Repositório RCAAP

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Agostinho Zago, in 1953, founded the Training Center on Rural Domestic Economy at Tuticorin, in Triangulo Mineiro, to teach courses for women aimed at the domestic schooling. This center became the Federal Institute of Education Science and Technology of Triangulo Mineiro. The research aimed to reconstruct as far as documentation and testimonies allowed to trace the path and trajectory of the school until 1997 when the course ended and Home Economics, that for many girls, became the instrument of education, social and professional initiation. By mapping the institution what was sought to contribute to the memory register and functionality of the institution in professional education, local and regional level, in particular in the educational background of women. Some questions were raised: What is the identity of the school of home economics? What technical training, vocational and general education offered? The research made use of written sources and documentary as regiments, books, records, arrays curriculum, degree programs, local news and official, photographs and other documents. Also counted with testimonies of servers who worked at the institution. The discussions were bristling from a historical perspective to describe the route of secondary vocational education for women. The belief that has been reached is that the direction of female education were based on educational action with consequences. Created to get young people and prepare them for the performance of traditionally prescribed female roles: mother, wife and educator, the consolidation of the School of Home Economics represented the practical expression of tacit alliance between the state and the oligarchy uberabense who sought an education for conservative his daughters, a strategic basis for the program of civilization of society through schooling.

The objective of this work is to construct a history of the Amapa Institute of Education (IETA), a school for training teachers in the high school level, created in Macapa (AP) in 1949 without proper operating condition, but was gradually acquiring an image of quality public school and enormous prestige among the community of Amapá, until its dissolution in 2005, claiming the restrictions of LDBEN training of teachers in the high school level and the need for physical space to implement State University. The chosen methodology was historical research, qualitative, of literature (texts, articles and books on the IETA), documentary (basic documents and pictures IETA) and field (memoir tells of local), having as epistemological materialism dialectical, methodological foundation in the thought of Justino de Magalhães, Paolo Nosella and Esther Buffa, as the application of the dialectical method of research the history of educational institutions, and Maria Cecilia Minayo, for whom dialectics is a way of thought and research craft an intellectual. The common thread of research are the representations of work and knowledge of the teacher teaching the early grades in school culture of IETA, the way in which they appear in the speech of the actors of the educational practice every day in the curriculum, the distribution of physical space and the architectural designs of the building. In the data collection techniques were used in the methodology inspired by Carlos Ginzbourg. The working hypothesis of the thesis provides the title, because education by example is understood as the representation of instituting educational practice throughout the history of the IETA thus a constant along the trajectory of the school. Thus, the history of the Institute of Education is designed in five phases: pioneer (representations by certain teacher s janarismo New State), consolidation (firm to the representation of education for example), height (maximum of IETA\'s prestige in the community Amapá); crisis and extinction.

The present investigation had as subject of study the teacher education policies for Professional and Technological Education (EPT in Portuguese). Reflecting on teacher education policies for EPT, in a model of society ruled by the capitalist and neoliberal logic, is a challenge that arises in our daily lives because we are actors and authors who make and remake, directly or indirectly, Brazilian education history. The thesis that guided this research was the lack of policies on teacher education for EPT. In this sense, the documentary analysis and literature surveys enabled us to realize that, throughout their history, policies in this area have not set yet as State policy, but rather as government programs that aim to facilitate and regulate the access for professionals (not teachers) to the classrooms of technological education. Regarding these policies, there are the relations among education, work and society. In this context, we discuss and confront the teacher education policies for EPT from the 1990s until today. This starting point, the 1990s, is due to the fact that it was a decade of expansion of college education in Brazil. However, our emphasis will start in 2007, with the implementation of Federal Institutes for Education, Science and Technology (IFETs in Portuguese), which, since then, are obligated to offer teaching degree courses, mission previously delegated to universities. In this context, we sought to understand the meanings and the materialization of the teaching profession in a context where a teaching degree is not a necessary requirement for professional practice, especially in institutions that have no previous experience in providing these kids of courses. The results showed the following situations: i) the materialization of lightened, discontinuous and fragmented teacher education courses programs for EPT; ii) the extraordinary expansion of the Federal Network for Education, Science and Technology has required a greater number of teachers for this level of education; iii ) we identified that the documents of PDIs and PPPs from the IFETs investigated follow MEC / SETEC policies iv) we noticed that some IFETs do not include professional education in basic education, therefore, they are dedicated to educate teachers for basic education, considering only elementary and high school; v) we identified a close link between the category of work and production models; vi) we found that, in New Developmental government of ex-President Lula, there was development of inclusive education policies, consolidated by the IFETs expansion, which, therefore, represented a considerable increase in jobs positions at all levels of professional education. However, we believe that Lula s government has left many conflict situations in order to reach its goal of social inclusion; vii) we perceived a lack of MEC's interest in discussing and regulating policies for teacher education for EPT and also in promulgating national guidelines for such education; and viii) we realized that the institutes themselves are organized in order to value teaching degrees so that they can ensure the requirement for this kind of degrees or special programs for teacher education, in order to practice teaching profession.

