O estágio não-obrigatório na formação profissional dos(as) assistentes sociais: trabalho precarizado ou processo didático-pedagógico?

Coexisten, en el universo académico, prácticas curriculares obligatorias y no obligatorias que pueden ser remuneradas o no. Delante de la constatación de lagunas en la concepción, gestión y operacionalización de las prácticas no obligatorias remuneradas, escogimos este tema como objeto de nuestra investigación, tratando de analizarlo en el contexto de los cambios sociohistóricos contemporaneos y su influencia en la cualidad de la formación profesional del estudiante de la carrera de Servicio Social. Este estudio tiene como ¨locu¨ de investigación la Facultad de Servicio Social del Estado de Rio Grande del Norte (FASSO/UERN). Este estudio se caracteriza por la adopción de una perspectiva de análisis cualitativa, con la expectativa de develarlo mucho más allá de lo que se muestra en su aparecncia. Para esto, realizamos revisión de literatura, análisis de documentos, observación asistemática y entrevistas con estudiantes y profesionales de las entidades que ofrecen prácticas a los estudiantes. Además se incluyó, en los procedimientos metodológicos, la aplicación de encuestas y conversaciones informales. Constatamos la existencia de lagunas en el desarrolllo de las prácticas no obligatorias remuneradas, ocasionadas por la ausencia de supervisión y por la inclusión de pasantes en sectores y/o actividades desvinculadas de su futura profesión. La investigación nos permitió desvelar situaciones en las que la oferta de plazas ocurre en detrimento de la contratación de empleados, lo que configura un distanciamento de este componente curricular del área de formación profesional, desvirtuando su carácter educacional. Cientes de la coexistencia contradictoria entre situaciones ventajosas y problemáticas en las prácticas no obligatorias remuneradas para el proceso de formación profesional de los asistentes sociales, concluimos que esta modalidad de práctica cuando vinculada a la intervención de la facultad y bajo la supervisión de asistentes sociales, independiente de sus implicaciones en los intereses del mercado, potencializa el desarrollo de competencias y habilidades intrínsecas al proceso de formación profesional; pero si distanciada del área de formación y/o sin el debido acompañamiento didáctico-pedagógico establece poca o ninguna relación con la formación de los asistentes sociales. Pero, incluso distanciadas del ejercicio y de la formación académica en el área de servicio social y/o (llenas de aspectos frágiles) llenas de fallas en el proceso de enseñanza y aprendisaje, estas experiencias ejercen profunda influencia en la formación de los asistentes sociales, pudiendo fragilizar el compromiso con el proyecto ético-político, diseminar el aspecto subalterno de la profesión y hacer confuso y conflictivo el proceso de construcción de la identidad profesional. En este sentido, las inversiones de capital para reducir los gastos con mano de obra, las dificultades vividas por las universidades públicas brasileñas para garantizar la cualidad de la enseñanza delante de la insuficiencia de recursos humanos y materiales y la desvalorización de los componentes no obligatorios del proceso de formación profesional de los asistentes sociales, son factores que obstaculizan el reconocimiento y la materialización del potencial didáctico-pedagógico de las prácticas

Política de transferência de renda e desenvolvimento local: o programa Bolsa família no município de Pedra Grande/RN

The Family Scolarship Program while public politics of intersectorial form developed by Social Development Department and Famine Combat having with partner the Education Department and Health Department inaugurate in the country a new integrity way of the public politics, reinforcing a precept of 2004 Social Protection National Politics (PNAS 2004) that places the social protection while allied to the social and human development. The research INCOME TRANSFER AND LOCAL DEVELOPMENT: the family scolarship program in Pedra Grande-RN municipally had as aim to avaluate the permanent Family Scolarship Program as a possible element in local development of Pedra Grande-RN municipally understood as capacity expansion and improvement of life quality from its users. For this means we elaborate specifically the families` socio-economical profile; we avaluate the program repercussion in these families` lives; we analyse in which proportion occurred the capacity expansion and improvement of life quality of the users. The methodologic process was constituted by: literarture review about Income Transfer, Social Vulnerability, Development and Public Politics Avaluation to the criation of a theoric picture analysis. The documental research joined to the Social Development Department and Famine Combat of Pedra Grande Municipally Hall to obtain of the aims, program goals, and the profile of users. And finally, carrying out the interviews with the managers and experts of the Municipally Program and focal groups with the users to avaluate the permanent of the Program starting by the points of view of those ones. It was verified that the program expand the capacity (food, consumer goods and services, bank services access and wages) and improvement in life quality of the users. Nevertheless, there are deficiencies in coming with conditionality and from the use of resources the by families users

