Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-16T18:28:49Z No. of bitstreams: 1 Raquel da Silva Rocha.pdf: 1518331 bytes, checksum: a0ed8c793cfc2313a4bf9cdfe99502d6 (MD5) / Made available in DSpace on 2016-09-16T18:28:49Z (GMT). No. of bitstreams: 1 Raquel da Silva Rocha.pdf: 1518331 bytes, checksum: a0ed8c793cfc2313a4bf9cdfe99502d6 (MD5) Previous issue date: 2016-04-05 / Secretaria da Educação do Estado de São Paulo / The school has been the place where the children of the popular classes have their first contact with the reading. The teacher takes the place of first stimulator reading, followed by the mother and other family members. In the initial years of primary school the literacy teacher should do the important task of teaching children the act of reading and writing, as well as stimulate and encourage a relationship with love and pleasure with the reading. For this, the teacher must have a good relationship with reading. This study aims to investigate teachers' reading practices and literacy offer a proposal that contributes to the development of the teacher / player. The research was conducted in three phases. The first phase, a questionnaire was conducted for teachers of a public school in the early years in order to analyze the reading teacher practices. To deepen the understanding of reading in school, a second phase was developed, the results of external evaluations of Portuguese Language made by the students were analyzed. The third and final phase of the research was conducted two meetings with school teachers to discuss the data from external assessments and analyze the understanding they had about reading and their work in the classroom. The analysis of the three phases of the research, signaled the need for investment in reader training of teachers, given that the majority of respondents teachers do not take time to read, in addition to performing readings that contribute little personal and professional training. The data regarding the development of readers abilities of students indicated that they have difficulties in the reconstruction of meanings of texts, especially when it comes to literary texts, only 50% of students in the 5th year of school, complete the initial years with proficiency reader required to proceed with their studies. Teachers demonstrated disregard those results, and does not understand that reading is a content to be taught. In this sense, we finalized the process of analysis and diagnosis of the difficulties of teachers and students, has submitted a proposal for training of teachers in school readers. The focus of the proposal is not the reproduction of the activities in the classroom by teachers but encourage teachers a new relationship with reading through strategies that approach the diversity of literary genres and allow reflection on the meaning of reading in their life and profession / A escola tem se constituído o lugar onde as crianças das classes populares têm seus primeiros contatos com a leitura. O professor ocupa o lugar de primeiro estimulador de leitura, seguido da mãe e demais familiares. Nos anos inicias do ensino fundamental cabe ao professor alfabetizador a importante tarefa de ensinar as crianças o ato de ler e escrever, assim como estimular e favorecer uma relação de gosto e prazer com a leitura. Para isso, este professor precisa ter uma boa relação com a leitura. O presente trabalho tem como objetivo investigar as práticas de leitura de professores alfabetizadores e oferecer uma proposta que contribua para o desenvolvimento do professor/leitor. A pesquisa foi desenvolvida em três fases. Na primeira fase, foi realizada uma aplicação de questionário aos professores de uma escola estadual de anos iniciais com o objetivo de analisar as práticas de leitura dos professores. Para o aprofundamento da compreensão sobre a leitura na escola, desenvolveu-se uma segunda fase, foram analisados os resultados das avaliações externas de Língua Portuguesa realizadas pelos alunos. Na terceira e última fase da pesquisa, foram realizado dois encontros com professores da escola para discutir os dados das avaliações externas e analisar a compreensão que tinham sobre leitura e seu trabalho em sala de aula. A análise das três fases da pesquisa, sinalizaram a necessidade de investimentos na formação leitora dos professores, dado que a maioria dos professores participantes da pesquisa não dedicam tempo à leitura, além de realizarem leituras que pouco contribuem sua formação pessoal e profissional. Os dados quanto ao desenvolvimento das habilidades leitoras dos alunos apontaram que esses possuem dificuldades na reconstrução de sentidos de textos, principalmente quando se trata de textos literários, apenas 50% dos alunos dos 5ª anos da escola, terminam os anos iniciais com a proficiência leitora necessária para dar prosseguimento aos seus estudos. Os professores demonstraram desconhecer esses resultados, assim como não compreender que a leitura é um conteúdo a ser ensinado. Neste sentido, finalizado o processo de análise e diagnóstico das dificuldades de professores e alunos, foi apresentada uma proposta de formação de professores leitores na escola. O foco da proposta não é a reprodução das atividades em sala de aula pelos professores e sim favorecer aos professores uma nova relação com a leitura por meio de estratégias que o aproximem da diversidade de gêneros literários e permitam uma reflexão sobre o significado da leitura em sua vida e na profissão