This study was centered in the research line of Labor, Society and Education and its subject fits more specifically into the sub areas: Educational Reforms and Impact on Educational Institutions, dealing with the theme \"Formation Policies in Higher Education for Special Education\". Immersing ourselves in this context, the thesis defended in this study was that, with the implementation of the Bologna Process, Higher Education in Brazil, as the rest of the world, was significantly affected influencing or even serving as a model for the reorganization of university structures and of higher education systems emerged from Europe. Thus, the objective of this study was to analyze the Bologna process and its influence in higher education, especially the Brazilian and Portuguese initial formation policies aiming inclusive education. More specifically: 1) analyze the transformations in Brazilian higher education due to the influence of the Bologna Process in regard to the initial formation with a view to Inclusive Education. 2) Identify the transformations in higher education in Portugal and Brazil from the Bologna process and which are the Brazilian and Portuguese specific special education policies for teacher formation. 3) Describe and reflect on the obstacles, barriers and possibilities of teacher formation for Special Education. About the methodological point of view, we did not start our reflection by similarities, but by the differences from the historical process. It was used the documental research, with descriptive and interpretative analysis features. From the empirical point of view, the study was delimited spatially in the two countries (Brazil and Portugal). The study population was composed by Policy Formation documents for higher and special education in both countries. With the theoretical references, was made the confrontation and analysis of all data found in the development of all the research, namely: deadlocks, barriers and notes for the theme in question. As a result, it was evidenced that the special education model proposed by hegemonic groups, through the public policies for the area, carries within, implications for education systems, for schools, for agencies of initial and continuing formation, as well as for formation policies. It is also a consensus that educational reforms, is increasingly gain an international character and this can be understand as a way to also globalize this sector. Thereby, teacher formation has been a root in all countries, as a way to highlight the importance of educational performance for economic growth - which in theory depends on the performance of education professionals. Regarding the formation for Special Education, the fact is that it is not mentioned in the educational debate at the Bologna Process. The gap between education and special education represents, in our understanding, to be the first and most important discrimination, preventing this type of education to discuss its educational praxis, by placing itself into a secondary category, that upon later subtly protrude all the others discrimination - for example, the civil, legal, labor and cultural.

The object of this research proposal is contemplated in the line of Labor, Education and Society because it is a study on the issue of casualization of teaching in higher education in the form of distance education and refers to the process of commodification of higher education and especially distance education and the impact on the profession through the subordination of knowledge to the imperatives of capital in the reference period 2000 to 2010. The overall goal of the research is to understand the process of casualization of teaching from the commodification of higher education and especially distance education and the impact on the profession tutor. The other objectives are divided into identifying the extent to which this occurs deprofessionalization teacher education tracking, check occurs as the relaxation of labor relations in HEIs and private or public offering distance education through the processes of recruitment, career planning, execution wages and social guarantees in the form of distance education in reference period 2000 to 2010. The methodology used is based on the use of bibliographic references that deal with the theme, documents and interviews with teachers working in Distance Education in HEIs in the Triangulo Mineiro region. In the case of distance education, the figure of the tutor, although the link between the educational institution and the students, as noted, is undervalued, due to ignorance of the importance of it in the learning process. Before the study it was found that the tutor, in most courses, is the only human contact staff with the student during the teaching. He is a professional who encourages and guides students in learning and to continue on course. It was also perceived as a worrying factor that teaching in distance education is strongly affected by the conditions of work, remuneration, number of students per teacher, lack of labor protection and pedagogical attention. Regarding the regulatory aspect, it is observed that there is instability in the labor and lack pedagogical and regulations with respect to schedules and workloads of work, among other things. Thus, although the distance is regulated in a more general level, it lacks in terms of labor regulations. Unions still vacillating position themselves with regard to the protection of labor rights of professionals involved in this process.