Instrumentalidade do serviço social: dimensões teórico-metodológica, ético-política e técnico-operativa e exercício profissional

The dissertation proposes a discussion about the instrumentality of the Social Work, in the attempt of visualizing her, as well as the profession, in a totality perspective to the light of the rationality critical-dialetical. Understood as the capacity that the professional subjects acquire of giving answers to the demands that are placed to the profession, itself built partner-historically, in a teleologys conflicts and causalitys. So, it is proposed the discussion of the instrumentality while a group of you know specific, composed essentially by the development of three practical-formative dimensions. The theoretical-methodological refers to the capacity of apprehension of the method and of the theories and, consequently, of the relationship that does with the practice. The dimension ethical-politics concerns the development of the capacity of analyzing the society and the own profession as field of contradictory forces, being considered the character eminently political of the professional exercise, as well as the professional's conscience concerning the social direction that prints in your intervention. And the technician-operative dimension refers more strictly to the technical elements and you score for the development of the intervention. It was looked for to evidence as those dimensions they attend in the professional exercise, starting from the experience lived by the social workers of the Social Attendance Reference Centers, in Natal/RN

O Desenvolvimento local sustentável no semi-árido nordestino: um estudo de caso na comunidade de mirandas, Caraúbas/RN

Brazil s semi-arid region is an immense territory characterized by a mosaic of natural environments and human settlements. Inside this multifaceted framework, there are problems that are specific to the region (the water resources situation, for example) while others are more universal (such as the inequality between men and women). The circumstances that give rise to these problems are complex and require a holistic view so that our understanding can go beyond the simple concept that this is a problem region . The semi-arid must be perceived as a viable area in need of a new analysis, taking into account its successes, limitations, challenges and the strategic public policy framework that guarantees its sustainable development. The dissertation analyzes, from a sustainable local development perspective, the experience of the Northeastern Brazil Groundwater Project (PROASNE), carried out from 2001 to 2003, in partnership with the Waters and Sewers Company of Rio Grande do Norte (CAERN) in the rural community of Mirandas, municipality of Caraúbas/RN, situated in the middle of the northeastern Brazil semi-arid region

Cultura da educação profissional continuada: uma análise dos Contadores do Município de Fortaleza-CE

The present investigation analyzes if it has, amongst the accountants of the city of Fortaleza-Ceará, a culture of Continued Professional Education, in the perspective of one future obligatoriness to garantee to the society best professional services in the terms of Resolution CFC nº 995/04 through the analysis of the activities played for the accountants in the city of Fortaleza, as well as through the analysis and detection of the factors that have motivated or made it difficult the search for the Continued Education and to inquire the attributes considered indispensable for the professional exercise. With this objective, the study presents a historical boarding of the development of the Accounting and the Countable Superior Education in Brazil, the approaches and the intentions of the Program of Continued Professional Education. The procedure used in the research was the inductive method with the use of a questionnaire applied to the accountants of the city of Fortaleza registered at the Regional Accountancy Council of Ceará-CRC-CE, of which it could evidence that if on one hand it is perceived that in the city of Fortaleza most of the accountants have a cocern for a continuous learning represented by 97,31% of the sample ; on the other hand it understands that some would have difficulties to accept the imposition, understanding that desmotivating factors exist as : expensive activities, few offers of courses and even though time lack

Formação e capacitação profissional no setor hoteleiro de Ponta Negra, Natal/RN

This paper aims to analyse and discuss the labour in hospitality industry, specially the hospitality trade in Ponta Negra Natal/RN, Brazil, since the tourism has increased in the city, by investigating if the tourism field is suitable for public politics programs and labour qualification. The choice for Ponta Negra is because it has become the focus of tourism development in Natal. The research was developed by using qualitative approach of investigation, by means of some procedures such as: bibliographic and empirical researches, by using questionnaires with workers and recruiting personnel of hotels, always following a theory and a reflexive descriptive attitude. This dissertation involves eight chapters: Neoliberalism and labour; Economical and spatial restructuring of Rio Grande do Norte; Public politics concerning tourism area; Tourism, graduation and qualification in hospitality industry; Qualification for tourism hospitality; Hotels: territorialization and unterritorialization; Social qualification reality of people involved in hospitality activities in Ponta Negra, Natal/RN, Brazil; and Final considerations and recommendations. Therefore, this paper intends to contribute for understanding professional qualification in hospitality trade, confronting the needs that the service requires, and mainly, in the tourism sector, which is increasing in our city, Natal

Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

Inércia e Natureza da Ciência no Ensino de Física: uma sequência didática centrada no desenvolvimento histórico do conceito de inércia

During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

Concepções de formação profissional técnica de nível médio adotadas pelo IFRN: especificidades e (des)continuidades

The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.

