuito de perceber quais representações cada uma produziu sobre seu próprio processo de formação. A arquitetura do texto envolve quatro capítulos A formação acadêmica: um processo (re)vivido a partir da escrita reflexiva; Ser professora: representações de uma escolha; A gestão da formação acadêmica e De professora a pedagoga: marcas de uma trajetória. Os memoriais descritivos possibilitaram estudar a trajetória das professoras no que se refere à sua formação acadêmica, revelando representações sobre a escolha profissional, a identificação enquanto estudantes, o reencontro com o aprender e o encontro com os saberes docentes. As narrativas apresentaram sinais de avanço da postura reflexiva e fortalecimento da identidade profissional, além de indicar que a formação continua. As principais contribuições deste estudo situam-se na compreensão de que, a partir da formação acadêmica, as professoras foram se tecendo como profissionais em um processo de aprendizagem que aconteceu estabelecendo pontes com a prática e agregando novos saberes. Nas narrativas das professoras, ficaram palavras que possibilitam compreender a educação a partir de quem é personagem desta história. / The scope of this research study consists on the representations of academic education for a group of teachers. It is related to the line of research for Education History and Philosophy and examines descriptive memorials. These autobiographical narratives about their lives and education were written by a group of 19 teachers who used to be students at the distance learning program for Pedagogy held at the University of Caxias do Sul. Theoretical support is based especially on Chartier, Pesavento, Nóvoa, Tardif and Mizukami, among others. Methodology applied emphasizes a few aspects of Cultural History, in an attempt of producing plausible narrative from the data analyzed, and is supported by discourse textual analysis, based on categories emerging from the processes of impregnation, categorization, and theorization of the empiric material that makes up the corpus of the study. The narratives written by the teachers were taken as a privileged object of analysis with the purpose of perceiving what representations each one of them made about their own process of academic education. The architecture of the text is organized in four chapters Academic education: a process (re)lived through reflexive writing practice; Being a teacher: representations of a choice; Managing academic education for teachers, and "From teacher to pedagogue: marks in a trajectory". The descriptive memorials made it possible to study the path taken by the teachers in their trajectory for academic education, revealing representations about their professional choice, their identification as students, their reencounter with learning and their encounter with teaching knowledge. Narratives presented a few signs of growth for their reflexive posture and of strengthening for their professional identities, besides indicating that their education is ongoing. The main contributions coming from this study rely on the understanding that from academic education, these teachers started their weaving process as professionals in a learning process which took place by linking bridges with their experience and aggregating new knowledge. In the narrative of the teachers there are words that make it possible to understand education from a perspective of somebody that is a character in the story.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-25T18:37:04Z No. of bitstreams: 1 2015 - William Teixeira Alves.pdf: 1323115 bytes, checksum: 4bb8f0dadf6f166db7d7196979211740 (MD5) / Made available in DSpace on 2017-07-25T18:37:04Z (GMT). No. of bitstreams: 1 2015 - William Teixeira Alves.pdf: 1323115 bytes, checksum: 4bb8f0dadf6f166db7d7196979211740 (MD5) Previous issue date: 2015-02-23 / Accepting that changes in the current Brazilian educational system are possible, we point out the need to promote an effective training for teachers during graduate courses. The internship provides a perfect opportunity for interaction between theory and practice and offers the intern an opportunity to develop critical thought. This study aims at promoting a debate about the Teacher Graduation Course at UFRRJ, taking into consideration the new national guidelines for such courses; and underlining the importance of an initial training stage based on assisted practice guided by theoretical knowledge acquired during the course. Those, among others aspects, feed the debate on the importance and contributions of managed internship for the training of teachers in the aforementioned course. Therefore, in order to reach a better understanding of the relevance of Managed Internship for