Viver na sombra: estudo sobre Lourdes Castro

O título da presente dissertação sobre Lourdes Castro – Viver na sombra – poderia parecer depreciativo, especialmente tratando-se de uma artista plástica com uma obra fundamentada na luz. No entanto, pretende-se que esta metáfora designe o resultado da investigação, na medida em que foram obtidas informações que têm merecido pouca atenção de especialistas ou de estudiosos em artes plásticas. Álbuns de família é um conjunto fundamental na obra de Lourdes Castro: iniciados na década de sessenta e em contínua atualização, constituem-se como arquivos de pesquisas e informações que Lourdes Castro tem realizado sobre sombras. Álbuns de família têm vivido na sombra daquela que é uma notável carreira artística de mais de quatro décadas, com projeção e visibilidade internacionais, premiada e reconhecida, quer nacional, quer internacionalmente, com obras de inegável valor no panorama das artes plásticas portuguesa e europeia. Na dissertação Viver na sombra apresenta-se uma pesquisa na qual se analisa a relação de citações literárias arquivadas em Álbuns de família com a obra física de Lourdes Castro e o prolongamento desta obra em textos literários de vários autores que nela encontraram inspiração. Um dos resultados mais relevantes da investigação realizada é a constatação de que na sombra têm também vivido algumas obras da artista, nomeadamente um conjunto de seis plexiglas datados de 1985, realizados por encomenda para a estação dos CTT da Avenida Zarco (no Funchal), que foram objecto de registo fotográfico e que são aqui, pela primeira vez, situados, identificados e catalogados. Em paralelo com o texto da dissertação Viver na sombra, elaborou-se um web-site (que se anexa ao presente volume em Cd-Rom) que inclui parte do conteúdo da presente investigação, realizado com o objectivo de ensaiar a possibilidade de – em futuros trabalhos – se vir a concretizar um potencial museu virtual da obra de Lourdes Castro.

Relatório de estágio pedagógico em educação física realizado na Escola Básica 2º e 3º Ciclos Dr. Eduardo Brazão de Castro

O presente Relatório de Estágio pretende descrever e refletir as atividades desenvolvidas ao longo do Estágio Pedagógico (EP), no ano letivo 2014/2015 na Escola Básica dos 2º e 3ºciclos Dr. Eduardo Brazão de Castro. O objetivo deste relatório foi fundamentar e refletir as opções metodológicas e didáticas realizadas no seguimento das quatro áreas de intervenção das linhas programáticas do EP: a prática letiva, as atividades de integração no meio, as atividades de intervenção na comunidade escolar e as atividades de natureza científico-pedagógica. A prática letiva foi sem dúvida umas das componentes principais deste estágio, onde durante um ano letivo conduzimos o processo ensino-aprendizagem numa turma de 9º ano. Para tal, seguimos de forma cíclica as fases de planeamento, realização e controlo e avaliação da nossa intervenção. A prática letiva compreendeu ainda a organização e conceção de um instrumento de observação para a assistência às aulas. As atividades de integração no meio compostas pelas atividades no âmbito da direção de turma, compreendem a caraterização da turma e o estudo de caso. Estas atividades proporcionaram uma análise minuciosa sobre a turma, fundamental para adequar as estratégias pedagógicas. Estas atividades culminaram com a ação de extensão curricular, onde se promoveu a aproximação entre a escola e os encarregados de educação através de uma atividade de promoção de hábitos de Atividade Física (AF) e de estilos de vida saudáveis. Relativamente à atividade de intervenção na comunidade escolar, dirigida para toda a comunidade educativa, teve como objetivo a promoção de AF através da realização das “IV Olimpíadas Brazão de Castro”. Finalmente, as atividades de natureza científicopedagógica tiveram como propósito debater os “Contributos do Atletismo e do Voleibol no desenvolvimento de hábitos de vida saudáveis” (ação coletiva) e a abordagem de estratégias pedagógicas relativamente ao “Ensino do Atletismo na Escola” (ação individual). O EP foi uma etapa de aprendizagem fundamental para a nossa formação enquanto professores, sendo uma experiência de grande cumplicidade e partilha pedagógica.