Acompanhamento do crescimento e desenvolvimento da criança: a participação das mães da área rural

The accompaniment of growth and development is the central thrust of child care in primary health care in order to contribute to the reduction of infant morbidity and mortality and promote healthy development. Despite its importance, the family health unit located in rural Parazinhocounty experiences the problem of frequent absences of children to follow-up consultations. Thus, this study aims to analyze the participation of mothers in the accompaniment of growth and development of children in the Family Health Strategy. This is an exploratory, descriptive study with a qualitative approach with the method action research, developed with mothers who are part of the monitoring of the growth and development of children in the rural area of the municipality of Parazinho/RN from May to October 2014. Data collection was performed using the focus group techniques, participant observation and individual interviews. Data were analyzed using thematic analysis of categorization. The study was approved by the Research Ethics Committee, under the opinion embodied 617,559 and CAAE 28598014.7.0000.5537. In step situation analysis, were conducted two focus groups, attended by a total of 14 mothers of different rural locations. From the speeches, one realizes that they have a satisfactory understanding of the monitoring of the growth and development of the childwas a learning moment. The nurse was mentioned as key professional that actionof accompaniment. The main reason that mothers to abandon consultations is access to health services, due to the distance from their homes to the basic unit, the shortage of public transport for the movement of users and delay between the service and the back home. As a strategy to try to tackle these problems, at the suggestion of their mothers was created Monitoring of Growth and Development Itinerant, where the FHS team moved to rural locations, performing activities related to children's health. Mothers who participated in the action approved the initiative as improving access and care of health needs, despite indicate dissatisfaction as the poor infrastructure and little privacy in consultations. Therefore, it is concluded that, despite the difficulties encountered often for lack of management support and involvement of some professionals, the monitoring of growth and development itinerant proved to be an important tool in solving the problem of access to services oriented to the health of child, in addition to functioning as a space for the realization of health education, becoming, since then, an activity inherent in family health team schedule.

Acompanhamento coletivo do crescimento e desenvolvimento infantil: participação de mães/cuidadores

This study aimed to analyze the participation of mothers/caregivers from the perspective of the health care model that directs the collective monitoring of child growth and development. This is an exploratory and descriptive research with qualitative approach, carried out in two Family Health Units located in the city of Natal/RN. Data were collected between August and September 2014, through participant observation and semi-structured interview technique, with mothers of infants seen at follow-up visits collective child growth and development. A total of 13 mothers were included who met the following inclusion criteria: being a mother/caregiver responsible for the care of children who have attended one or more meeting of collective monitoring of child growth and development. Exclusion criteria was established: users outside the area covered by the Health Unit Family and who did not use the National Health System as the primary health care service. For the treatment of the collected material, the content analysis was used, thematic Bardin. The study followed the ethical and legal principles governing the scientific research on human subjects recommended by Resolution nº. 466/2012 of the National Health Council and its realization occurred with the approval of the project in the Research Ethics Committee of the Federal University of Rio Grande do North, which was approved by Opinion Embodied nº. 719 949, of June 27, 2014, and Certificate Presentation of Findings Ethics No 32510514.7.0000.5537. Although not conceptualize theoretically mothers demonstrated that collective consultations of child growth and development are actions aimed at health surveillance model, since most pointed monitoring your child to actions that can be measured. Even with that, it was established the existence of health promotion actions by reporting the exchange of experience and leadership of the subjects in collective action, factor facilitated by the link established between users and professionals and users. In this action there is the induction of permanent horizontal relationship where we seek to combine popular knowledge to scientific knowledge in order to promote the integral care for the child. However, it is still possible to find professionals who directs its assistance only to pathological processes and fail to create comprehensive care alternatives. In addition, there is still embezzlement in multi that should provide care to the child population. This factor may be related to their professional training, and thus an issue that can last for a few years. We conclude that it is necessary to incorporate alternatives and models of care that support overcoming limitations and enhancing the health of the population, involving it in the prospect of a better quality of life and therefore health.