teacher education, we began by analyzing the legal documents that regulate the course, seeking possible gaps. Aside from that, we interviewed teachers and proposed questionnaires to students, whose narratives we analyzed. They all led us to the conclusion that Managed Internship can be an effective way to join theory and practice, since they are reflexive processes connected to teacher intervention in the classroom. This study does not intend to propose a standard to this practical teaching subject, but rather to ponder about aspects that can contribute to the development of a graduation process seen as a reflexive exercise about teaching. All this taking into consideration that throughout different historical periods, initial teacher graduation courses in Brazil have always considered internship as playing an essential role in the training of teachers, as well as in the development of teacher identity. / Por acreditar que mudan?as no atual sistema de educa??o brasileira s?o poss?veis, precisamos criar meios para uma forma??o reflexiva de professores/pedagogos. O tempo de est?gio proporciona uma integra??o entre a teoria e a pr?tica e oportuniza ao aluno-professor o desenvolvimento de um pensamento cr?tico. Este trabalho tem como objetivo promover uma discuss?o sobre a forma??o no Curso de Pedagogia proposta pela UFRRJ, considerando as novas diretrizes curriculares nacionais e a relev?ncia de uma forma??o inicial pautada numa pr?tica articulada ?s teorias e conhecimentos apreendidos ao longo de uma licenciatura. Esses, entre outros aspectos, impulsionam-me a discutir ainda a import?ncia e a contribui??o do Est?gio Supervisionado para a constru??o identit?ria do futuro profissional docente na referida institui??o. Assim, com intuito de melhor compreender o papel dos est?gios neste processo de forma??o de professores, buscou-se analisar as ideias preconizadas nos documentos legais, bem como os documentos institucionais que regulamentam o curso, a fim de discutir se ambos caminham em conson?ncia e ou apresentam disparidades. E, a partir deles, realizar uma an?lise das narrativas proferidas pelos licenciandos acerca do Est?gio supervisionado, por meio de question?rios. Neste sentido entendo o est?gio como o local da pr?tica-teoria-pr?tica, pois s?o processos reflexivos que permeiam a interven??o docente em sala de aula. Este trabalho n?o pretende impor um modelo para a disciplina Pr?tica de ensino, e sim refletir sobre os aspectos que possam contribuir para a implanta??o de um processo de forma??o que se constitua tamb?m num exerc?cio de reflex?o sobre a pr?tica docente. Isto levando em considera??o que no Brasil, ao longo do processo hist?rico de forma??o inicial de professores, independente dos distintos enfoques, a pr?tica advinda do Est?gio Supervisionado tem assumido um papel essencial na sua forma??o profissional, bem como na forma??o de sua identidade docente.

This study was carried out in the context of the Research Line Training, Knowledge and Professional Development , within the Post-graduation Program in Education, in Santa Maria Federal University. The main objective was to analyze the possibilities of articulation between the teacher`s knowledge and the educational praxis in the initial training, aiming the performance in the Basic, Technical and Technological Education, in the Mathematics Teaching College Course, in the Instituto Federal do Tocantins- TO. The specific objectives were to list the knowledge considered by the undergraduate students as basic for their formation; understand which of the formative dimensions the undergraduate students assign to the pedagogical knowledge, according to their own initial formation process; identify how the teacher`s knowledge are approached in the curricular proposition of the Mathematics Teaching College Course that is proffered by the IFTO; verify if the teacher`s knowledge is considered in the structuring of the critical reflective teacher`s praxis in the EBTT. Considering the theoretical framework, the initial teacher`s training, the teacher`s praxis, the knowledge involved in the teaching practice, the specific know-how in the Mathematics field and the critical reflective teacher were addressed. The research, of a qualitative approach (LUDKE; ANDRE, 1986; GIL, 1999) was a case study (ANDRE, 1984; YIN,2001), was carried out through individual questionnaires, with the undergraduate students of the Mathematics Teaching College Course in the Instituto Federal de Educação, Ciência e Tecnologia-Campus Palmas. The collected data was analyzed through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011). This study made it possible to examine the possibilities of connections between the teacher`s knowledge and the