Repositório RCAAP

The purpose of this paper is to understand the processes triggered in the building and/or the rescue of teaching knowledge related to the work with games from the fifth to the eighth grade. To collect the data, interviews with teachers, who work with games in the classrooms of those grades, were conducted. For the discussion process, the paper was divided into two axes. In the first one it was focused the constitution and the professional development of the teachers, their experiences with games in the classroom. And in the second one it is noticed the process of teacher s knowledge production in different aspects of the use of math games in teaching. In the analysis of the interviews it was possible to notice the constitution of the teacher s knowledge, historical and cultural, academic or formal and the experiences. We conclude that with the use of games in the classroom for the teaching of math, it is a strategy with multiple positive as well as negative possibilities that can occur along the time. In relation to the teacher s knowledge, they are produced and spread in the school s environment, and sometimes out of it, since the student and teacher s life experience is built and re-built in the every-day pedagogic action.

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The theme of this research is the university teaching practice, in teacher graduating courses which adopt the semipresential modality, analyzing specifically professors didacticpedagogical performance in distance (or semipresential) disciplines in presential courses. The main objective is to reflect on the official documents of the Education Ministry that support semipresential courses, analyzing its efficacy. Thus, it seeks to understand, by questioning professors who teach in these courses, their own didactic-pedagogical practice, with emphasis on the teaching-learning process, the instructional material used, the teacher-student interaction and the evaluating process of their students. Using the qualitative and quantitative approach, it was applied a survey instrument, consisting of three parts: in the first, the respondent is qualified; in the second, consisting of statements, the professor evaluates the importance of the programmed contents to his own teaching activity; and the third one consists of an open question. In the second part of the survey instrument, the professors declarations were assessed by the five points Likert scale. The research informants are professors in two courses of a university education institution in Ituiutaba, in Minas Gerais State. It was observed that the official documents on distance education, in Brazil, contributed to the expansion and organization of this teaching modality, since the approval of the LDB to its regulations; which comprises a set of rules that allow qualified institutions to offer courses, and, to the regulating bodies, it represents the instruments for measuring the quality of these courses. Furthermore, the research has identified that the respondent professors are using the information and communication technologies (ICTs) in the teaching-learning process not only for interacting with their students, organizing present and develop the contents of their disciplines, but also to develop the evaluating activities. It is hoped that further studies on the offering of semipresential graduating courses are made to know more about this teaching modality, which has not completed ten years and requires the development of an appropriate didactic-pedagogical practice.

This article aims at discussing the emergence of ―Cooperativa Educacional de Uberlândia ―- CEU (Uberlândia Educational Cooperative) as a way of cooperative management in education as a result of the contemporary transformations in the realm of production and work. The crisis in the Welfare State, the re-articulation of the productive forces and the neoliberal response have put together a historic frame of reorganization of social production forms, allowing cooperativism to be taken up once more as an alternative survival modality in the capital internal order. This way, possible advances for educational cooperativism will be discussed as well as its organizational, political and ideological dilemmas that strengthen the discussion about the management of schools as a likely space for a rupture with the mercantilist logics of education and the precariousness of the docent work, according to the methodological approach bound to the historical and dialectical materialism. Thus, this study attempts to bring about the debate and discuss cooperativism in its emancipatory possibilities or the ones of fitting in the capital cumulative logics, taking educational cooperativism as one of its manifestations.festations.

This research seeks to discuss the limits and contingencies of people s social and political partaking in the educational context through the implementing of EVCA program (Escola Viva, Comunidade Ativa; that is, Living School, Active Community), which represents a fragment of educational policy in Minas Gerais state. The essence of EVCA lies on the expansion of leisure, sports and cultural spaces within schools and a greater involvement of community with it. Understand the scenario framing individuals participation in the educational context in this work requires reconsidering society s liberal ideal s fundaments, variations in the liberal thought, and the relationship between the economic field and the parallel movement performed by the capital. Another relevant variant is a close exploration of the bases societal model is built upon and supported by a number of arrangements known to be elitist. We try to show how the state intertwines with civil society to stimulate a greater involvement and participation in the public policies world. As a methodological procedure we employed the dialectic analysis with a focus on the links between microstructures and a whole which is changing constantly. To do so, we relied on bibliographical studies and document analyzing. Results point out both the difficulty to make a genuinely democratic program to be effective in education and a replacement of political partaking by a social one which is produced by new arrangements and which delimit, educate and direct such a participation so that to involve civil society and the state. In making a detailed analysis of EVCA program, we note how economic conditionings are overlapped in its reality, especially as to meet different demands and aims. That is why EVCA faces difficult to make itself steady as a proposition that is participative and transforming.