Caminhos para a avaliação da formação em odontologia: desenvolvimento, validação e aplicação de critérios

The need for universal access to health and the failure of the pedagogical model centered on the transmission of knowledge has led to changes in the training of health professionals. The objective of this study was to provide a new alternative for evaluating dental students through the development, validation and application of evaluation criteria based on the National Curriculum Guidelines (DCN in Brazil). Therefore, the study was conducted in three phases: development and validation of evaluation criteria of Dentistry courses based on the DCN; a pilot study to verify the applicability of the validated criteria and evaluation of the dentistry courses in the Northeast. In the first stage, a logical model was formulated, allowing for the construction of a criteria matrix, validated by a modified Delphi consensus technique. The validated matrix has the following dimensions: Profile of graduates, health care guidance, teaching and service integration, and pedagogical approach. The pilot study was conducted in five dental courses through a documentary study of the pedagogical project course (PPC), and application of validated questionnaires and interviews with course coordinators. The results of the pilot study indicate the possibility of being verified by means of validated criteria and using different methodological proposals, advances and curricular limitations facing the proposed reorientation of training recommended by DCN. The evaluation of Northeast Dentistry courses was carried out by applying a questionnaire validating a matrix of 30 course coordinators, including public and private institutions. The data were submitted to descriptive analysis, and also tested the difference between means and the correlation between the assessment of the coordinators in the dimensions and sub-dimensions with each other, among the general evaluation of courses and between the following variables: administrative category, time since last curriculum updating, participation in reorienting the training of health professionals programs, ENADE and CPC (Preliminary Concepts of the Course) scores in the year 2013. Positive correlation (p <0.01) was found between the means obtained by the perception of the coordinators in most dimensions, and also between them and the overall performance of the course. There were no significant differences between the coordinators’ perception about course performance and the administrative category (public / private). This difference is slightly higher when the average performance is compared with respect to time due to the last curriculum update, getting better performance in courses with the latest updated curriculum, even with there not 11 being this significant difference between dimensions. Better averages of performance were obtained in courses that do not participate in reorientation programs of professional training, with a significant difference (p<0.05) for the overall score and for all dimensions except the dimensions of teaching-service Integration (p = 0.064). There was no significant correlation between the assessment of coordinators in all dimensions, in the overall assessment or ENADE and CPC scores in 2013. The final instrument proposed in this study is a different alternative assessment for health training of both dentists and other professionals, considering that the DCN providing for the training and graduation of professionals is focused on the health needs of the population, integrated with the SUS (the National Brazilian Health System) and based on student-centered learning.

Desenvolvimento e avaliação do emprego de dispositivo ajustável ao corpo para treinamento de habilidade de acesso venoso periférico no membro superior

OBJECTIVE: To dev elop and evaluate the use of a body adjustable device for training of peripheral venous catheterization for healthcare undergraduate students . METHODS: This study involved two phases: I) development of the innovative simulator and II) a controlled trial co mparing the performance of the body adjustable device in relation to the commercial simulator for the training of venipuncture skills. A total of 79 first - year medical students participated in the intervention phase, which consisted of pretest assessment, lecture on peripheral venous access, randomization into two groups according to the simulator used for training (Commercial Simulator and Experimental Simulator), real venipuncture procedure, post - test assessment and evaluation of satisfaction. RESULTS: Gr oups were homogeneous in age, sex, pre - test and post - test scores, attitudinal assessment and performance in performing the real venipuncture. Students from the Experimental Simulator group performed better on the filling of simulated records. At the end of the study, cognitive gain significantly increased in both groups. The degree of realism perceived by students was equivalent for two groups. A total of 85.7% of students rated the Experimental Simulator as good or excellent. CONCLUSIONS: Experimental simu lator proved to be a low cost alternative for the training of venipuncture skills in upper limb. The cognitive procedural and attitudinal performances of students who used the experimental simulator were similar to those observed in the group trained with commercial simulator.