Relatório de estágio pedagógico no âmbito da formação inicial de professores, Escola Básica dos 2º e 3º Ciclos Dr. Eduardo Brazão de Castro

O Estágio Pedagógico (EP) é um dos momentos com mais significado para a formação inicial dos professores. O objetivo deste relatório foi descrever e refletir as estratégias pedagógicas utilizadas nas quatro áreas de intervenção das linhas programáticas do EP: a prática letiva, as atividades de integração no meio, as atividades de intervenção na comunidade escolar e as atividades de natureza científico-pedagógica. O nosso EP foi realizado na Escola Básica dos 2º e 3º Ciclos Dr. Eduardo Brazão de Castro durante o ano letivo de 2014/2015. O núcleo de estágio foi constituído por duas estagiárias. A prática letiva foi realizada em duas turmas da escola, uma do 9º ano do ensino regular e uma do 12º ano do ensino profissional (turma partilhada). Inclui-se ainda neste ponto a conceptualização de um instrumento de observação e a assistência a aulas. As atividades de integração no meio foram compostas pelas atividades de apoio à direção de turma: (1) caraterização da turma, e (2) estudo caso. Um conhecimento aprofundado da turma permite aos professores delinear de uma forma mais adequadas as atividades pedagógicas ao longo do ano letivo. Estas atividades culminaram com a ação de extensão curricular, onde se promoveu a aproximação entre a escola e os encarregados de educação. Relativamente à atividade de intervenção na comunidade escolar, dirigida para toda a comunidade educativa, teve como objetivo a promoção de atividade física na escola. Finalmente, as atividades de natureza científico-pedagógica tiveram como propósito refletir sobre o papel e a importância do Professor de Educação Física na promoção da atividade física utilizando o exemplo do Voleibol e do Atletismo (ação coletiva), e consciencializar os professores sobre as potencialidades e contributos do Voleibol num plano formativo/educativo, facultando ferramentas metodológicas (ação individual). O Estágio Pedagógico veio contribuir para a aquisição de uma nova visão sobre a prática profissional docente em Educação Física e um desenvolvimento da capacidade autocrítica sobre a prática profissional.

Indicações para o projeto arquitetônico de edifícios multifamiliares: uma análise pósocupação em Natal/RN

Confirming the Brazilian tendency in the field, the multifamily vertical condominium habitats in Natal are defined as buildings with three or more floors which have been an increasingly used solution. In the mentioned project, the connection between the projectarchitects and the user/ buyers are spread out, by which the first people conceive the realestate property as a creation for the market and not the individual client in specific. Such situation along with technical and financial limitations of the project lead to the adoption of standard solutions to be utilized by clients with different profiles. Besides that, there are various legal and urban parameters by the City Director Plan showing elements of great influence in the final solution adopted by the mentioned edifices. Moving to this subject in general, this project is focused on the case study of the Ed. Ville de Montpellier, having as a base of Post Occupancy Evaluation (POE), considered an efficient tool to analyze and keep up with the progress of the construction of the building, including technical approvals, the application of surveys with the local residents and the creation of informal interviews. The data shows that with time some items that initially motivated the acquisition of the realestate property (with a social common area) move to being less valued, and that the residents quickly alter the pre constructed space, thus seeking to alter the property in a more personal and conforming manner. The possibility of a new emphasis for projects on the mentioned space should also be in discussion, the created project calls for the attention of projected conceptual aspects and interdependence within project and construction which permits the indication of some recommendations for the projection of multifamily residential buildings within the studied realm

Gestão compartilhada de P&D em petróleo:a interação entre a Petrobrás e a Universidade Federal do Rio Grande do Norte

