<p>Abstract</p><p>The purpose of my essay is to describe how some educators perceive the cooperation that takes place every day in the team to wich they belong. To do this, I have implemented six qualitative interviews with educators at two diffrent workteams. I based my questions on three scientific questions:</p><p>- How does the cooperation in the team work?</p><p>- How has the cooperation between the various kind of educators developed</p><p>since the pre-school class and the leisure-time centres was integrated with the school?</p><p>- Which conditions exist for a good cooperation?</p><p>The result showed that there were both similarities and differences between the teams, but common to both teams was that the educators felt that there have been some major positive changes to the cooperation in the teams in the last few years and that they were fairly satisfied with how the cooperation of their teams function now. Mostly they cooperates during school hours with various school projects, but questions concerning the pupils wellbeing is also an important area of cooperation.</p><p>Since the integration was implemented, the cooperation has become more equal and the various educators have found their respective roles. Still, most of the cooperation takes place during school hours, even if the educators interviewed believe that it has become much better and cooperation continues to develop all the time</p><p>Many educators would like to have more time for joint planning, because sometimes they do not have time to plan everything as carefully as they want. The educators would also like to have some more mutual education for all teachers in the team, which is not always the case today when they rarely can get substitute teachers to look after the children after the school hours.</p><p>Another problem is the different status of the diffrent kind of educators, and the unequal working conditions, a problem that especially threatens the recruitment of new leisure pedagogues, since they have both lower pay and worse working conditions than the teachers.</p><p>Keywords: Cooperation, workteam, integration, different educators,</p><p>Integration school – leisure-time centres - preschool.</p> / <p>Sammanfattning</p><p>Syftet med min uppsats är att beskriva hur några pedagoger uppfattar det samarbete som sker varje dag i de arbetslag som de tillhör. För att göra detta har jag genomfört sex kvalitativa intervjuer med pedagoger vid två olika arbetslag. Jag baserade mina intervjufrågor utifrån tre forskningsfrågor:</p><p>- Hur ser samarbetet i arbetslaget ut?</p><p>- Hur har samarbetet mellan de olika yrkeskategorierna utvecklats sedan förskoleklassen och fritidshemmen integrerades med skolan?</p><p>- Vilka förutsättningar finns för ett gott samarbete?</p><p>Resultatet visade att det fanns både likheter och skillnader mellan arbetslagen, men gemensamt för båda arbetslagen var att pedagogerna ansåg att det har skett en del stora positiva förändringar i arbetslagen under de senaste åren och att de nu var ganska nöjda med hur samarbetet i deras arbetslag fungerade. Främst samarbetar man under skoltid med olika skolprojekt, men även elevvårdsfrågor är ett viktigt samarbetsområde.</p><p>Sedan integreringen genomfördes har samarbetet blivit mer jämställt och de olika pedagogyrkena har funnit sina respektive roller. Fortfarande är det dock så att mycket av samarbetet sker på skolans villkor, även om de pedagoger som intervjuats menar att det blivit mycket bättre och samarbetet fortsätter att utvecklas hela tiden.</p><p>Flera pedagoger skulle vilja ha mer tid till gemensam planering, för ibland hinner de inte planera allt så noggrant som de vill. Pedagogerna vill även få mer gemensam fortbildning för alla pedagoger i arbetslaget, vilket inte alltid sker idag då man sällan kan få vikarier för att se till fritidsbarnen.</p><p>Ett annat problem är de olika pedagogyrkenas skilda status och ibland ojämlika arbetsvillkor, ett problem som framför allt riskerar att utarma fritidspedagogyrket, vilket har både sämre lön och sämre arbetstid än läraryrket.</p><p>Nyckelord: samarbete, arbetslag, integration, olika pedagoger,</p><p>integration skola – fritids – förskola</p>

Abstract The purpose of my essay is to describe how some educators perceive the cooperation that takes place every day in the team to wich they belong. To do this, I have implemented six qualitative interviews with educators at two diffrent workteams. I based my questions on three scientific questions: - How does the cooperation in the team work? - How has the cooperation between the various kind of educators developed since the pre-school class and the leisure-time centres was integrated with the school? - Which conditions exist for a good cooperation? The result showed that there were both similarities and differences between the teams, but common to both teams was that the educators felt that there have been some major positive changes to the cooperation in the teams in the last few years and that they were fairly satisfied with how the cooperation of their teams function now. Mostly they cooperates during school hours with various school projects, but questions concerning the pupils wellbeing is also an important area of cooperation. Since the integration was implemented, the cooperation has become more equal and the various educators have found their respective roles. Still, most of the cooperation takes place during school hours, even if the educators interviewed believe that it has become much better and cooperation continues to develop all the time Many educators would like to have more time for