Utilização de mapas conceituais como ferramenta de ensino para o desenvolvimento do raciocínio clínico no curso de medicina da Universidade Federal do Rio Grande do Norte

BACKGROUND: Among the wide range of skills displayed by a medical doctor is undoubtedly the need to use cohesive and well grounded clinical reasoning in order for medical care to be indeed effective. It is in this respect that conceptual maps emerge; these are a methodological innovation that allows a comprehensive, panoramic and associative outlook of theoretical content, making it more practical and applicable to the reality of clinical observation. Promoting learning, learning resources and a feedback system between professor and students, as well as assessing and monitoring the performance of students during their academic training, are the main features of this tool. OBJETIVE: Assess the use of conceptual maps as a teaching-learning tool in the training of undergraduate medical students at Universidade Federal do Rio Grande do Norte (UFRN). METHODOLOGY: Interventional, randomized, cross-sectional study conducted with students from the 3rd and 5th periods of the medical course at UFRN, during the second semester of 2014, totaling 86 participants, divided into two groups: GI (intervention – clinical case resolution with a conceptual map) and GII (control – clinical case resolution without a conceptual map) in each period. RESULTS: The use of conceptual maps to teach liver failure syndrome resulted in a statistically significant cognitive gain for G1 students from the 5th period (GI: 6.8±1.6 and 8.0±1.5, p = 0.024; GII: 7.2±2.1 and 8.0±1.7, p = 0.125, pre and post-intermediate means, respectively), a result not observed in the period 3rd (GI: 7.7±1.3 and 8.0±1.4, p = 0.501; GII: 6.7±1.8 and 7.8±1.8; p=0.068, pre and post-intermediate means, respectively). Students in the 3 rd period gave better responses to the first clinical case, with a larger number of suitable concepts and crosslinks, when they used conceptual maps (GI: 91.3±13.15 and GII: 64.84±22.84, p=0,002). Students in the 5th period exhibited better clinical reasoning and more complete responses using the tool (p=0,01). Most of the students were not aware of the tool (53.8% from the 3rd period and 65.3% from the 5th period). Among those who knew about conceptual maps, most (59.3%) had only used them during high school, 14.8% had never used them and only seven students (25.9%) used them during the medical course. Analysis of open responses, obtained in process assessment showed clear satisfaction and enthusiasm with learning about the new tool, and frequent suggestions to use it at other moments in the course. Assessment of learning profile, using the VARK questionnaire, showed that most students from both periods exhibited a multimodal style. CONCLUSION: Despite their scant knowledge regarding the tool, good acceptability and understanding was observed in the study participants. The conceptual maps allowed cognitive gains, better responses and clinical reasoning in teaching liver failure syndrome to 5th period students.

Ateliê biográfico de formação profissional: prática socioeducativa em Escola Judicial

In recent decades, debates have intensified about (auto) biographical narratives as devices of socio-educational practices, aligned to the educational setting of the XXI century which have stimulated a new educational perspective woven with epistemological and methodological training throughout life. Towards that scenario, the continued training in Judicial School has occupied important space for constitutional effectiveness and, on the other hand, has grown the demands of expanding knowledge and enhancing training practices, in turn, judicial practices. The aim is to analyze the reflective Group through "Professional Training biographical Workshop" with Bailiffs such as socio-educational practices in socio Judicial School, in the city of Natal /RN. It has highlighted the questions that guided this study: 1. What paths of experiences and knowledge shared by the Law Officials, Federal Appraisers in "Professional Training biographical Workshop" as reflective Group? 2. How is organized the reflective Group as practice in socio-professional training setting? 3. What contributions narratives of themselves bring to the bailiff in reflective Group on Judicial School? The theoretical assumptions are supported in the lifelong training in methodological and epistemological dimension of (auto) biographical knowledge (JOSSO, 2008, 2010, 2012; PINEAU, 2005, 2006; DOMINICÉ, 2010; DELORY-MOMBERGER, 2006, 2008; FREIRE, 1987, 1996, 2001; PASSEGGI, 2008; 2010; 2011; 2012). In 2009, 09 (nine) civil servants in post of Federal Appraiser Justice Official, law graduates participated in this research through eight (08) "Biographical Workshops of Professional Training", consisting of biographical practices and scenarios, enabling oral and written narratives about a memory that has meaning, relationship and tessituras between files, facts and feelings that reveal the perception of self and other, as well as mobilize and weave the training process. The experiences of speaking, writing and reading were constituted of spaces that facilitating the reconstruction of the trajectory of training and career awareness-making, helping to re-signify labor relations and lead to their own professional design. From this study, the reflective properties of groups have emerged, consisting of Reflexivity, Experience, Historicity, Reversibility, dialog and formability processes, with paths to social and educational practices in which professionals identify the meaning and significance of self and of the profession that are exercising. The expectation is to continue with the spirit of research to emerge from the participants responses to training practices in Judicial School, aligned with the new knowledge of understanding the human being, not only an object of his work, but also a social subject, co-participant in the process of re-signifying life and work in a permanent way.