This work addresses the relationship between University-Firm aims to understand the model of shared management of R&D in petroleum of Petrobras with UFRN. This is a case study which sought to investigate whether the model of cooperation established by the two institutions brings innovation to generate technical-scientific knowledge and contribute to the coordination with other actors in the promotion of technological innovation. In addition to desk research the necessary data for analysis were obtained by sending questionnaires to the coordinators of projects in R&D at the company and university. Also, interviews were conducted with subjects who participated in the study since its inception to the present day. This case study were analysed through the Resource-Based View and Interorganizational Networks theory. The sample data also stands that: searches were aligned to the strategic planning and that 29% of R&D projects have been successful on the scope of the proposed objectives (of which 11% were incorporated into business processes); which was produced technical and scientific knowledge caracterized by hundreds of national and international publications; thesis, dissertations, eleven patents, and radical and incremental innovations; the partnership has also brought benefits to the academic processes induced by the improved infrastructure UFRN and changing the "attitude" of the university (currently with national prominence in research and staff training for the oil sector). As for the model, the technical point of view, although it has some problems, it follows that it is appropriate. From the viewpoint of the management model is criticized for containing an excess of bureaucracy. From the standpoint of strategic allocation of resources from the legal framework needs to be reassessed, because it is focused only on the college level and it is understood that should also reach the high school given the new reality of the oil sector in Brazil. For this it is desirable to add the local government to this partnership. The set of information leads to the conclusion that the model is identified and named as a innovation of organizational arrangement here known as Shared Management of R&D in petroleum of Petrobras with UFRN. It is said that the shared management model it is possible to exist, which is a simple and effective way to manage partnerships between firms and Science and Technology Institutions. It was created by contingencies arising from regulatory stand points and resource dependence. The partnership is the result of a process of Convergence, Construction and Evaluation supported by the tripod Simplicity, Systematization and Continuity, important factors for its consolidation. In practice an organizational arrangement was built to manage innovative university-industry partnership that is defined by a dyadic relationship on two levels (institutional and technical, therefore governance is hybrid), by measuring the quarterly meetings of systematic and standardized financial contribution proportional to the advancement of research. These details have led to the establishment of a point of interaction between the scientific and technological-business dimension, demystifying they are two worlds apart

Proposta de modelo de interação da Universidade Federal do Rio Grande do Norte e empresas do setor de petróleo

Operational procedures may negatively interfere in negotiation and execution regarding universities and business companies. In some cases it may even derail business interaction. Thus, aiming to overcome this and other barriers a university-industry interaction model was structured. The model enhances the appropriation of technological solutions on behalf of enterprises, as well as aim to improve the quality of teaching and research done at the university. In order to conduct a case study, sampling considering the Federal University of Rio Grande do Norte (UFRN) was made as well as the Oil and Gas sector. For data collection questionnaires, classroom observation, document analysis, semi-structured interviews were used. The study describes the companies as well as the internal organization of UFRN in their interaction context. The diagnosis related to past interactions as well as the expectations of the companies and the university s internal subjects regarding the university-industry relationship were also studied. Thus, specific questionnaires were applied for the three types of groups: researchers, managers and business companies. These subjects pointed out that the great deal of barriers they identified were related to issues regarding the university internal management. Given these barriers, the critical factors were then identified in order to overcome this reality. Among the nine critical factors only one belongs to the macro environment, while the remaining factors are related to organizational issues present in the university context. It was possible to formulate a university-business interaction model one the researched focused on the case study results and contribution from a theoretical framework that was enabled trough literature review. The model considers all business collaboration mechanisms; it focuses on a particular strategic productive sector and provides a co-evolution vision over time, according to the sector´s development strategy. The need for institutionalizing the relationship with the companies involved is pointed out. The proposed model considers all the critical factors identified by the research; it aims long-term relationship with the company and integrates teaching, research and extension actions. The model implementation was also considered. It was seen that it must be done in three phases. The phases will be defined by the level of maturity in the relationship between the university and the companies. Thus, a framework was developed in order to assess the interaction level regarding company institutionalization. Whilst structuring the model was a concern with replication came up. It was pointed out that this model should not only serve to this specific case study situation. So the final result is a model of university-industry relationship appropriate in the first instance, for UFRN, but has applicability, in general, to any Brazilian university

