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Previous issue date: 2006-08-11 === This work dealt with formative actions that were developed by Educational Practice in Movement (GEPEM) at Universidade Federal do Rio Grande do Norte (UFRN). This group aims to transform the way education is carried out. This is done either through intervention or in research considering that school has an explicit objective, to change action, and this presupposes an educator formation process. The methodology used is a reflection on educational practice, aiming to built knowledge that can be generalized to other realities. The analysis of the group s prior work was done considering what has been used as a parameter for decision making, the regularity in the process itself, all of which allowed the identification of their principles, once these were always mentioned in the documents that were analyzed. Some principles for formative actions of the GEPEM were identified: the subject as a social historical being is part of a given community; knowledge is built through social relations and local reality is a content generator; dialogically, collective construction and awareness process. The research also pointed out four characterized organizers, parameters and action criteria that make articulation with practice possible. Thus, these are used in order to analyze two initial formation proposals (secondary and higher education) of rural settlement educators === Este trabalho analisou a??es formativas desenvolvidas pelo Grupo de Estudos de Pr?tica Educativas em Movimento (GEPEM) - UFRN, cujo foco central de atua??o, tanto na interven??o, quanto na pesquisa, ? a transforma??o do fazer pedag?gico, consciente de que a interven??o na Escola com o objetivo expl?cito de mudar a a??o pressup?e um processo de forma??o dos educadores. A metodologia utilizada ? uma reflex?o sobre a pr?tica, visando estar construindo um conhecimento que possa ser generalizado para outras realidades. Na an?lise das produ??es anteriores do Grupo, buscou-se o que estava parametrizando as decis?es tomadas, ou seja, quais as regularidades desse processo, permitindo a identifica??o dos princ?pios, uma vez que eles apareceram recorrentemente nos diferentes documentos analisados. Foram identificados como princ?pios para as a??es formativas do GEPEM: o sujeito enquanto ser hist?rico-social faz parte de uma determinada comunidade; o conhecimento ? constru?do nas rela??es sociais e a realidade local ? geradora de conte?do; a dialogicidade, constru??o coletiva e o processo de conscientiza??o. Tamb?m, foram explicitados quatro organizadores devidamente caracterizados, e evidenciados par?metros e crit?rios de atua??o que possibilitam a sua articula??o com a pr?tica. Ao final, os princ?pios e organizadores s?o utilizados para analisar duas propostas de forma??o inicial (Ensino M?dio e Superior) de educadores de assentamentos rurais
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