This thesis aimed to understand the foreign teacher, its profile, difficulties, contributions permanence challenges and reconstruction of didactic-pedagogical practices and for its professional exercise in the brazilian public universities. The study was justified because of their increasing number particularly during the last decade and also the lack of systematic research of the thematic. Our universe was the UnB, federal public university of Brasilia where we found the bigger number of these teachers. Using the INEP data (micro data of census of higher education, 2011) we could localize those ones. Questionnaires were applied to more than 37,3% of the nationalities present (19 of 51 nationalities) corresponding to 7,6% of the population estimated to 250 teachers, documents consulting (school websites, personnel website, photocopy services). The qualitative analysis and the statistical data treatment allowed us to obtain the following results: the teachers met at UnB are from Latin America and Europe, are white or brunet, are doctors and are contracted full time. They also act in teaching, research and extension. These teachers met many adaptation difficulties in their workplace due to a lack of socialization and help mechanisms in their teaching practices. By means of the complexity paradigm of Edgar Morin, we could confirm that the foreign teacher tried to survive in the brazilian public university within dilemmas and contradictions like cultural problems, alterity and acceptation by the students, its insertion in the own university and is always in search for means to connect the parts. Although, we could note the big contributions of these teachers in the quality of the graduate programs and the international insertion of their universities.

This research theme is the historical trajectory of the discipline History of Education in the formation of normal course students of the Colégio Nossa Senhora do Patrocínio, located in Patrocínio, Minas Gerais. The time line covers the period between 1947, when the institution started offering teaching formation education 2nd Cycle and simultaneously there is the issue of the discipline History of Education in the curriculum, and 1971, when there was 1st and 2nd degrees Reform. As a general objective aims to interpret the historical trajectory of the discipline History of Education in teacher training undertaken in the normal course of the Colégio Nossa Senhora do Patrocínio, encompassing an approach to identity, space, time, knowledge and teaching methods in the period between 1947 and 1971. As a research method is proposed as literature, documentary research and the use of testimonials from normal course students as empirical evidence (heuristics) to textual interpretation and argumentation (hermeneutics). As a theoretical basis, it recognizes the importance of thinking André Chervel (1990) as a reference for investigations into the History of School Disciplines. Furthermore, we chose to analyze the determinants according to the categories stipulated by Santos (2007): the presence, identity, standards and objectives; programmatic profile, profile faculty and student profile; teaching materials. Other authors such as Almeida Filho (2008), Araújo, Freitas and Lopes (2008), Azzi (1994), Bastos (2006), Bourdieu (2007) (2004), Carvalho and Gatti Júnior (2011), Gatti Júnior and Pintassilgo (2007), Gatti Júnior and Inácio Filho (2005), Guiraldelli Jr. (1994), Nagle (1974), Nóvoa (1994), Nunes (1996), Roballo (2007), Romanelli (1996), Saviani (2007), Segers et al (1995) and Tanuri (2000) were also key to the development of this thesis. The presence and historical trajectory of the discipline of History of Education at the Colégio Nossa Senhora do Patrocínio can be understood taking into account contextual aspects, institutional, ideological and pedagogical intrinsically related to the genesis, function and operation of discipline within the curriculum, covering purposes prescribed and real purposes. As part of a course aimed at normal course students in a Catholic confessional institution, discipline takes basically two functions related to education as an instrument of indoctrination Catholic, and education, as inventory of pedagogical ideals, major educational events developed throughout history.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Throughout this study we sought a better understanding of the legal directions about the school and brazilian miner from implantation to the present, as well as identify and understand the dimensions and implications for the teaching work in the teaching and learning developed in Teaching Medium Public Schools Uberlândia/MG, Brazil, in 2010. We used the quantitative-qualitative approach, and the population was composed of students, teachers and administrators from seven of the 26 state schools. These were selected on the criterion of general averages obtained for each school in the National Secondary Education Examination (ENEM) of 2009, three grades above average with the municipality, and four with scores below average. It begins with the presentation and discussion of the historical facts of the educational policy of the school at national and state levels, as well as data about the evolution of access to secondary education and its consequences in terms of demand in conjunction with the notions of quality of education, highlights the scale of the problem of teaching quality by analyzing the results of ENEM and its repercussions in Brazil. Continues with discussions about the expected functions of school managers, teachers and students of this teaching modality. In the second chapter is the results and discussions with the presentation of didactic and pedagogical conditions of managers, teachers and high school students. It is noticed that schools continue as the same system structure, underdeveloped and with an incipient school culture to meet the needs and desires of adolescents and young adults. It was observed in most schools, lack of zeal and dedication in preparing the PPP and controversies over the documents. Lack of investment in human and physical part of schools. Only two schools with good infrastructure are the most needed renovations and purchase equipment. Most live in small rooms, poorly ventilated and with frequent noise, lack of teaching materials, laboratories and audiovisual materials. All libraries have in place, but some with little structure and decent small and old. The minority offer science labs and computer effectively, and they have restricted access to the internet, which was one of the biggest complaints of the students. Thus, we witness a mass education, which ensures precariously secondary school access to the expansion of secondary education, however, unrelated to the interests of students with physical and pedagogical conditions precarious, with their uncompromising and quality purposes. With regard to education professionals need greater investment in professional development, both with regard to remuneration more worthy as the promotion of fitness and improvement of working conditions, and the initial and continuing training of these. Therefore this study could observe the contradictions and inequalities of school spaces in giving students opportunities to acquire cognitive skills, prepare them for life in aspects related to work, social life, and even the development of personal skills. Much data have been mentioned, and there is much to be thought, reflected, analyzed and researched. We conclude by drawing attention to the new dimension of the struggle for the right to quality education for this level of education and presenting the theoretical and practical challenges that must be overcome.