joint planning, because sometimes they do not have time to plan everything as carefully as they want. The educators would also like to have some more mutual education for all teachers in the team, which is not always the case today when they rarely can get substitute teachers to look after the children after the school hours. Another problem is the different status of the diffrent kind of educators, and the unequal working conditions, a problem that especially threatens the recruitment of new leisure pedagogues, since they have both lower pay and worse working conditions than the teachers. Keywords: Cooperation, workteam, integration, different educators, Integration school – leisure-time centres - preschool. / Sammanfattning Syftet med min uppsats är att beskriva hur några pedagoger uppfattar det samarbete som sker varje dag i de arbetslag som de tillhör. För att göra detta har jag genomfört sex kvalitativa intervjuer med pedagoger vid två olika arbetslag. Jag baserade mina intervjufrågor utifrån tre forskningsfrågor: - Hur ser samarbetet i arbetslaget ut? - Hur har samarbetet mellan de olika yrkeskategorierna utvecklats sedan förskoleklassen och fritidshemmen integrerades med skolan? - Vilka förutsättningar finns för ett gott samarbete? Resultatet visade att det fanns både likheter och skillnader mellan arbetslagen, men gemensamt för båda arbetslagen var att pedagogerna ansåg att det har skett en del stora positiva förändringar i arbetslagen under de senaste åren och att de nu var ganska nöjda med hur samarbetet i deras arbetslag fungerade. Främst samarbetar man under skoltid med olika skolprojekt, men även elevvårdsfrågor är ett viktigt samarbetsområde. Sedan integreringen genomfördes har samarbetet blivit mer jämställt och de olika pedagogyrkena har funnit sina respektive roller. Fortfarande är det dock så att mycket av samarbetet sker på skolans villkor, även om de pedagoger som intervjuats menar att det blivit mycket bättre och samarbetet fortsätter att utvecklas hela tiden. Flera pedagoger skulle vilja ha mer tid till gemensam planering, för ibland hinner de inte planera allt så noggrant som de vill. Pedagogerna vill även få mer gemensam fortbildning för alla pedagoger i arbetslaget, vilket inte alltid sker idag då man sällan kan få vikarier för att se till fritidsbarnen. Ett annat problem är de olika pedagogyrkenas skilda status och ibland ojämlika arbetsvillkor, ett problem som framför allt riskerar att utarma fritidspedagogyrket, vilket har både sämre lön och sämre arbetstid än läraryrket. Nyckelord: samarbete, arbetslag, integration, olika pedagoger, integration skola – fritids – förskola

Lärare i dagens skola förväntas att vilja arbeta tillsammans med andra lärare i arbetslag, men har dock en lång tradition bakom sig att individuellt planera och leda arbetet i klassummet. Förskollärare å sin sida har en längre tradition bakom sig att tillsammans planera och leda arbetet bland barnen. Men vad är viktigt för samarbete i arbetslag? Syftet med studien är att bidra till kunskap om variationer i förskollärares och lärares tankar kring arbetslag i förskola och skola med fokus på det som uppfattas vara betydelsefullt för samarbete, för att sedan jämföra dessa båda yrkesgruppers uppfattningar. Med hjälp av en kvalitativ metod har tre lärare samt tre förskollärare intervjuats för att hitta olika sätt att förstå vad som är betydelsefullt för samarbete i arbetslag. Utsagorna tolkades för att hitta variationer samt likheter och skillnader i förskollärarnas respektive lärarnas uppfattningar. I resultatet presenteras ett antal variationer av uppfattningar genom likvärdiga kategorier, som anses betydelsefulla för samarbete i arbetslag. Resultatet visade på likheter i lärares och förskollärares sätt att uppfatta vad som är viktigt för samarbete, men även skillnader. Tid till att planera och diskutera i arbetslaget, tillåtande klimat, arbetslagets sammansättning och utbildning är exempel på vad som uppfattades vara betydelsefullt. Resultatet sätts sedan i ett sammanhang där vi diskuterar vårt resultat i förhållande till tidigare forskning och vilka konsekvenser detta medför i dagens förskola och skola. / In today’s education system, teachers are expected to work together with other teachers as a team; however teachers have a long history of individually planning and leading work in the classroom. On the other hand, pre-school teachers have an even longer tradition of collaboratively planning for and leading the classroom among their colleagues. Given these two differing approaches, what contributes to cooperation in a work team? This study will further the knowledge of variations in preschool teachers and teachers’ thoughts about working together as a team and what´s important for collaboration for to compare and contrast these approaches. Through qualitative research three teachers and three pre-school teachers have been interviewed in order to uncover what contributes to cooperation in teacher teams. The teachers and pre-school teachers’ statements were interpreted to find similarities and differences among their understandings. Although some differences were found among the two groups, the results display similarities in the teachers and pre-school teachers’ understanding of what is important for cooperation. Time to plan and discuss, the group climate, and the composition of members and education were all provided as examples of what is important for cooperation among teaching teams. The results are put in context as we discuss their relationship to earlier research and the consequences that this will have in today’s pre-schools and schools.