educational, critical and reflexive praxis of the Mathematics imminent teachers in their initial formation process. It also promoted some thinking on the basic, technical and technological education, as well as furthered some subsidies to the evaluation of the curricular structure and purpose of the course, according to the students`view. / Esta dissertação foi desenvolvida no contexto da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM). Teve como objetivo geral analisar as possibilidades de articulação entre os saberes docentes e a práxis educativa na formação inicial na Licenciatura em Matemática do Instituto Federal do Tocantins IFTO, voltada à atuação no contexto da Educação Básica, Técnica e Tecnológica EBTT. Os objetivos específicos da pesquisa foram: elencar os saberes considerados pelos licenciandos como básicos para a sua formação docente; compreender quais as dimensões formativas que os licenciandos atribuem/reconhecem aos saberes pedagógicos segundo os próprios processos de formação inicial; identificar como os saberes pedagógicos são abordados na proposta curricular do Curso de Licenciatura de Matemática ofertado no IFTO; verificar se os saberes docentes são considerados na construção da práxis docente crítico-reflexiva na EBTT. Em relação à revisão teórica, foram abordados a formação docente inicial, a práxis docente crítico-reflexiva, os saberes da docência, saberes específicos da Área de Matemática. A pesquisa, de abordagem qualitativa (LÜDKE; ANDRÉ, 1986; GIL, 1999), do tipo estudo de caso (ANDRÉ, 1984; YIN, 2001), foi desenvolvida por meio de questionários individuais, com os estudantes do Curso de Licenciatura em Matemática do Instituto Federal de Educação, Ciência e Tecnologia - Campus Palmas. As informações foram trabalhadas por meio da Análise Textual Discursiva (MORAES; GALIAZZI, 2011). Este estudo possibilitou analisar a articulação entre os saberes docentes e a práxis educativa, crítica e reflexiva, dos futuros docentes de Matemática, no processo de formação inicial. Também possibilitou algumas reflexões sobre a educação básica, técnica e tecnológica, a pedagogia dialógica e a construção da identidade profissional docente. E ainda, subsídios para uma avaliação da estrutura curricular e da finalidade do Curso, segundo o olhar dos discentes.

Indicators are still at the heart of the debate on ‘sustainable development’ (SD), whatever the level or stance taken. However, initiatives of ‘indicators for sustainable development’ (ISD) cannot be related to a well-defined object. Facing this heterogeneity, an analysis of the uses and impacts of ISD in decision- and policy-making situations appears to be a necessity. Consequently, the present thesis focalises on the discussion and analysis of the characteristics of ISD-initiatives that are influencing the usability of ISD in decision situations? At a secondary level, the thesis identifies of a key which allows to read and analyse these characteristics, i.e. the usability-profile of ISD-processes, with respect to the configuration of the decision situation. <p>A discussion of the mechanics of decision-making processes and the handling of information within these, identifies that the utilisation of assessments in policy-making can be apprehended with three different characteristics: legitimacy, credibility and salience (L,C,S). Applied to the context of ISD, legitimacy refers to the perception of the policy-actors of the procedural fairness, credibility to the perception of the scientific soundness and salience to the perception of stakeholder- and policy-relevance. A discussion of alternative and existing utilisation-analyses of ISD shows that the L,C,S-framework has sufficient depth and width to figure as a potential, overarching framework of ISD-characteristics. Simultaneously, the confrontation of the L,C,S-framework with the issue domain of SD, as well as a translation of L,C,S on the level of ISD-initiatives, shows that a secondary level of analysis is necessary. The linkages between an L,C,S-based analysis of the usability-profiles of ISD, the principles of SD and the policy making processes can be identified to be best discussed at the level of the institutionalisation of ISD, i.e. the ‘institutional embeddedness’ of ‘soft’ information-processes for SD-management into public decision-making culture. ISD can be identified as ‘boundary organisations’, i.e. objects which are set to facilitate the interactions between different existing actor arenas which have different cultures of understanding, constructing, organising and digesting information. We propose thus to add to the analysis of the usability of ISD, a second, institutional axis which allows to situate the mechanics of L,C,S between actor