This work aims to analyze, in the republican period, the primary school, from the History of Education compared to, in the configuration educational policy Maranhão state, mining, and Mato Grosso, in the period from 1889 to 1930, by means of the messages of government and, still, the progress of educational reforms, the organization of primary education, developed in the three states - Maranhao, Minas Gerais and Mato Grosso - as well as educational policies triggered, in this period. The messages direct speech, the political change of executive power and the administrative procedure of the government, involving analysis, statistics, financial statements, conclamacion, appeals, descriptions, justifications, evaluations, explanation of the goals and aspirations of the political order and administrative. Many republicans were concerned, because the leadership was unsafe, however, the actions should be taken to generate the changes that the country needed to consolidate the values of the new system, for example, to reduce illiteracy rates, however bad agricultural conditions, low quality of labor, the lack of infrastructure, the precariousness of road network and the lack of schools. In Maranhão, in Minas Gerais and Mato Grosso, the school alone was the educational institution predominant, intended for primary education. However, this modality school for not presenting the qualitative results desired, was the target of criticism from various social segments. In smaller numbers, the school groups, considered educational institutions of quality, needed for its creation and maintenance of high investments soaking up the public coffers. The research also compares the differences of primary school graduate in the Republican Period, between the three states through the History of Education.The institutionalisation of primary school in their methods - isolated school, school gathered, school model and school group - occurred in the beginning of the Republic. The school groups particularly in relation to the primary school as public policy, aimed at the possibilities, the characteristics of public education and the involvement of the pedagogical practices in the process and intraescolar extraescolar. In republican discourse, there is a new ideology: the construction of school groups, such as school model or differentiated, with appearance of superiority. Were the innovative basis in primary education-brazilian school, together with the other arrangements, such as the school alone, hegemonic quantitatively, he primary education enabled perceive the relations between the republican politics and state, the diffusion and the modernisation of primary schools in three states - Maranhao, Minas Gerais and Mato Grosso. The governments they entailed the creation of better conditions for learning, at the same time in which exercised control of the subjects involved in the process. It proposed that the school groups, unlike the isolated schools were constructed and adapted to accommodate a larger number of children. The school groups emerged in the states as projects of public power state and the municipalities have contributed in the deployment of the modality of primary school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This thesis is the result of a document and bibliographical research focused on public policies for formal education destined to young and adults, mostly workers who could not afford either access or permanence in school at appropriate age. The main objective was to analyze the process of implementing the National Program for Professional Education Integration at Basic Education level for Adults and Young People in a continuing perspective along with the Elementary level of education called PROEJA-FIC, a project in action in Brazil since the Federal Decree number 5.840 approved on 13th of July, 2006.The type of professional education offered at this schooling stage for young people and adults equals training focused on basic activities of production, with greater emphasis on the service sector, such as, for example, the techniques of food safety activities aimed at baking and food preservation. It is evident the compensatory nature of such government action addressed to those who are outside the production process due to the shortage of basic education, which is, in contemporary, post-Fordist society consolidating a new pattern of accumulation and regulation, indispensable to achieve higher levels in the labor market. The theoretical framework, which has led us to document analysis and guided our activities, as well as our reading of Brazilian historiography, was the historical and dialectical materialism, which, adopted as method, has enabled us to confront the state initiatives with social reality. Along the way, we have found that the dialectical play serves the capitalist system by including and excluding when the school as institution gives expression to the synthesis brought by the system. In a broad perspective, the Brazilian state has been managing, through various institutional mechanisms, to apply molar exclusion and molecular inclusion at the same time. However, with this work, we aim to draw attention to this capitalist/neoliberal logic, by pointing out, therefore, to the urgent need for changes in the formal sphere of education, so that years of schooling are not only prior years of preparation for a job.