<p>Lärare i dagens skola förväntas att vilja arbeta tillsammans med andra lärare i arbetslag, men har dock en lång tradition bakom sig att individuellt planera och leda arbetet i klassummet. Förskollärare å sin sida har en längre tradition bakom sig att tillsammans planera och leda arbetet bland barnen. Men vad är viktigt för samarbete i arbetslag? Syftet med studien är att bidra till kunskap om variationer i förskollärares och lärares tankar kring arbetslag i förskola och skola med fokus på det som uppfattas vara betydelsefullt för samarbete, för att sedan jämföra dessa båda yrkesgruppers uppfattningar. Med hjälp av en kvalitativ metod har tre lärare samt tre förskollärare intervjuats för att hitta olika sätt att förstå vad som är betydelsefullt för samarbete i arbetslag. Utsagorna tolkades för att hitta variationer samt likheter och skillnader i förskollärarnas respektive lärarnas uppfattningar. I resultatet presenteras ett antal variationer av uppfattningar genom likvärdiga kategorier, som anses betydelsefulla för samarbete i arbetslag. Resultatet visade på likheter i lärares och förskollärares sätt att uppfatta vad som är viktigt för samarbete, men även skillnader. Tid till att planera och diskutera i arbetslaget, tillåtande klimat, arbetslagets sammansättning och utbildning är exempel på vad som uppfattades vara betydelsefullt. Resultatet sätts sedan i ett sammanhang där vi diskuterar vårt resultat i förhållande till tidigare forskning och vilka konsekvenser detta medför i dagens förskola och skola.</p> / <p>In today’s education system, teachers are expected to work together with other teachers as a team; however teachers have a long history of individually planning and leading work in the classroom. On the other hand, pre-school teachers have an even longer tradition of collaboratively planning for and leading the classroom among their colleagues. Given these two differing approaches, what contributes to cooperation in a work team? This study will further the knowledge of variations in preschool teachers and teachers’ thoughts about working together as a team and what´s important for collaboration for to compare and contrast these approaches. Through qualitative research three teachers and three pre-school teachers have been interviewed in order to uncover what contributes to cooperation in teacher teams. The teachers and pre-school teachers’ statements were interpreted to find similarities and differences among their understandings. Although some differences were found among the two groups, the results display similarities in the teachers and pre-school teachers’ understanding of what is important for cooperation. Time to plan and discuss, the group climate, and the composition of members and education were all provided as examples of what is important for cooperation among teaching teams. The results are put in context as we discuss their relationship to earlier research and the consequences that this will have in today’s pre-schools and schools.</p>

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os debates sobre formação profissional em saúde ampliaram seu espaço na agenda de discussões políticas brasileiras. As Diretrizes Curriculares Nacionais para Cursos na Área de Saúde, homologadas pelo Ministério da Educação em 2001, orientam mudanças em graduação dos profissionais, coerentes com a necessidade indicada pelo Ministério da Saúde de incentivar mudanças na formação em saúde com ênfase na integralidade da atenção. Este trabalho investigou as propostas das novas Diretrizes Curriculares Nacionais para os cursos de odontologia (DCNO), tendo como eixo de análise o princípio da Integralidade em saúde e o trabalho em equipe. A partir do referencial teórico da construção da Integralidade em saúde, foi analisada a percepção de seus elementos no discurso de gestores acadêmicos, professores e alunos de um curso de odontologia e no documento das DCNO. A análise do documento das DCNO demonstrou uma reduzida sistematização das ideias e conceitos associados à integralidade em saúde, reforçando a ênfase nas práticas do Cirurgião-Dentista ao âmbito da Saúde Bucal. A análise das entrevistas revelou certo grau de apropriação, pelos autores estudados, de discursos que ampliam o universo da odontologia, porém referem-se a práticas profissionais e de ensino-aprendizagem ainda bastante calcadas no conhecimento clínico-cirúrgico aplicável ao indivíduo. Existe uma associação entre integralidade em saúde, perfil generalista e trabalho em equipe à integração das especialidades odontológicas, viabilizadas pela integração das clínicas. Nota-se uma tendência à mudança de valores, inclusive nos depoimentos de estudantes, que demonstram interesse nas práticas no setor público, reforçando a necessidade de ampliação da odontologia na arena de discussões sobre a formação em saúde, de modo a aproximar conteúdos e práticas de saúde coletiva com aquelas do campo clínico-cirúrgico sob novas perspectivas e aproximar a teoria da área específica de atuação, avançando na construção do trabalho em equipe. / The debates on professional formation in health today occupy a great space in the Brazilian agenda of politics quarrels. In this aspect, the National Curriculum Guidelines for the Courses of the Health Area, homologated for the Ministry of the Education in 2001, guide changes in the graduation of the health professionals, in accordance to the needs indicated by the Health Department to stimulate changes in the formation in health with emphasis in the integrality of the attention. This work investigated the proposals of the National