Este estúdio, esta en la línea de Pesquisa de Políticas Públicas y Gestión en Educación del Programa de Pós-Graduación en Educación de la Universidad Federal de Uberlândia. El asunto es la expansión del sub-campo de la educación superior privada en esta ciudad, en la década de 1990. Analisa también las racionalidades institucionales y las motivaciones discentes, en el ambito de la reforma de la educación superior brasilleña, priorizando la diferenciación institucional. Tiene por objectivo general apreender como se configura la mediación entre actor social y sociedad, visando compreender como la clientela de los alumnos se relacciona con ese setor, por la creación de una nueva cultura, de un nuevo habitus de consumo. Y como objectivos específicos, cuya estruturación en los capítulos de 1 al 4, vimos los seguintes propósitos: 1) refletir sobre la función social de la certificación escolar, analisando la reconfiguración político-cultural contemporanea en termos de la desregulamentación de las formas tradicionales y/o modernas de organizar la sociedad y el trabajo, en el contexto de las regulamentaciones globales; 2) relacionar, en el caso brasilleño, la actual expansión del sub-campo de la educación superior privada con la del meados de los años de 1960 y 1970, procurando destacar las relacciones históricas y indicar como la actual reconfiguración viene siendo balizada en termos de continuidades y descontinuidades; 3) investigar la expansión del sub-campo de la educación superior privada en Uberlândia, de los años de 1990, en el contexto de la expansión deste nível de ensino en el Brasil, con enfase en la Región Sudeste y en Minas Gerais, añadindo en lo que se refiere a la diferenciación institucional y al histórico de la educación superior; 4) analisar, en el ambito regional/local las relacciones entre la racionalidad de la sociedad, de las Instituiciones de la Educación Superior y la motivación de los alumnos. Tales objectivos quieren contestar dos cuestiones básicas: 1) Lo que impulsionó la rápida expansión de la educación superior local? 2) Cuál el significado del curso superior para las demandas? En ese sentido, relaccionamos la circulación de los benes culturales a la demanda de los agentes sociales por poder simbólico, entendido como autoridad para actuar en el mundo social y productivo. Sin embargo, consideramos el presuposto básico del Bourdieu (1974, 1975, 1979,1982, 1990, 1996, 1998b) de que los actores sociales buscan legitimidad profisional, o sea, poder, via aquisición del certificado escolar o diploma. Entendemos que tal demanda movimenta la expansión y la diferenciacón institucional, en el contexto de intensificación de la tecnologia, de globalización y del proyecto neoliberal, a lo cual esta respaldado por un aparato legal de reconfiguración de las políticas para la educación superior. En esta perspectiva recorremos a los estudios de: Martins (1981); Cunha (1981, 1983, 1986, 1988, 1990, 1999); Sguissardi e Silva Jr. (1999a, 1999b, 2000a, 2000b, 2001a, 2001b); Catani e Oliveira (2000, 2002); Dourado e Oliveira (1999, 2003); Dourado (2001) e Sousa (2003). Por fin, la análise de la racionalidad de las instituiciones y de motivación de los alumnos los evidenció, con base en las entrevistas y documentos de esas faculdades y la luz de lo referencial teórico utilizado, que el negócio de la expansión de la educación superior privada local mantiene la diferenciación institucional, sustentada en la imbricación de las exigencias de la sociedad por calificación profissional y en la motivación de los alumnos por credenciamento y profissionalización, cuestión esta que impulsiona el comércio de la ilusión por la empregabilidad y mobilidad social, por via de la aquisición del capital cultural y trae impactos para la cultura local originando nuevos contornos y reglas para la relacción entre educación y trabajo en la ciudad.