Brazilian coffee genome project: an EST-based genomic resource

O café é um dos principais produtos agrícolas, sendo considerado o segundo item em importância do comércio internacional de commodities. O gênero Coffea pertence à família Rubiaceae que também inclui outras plantas importantes. Este gênero contém aproximadamente 100 espécies, mas a produção comercial é baseada somente em duas espécies, Coffea arabica e Coffea canephora, que representam aproximadamente 70 % e 30 % do mercado total de café, respectivamente. O Projeto Genoma Café Brasileiro foi desenvolvido com o objetivo de disponibilizar os modernos recursos da genômica à comunidade científica e aos diferentes segmentos da cadeia produtiva do café. Para isso, foram seqüenciados 214.964 clones escolhidos aleatoriamente de 37 bibliotecas de cDNA de C. arabica, C. canephora e C. racemosa representando estádios específicos do desenvolvimento de células e de tecidos do cafeeiro, resultando em 130.792, 12.381 e 10.566 seqüências de cada espécie, respectivamente, após processo de trimagem. Os ESTs foram agrupados em 17.982 contigs e em 32.155 singletons. A comparação destas seqüências pelo programa BLAST revelou que 22 % não tiveram nenhuma similaridade significativa às seqüências no banco de dados do National Center for Biotechnology Information (de função conhecida ou desconhecida). A base de dados de ESTs do cafeeiro resultou na identificação de cerca de 33.000 unigenes diferentes. Os resultados de anotação das seqüências foram armazenados em base de dados online em http://www.lge.ibi.unicamp.br/cafe. Os recursos desenvolvidos por este projeto disponibilizam ferramentas genéticas e genômicas que podem ser decisivas para a sustentabilidade, a competitividade e a futura viabilidade da agroindústria cafeeira nos mercados interno e externo.

A organização do processo legislativo na Assembléia Legislativa do Rio Grande do Norte

This work evaluates the organization of the legislative activities and the decision-making process within the Legislative Assembly of RN, emphasizing the role of ruling institutions on the Legislative Power working, as well as the structure of its decisions. The organization and the production of the decision-making process inside the Legislative Assembly will be seen along with how institutional norms determine the nature of the legislative process and influence his legal production. The period under study extends from 1990/94 to 1994/97 legislatures. The work is divided in three parts. The first analyzes the legislative process, the role of legal production, the nature of the legislation produced during the time referred and the role of the decisory instances: the directive Table, the leaders collegiate and the permanent commissions; the second part will present the results of questionnaires made to the deputies about their perspective concerning the actual power structure, as well as a more desirable power distribution among different decisory instances in the Assembly. At last, part three will focus on the Executive power role exerted on the legislative process, analyzing how it makes use of his initiating and veto prerogatives, via the study of some laws sanctioned in 1990-1997

A arte de si: uma análise da ascese nas comunidades alternativas

In this research, we studied alternative communities that promote self-care practices, as well as environmental and community care.We problematized if there are ascetical practices in these communities - understanding asceticism from Ortega (2008) and Foucault (2006, 2009, 1998), which would be a transition from one type of subjectivity to another one to be achieved through exercises on itself, in other words, the ascetic oscillates between a refused identity to another to be drawn by an art that focuses itlself.This research was conducted through the analysis of files, observations of daily practices and interviews with open questions in order to achieve reflections and thoughts of the residents of alternative communities.For our study, we chose the Alternative Community of Campina, located in the Capon Valley/Bahia; Sabiaguaba community, located in Fortaleza-CE; and the National Meeting of Alternative Communities (ENCA). The research points to ways of living that create new subjectivities, in which the subject feels responsible for taking care of themselves, others and the environment

Estado desenvolvimentista e o Nordeste :o BNB na busca de um modelo de desenvolvimento regional