arenas, and allows to conceive a ‘usability-profile’ for ISD-initiatives. <p>The institutional reading of ISD-initiatives is than developed further. In order to enhance their usability, ISD-processes need to be governed and steered: their usability can be managed and co-constructed through the lenses of the three usability-characteristics. Simultaneously, ISD are themselves acknowledged as being part of the government- and governance-instruments of the SD-domain. By translating information between actor-arenas, ISD foster a ‘governance-enhancing’ function, which in the end renders ISD as being part of the steering (or governance) instruments of SD. As a consequence, the enhancement or even management of the usability of ISD will distil down to ‘steer the steering’. Such a double-bound governance function can be addressed as ‘reflexive governance’, i.e. the governance of the governance instrument. <p> / Doctorat en environnement, Orientation gestion de l'environnement / info:eu-repo/semantics/nonPublished

Soit G un groupe algébrique linéaire complexe, simple, connexe et simplement connexe. Étant donné un sous-groupe parabolique P G et un idéal nilpotent n p, il existe un morphisme propre d’effondrement G x P n = Gn. Il se factorise en une variété affine et normale N := SpecC [G P n] que nous appelons variété nilpotente. Sous l’hypothèse que l’effondrement soit génériquement fini, nous décrivons le groupe des classes de diviseurs équivariants de N à l’aide de C[N]-modules réflexifs équivariants de rang 1. Un représentant de chaque classe peut être choisi comme les sections globales d’un fibré en droite sur G x P' n' où G x P' n' = Gn' est un effondrement possiblement distinct qui se factorise à travers la même variété nilpotente. Dans le cas où le groupe G est de type A ou dans le cas d’un effondrement provenant de certains diagrammes de Dynkin pondérés spécifiques, nous démontrons que les représentants proviennent de poids qui peuvent être choisis comme dominants. Dans ce cas, nous démontrons que si le module représente un élément torsion du groupe des classes, alors il est Cohen–Macaulay. Nous en déduisons un théorème d’annulation en cohomologie. / Let G be a simple, connected, simply connected complex linear algebraic group with parabolic subgroup P G and nilpotent ideal n p. The proper collapsing map G x P n = Gn factors through the normal affine variety N := SpecC [G x P n] which is called a nilpotent variety. Assuming the collapsing is generically finite, we describe the equivariant divisor class group of N using rank 1 reflexive equivariant C[N]-modules. A representative of each class may be chosen as global sections of a line bundle over G x P' n' where G x P' n' = Gn' is a possibly distinct collapsing that factors through the same nilpotent variety. Assuming either G is of type A or the collapsing comes from specific weighted Dynkin diagrams,we showthat each representative arise from a weight that may be chosen dominant. Moreover, if the module represents a torsion element within the class group, then it is Cohen– Macaulay and we deduce a cohomological vanishing theorem.

Au Québec, chaque commission scolaire développe sa propre politique d’évaluation de l’«école à la maison» ou AEF (apprentissage en famille). La diversité de ces modalités génère des interactions très diverses entre les parents et les commissions scolaires, laissant certains acteurs insatisfaits de part et d’autre et pouvant compromettre le droit de l’enfant à l’éducation. Notre analyse des situations d’encadrement et de suivi de l’AEF dans le monde révèle plusieurs possibilités de combinaison entre les pouvoirs décisionnels des autorités scolaires, des parents et d’autres acteurs. Parmi ces autres acteurs, il appert que le groupe de soutien, de par sa position intermédiaire et collective, pourrait jouer un rôle régulateur complémentaire et mieux accepté par les autorités scolaires et les parents. Les groupes de soutien d’AEF sont des regroupements locaux et auto-organisés de familles, proposant des activités sociales et d’entraide. Selon la théorie de la gouvernance réflexive, le groupe de soutien peut être considéré comme un lieu d’apprentissage collectif permettant l’émergence de normes sociales régulant les pratiques éducatives des parents. Cette étude vise à décrire les normes sociales établies au sein de groupes de soutien d’AEF québécois et les processus de production normative associés. Les normes sociales collectives implicites et explicites de deux groupes de soutien québécois enregistrés comme organismes sans but lucratif ont été documentées et décrites au moyen d'entrevues de groupe et de documents officiels de chacun de ces organismes. Une analyse de contenu a fait ressortir que les