INTRODUCTION: Improving maternal and child health care are two of the Millennium Development Goals of the World Health Organization. India is one of the countries worldwide most burdened by maternal and child deaths. The aim of the study was to describe how families participate in nurse-based antenatal and child health care, and the effect of this in relation to referrals to specialist care, institutional deliveries and mortality. METHODS: The intervention took place in a remote rural area in India and was influenced by Swedish nurse-based health care. A baseline survey was performed before the intervention commenced. The intervention included education program for staff members with a model called Training of Trainers and the establishment of clinics as both primary health centers and mobile clinics. Health records and manuals, and informational and educational materials were produced and the clinics were equipped with easily handled instruments. The study period was between 2006 and 2009. Data were collected from antenatal care and child healthcare records. The Chi-square test was used to analyze mortality differences between years. A focus group discussion and a content analysis were performed. RESULTS: Families' participation increased which led to more check-ups of pregnant women and small children. Antenatal visits before 16 weeks among pregnant women increased from 32 to 62% during the period. Women having at least three check-ups during pregnancy increased from 30 to 60%. Maternal mortality decreased from 478 to 121 per 100 000 live births. The total numbers of children examined in the project increased from approximately 6000 to 18 500 children. Infant mortality decreased from 80 to 43 per 1000 live births. Women and children referred to specialist care increased considerably and institutional deliveries increased from 47 to 74%. CONCLUSION: These results suggest that it is possible in a rural and remote area to influence peoples' awareness of the value of preventive health care. The results also indicate that this might decrease maternal and child mortality. The education led to a more patient-friendly encounter between health professionals and patients. / <p>Article No. 2140</p><p>Funding Agencies|Pravara Medical Trust, India||Swedish International Development Cooperation Agency, Sweden||Linkoping University||County Council in Ostergotland, Sweden||</p>

The WoodCluster project (2017-2021) focused on national bio-economies based on farm wood production in East African Countries. The project consortium was a South-South-North network with partners from Ethiopia, Tanzania, Uganda and Germany. In the project, the dynamics and resulting problems of an increasing wood supply gap, and possible solutions were investigated. The project had two main components: research and teaching. As an output of the teaching component, this trainer manual was developed for wood-based value chain actors in Ethiopia. This trainer manual aims to combine the theory of value chain development with participatory teaching methods and integrate this approach into extensions services linked to wood-based value chain actors in Ethiopia, thereby supporting their sustainable development. It especially intends to provide these trainers with insights into value chain development (VCD) tools and participatory knowledge transfer methods. The focus will be on participatory VCD approaches relevant to wood-based value chain actors. With the trainer manual, officers and trainers will be able to apply participatory VCD trainings to wood-based value chain actors in a Training of Trainers (ToT) session. Since these value chains and actors can vary depending on the regional setting, the raw material or end-product of interest, the defined scope, or the value chain development goals, the ToT will teach several approaches on the basis of which the officers and trainers can design suitable participatory VCD workshops. The trainer manual serves as a reference guide for trainers, who conduct participatory trainings, and extension agents linked to wood-based value chains in Ethiopia. The manual is constructed and arranged in such a way, so that a wide range of trainers with different skill levels and capacities may apply the participatory training in different conditions. Rather than presenting one appropriate teaching method, the manual presents several that allows the trainer to adapt the overall training approach based on the target group and conditions of the training.:Acknowledgements IV List of Figures V List of Tables VI 1 Preface 1 2 Introduction 1 2.1 Natural forest 3 2.2 Woodlots 4 2.3 Trading wood products 4 2.4 Sawmilling and furniture production 5 2.5 The need for value chain development tools 5 3 Value Chain Development (VCD) 6 4 Supporting Wood-based Value Chain Actors in Ethiopia 8 4.1 Extension services for rural development 8 4.2 Current challenges of extension services in Ethiopia 9 4.3 Value Chain Development through participatory trainings 9 5 Planning and Initiating Participatory VCD 10 5.1 Setting the objective 10 5.2 Defining the value chain scope and selecting participants 10 5.3 Logistical preparations 12 5.4 Designing and planning VCD workshops 12 6 Implementing Participatory VCD workshops 12 6.1 Introductory Session 12 6.2 Session 1: Value Chain Mapping 17 6.3 Session 2: Challenges and Upgrading Options 25 6.4 Session 3: Value Chain Development with Collective Action 30 7 Post-training Activities 34 7.1 Reflecting on training outcomes 34 7.2 Monitoring and Facilitating Value Chain Development 34 Literature 35

