In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing countries, this research aims to inductively create a typology of PLCs that incorporates elements that might be specific to these countries, with a focus on Sub-Saharan Africa in general and based on the cases of Equatorial Guinea, Ghana and Nigeria in particular. This study employs a multimethod approach, encompassing document analysis, semi-structured interviews with PLC experts and expert validation. The resulting typology categorizes PLCs into three models - autonomous, structured and scripted. This typology of PLCs is further integrated with dimensions previously proposed by the Western literature to form one cohesive conceptual framework. By acknowledging PLC variability, we are able to incorporate into a framework modes of PLC operation that are specific to our case countries, and possibly to Sub-Saharan African and low- and middle-income countries more generally.

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O objetivo deste trabalho é analisar o processo de desligamento dos alunos de graduação dos cursos de Engenharia do campus Juazeiro-BA da Univasf entre os anos de 2012 e 2016. O estudo possui caráter descritivo, com procedimentos de levantamento documental junto à Secretaria de Registro e Controle Acadêmico. O procedimento é normatizado e possui critérios de desligamento. Contabilizou-se 1352 processos e 890 discentes envolvidos. O inciso VI da normativa correspondeu a 39% dos processos; o III a 31%, o II a 19% e o V a 8%. Dificuldade com a matéria, conciliar trabalho e estudo e dificuldades financeiras foram as justificativas mais citadas pelos discentes. 40% dos processos resultaram em desligamento e 25% resultaram na reintegração. O custo do aluno desligado foi calculado torno de 50 milhões de reais. Dos alunos que passaram pelos processos 2,94% formaram e 73,73% perderam o vínculo com a universidade. O tempo médio de duração dos processos ficou em torno de 6,94 meses.