normes sociales collectives explicites formalisent le fonctionnement démocratique des groupes de soutien (modalités de participation des membres), les valeurs prônées (respect d’autrui, ouverture vers les autres) et leurs objectifs sociaux (soutien entre les membres, partage de ressources). Les normes sociales collectives implicites sont les suivantes : 1. Les enfants et les parents-éducateurs doivent socialiser, 2. Le parent-éducateur doit s'engager dans l'éducation des enfants et 3. L'enseignement et l’apprentissage doivent être de qualité et significatifs. Ces normes sociales collectives tendent à rejoindre les normes institutionnelles de l’éducation québécoise, soit la triple mission de l’école québécoise, « instruire, socialiser, qualifier », mais en les dépassant notamment en ce qui a trait à l’importance de l’engagement parental, à l’individualisation de l’enseignement dispensé et à la diversité des possibilités de socialisation. Celles-ci se rapprochent alors davantage des normes juridiques établies par la Loi sur l’instruction publique pour l’AEF: l’enfant doit 1. vivre une expérience éducative et 2. recevoir un enseignement qui soient équivalents à ce qui est vécu et enseigné à l’école, sans nécessairement reproduire la forme scolaire à la maison. Plusieurs processus de construction normative ont été identifiés : par co-construction, par ennoncé et adhésion, par quête partagée et par contact avec des acteurs exterieurs au mouvement d’AEF. Ceci décrit la possibilité d’un apprentissage social et d’une forme d’engagement citoyen des parents-éducateurs à travers ces groupes. Les normes sociales collectives décrites par cette étude et leurs modes de production suggèrent que le groupe de soutien pourrait être un acteur à exploiter davantage dans la gouvernance de l’AEF. / In Quebec, each school board makes its own homeschooling evaluation policy. Those various terms and conditions lead up to a lot of different relationships between homeschooling parents and school agents, leaving some of them unsatisfied, and sometimes, compromising the children’s right to education. Our analysis of homeschooling evaluation policies all around the world shows that parents’ autority, school board’s autority and the autority of a third party could be combined in various ways. Among those third parties, homeschooling support groups, thanks to their collective and intermediary position, could play a complementary role in the homeschooling regulation, with a better acceptance from parents and school agents. Homeschooling support groups are local self-organized groups which gather families for social activities and mutual aid. According to the reflexive governance theory, support groups could be seen as a collective learning place allowing social norms to emerge and regulate parental practices. This study aims to describe social norms currently established in Quebec-based homeschooling support groups and the associated production processes. Explicit and implicit collective social norms of two Quebec-based homeschooling support groups, registered as non-profit organizations, were described using focus groups and offical groups’ documents. Content analysis has showed that collective social explicit norms formalize the democratic mechanism of each group (term and condition of members’ participation), claimed values (respect to and openness toward others) and social goals (mutual support and ressource sharing). Collective social implicit norms were: 1. Children and parents must socialize, 2. Parents must be commited in the child’s education and 3. Teaching and learning must be of quality and meaningfull. Collective social norms seem to be close to institutional norms from Quebec educational school policy, “to provide instruction, to socialize and to provide qualifications”, but they exceed them especialy in matters of parental commitment, which is important, various type of socialization possibilities and individualized instruction. Thus, those norms are closer to the legal framework for homeschooling, in the Public Instruction Act, requiring that a child should 1. receive schooling and 2. benefit from an educational experience which are equivalent to what is provided at school, without necessarily replicating the school form at home. Several norm production processes have been described : co-construction, statement and adherence, shared quest and contact with non-homeschooling persons. It suggests that, through those groups, social learning and citizen commitment of parents are possible. Collective social norms and associated production processes described in this study suggest that homeschooling governance could benefit from using homeschooling support groups as third party in the regulation.