Made available in DSpace on 2016-04-28T20:56:57Z (GMT). No. of bitstreams: 1 Lilian Correia Pessoa.pdf: 1546577 bytes, checksum: 89e44a83a042f8adc5740f0ffb57d8ad (MD5) Previous issue date: 2015-10-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Starting from the questioning that rose from our experience as a researcher, while giving training to curriculum coordinators in one of the teaching directories of the State of São Paulo, this research aims to find the structure needed to promote the increasing value of formative models that might promote the professional development of the participants. Considering the common use of Portuguese literature for teacher training in Brasil, it was established an exchange with Portuguese trainers that had worked in relevant training in their own country. The theoretical framework was built using Henri Wallon contributions, mainly over group creation and the relationships with the environment and with the others, but also with the parts that compose the teaching-learning process, where it stood out the contagious nature of emotion as a way to facilitate the engagement of the training professionals. For the issues concerning the training processes I used leading authors like Marcelo, Gatti, André, Barreto, Formosinho, Roldão, Canário and et al. The collected data came originally from eight unstructured interviews done live with Portuguese trainers that work in the Aveiro, Minho and Lisboa universities and also in the Instituto Politécnico de Lisboa. From those interviews it was established eight guidelines that were used to perform our analysis. Those guidelines are: 1 - School and university relations; 2 - Contagious" effects of training; 3 - Training and research; 4 Trainer of trainers; 5 - Cooperative work; 6 - Training perspectives; 7 - Training strategies; 8 - Execution and professional experience context. The research results pointing towards: the need to build a training theory that can be used to base training actions; the importance of establishing clear criteria for the trainer selection, changing the notion that a good teacher is automatically a good trainer; developing a cooperative work as a way to break the established hierarchy in training today, but also involving all the players, and promoting the shared responsibility in decision making; the importance to create a training that, because of the value the theoretical dimension of training, can contribute to the resolution of specific situations in the educational context of the teacher, and so each group in training can have specific training actions, because each context (environment, the others agents and the situations created by the interaction) is different. And to conclude, it presents, as a possibility, the creation of research models that will allow to discover the best profile for a training teacher, and also the knowhow that should be expected, specially concerning: training strategies, adult education, creation and management of intervention cooperative projects, and practice analysis / Partindo de questionamentos suscitados na experiência da pesquisadora como formadora de coordenadores pedagógicos em uma das Diretorias de Ensino do Estado de São Paulo, esta pesquisa objetivou identificar fundamentos que possam contribuir para avanços nos modelos formativos que contribuem com o desenvolvimento profissional dos professores em formação em contexto brasileiro. Considerando a frequente utilização da produção acadêmica portuguesa para questões que se referem à formação de professores no Brasil, estabeleceu um intercâmbio com formadores portugueses que tiveram trabalhos de formação expressivo no seu país. O referencial teórico foi constituído a partir das contribuições de Henri Wallon, especialmente para as discussões sobre a constituição de grupo e suas relações com o meio e com o outro, bem como sobre o conjunto funcional afetividade, do qual foi destacado o caráter contagioso da emoção como via facilitadora do envolvimento dos profissionais em formação. Para as questões que se referem especificamente aos processos formativos, foram utilizados autores de referência na área, tais como Marcelo, Gatti, André, Barreto, Formosinho, Roldão, Canário, dentre outros. Os dados coletados originaram-se de oito entrevistas não estruturadas, realizadas in loco com formadores portugueses que atuam nas universidades de Aveiro, Minho, Lisboa e Instituto Politécnico de Lisboa. Dessas entrevistas, foram estabelecidos seis eixos norteadores a partir dos quais a análise foi realizada. São eles: 1- Articulação entre universidade e escola; 2- Efeitos contagiosos da