This work is the result of a research into the teacher speech that published texts in the Educators in Action Journal about authorship and reading, from July 2002 to December 2009. The development of the argument of the thesis was based on the main goal of investigating the experiences and conceptions of three teachers authors on the authorship and reading through an interview with 35 question related to this theme. The research showed the following specific objectives: to analyze the issues of the journal Educators in Action and how it fits into the national panorama of scientific magazines on educational roles; to identify the influences of authorship and reading in the teacher history and formation; and to understand the authoring process experienced by the teachers investigated in relation to the Educators in Action Journal. The data were covered in three chapters: the first Weaving the threads of research methodology which presents the methodological approach for discourse analysis and historical research; the second chapter Authorship and reading on the history and in the printed pages that brings a study of authorship and reading from the oral to literate cultures, with emphasis on educational serials publications and Educators in Action Journal; and the third The teacher speech about authorship and reading that analyze the teachers conceptions, formation and experience with authoring and reading. The question of identity, subjectivity, context, discourse, pedagogical work organization and teachers formation permeated the arguments of each chapter, allowing for reflection the importance of Educators in Action Journal in the current context and the authorship and reading process for the teachers interviewed.

Teachers education has been the object of interest of several intervention researches being carried out at Masters Levels and doctoral degrees. Those researches have proposed formation processes from different approaches (concepts and practices) in teachers training. These studies, in theory, rely on these theoretical perspectives (which have a social definite meaning) and convert them into practical training (which express the meanings attributed by the researchers approaching teachers education). Under this premise, this study aimed to understand the social significance of academic researches on teachers education and the personal sense given in the context of theses and dissertations that have developed intervention research in Post-Graduate Education Programs in the Midwest, from 1999 to 2008. We opted for a qualitative research methodology through a dialectical approach in data analysis, being adopted two methodological procedures: one for the collection and data processing and the other for analysis. At first we used the Wordsmith Tools software, from Corpus Linguistics as a technological resource that was used for computer categorization. In the second, clusters were taken as units of meaning, relating to the prospects of training, and analyzed from the perspective of the Historic-Cultural Theory, specifically, the category meaning and sense. According to the systematized data, the analysis has portrayed the approaches and objectifications of the formative processes present in the studies analyzed, from the analysis of clusters relating the prospects for teachers education, the authors, and the practical training proposed by the researches authors. The survey collected data that allowed us to observe that the (non)coincidence between what is culturally approached by researchers who are teachers trainers (meaning) and the training practices proposed by them in the polls (sense) reveals the conception of the researcher and his training process, once he has approached meaning and sense, indicating in these cases, differences between the socially constructed and what is personally assigned. Thus, we conclude that during the process of signification the researcher has been exposed to situations that have made him approach sometimes wrongly or contrary to the meaning set in, raising the same way senses that do not correspond to that meaning, a condition favorable for alienation of both the researcher-trainer and the teacher in the training process. Thus, teaching learning triggered by teacher s training processes is therefore tied to the quality of tools and signs that mediate the formation processes experienced. It depends on the content, means and methods proposed. Ultimately mediational processes are defining the ownership of the social meaning and the attribution of meaning constituted in the training processes and teaching practice, which can humanize the teacher or trainer, or alienate them.

This study is anchored in the History of Education research, specifically in Educational Legislation field of Decrees, Laws and Regulations. Educational Legislation (1906- 1924) was analyzed, in search of changes and transformations related to Minas Gerais school groups. Methodological procedure comprised Bibliographical Research and Documentation studies regarding Decrees, Laws and Regulations of Federal and State of Minas Gerais Legislations, as well as some messages from State of Minas Gerais presidents. School groups have emerged in 1892, in São Paulo, within the Republican Political Project of Social Reform and Diffusion of Popular Culture. In Minas Gerais, for school group implementation, there were intense debates in Legislative Assembly (1893-1906) on the scarcity and poverty of mining schools, lack of teacher preparation, resulting in illiteracy. Brazilian Republic political was influenced by this State, and can develop a thriving economy, ensuring Minas Gerais residents a schooled knowledge. Thus, in 1906, during João Pinheiro s government, Law nº 439 was implemented and the object of this was the Minas Gerais State Reform of Primary, Normal, and Higher Education. For this, appropriate and effective measures were adopted for compulsory primary education. This Law was regulated by Decree n. 1960 (1906), which proposed guidelines for school group functioning and class categories of workers (director, inspector and teacher) with their respective roles inside the mining public school. In this sense, the miner regulation, pointed out inspector duties as a government representative, an authority that oversaw and inspected teaching in order to enforce the standards set by the State. For the director, a prestige position in local society belong the role of mediator between school and state government, responding to problems and internal constraints of school group. Teachers were responsible to adapt student for changes, representing a social relationship between family and school, and to transmit knowledge, moral and cultural values. Students in the civilizing process of republican society should get: good manners, hygiene and health, and moral values to become a responsible citizen by the new order, according to the requirements and society. Through legislation analysis, we can conclude that there were several changes in duties of school professionals, in the period selected for this research, as well as changes in education hierarchy and bureaucratization. Therefore, the Educational Legislation served to efforts of a Republic who saw education as a process and a product in the development of a socialized individual, responsible for the new order, respecting the rules and working for the country\'s growth.