Depuis 2006, la politique énergétique extérieure de l’Union européenne a été significativement renforcée. Cette politique très ambitieuse vise à assurer la sécurité des approvisionnements énergétiques dans l’Union et à contribuer à une utilisation plus durable de l’énergie à l’échelle universelle. Si le dialogue politique et les aides économiques sont essentiels à ces égards, l’Union fait principalement appel au droit pour libéraliser les marchés énergétiques des États tiers se trouvant à sa périphérie et pour diffuser sa vision de l’utilisation durable de l’énergie sur la scène internationale. Pour quelles raisons l’Union a-t-elle essentiellement recours au droit dans le cadre de cette politique ? S’agit-il d’un instrument efficace ? C’est à ces deux grandes questions que cette étude est consacrée / Since 2006, the European Union’s external energy policy has been strengthening significantly. This ambitious EU policy is aimed at ensuring the security of energy supply in the EU and to contribute to more sustainable use of energy around the world. If political dialogue and economic aid are essential, the EU resorts principally to the law in order to liberalise energy markets of the third States in its periphery and to spread its vision of sustainable energy on the international stage. For which reasons does the EU use primarily the law in this policy? Is this instrument efficient? It is these two majors questions that this study addresses

Ce travail de recherche a pour objectif de proposer une lecture de l’intervention ergonomique et des modèles sous‐jacents à la pratique, à partir de la compréhension des spécificités du travail collectif des ergonomes consultants.Pour instruire cette question de recherche, nous avons identifié les caractéristiques du travail collectif, puis considérant l’ergonome consultant comme un opérateur, nous avons cherché à caractériser les spécificités du travail collectif. Pour cela, nous avons étudié les modèles d’intervention sous‐jacents à la pratique et nous avons recherché les modalités d’instanciations nécessaires aux particularités du travail des consultants energonomie.La problématique traitée est issue d’une construction progressive entre la pratique et la recherche. La méthodologie originale, développée dans ce travail, reflète cette construction. Cette démarche et les données rassemblées permettent ainsi de montrer que la compréhension de l’activité de travail des consultants doit passer par une analyse préalable de leurs déterminants professionnels. Celle‐ci permet de comprendre les modalités d’instanciation des macros modèles souples d’intervention, nécessaires à la gestion des variabilités des demandes traitées et des contextes d’interventions. Cette compréhension du travail des ergonomes permet d’appréhender pourquoi les ergonomes ne font pas tous la même chose et quelles sont les conditions favorables au travail collectif dans l’intervention ergonomique. / The aim of this research is to propose a reading of ergonomics intervention and of models underlying practice of ergonomics, on the basis of the understanding of the specificities of consultants ergonomists collective work.To address this research question, we identified characteristics of collective work, then considering the consultants ergonomists as an operator, we aim at characterising specificities of collective work. In this sense,we studied intervention models underlying practice and we searched for instantiations of these models that are required for the work of consultants ergonomists.Our research question has been elaborated through a progressive construction between research and practice.The novel methodology developed in this work reflects this construction. This approach and our collected data highlight that the understanding of consultants ergonomists activity comes through a preliminary analysis oftheir professionals determinants. This analysis helps in understanding instantiations of flexible intervention macro‐models, which are necessary to cope with variability of proposals and contexts of interventions. This understanding of the work of ergonomists helps in apprehending the reason why ergonomists have various actions and the favourable conditions for collective work during ergonomics interventions.