formação; 3- Formação e pesquisa; 4- Formador de formadores; 5- Trabalho colaborativo; 6- Perspectivas sobre a formação. Os resultados dessa análise apontaram para: a necessidade de estabelecer princípios de formação que possam servir de fundamento para as ações formativas; a importância de estabelecer critérios claramente definidos para a seleção do formador, negando o princípio de que um bom professor será, necessariamente, um bom formador; a adoção do trabalho colaborativo como forma de romper com a hierarquia existente na formação, bem como para envolver os participantes, favorecendo a responsabilidade partilhada nas decisões tomadas; a importância de conceber uma formação que, dado o devido valor à sua dimensão teórica, possa contribuir para a resolução de situação concretas do contexto educacional em que atua o docente e, neste sentido, cada grupo em formação deverá ter um delineamento próprio de ações formativas, dado que os contextos (os meios, os outros e as situações geradas nesta interação) são diferentes. Apresenta, por fim, como encaminhamentos possíveis, a realização de pesquisas que, na sua continuidade, possam investigar quais características que, de fato, devem constituir o formador de formadores, bem como o rol de conhecimentos que dele devem ser esperados, especialmente aqueles que se referem a: estratégias de formação, educação de adultos, concepção e condução de projetos colaborativos de intervenção e reflexão sobre a prática

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-03T12:31:53Z No. of bitstreams: 1 Márcia Cristina da Silva.pdf: 1197951 bytes, checksum: b5863cf4e5575794320971279b9f4004 (MD5) / Made available in DSpace on 2017-10-03T12:31:53Z (GMT). No. of bitstreams: 1 Márcia Cristina da Silva.pdf: 1197951 bytes, checksum: b5863cf4e5575794320971279b9f4004 (MD5) Previous issue date: 2017-09-22 / Continuing education of school principals has been a challenge for the technical teams of state departments of education, which have faced the need to support these professionals in the work context. Therefore, the problem of this research focuses on the question: how do state department technicians prepare to develop continuing education with school principals? That way, the general objective of the research is to investigate the performance of the technicians of a municipal state department of education as trainers of principals. The theoretical reference aimed to identify recent research related to the themes of training of principals, continuing education within state departments and analysis of training programs of principals. In order to deepen concepts about the relationship between continuing education and professional development and continuing education of school principals, we have used some theoretical references such as Libâneo (2004), Canário (2007), Marcelo (2009), Imbernón (2010), Lück 2000), Vieira and Vidal (2014), Abruccio (2010) and Paro (2015). The field defined for conducting the research was the Municipal State Department of Education of Aracruz, State of Espírito Santo (ES), and the subjects are five technicians who act as responsible for the continuing education of the 53 school principals. For the accomplishment of this research, of qualitative character, individual and collective interviews were carried out. The method for data analysis followed the prose analysis assumptions (ANDRÉ, 1983). The main results obtained were: continuous education has enabled the group of technicians to improve their professional practices and this is due to the constant search to maintain interlocution with more experienced partners, as well as the investment in self-training; And the use of training strategies, such as on-call and visits to priority schools, has fostered greater interaction and exchanges of experience among principals. The main problem faced by the researched team has been the realization of the education of school principals concomitantly to the office of their positions of technicians of a state department that demands actions that overlap. However, these professionals have faced the challenges of being trainers in a reflective and collaborative way, and seeking partnerships that have led them to the ever greater enhancement of the role of school principals trainers / A formação continuada dos diretores escolares tem se mostrado um desafio para as equipes técnicas de secretarias de educação, que têm se deparado com a necessidade de apoiar esses profissionais no contexto de trabalho. Portanto, a problemática desta pesquisa centra-se na questão: como técnicos de secretaria se preparam para desenvolver a formação continuada com os diretores escolares? Dessa forma, o objetivo geral da pesquisa é investigar a atuação dos técnicos de uma secretaria municipal de educação como formadores de diretores. O referencial teórico buscou identificar recentes pesquisas relacionadas aos temas de formação de diretores, formação continuada no interior de secretarias e análises de programas de formação de diretores. Para o aprofundamento de conceitos sobre a relação entre formação continuada e desenvolvimento profissional e formação continuada de diretores escolares, recorremos a alguns referenciais teóricos como: Libâneo et