<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362015000400004</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362015000400003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escola organizada em ciclos: as representa&#231;&#245;es sociais de professores considerados bem-sucedidos]]></article-title>
<article-title xml:lang="en"><![CDATA[Schools organized in cycles: the social representations considered successful by teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Escuela organizada en ciclos: las representaciones sociales de maestros considerados exitosos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Laêda Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jaqueline Andréa Lira Cordeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Departamento de Administração Escolar e Planejamento Educacional ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco Departamento de Administração Escolar e Planejamento Educacional ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>23</volume>
<numero>89</numero>
<fpage>843</fpage>
<lpage>868</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362015000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362015000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362015000400004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoO artigo identifica as representa&#231;&#245;es sociais de ciclos de aprendizagem de professores considerados de sucesso, tendo como referencial a Teoria das Representa&#231;&#245;es Sociais na vertente original de S. Moscovici. A pesquisa foi desenvolvida com 20 professores da Rede Municipal de Recife-PE. Os profissionais responderam a uma entrevista em profundidade. Os depoimentos foram processados pelo software Alceste. O corpus foi organizado em quatro classes denominadas: conhecimentos relacionados &#224; proposta de ciclos; desafios e lacunas da proposta; fatores que promovem o sucesso escolar e os ciclos na pr&#225;tica cotidiana. No conjunto, as classes revelam que os professores conhecem o regime ciclos ressaltando os limites e dificuldades que interferem na sua efetiva&#231;&#227;o. Os resultados deixaram entrever que os professores de sucesso, devido ao compromisso e responsabilidade com que encaram a doc&#234;ncia, possuem representa&#231;&#245;es sociais positivas quanto ao potencial transformador da escola, independentemente do seu modo de organiza&#231;&#227;o, e s&#227;o essas representa&#231;&#245;es que orientam suas pr&#225;ticas na escola organizada em ciclos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThis article identifies the social representations of successful learning cycles as considered by teachers, drawing upon Serge Moscovici&#8217;s theory of social representations. Participants included 20 teachers from the municipality of Recife in Brazil. In depth interviews were conducted, which were then processed using Alceste software to prepare reports. The corpus was arranged into the following four categories: knowledge relating to the proposed cycles; the proposal&#8217;s challenges and drawbacks; factors promoting school success; and cycles in everyday practice. Overall, these categories reveal that teachers are familiar with the system cycles and underscore the limits and impediments that interfere with their effectiveness. Results indicated that successful teachers, characterized by responsibility and commitment to teaching, display positive social representations with respect to the school&#8217;s transformative potential, regardless of their organizational processes. Furthermore, these representations guide their practices in schools organized in cycles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEl art&#237;culo identifica las representaciones sociales de ciclos de aprendizaje de maestros considerados exitosos Teniendo como referencia la Teor&#237;a de las Representaciones Sociales en la vertiente original de S. Moscovici. La investigaci&#243;n se realiz&#243; con 20 maestros de la Red Municipal de Recife- PE. Los profesionales respondieron una encuesta realizada en profundidad. Las declaraciones fueron procesadas usando el software Alceste. El corpus fue organizado en cuatro clases llamadas: conocimientos relacionados con las propuestas de ciclos; problemas y deficiencias de la propuesta; factores que promueven el &#233;xito escolar y los ciclos en la pr&#225;ctica cotidiana. En general, las clases revelan que los maestros conocen los ciclos del sistema destacando los l&#237;mites y dificultades que interfieren con su eficacia. Los resultados dejaron en evidencia que los docentes exitosos, debido al compromiso y la responsabilidad con respecto a la ense&#241;anza, tienen representaciones sociales positivas sobre el potencial transformador de la escuela, independientemente de sus procesos organizativos y son estas representaciones que orientan sus pr&#225;cticas en la escuela organizada por ciclos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de sucesso]]></kwd>
<kwd lng="pt"><![CDATA[Ciclos de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Successful practices]]></kwd>
<kwd lng="en"><![CDATA[Learning cycles]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Prácticas exitosas]]></kwd>
<kwd lng="es"><![CDATA[Aprender ciclos]]></kwd>
</kwd-group>
</article-meta>
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