This research tried to follow up with the way of intervention that a developing State promotes it regional development, once its action departs from a quantitative conception until its acting focused in maintenance, like the strategy of local development input in the Northeastern of Brazil in the 90 s. particularly, the attention was focused onto Banco do Nordeste which, between 1995 and 2002, achieved a organization changing process to get fit itself to the new conception of development and State, that advocates the maintenance and the participation of the society in its accomplishment, becoming itself the main agent of the Federal Government in the Region. By taking over the strategy of local development, Banco do Nordeste starts, at least in speech, to be less of a bank to become more of a development agent , representing some development and hope to overcome the social and economical inequalities of the Region. The hypothesis that surrounds this essay is that this reorientation experienced at Banco do Nordeste is related to three factors: timing; the Institution of a project of international technical cooperation with PNUD; the unrest of an employees group, who used to fight for the acting increase of the Bank to beyond the credit acting; and, above all, the juncture created in Ceara from the second half of the 80 s, expressed, mainly, for the political rise of a group of businessmen, who took over and modernized the standards of public management in the State, transforming the cearense experience into reference in Brazil and the world. The research was developed from information got through the use of semi-structured interviews and documental research and, as complementary resource, field observation. The interviews were done with BNB managers between 1995 and 2003, some of them current administrators (2003-2006), plus one of CAPEF directors and the present president of AFBNB. The research revealed that strategic place taken by BNB in the period studied did not come to represent a rupture in its organizational culture, being strongly attached to factors that allows its operation. When some of these elements stopped existing, it was observed a retracing in the pattern of state intervention in the Region. This conclusion restates the vision of State that guided this thesis, identified as relationships field, of different interests; space where social conflicts are established; incarnated through the institutions

Da leitura da poesia à poesia da leitura: a contribuição da poesia para o Ensino Médio

La poésie occupe, à l école, une place réduite et, la plupart du temps, est reléguée à des dates commémoratives ou, quand utilisée, sert de pretexte à l étude de la grammaire et du vocabulaire. Cette thèse a comme objectif de réfléchir sur l importance de l enseignement de La littérature, et plus spécialement, celui de la poésie dans l enseignement secondaire. A comme principal objectif de montrer la place de la poésie dans l'enseignement secondairepour la formation socio-linguistique, cognitive et affective dês élèves. De plus, tente de démystifier l' idée qu'il est impossible de lire de La littérature et, en particuler, de la poésie, avec des adolescents.Il s agit de proposer des projets afin de travailler de manière adéquate la lecture de poésies en salle de classe par le biais de stratégies productives de lectures littéraires comme celles qui promeuvent la rencontre entre le lecteur et le texte. Pour cela, nous avons réalisé une expérience dans une école publique de l état Du Rio Grande do Norte, dans la commune de Natal, avec des élèves adolescents âgés de 14 à 18 ans. L' expérience a consisté en douze cours de lecture de poésies. Nous avons utilisé, comme instruments de collectes de données, des entrevues, des cahiers de classe et des questionnaires. Les références théoriques adoptées consistent en une bibliographie qui fait référence aux études d esthétique de La réception et de la coopération interprétative comme l ont formulées Jauss (1979), Iser (1996) et Eco (2002); la conception de lecteur et le processus de lecture selon Smith (1989); le socio-interactionnisme de Vigotski (1999; 2000); la médiation (lecture par degré ou scaffolding), de Graves et Graves (1995); la psychologie de l adolescence de Becker (1999), Carvajal (2001) e Gutierra(2003). Les résultats montrent l importance de la présence du médiateur dans La formation du lecteur, sachant qu en plus de contribuer et de potentialiser l intéraction entre le texte et le lecteur, l adhésion des élèves est améliorée. L expérience de vivre la poésie en salle de classe avec dês adolescents sujets de cette recherche, a prouvé qu il est possible, dans l enseignement secondaire, et malgré les difficultés, de réaliser um travail avec la poésie

Uma mulher entre livros: Zila Mamede e o silencioso exercício de semear bibliotecas

Zila Mamede left a great contribution to education and culture in Rio Grande do Norte during the 60s, when she built the most important outdoor library from the state the Camara Cascudo s bibliography. It is this aspect of her work that this text tries to apprehend and narrate. Different approaches have brought Zila Mamede to academy, but her work as a librarian yet did not have had any study. Her pioneer work on organizing and preparing professionals to deal with these constructions full of books was waiting to be told. This work articulates itself with the political and cultural production of Natal during the 60, because it was essential to configurate the city at this time. It was also necessary to interview Zila Mamede s friends, relatives and the people who worked with her. This research also demanded a review of many memoirs by potiguares , and the examination of newspapers and magazines to enlighten the period