al. (2004), Canário (2007), Marcelo (2009), Imbernón (2010a, 2010b), Lück (2000), Vieira e Vidal (2014), Abrucio (2010) e Paro (2015a, 2015b). O campo definido para a realização da pesquisa foi a Secretaria Municipal de Educação de Aracruz, no Estado do Espírito Santo (ES), e os sujeitos são cinco técnicos que atuam como responsáveis pela formação continuada dos 53 diretores escolares. Para a realização desta pesquisa, de cunho qualitativo, foram realizadas entrevistas individuais e coletivas. O método para a análise dos dados seguiu os pressupostos da análise de prosa (ANDRÉ, 1983). Os principais resultados obtidos foram: a formação continuada tem propiciado ao grupo de técnicas o aprimoramento de suas práticas profissionais e isso se deve à busca constante de manter interlocução com parceiros mais experientes, assim como ao investimento na autoformação; e a utilização de estratégias formativas, como plantão e visitas às escolas prioritárias, tem propiciado maior interação e trocas de experiências entre os diretores. A principal problemática enfrentada pela equipe pesquisada tem sido a realização da formação de diretores concomitantemente ao ofício de seus cargos de técnicas de uma secretaria que demanda ações que se sobrepõem. Entretanto, essas profissionais têm enfrentado os desafios de serem formadoras de forma reflexiva, colaborativamente e buscando parcerias que as têm levado ao aprimoramento cada vez maior do papel de formadoras de diretores

The diploma thesis researches a business plan of a multi-purpose gym. On the market there is an unsatisfied demand for an effective and affordable fitness training under supervision of experienced trainers. The business plan of a multi-purpose gym should partialy satisfy this demand. The business plan is also expected to be attractive from a investment standpoint.

This paper attempts to evaluate Training for Trainers (T4T) as an aid for developing healthy and sustained church planting movements (CPMs). The thesis is that Training for Trainers (T4T) can enable and sustain (by the Spirit’s power) healthy church planting movements because a discipleship process is built into the methodology that develops believers in their personal and communal growth and equips them to repeat the process with other individuals they reach. The very format of the T4T process provides a context for developing disciples inwardly and training disciples to minister outwardly. The T4T process continues over the course of months and years to systematically move believers through the essential stages of sustained church planting movements: Bridges in conversations with the lost from non-spiritual topics to the gospel in order to find those God is preparing (knowing whom to talk to and how to start) • Reproducible evangelism methods that are effective in the local context and can be learned by any new believer • Reproducible discipleship that addresses both short-term and long-term spiritual growth in a manner appropriate to the local worldview and able to be passed on by a new believer • Reproducible church models appropriate to the local context and able to be led and passed on by new believers • Leadership development and multiplication patterns that develop leaders rapidly in the context of ministry and enable the number of leaders to keep pace with the number of new churches. T4T moves each new generation of disciples (trainers) and churches through this process because it casts vision for and gives loving accountability for disciples to truly become trainers of others. It does this primarily through a three-thirds training process. T4T is training for trainers who will train trainers who will train trainers. T4T attempts to initiate movements of God in which at least four generations of new disciples and churches emerge. This paper evaluates T4T is based on case studies, survey instruments and biblical principles and then offers recommendations for CPM practitioners. / Christian Spirituality, Church History & Missiology / D. Th.(Missiology)

Made available in DSpace on 2016-04-28T20:56:32Z (GMT). No. of bitstreams: 1 Beatriz Bontempi Gouveia.pdf: 1085578 bytes, checksum: c89f7e25cf120a5970793fb46a05fbfb (MD5) Previous issue date: 2012-09-25 / The objective of this study was to analyse the process for the creation of the training role of the educational coordinators working in the state primary schools network of the municipality of Boa Vista do Tupim, in Chapada Diamantina/BA. This municipality is part of Projeto Chapada, a program of Instituto Chapada de Educação e Pesquisa, a non-governmental organisation, which invests in the training of technical teams operating in the Municipal Education Departments, which in turn are responsible for training educational coordinators who work in schools. This study considers the training process for educational coordinators and their training requirements from the perspective of the coordinators and their trainers. The political efforts made by the municipality to implement an ongoing training structure, from the Department with its technical teams to the coordinator at schools, has achieved good results for the quality of learning of students and the professional development of teachers. An