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T16:26:15Z No. of bitstreams: 1 Debora Valiante.pdf: 13493897 bytes, checksum: 794a4b50e63e010097641c25eed3fab0 (MD5) / Made available in DSpace on 2016-06-09T16:26:15Z (GMT). No. of bitstreams: 1 Debora Valiante.pdf: 13493897 bytes, checksum: 794a4b50e63e010097641c25eed3fab0 (MD5) Previous issue date: 2016-03-28 / The research aims to analyze the results of using reflexive portfolios as a methodology for education. It was carried out in the time-space of in service education at EMEF Presidente Nilo Peçanha/São Paulo. The qualitative research was developed together two pedagogical coordinators. It was assumed that the dimensions: technical-scientific, continuous education, collective work, knowledge to teach, critical-reflexive, evaluative, ethical and political, and aesthetics and cultural, are totally articulated educational dimensions. Elucidated by portfolios in the school focused education, these dimensions can promote personal, professional and organizational development. The methodological procedures took into consideration the accomplishment of semi-structured interviews, the construction of portfolios and the analysis of the Political-Pedagogic Project of the school. It was made an analysis of the particularities of the educational dimensions for data treatment, elucidated by the reflexive portfolios built by the coordinators, without disregarding the dynamic and coherent articulation among the dimensions. Obtained results denote personal and professional trajectory visibility developed in the in-service education time-space with processes of reflection inherent to the construction of portfolios. It also becomes evident a collaborative work where researcher and coordinator interact fulfilling personal and institutional projects. The methodology of portfolio in the education focused on school proposes direction and intention for the multidimensional educational process. / La investigación tiene por objetivo analizar los resultados de formación realizada, en el espacio/tiempo de formación interna de la Escuela EMEF Presidente Nilo Peçanha/São Paulo, utilizándose de la metodología de portfolios reflexivos. La investigación cualitativa se desarrolló con dos coordinadoras pedagógicas. Se partió de la hipótesis de que las dimensiones técnico-científica, de la formación continuada, del trabajo colectivo, de los saberes para enseñar, crítico-reflexiva, evaluativa, ética y política, y estética y cultural son dimensiones de formación que se articulan entre sí y, aclaradas por portfolios en la formación centrada en la escuela, pueden promover desarrollo personal, profesional y organizacional. Los procedimientos metodológicos contaron con la realización de entrevistas semi-estructuradas, la construcción de portfolios y el análisis del Proyecto Político Pedagógico de la escuela. Para tratamiento de los datos se hizo el análisis de las particularidades de las dimensiones formativas, elucidadas en los portfolios reflexivos construidos por las coordinadoras, sin desconsiderar la articulación dinámica y coherente entre ellas. Los resultados alcanzados indican visibilidad de la trayectoria personal y profesional desarrollada en el espacio de formación en servicio, con procesos de reflexión inherentes a la construcción de los portfolios. Se evidencia también un trabajo colaborativo en el que el investigador y los coordinadores interactúan concretizando proyectos personales e institucionales. La metodología de portfolios en la formación centrada en la escuela propone dirección e intención al proceso formativo multidimensional. / A pesquisa tem por objetivo analisar os resultados da formação levada a efeito, no espaço/tempo de formação em serviço da EMEF Presidente Nilo Peçanha/São Paulo, utilizando-se da metodologia de portfólios reflexivos. A pesquisa qualitativa foi desenvolvida com duas coordenadoras pedagógicas. Partiu-se da hipótese que as dimensões técnico-científica, da formação continuada, do trabalho coletivo, dos saberes para ensinar, crítico-reflexiva, avaliativa, ética e política, e estética e cultural são dimensões de formação que se articulam entre si e, elucidadas por portfólios na formação centrada na escola, podem promover desenvolvimento pessoal, profissional e organizacional. Os procedimentos metodológicos contaram com a realização de entrevistas semiestruturadas, a construção de portfólios e a análise do Projeto Político Pedagógico da escola. Para tratamento dos dados fez-se a análise das particularidades das dimensões formativas, elucidadas nos portfólios reflexivos construídos pelas coordenadoras, sem desconsiderar a articulação dinâmica e coerente entre elas. Os resultados alcançados indicam visibilidade da trajetória pessoal e profissional desenvolvida no espaço de formação em serviço, com processos de reflexão inerentes à construção dos portfólios. Evidencia-se também um trabalho colaborativo em que o pesquisador e os coordenadores interagem concretizando projetos pessoais e institucionais. A metodologia de portfólios na formação centrada na escola propõe direção e intenção ao processo formativo multidimensional.

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