Políticas de educação profissional técnica e de ensino médio no Brasil: a implementação no CEFET-RN (1998 2008)

This study has analyzed the high school and professional education policies (1998-2008) and their impacts on the Centro Federal de Educação Tecnológica do Rio Grande do Norte. It has presented an analysis and design of the productive restructuring process in the world of work and education, the technical, vocational education and high school policies in Brazil, referring to this period, as well as the changes in Cefet-RN for implementation of Political Guidelines of Vocational, Technical and High School Education. This study is guided by assumptions related to these policies, which are located in different historical moments. It is a study in which subjects are understood as historical and social beings, embedded in the economic, political and cultural rights which, by its actions, can be transformed. It was based on a theoretical framework consistent with the object of research to give it shape and meaning, serving as a parameter to address the problem outlined in research questions. It was used analysis of bibliographical material and specific documents from the Institution, semi-structured interviews with the subjects part of technical and high school. Results show that many of the recommendations in the present high school policies and vocational technical and high school education, implemented in Cefet-RN, for the period 1998-2002, show inconsistencies between what is said and what can be officially established in the pedagogical practice of teachers and professional practice of some graduates. Regarding the integration of vocational education with the high school (2005-2008) in this Institution, the study signaled that its prioritization failed to materialize in full, in Cefet-RN, although it was developed and implemented a Political-Pedagogical Project in 2005

Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranhão - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vitória do Mearim in Maranhão. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vitória do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

A política de formação continuada de professores do ensino médio no RN: limites e possibilidades

El trabajo titulado La Política de Formación Continua de Profesores de Enseñanza Media en RN: límites y posibilidades tiene como objetivo analizar la política de formación continua de profesores de Enseñanza Media implantada en Río Grande del Norte. Parte del supuesto de que las directrices de formación continuada se articulan conforme a los organismos internacionales que desde la década de 1990 extendieron por América Latina un modelo homogéneo de formación, que tiene como principales características la de constituir un servicio a través de la modalidad a distancia y teniendo a la escuela como principal locus. En Brasil, estas características se apoyan en la Ley de Directrices y Bases de Educación Nacional nº. 9.394/96. Este trabajo es parte de un estudio que se desarrolla desde 2004 por la base de investigación Políticas y Gestión de Educación llamada Factores que influyen en la productividad de la Escuela Media: un estudio en Río Grande del Norte. El estudio en cuestión se centra en la dimensión pedagógica de la referida investigación y analiza la política de formación continua del personal docente, y considera como dimensiones de análisis la formación continua promovida en el ámbito escolar, ofrecida por la SECD/RN en el marco de la autoformación. Para la realización del estudio se hizo una búsqueda bibliográfica y documental que permitió la comprensión del objeto de estudio. La investigación empírica se realizó mediante la aplicación de cuestionarios, con preguntas abiertas y cerradas, a los maestros de Enseñanza Media de RN, y a través de entrevistas, semi-estructuradas de naturaleza complementaria, a las coordinadoras estatales de programas dirigidos a la Enseñanza Media. El análisis de los datos obtenidos muestra que no hay en SECD/RN una programación específica para la formación continua de los docentes de ese nivel educativo. Los programas implantados son de carácter nacional, de índole focalizada y no prestan atención a la mayoría de los docentes. La formación continua desarrollada en el âmbito escolar es prácticamente inexistente, y se limita a reuniones y algunos seminarios, sin mucha repercusión en la práctica docente. En cuanto a la autoformación son pocos los profesores que tratan de mejorar su práctica pedagógica con cursos de capacitación. Por lo tanto, se percibe una laguna en la formación de esos profesores y la necesidad de implementar acciones generales de formación continua que favorezcan una mayor y mejor articulación entre la formación inicial y continua, entre la teoría y la práctica, desde una perspectiva transformadora, en el sentido de superar modelos tradicionales de formación que no han tenido repercusión en la práctica docente