analysis of all the data collected (interviews, discussion group, observation of schools) revealed that the coordinators see training as their main function in schools. Thanks to political and technical support from the Municipal Education Department, they managed to create dedicated training spaces in the schools routines; and they recognise and value the presence of their trainers and the efforts to meet their training needs. The premise of the training network in the municipality of Boa Vista do Tupim is that it is not possible to improve the quality of state schools through isolated, external and individual training activities. On the contrary, the current system involves a series of interconnected actions, involving the different stakeholders in the educational sphere. The coordinators are responsible for teacher s training, but they cannot undertake this task alone. All parties involved in this training chain bear joint responsibility and offer training and technical support to the trainer within the network. The collaborative network is designed to serve as a foundation for training activities and as a space for democratic participation, horizontal relations and extensive partnerships. Understanding how the municipality of Boa Vista do Tupim managed to implement this process for successfully creating the training role of the coordinator will be a way in which this study can contribute to the area of educational coordination, the training of professionals and to education itself / O objetivo desta pesquisa foi analisar o processo de construção do papel formador dos coordenadores pedagógicos que atuam nas escolas do Ensino Fundamental I da rede pública no município de Boa Vista do Tupim, na Chapada Diamantina/BA. Esse município integra o Projeto Chapada, programa do Instituto Chapada de Educação e Pesquisa, organização não-governamental que investe na formação das equipes técnicas que atuam nas Secretarias Municipais de Educação, as quais, por sua vez, são responsáveis pela formação dos coordenadores pedagógicos que atuam nas escolas. Neste trabalho, pretendeu-se refletir sobre o processo formativo dos coordenadores pedagógicos e suas necessidades formativas, sob a ótica dos coordenadores e de suas formadoras. O esforço político do município de implementar uma estrutura de formação permanente, desde a Secretaria, com as equipes técnicas, até a escola, com o coordenador, revelou bons resultados na qualidade da aprendizagem dos alunos e no desenvolvimento profissional dos professores. Foi possível identificar, no conjunto de dados analisados (levantados através de entrevistas, grupo de discussão e observações nas escolas) que os coordenadores reconhecem a formação dos professores como sua principal função nas escolas; conseguem viabilizar na rotina, com o apoio político e técnico da Secretaria Municipal de Educação, diferentes espaços dedicados à formação; reconhecem e valorizam a presença de seus formadores e o esforço deles em atender às suas necessidades formativas. O pressuposto da rede de formação do município de Boa Vista do Tupim é de que a melhoria da qualidade da escola pública não é fruto de uma ação isolada, externa e pontual de formação. Ao contrário, pressupõe um conjunto de ações interligadas, envolvendo os diversos atores que compõem o cenário educativo. Os coordenadores são responsáveis pela formação dos professores, porém não podem assumir esta tarefa, sozinhos. Todos os sujeitos envolvidos nesta cadeia de formação se corresponsabilizam e oferecem o apoio técnico e formativo ao sujeito da formação que está interligado. A rede colaborativa é concebida como baliza para as ações formativas e como espaço de participação democrática, de relações horizontais e muita parceria. Compreender como o município de Boa Vista do Tupim conseguiu viabilizar esse processo de construção do papel formador do coordenador com êxito pode representar uma contribuição deste trabalho à área da coordenação pedagógica, à formação de professores e à própria educação

Η ανεπαρκής εκπαίδευση των εκπαιδευτών αποτελεί ένα ζήτημα που διαχρονικά τίθεται στο πεδίο της Εκπαίδευσης Ενηλίκων στην Ελλάδα. Με δεδομένο πως η τυπική και μη-τυπική εκπαίδευση στην Ελλάδα χαρακτηρίζεται από έντονη προσκόλληση στο δασκαλοκεντρικό πρότυπο, στις περισσότερες των περιπτώσεων η διδακτική παρέμβαση των εκπαιδευτών ενηλίκων δομείται κατά τρόπο ασύμβατο με τα επιστημονικά δεδομένα της Εκπαίδευσης Ενηλίκων, τις αρχές μάθησης, τα χαρακτηριστικά και τις προϋποθέσεις αποτελεσματικής μάθησης των ενηλίκων εκπαιδευομένων. Στην εργασία αυτή διερευνάται ο βαθμός στον οποίο η υλοποίηση εξειδικευμένων προγραμμάτων, όπως εν προκειμένω το Εθνικό Πρόγραμμα Εκπαίδευσης Εκπαιδευτών, μπορεί να συνεισφέρει στην απόκτηση εκείνων των ικανοτήτων και προσόντων που θεωρούνται απαραίτητα για την αποτελεσματική παρέμβαση των εκπαιδευτών ενηλίκων / The inadequate training of trainers constitutes an issue which ages since has been reckoned in the field of Adult Education in Greece. Given that the formal and non formal education in Greece is characterized by intense adherence to the teacher-centered model, in most cases the teaching intervening of adult trainers is constructed incompatibly to the scientific facts of Adult Education, the principles of learning, the characteristics and the prerequisites of the Adult trainees’ effective learning. The present study aims to investigate the degree in which the materialization of specific programs, as in this case the “National Program of Trainers training” can contribute to the acquirement of those skills and qualifications which are considered to be essential to the effective intervening of adult trainers