This study propose to examine the contribution of Martha Elizabeth Hairston for spreading your ideas in the Seminary of Christian Educators in the period 1953 -1979. The education of women in Northeast Brazil during this period was relegated to the background, which contributed to increasing rates of illiteracy in Brazil . The arrival of American missionaries and their policy of teaching reading and writing - aiming for people's participation in worship by reading the Bible and singing. These strategies have enabled the deployment of primary schools, normal schools and theological teaching. Martha Hairston took the ETC - An institution for female education - was intended to prepare young women to work in the schools attached to churches, schools Baptists , churches and as missionary . Therefore, the cultural representations present in the project Hairston were diversified, thus, it was possible to perceive them in pedagogical practices , curriculum , material conditions of work of the faculty , the construction of the new building , the implementation of new courses. So what representations and what practices were implemented in ETC / SEC? Curriculum that was chosen and what is its purpose? What was the project that Hairston presented to the Board of Richmond and Brazilian Baptists? In methodological terms used as historical sources institutional documents, such as reports, letters , decrees , opinions and decrees . We use the newspaper , yearbook ladies magazines ( The homeland for Christ The field is the world, Vision missionary ) , newsletter , brochures , letters , telegrams , books , monographs , dissertations and theses . The analytical categories were established by Chartier : ownership and representation, Dominique Julia , school culture , and Viñao Frago and Escolano architecture . We note that the SEC was maintained by the Board of Richmond and the Woman's Missionary Union Baptist Brazil. Our analyzes showed that Martha Hairston buildings built , deployed higher education , founded the Friendship House and gave visibility to the SEC , preparing young women to develop missionary work in Brazil and worldwide.