This study aimed both to describe and analyze qualitatively the trajectory of the University Television from Universidade Federal de Uberlândia (TVU) in the period 1996-2011. In this way, we conducted a survey and documentary literature in order to assess, in light of historical and dialectical materialism, which the social impact of TVU in reality. The historical analysis of the regulatory framework of broadcasting and the public policy Brazilian study applied to University TV in higher education showed that these are not satisfactorily fulfilling their constitutional purposes. Among others difficulties, this fact must be: the lack of public resources specifically designed to meet their duties; interference of market interests, lack of both understanding of the institutional role and importance within the university administrations, and significant resistance from faculty employment and educational use of communication technologies. It was observed that, these difficulties were also experienced by TVU, since its inception in 1988, as a concession of the State to Fundação Rádio e Televisão Educativa de Uberlândia (UFU contracted with). In these context, the representation of managers and content producers who worked on TVU, in the period 1996-2010, showed that they have always lived with these difficulties, despite the Federal Government to promote national debates and a National Communication Conference (in 2008) that included University TVs. Among others things, these debates have ratified a sense of the progressive sectors of society, related to the need to establish a new regulatory framework for educational broadcasting in the country. An analysis of opinion polls conducted by committees of UFU own assessment revealed that between 2001 and 2005 only 8% of the community attended TVU in search of institutional information, and that 54% of teachers considered \"poor to fair\" services communication offered. In 2010, through a methodology that established a cut of frequency equal to or greater than 70%, TVU appeared only in the category of technical and administrative staff, with a frequency of 73%. In this manner it is crucial ensure the existence of the University TV. To this end, we suggest a broadening of the debate about its institutional role as an instrument of counter-hegemonic formation and diffusion of knowledge and expertise, and ensure budget allocation, with public funds as a way of overcoming its financial difficulties and structural chronic.

The present work consists of a carried through qualitative research with a group of pupils of the last period of the Course of Licenciatura in Mathematics of the Federal University of Uberlândia- MG- initiated in 2006 and concluded in the year of 2007. The citizens of the research were young with age between 21 and 25 years. The objective of the research was to investigate the possibilities to use Mathematical Modeling in the work to interdisciplinar, mainly between Biology and the Mathematics. The activities of the Research had been carried through with pupils of Disciplina of Workshop of Practical Pedagogical, in which the pupils present practical workshops, on subjects chosen for them. The subjects all would have to approach: History of the Mathematics, Analysis of sites, didactic book Analysis, Activities with Etnomatemática, Games and Mathematical Modeling. The production of data was given by means of answers of questionnaires, Interview, or Collective Colloquy with the students and comment of lessons for the researcher. These data had been analyzed respecting it research modality (qualitative) and also aiming at to take care of to the objectives considered for the research. We point the Mathematical Modeling as strategy with respect to the practical one of the Interdisciplinaridade during the Formation of the Future Professors of Mathematics as well as the consequences of this methodology in the professional development of the same ones.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Esta disertación tiene como objetivo el estudio de la formación de profesores de Historia, en la Facultad de Filosofía, Ciencias y Letras de Patos de Minas, FAFIPA, Minas Gerais, Brasil, institución mantenida por la Fundación Educacional de Patos de Minas, de 1970 hasta 2001. El objetivo principal fue registrar, comprender y analizar la constitución del Curso, los cambios ocurridos en el período estudiado, las experiencias de los profesores formadores, además de las relaciones entre los saberes de la formación y las prácticas de los docentes formados en la Institución. Para llevar a cabo esta investigación se utilizó de una mezcla de fuentes orales y escritas: las Actas del Departamento de Historia del Curso de Historia de FAFIPA, los periódicos locales, las matrices curriculares, la legislación relativa a la docencia, los documentos constitutivos de la Institución y, inspirado en el metodologia de la Historia Oral Temática, se realizaron entrevistas orales con un grupo de formadores y formados en el Curso. La disertación está organizada en tres capítulos. El primero trata de la constitución del Curso, entablándose un diálogo con la documentación pertinente y el análisis de la literatura del área sobre el contexto histórico y educacional en las esferas nacional, estadual y local. El segundo presenta un registro y un análisis de las experiencias de los profesores formadores y de sus concepciones teóricas, historiográficas y pedagógicas. El último capítulo establece el problema de las relaciones entre los saberes de la formación y las prácticas docentes de los profesores de Historia formados en el curso de FAFIPA, que actúan en la educación básica. Se consideró los dos lados de la canción , la interpretación de los profesores formadores, sus dilemas, sus proyectos y la interpretación de los profesores formados en este Curso. Cruzamos sus narrativas, entrecruzamos con los currículos y con la literatura del área. Buscamos comprender las experiencias producidas por estos profesionales. Los análisis nos permiten sugerir que el Curso de Historia de FAFIPA, pese los problemas estructurales, como la precarización de las condiciones de trabajo, fallos en el proceso formativo de sus formadores y dificultades teórico-metodológicas, tiene cumplido su papel en el sentido de formar profesionales comprometidos con la tarea del magisterio, en especial con la enseñanza y el aprendizaje en Historia. Esos profesionales, formadores y formados se mostraron, en sus narrativas, capaces de volverse profesores en la dialética experiencia de la docencia en Historia en la educacións superior y en la educación básica.

This research aims to examine the process of organization and operation of Project ADA (Attendance to Learning Development), from 2007 to 2010 in Uberlandia\'s municipal education network. We had a mind to perceive the results and impacts of the quoted project in schools\' pedagogic projects. We relied on the qualitative approach, aiming the reaching of goals and the problematic. We utilized the documental analysis, the questionnaire; the semi structured interview and the focal group in two schools; one attending first to fifth grade students and the other attending first to ninth grade elementary students to collect data. For these analyses we organized thematic groups that pass by checking the relation between the proposed aims and the actions that ADA develops; the knowledge of Project ADA\'s headway and limits and the determining factors for its accomplishment in these schools. We verified that Project ADA was based on the psycho-pedagogic perspective that comprehends the appearing of the learning difficulty as part of a learning process. So, Project ADA\'s emerged as a repairing measure that has occurred from the injury caused by an excluding educational system, with ideological elements that, as a paradox, hamper the development of an education of good quality for all. The investigation showed traces that the start and development of this project brought a good difference in the attending process of students with learning difficulties. The actions made were in accord with the proposed aims and the results were helpful to the learning process of these attended students. We also confirmed that the implantation of Project ADA caused a positive impact in the schools and brought benefits for the teachers in their pedagogic practice. Nevertheless, some limiting factors became evident, which were superficially used by SME to end the project.

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This research is inserted in the area of History and Historiography of Education. It is associated with the historical context and the relationship circumstances between public and private schools in Ibiá-MG, by analyzing the process of creation of Santa Terezinha private school. It is a study of the dynamic movement that involved the debate on the democratization of the elementary education in Alto Paranaíba (Ibiá-MG), as well as disputes and consensuses that followed the structure and spread of educational public and private institutions in Brazil, from 1937-1959. The period is from the 1937 Constitution, when Santa Terezinha school was created in Ibiá, and 1959 when of the change in the by-law of the school converging with a time of great political-ideological excitement between the public and private initiative throughout the country. The overall objective was to analyze the relationship of the elementary teaching, represented by Dom José Gaspar School, and the private sector represented by Santa Therezinha School, in order to conduct an inventory of their historical forms of expression, observing the relationships between those two sectors of teaching. We interpreted the interaction limits and conflicts between the public and private schools, throughout the process of institutionalization of education in Brazil. The study had as principle the political, economic and socio-cultural realities constructed in that period. We tried to understand the schooling process in Brazil, particularly in Minas Gerais, as part of the society formed in that period. The heuristics included quantitative and qualitative data obtained from documentary, oral, and iconographical sources that were subject to explanatory analyzes anchored on the dialectical method. Data revealed that while in the national level the political-ideological debate had been strong between the public and private education, in the local universe the agreement between the two schools reflects the political patronage in Brazil. So those two schools, although antagonistic in essence, integrate each other configuring both a relationship of conflict and complement.

This investigation has life, memory and the profession of teachers from Patos de Minas as an studying aim. The reseach took place in the oral life story as the method of this investigation. This way, through interviews with four teachers from public schools, govermental and municipal, urban and country side schools. We tried to find out and figure out their teaching stories, say that, how each one taught himself, accomplished himself s inicial and continued graduation, as much as the used methodology on the theaching practice. Was considered, according to the bibliographic research about the life stories, what came to add to our belifs, that the teachers are also, produced by the social context that they are inserted in. On the first part, we did a theoric reflection, we showed the Introduction, with the intentions, and inquietations and questionings that pushed us up to do this reseach, as the methodologic orientation which we took as our option. So, we worked with the actual conceptions about the oral stories as the reseach tool. On the second part is the chapter I, titled as: Oral Story, Memory and Representation. On thesi we did theorical reflections about this knowlegde area. What says about the ways of teaching bult by the teachers, we looked for some conceptions that marked the methodological procedures for the past 30 years. The third part refers to the chapter II, denominated teacher: History, Individuoand Identity. On this, we show who are the teachers from Patos de Minas and how was constituted thought its personal and professional trajetory. The task of teaching was the reflection aim on the forth part, compounding the chapter III. The reflection on the art of schooling helped us to think, analize and comprehend the ways of teaching used at schools, more specificly figuring out the victories, conquers,through their carreers on the class work. The fifth part, the chapter IV, shows the Final Considerations. Those, we pointed out what was possible to find out with this study, pointing relevant questions about it. So that, we crossed the dialoges of the teachers with the area literature to comprehend the experiences produced by this professionals.

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This paper aims to discuss the concepts of assessment, present in schools inside a social exclusion, and to identify the formative assessment practices, as well the limits and possibilities of using assessment as a means of ensuring meaningful learning for students of popular classes. With regard to educational scientific productions about the evaluation process, one of the issues most discussed and investigated is the one that relates to the formative evaluation. Researchers of this theme, such as: Fernandes (2009), Freitas (2007), Hadji (2001), Luckesi (2002), Villas Boas (2002, 2008) and others have been developing over the years studies that show the harmful effects of unsuccessful assessment, and also the need to place the evaluation practices in accordance with the learning. In accordance with the method of qualitative research and, according to the questions that led us to this study, this research consisted of the following steps: analysis of living conditions of the population in some suburbs of the city of Uberlândia, MG; mapping on what appeared in the Pedagogical Political Projects on formative assessment, in public schools entered in the context of social exclusion, whose goal was to select the school that presented more evidence and/or indications of formative assessment according to the documents; and finally, elaboration, application and analysis of the questionnaire applied among the teacher(s) of the elected school. Also was part in this study, observation and analysis on the teaching work of a professor in the first half of 2011.Studies conducted in this research showed that, in view of the school situation, the social reality of the students, the limitations imposed by the precepts of the capitalist system, the very organization of school work, among other important aspects that impact on teaching practice, the formative assessment practices were not fully met in the classroom observed. What we found were isolated actions of a teacher trying persistently make their students learn and not just memorize information.

This study was developed in the master s program from Universidade Federal de Uberlândia (UFU) on the field State, Policy and Management Education. It has as goal to analise the (re)definition of the role of the State and the changes of the public management from Minas Gerais (MG) State. Therefore, it was taken as methodology a literature and documental review of the subjects proposed in this study, also an analysis of official government documents. In the study, it is specially analyzed the State and the educational Policies developed during both terms of Aécio Neves as governor of Minas Gerais, the research seeks to understand the assumptions of the implemented reform; the purposes of the management and their instruments through the Choque de Gestão Program. It was focused in the study the process of the implementation of the Individual Performance Evaluation (IPE) of the Education employees from public schools of MG in Uberlândia city, under the logic of the new public management called managerial as an economical, social, political strategy. A qualitative research was developed by applying open questionnaires from the visit to five public schools of Uberlândia city (MG). It is analyzed in a subjective way, among the actors, the prospects of implementing and developing the IPE in the schools and how it has influenced the day-to-day teaching practice of education professionals.