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is inserted in the Research Field Training, Knowledge and Professional Development , representing the research context on the training of trainers in the area of Exact Sciences and Earth. This study is linked to the research project entitled "The superior teaching moves: specificities in different areas of knowledge and its influence on educational performance" developed by the Pathways Training Group ( GTFORMA ) . The objective of this study is to investigate the implications of training of trainers of teachers in the field of Exact and Earth Sciences in the pedagogical management of the classroom . We emphasize that educational management is constituted as long as the teacher is committed to its education project , organizing and articulating knowledge necessary to train their students and , consequently , for their own training. Thus, considering the challenges of this process , especially given the reality of the absence of a specific preparation for teaching at university, we are interested in analyzing the impact of teacher training ( bachelors and / or licensed ) operating in major courses, in view their pedagogical management. So the choice for studying the practices of teachers management pertaining to the unity of Natural and Exact Sciences, UFSM was due to the fact that the interviews already conducted by GTFORMA group, realize the need to deepen issues related to their formations and practices in the classroom. Moreover, considering the problem we propose to investigate , the university center , where courses are concentrated in this area , is one of the largest at UFSM , where we find teachers with bachelor s degree teaching in major courses and also has the highest concentration of major courses , which is our interest as study context. The methodological option of research is qualitative narrative nature and in terms of analytical interpretation of the narratives of teachers, chose the discursive textual analysis method. We know that the pedagogical management of the classroom involves all areas of teaching, because it is the generative core of teaching and therefore, despite the many challenges present in everyday life, it is necessary that the teacher assume the coaching role building your project instruction with the basic premise meaningful learning of their students. / Este estudo encontra-se inserido na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, constituindo o contexto investigativo sobre a formação de formadores da área de Ciências Exatas e da Terra. O presente estudo encontra-se atrelado ao projeto de pesquisa intitulado Os movimentos da docência superior: especificidades nas diferentes áreas de conhecimento e sua influência na atuação docente desenvolvido pelo Grupo Trajetórias de Formação (GTFORMA). O objetivo deste estudo é investigar quais as implicações da formação dos formadores de professores da área de Ciências Exatas e da Terra na gestão pedagógica da sala de aula. Ressaltamos que a gestão pedagógica se constitui à medida que o professor se compromete com seu projeto de ensino, organizando e articulando saberes necessários para a formação de seus alunos e, consequentemente, para a sua própria formação. Sendo assim, considerando os desafios deste processo, especialmente diante a realidade da ausência de uma preparação específica para a docência superior, interessa-nos analisar a repercussão da formação de professores (bacharéis e/ou licenciados) que atuam em cursos de licenciatura, tendo em vista sua gestão pedagógica. Assim, a escolha por estudarmos as práticas de gestão de docentes pertencentes à unidade de Ciências Naturais e Exatas da UFSM se deu pelo fato de que nas entrevistas já realizadas pelo grupo GTFORMA, percebemos a necessidade de aprofundarmos as questões relativas às suas formações e práticas em sala de aula. Além disso, considerando o problema que nos propomos a investigar, o centro universitário, em que estão concentrados os cursos desta área, é um dos maiores da UFSM, em que encontramos professores bacharéis lecionando em cursos de licenciatura e também apresenta maior concentração de cursos de licenciaturas, que é o nosso interesse como contexto de estudo. A opção metodológica da pesquisa é qualitativa de cunho narrativo e em termos de interpretação analítica das narrativas dos professores, escolhemos o método de análise textual discursiva. Sabemos que a gestão pedagógica da sala de aula envolve todos os âmbitos da docência, pois é o núcleo gerativo do trabalho docente e portanto, apesar dos inúmeros desafios presentes no cotidiano, se faz necessário que o professor assuma o papel de formador construindo seu projeto de ensino tendo como premissa básica a aprendizagem significativa de seus alunos.