<?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>2318-1338</journal-id>
<journal-title><![CDATA[Regae: Revista de Gestão e Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Regae: Rev. Gest. Aval. Educ.]]></abbrev-journal-title>
<issn>2318-1338</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-13382022000100231</article-id>
<article-id pub-id-type="doi">10.5902/2318133868214</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Culturas Docentes E Cultura Organizacional Num Instituto Federal De Educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Cultures And Organizational Culture In A Federal Education Institute]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Jássio Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>20</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-13382022000100231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-13382022000100231&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-13382022000100231&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste texto, relata-se os resultados de um estudo que teve por objetivo analisar a influência de subculturas ou microcampos docentes nas variáveis da cultura organizacional do IFRN, a partir do contexto de expansão da rede de educação profissional. Para tanto, partiu-se de referências de modelo teórico relacionado com cultura escolar, cultura organizacional escolar e cultura organizacional de escola. Foi desenvolvido um estudo de natureza qualitativa, por meio do método do estudo de caso, e que adotou o IFRN como campo de observação. Para a coleta de dados foi administrado um inquérito por questionário junto a 213 professores a instituição. Foi possível constatar a existência de microcampos docentes e subculturas inseridas nesses microcampos, capazes de interferir na percepção da cultura organizacional. Os conflitos, jogos de interesses e ambiguidades na formação dessas subculturas evidenciaram manifestações culturais diferenciadoras e fragmentadores no interior dos microcampos docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we report the results of a study that aimed to analyze the influence of subcultures or teaching microfields on the variables of the IFRN's organizational culture, based on the context of expansion of the Professional Education Network. For that, we started from references of a theoretical model related to school culture, school organizational culture and organizational culture of the school. A qualitative study was developed using the case study method, which adopted the IFRN as a field of observation. For data collection, a questionnaire survey was administered to 213 professors at the institution. It was possible to verify the existence of teaching microfields and subcultures inserted in these microfields, capable of interfering with the perception of organizational culture. The conflicts, games of interests and ambiguities in the formation of these subcultures evidenced differentiating and fragmenting cultural manifestations within the teaching microfields.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação profissional]]></kwd>
<kwd lng="pt"><![CDATA[cultura organizacional]]></kwd>
<kwd lng="pt"><![CDATA[cultura escolar]]></kwd>
<kwd lng="pt"><![CDATA[subculturas]]></kwd>
<kwd lng="pt"><![CDATA[docentes.]]></kwd>
<kwd lng="en"><![CDATA[professional education]]></kwd>
<kwd lng="en"><![CDATA[organizational culture]]></kwd>
<kwd lng="en"><![CDATA[school culture]]></kwd>
<kwd lng="en"><![CDATA[under cultures]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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