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The collective teacherefficacy is the shared perception of teachers about the capability of high school teachers to organize and execute necessary actions, in order to have a positive effect on the academic performance of students. This paper aims to show an overview research on collective efficacy of teachers, analyzing its main results. Researches for articles published from 2000 to 201 3 on the databases of CAPES Journals were performed. The results indicate that collective teacher efficacy is directly related to student achievement. It was also noted that other variables may influence on the collective beliefs, such as self-efficacy and the socioeconomic status of the school.

Different studies demonstrate that there are significant differences in the behavior of socially rejected children.Therefore, the purpose of this article was to discuss social rejection, in children from 4 to 5 years of age, in akindergarten group of a private school in the municipality of Belém, in the state of Pará. The methodology involvedsociometric interview and behavioral observation. The behaviors were classified as Prosocial Behavior and NegativeBehavior and were analyzed according to the level of sociability of each member of the group. The results showedthat preferred children tend to present more negative behaviors than prosocial behaviors, but those behaviors areaddressed to certain children of the group, emphasizing that social rejection is due to factors which are inherent toexperienced relationships.