Curriculum Guidelines for Dental Education (DCNO), having as analytical vase the principle of the Integrality in health and teamwork . From the theoretical referential of the constructions of Integrality in health, the perception of its elements in the speech of academic managers, professors and pupils of dental course was analyzed, and in the document of the DCNO. The analysis of the DCNO document demonstrated reduced organization in ideas as well as concepts concerning health integrality, highlighting the emphasis on the dentists practice regarding oral health. The analyses of the interviews revealed a certain degree of appropriation, by the studied actors, of the speeches that enhance the universe of odontology, nevertheless referring to professional practices as well as teaching-learning process still deeply attached to clinical surgical knowledge applied to the individual. Moreover, there is a strong association between Integrality in health, general profile and teamwork to the integration of the dental specialties, made possible by the integration of clinics. A tendency of change in values is observed, even in the students speeches, showing interest in public practices, strengthening the need of increase in Odontology in the arena of quarrels on health graduation, in such a way as to attach public health theory and practice with those of the clinical-surgical field under new perspective and to approach theory to its specific practice, advancing in the construction of teamwork.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os debates sobre formação profissional em saúde ampliaram seu espaço na agenda de discussões políticas brasileiras. As Diretrizes Curriculares Nacionais para Cursos na Área de Saúde, homologadas pelo Ministério da Educação em 2001, orientam mudanças em graduação dos profissionais, coerentes com a necessidade indicada pelo Ministério da Saúde de incentivar mudanças na formação em saúde com ênfase na integralidade da atenção. Este trabalho investigou as propostas das novas Diretrizes Curriculares Nacionais para os cursos de odontologia (DCNO), tendo como eixo de análise o princípio da Integralidade em saúde e o trabalho em equipe. A partir do referencial teórico da construção da Integralidade em saúde, foi analisada a percepção de seus elementos no discurso de gestores acadêmicos, professores e alunos de um curso de odontologia e no documento das DCNO. A análise do documento das DCNO demonstrou uma reduzida sistematização das ideias e conceitos associados à integralidade em saúde, reforçando a ênfase nas práticas do Cirurgião-Dentista ao âmbito da Saúde Bucal. A análise das entrevistas revelou certo grau de apropriação, pelos autores estudados, de discursos que ampliam o universo da odontologia, porém referem-se a práticas profissionais e de ensino-aprendizagem ainda bastante calcadas no conhecimento clínico-cirúrgico aplicável ao indivíduo. Existe uma associação entre integralidade em saúde, perfil generalista e trabalho em equipe à integração das especialidades odontológicas, viabilizadas pela integração das clínicas. Nota-se uma tendência à mudança de valores, inclusive nos depoimentos de estudantes, que demonstram interesse nas práticas no setor público, reforçando a necessidade de ampliação da odontologia na arena de discussões sobre a formação em saúde, de modo a aproximar conteúdos e práticas de saúde coletiva com aquelas do campo clínico-cirúrgico sob novas perspectivas e aproximar a teoria da área específica de atuação, avançando na construção do trabalho em equipe. / The debates on professional formation in health today occupy a great space in the Brazilian agenda of politics quarrels. In this aspect, the National Curriculum Guidelines for the Courses of the Health Area, homologated for the Ministry of the Education in 2001, guide changes in the graduation of the health professionals, in accordance to the needs indicated by the Health Department to stimulate changes in the formation in health with emphasis in the integrality of the attention. This work investigated the proposals of the National Curriculum Guidelines for Dental Education (DCNO), having as analytical vase the principle of the Integrality in health and teamwork . From the theoretical referential of the constructions of Integrality in health, the perception of its elements in the speech of academic managers, professors and pupils of dental course was analyzed, and in the document of the DCNO. The analysis of the DCNO document demonstrated reduced organization in ideas as well as concepts concerning health integrality, highlighting the emphasis on the dentists practice regarding oral health. The analyses of the interviews revealed a certain degree of appropriation, by the studied actors, of the speeches that enhance the universe of odontology, nevertheless referring to professional practices as well as teaching-learning process still deeply attached to clinical surgical knowledge applied to the individual. Moreover, there is a strong association between Integrality in health, general profile and teamwork to the integration of the dental specialties, made possible by the integration of clinics. A tendency of change in values is observed, even in the students speeches, showing interest in public practices, strengthening the need of increase in Odontology in the arena of quarrels on health graduation, in such a way as to attach public health theory and practice with those of the clinical-surgical field under new perspective and to approach theory to its specific practice, advancing in the construction of teamwork.