The present research results of the studies and debates inherent in PhD in Education at the Graduate Program in Education at the Federal University of Uberlândia, belonging to the Research Line "Politics and Knowledge in Education." This thesis aims to analyze the contradictory meaning of education as training human history, specifically educational representative under the logic of the industrial business associated FIEMG (Federation of Industries of the State of Minas Gerais) in the context 1961-1974. This definition is justified by the historical fact that it was a period marked by the cyclical crises of capital and their impacts in the final phase of the industrialization process in Brazil: it starts with one of the apexes of economic growth in the country , driven by national developmental , continues with a severe political crisis in 1966 , also impacting the economic sphere, and finally, with the constant quest for economic stability even under high prices, hatch the factors that led to the Brazilian economy to the context of the "Economic Miracle". For this, it was necessary to link the debate between education and work from the perspective of historical materialism and dialectical their subsidies theoretical-methodological and epistemological. In the first chapter, we designed a "State of the art" category "human formation", conceived as a process of education and history, from the Marxist assumptions, aiming at the reconstruction of concepts and meanings of which is the formation of workers in contradictory logic, the bias of comprehensive training and the prospect of capital accumulation. Then, in the second chapter, we present a review about industrialization, the industrial business and its development perspective 1961-1974. The third chapter was established on a contextualization of the state and its peculiarities, the industrial business and its proposed development both nationally and at the state (Minas Gerais). Finally, in the fourth chapter, was organized dialogue with the sources, from a historical survey of the shares of the industrial business with an emphasis on education, which converged in a pedagogy industrial consolidation in line with the political and economic conditions specific period from 1961 to 1974. It has mailing bibliographic reference business thinking expressed in the concreteness of training workers and industry of Minas Gerais, in agreement with the demands of work and training of mining companies. The thesis of this study is the defense that the corporate actions which constituted pedagogy industrial concepts were articulated to political and economic development in Brazil, since the discipline to work imposed by such conceptions met the human worker training geared to the accumulation the general capital and industrial capital in particular. Establish, therefore, different logics, the state level, the scope of private foreign capital and domestic private capital, which came up the process of capital accumulation, loading, contradictorily, the possibilities of building the human beyond capital, or a teaching job.

In this research the object of study is the continuing education of teachers for the implementation of the teaching of History and Culture of African and Afro-Brazilian in Uberlândia / MG between the years 2003 to 2008, pursuant to Federal Law 10.639/2003 and its related provisions. We seek to understand what were the impacts of the training on the meaning / reframing of knowledge and pedagogical practices of teachers, and how these values rethought, rebuilt directions to your practice, intervened in the processes of the pedagogical and curriculum in the schools where they teach, the light of these experiences. The methodology supports at the multicultruralism as a concept and practice structuring in scientific research, and the paradigmatic plurality as theoretical and methodological (CANEN, 2008), in dialogue with the study on the state of the art (FERREIRA, 2002; ANDRE AND OTHER , 1999), literature (Gil, 2002; Mioto & LIMA, 2007), the preparation and analysis of questionnaires (VIEIRA, 2009), the oral history (MEIHY & HOLLAND, 2007). The theoretical supports the concepts of emancipation; plurality epistemological / epistemologies South (SANTOS & Menezes, 2010); African diaspora. In the first part: \"Education of Racial and Ethnic Relations Teaching of History and Culture of African and Afro-Brazilian,\" are arranged by chapter, I titled \"History and Culture of African and Afro-Brazilian: concepts and conceptions\", and Chapter II entitled \"Education and Emancipation: public policies and the implementation of the Federal Law 10.639/2003 \"and in the second:\" Education, Knowledge and Educational Practices, \"are arranged chapter III entitled\" Of the paths and research subjects to the issues and problems of the research \", Chapter IV entitled \"The Continuing Education of Teachers for Education of Racial-Ethnic Relations and the Teaching of History and Culture of African and Afro-Brazilian in the City of Uberlândia / MG \', and Chapter V entitled\" Continuing Education of Teachers, Knowledge and Pedagogical Practices of Teachers in the city of Uberlândia / MG. \" Identified in research as teachers construct teacher knowledge and reframe the interface with the continuing education focusing on the teaching of History and Culture of African and Afro-Brazilian. The recognition of the existence of racism as a challenge for the knowledge and pedagogical practices by teachers moved toward the diagnosis of the factors that build these practices in the school environment and the challenges to overcome it. Continuing education that is research enabled the teachers who participated in this experiment confront the racist practices in the school environment towards a positive education of racial and ethnic relations and the construction of a school plural, recognition and appreciation of ethnic and racial diversity of themselves and their students, and incorporating the experience of a Pedagogy of Africanidades from the signification / reframing the pedagogical practice of teachers in pedagogical practices griots.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior