Repositório RCAAP

Higher education in Brazil is marked by profound social and political change, but the pedagogical training of university teacher is not always carefully evaluated, or even encouraged, to improve the process of teaching and learning. Considering these aspects, the present study was aimed to determine the factors that influence the didactic and pedagogical teaching courses in the area of health, Federal University of Triangulo Mineiro, giving transparency to experiences, and trace an offer quality training that can contribute to the development of actions and by the faculty of the institution. The research was quantitative and qualitative character. Were administered questionnaires semistructured, observed a significant number of lessons, analyzed documents and reviewed the literature in this area. The research consisted of 35 (40.7%) and 367 teachers (36.33%) students five undergraduate health care. The search met all propositions of Resolution. 196, the National Agency of Sanitary Surveillance of the Ministry of Health In response to inquiries and the classroom observations, it is concluded that teachers were at different stages in their academic careers, were not followed in the institution pedagogically. Despite already having attended courses with imprint didactic teaching, they have been carried out in most cases outside the higher education institution (HEI) and in isolation. Furthermore, we found that there are also limitations with regard to the practical articulation of Institutional Documents; disproportionate appreciation of the research, to the detriment of other areas of expertise (especially education and extension), the indiscriminate use of lecture, despite the diversification media (educational resources); motivation and satisfaction with their professional activities; despite having limitations to work with interdisciplinary (was checked facility to integrate the content with values, habits, and professional conduct applicable to professional practice), the need to innovate in teaching strategies, with regard to the form of organization of classes and available resources in order to attain the cognitive, affective and psychomotor class that demanded; concern with content, both in regards to submission for adequacy curriculum, scientific reasoning and training; concern with evaluative processes in the classes observed, both in the analysis of activities as in the adequate direction for the results of the students and control skills. As for the students participating in the survey, the results showed, among other things, that students had little knowledge of the institutional tools; infrastructure influences on their motivation for their studies, extracurricular activity participation was low and the support that the University offers for studies and for planning teaching methodology is satisfactory. It was concluded, therefore, that the strengthening of institutional policies with ace adequacy gaps found, monitoring and pedagogical teaching teachers through training programs for permanent teachers are essential if one wishes to increase the positives identified and remedy possible limitations in the educational process.

Studying Education system, emphasizing the University Teaching sector has meant finding out ways and bringing up discussions about emerging realities that need to be investigated in Brazilian higher education. Taking part of the search line Knowledge and Educational Practices, this work has addressed the issue of university teaching as a profession in journalism courses for public universities (federal and state), including its development, its practices and its composition compared to the pedagogical elements that guide such practices. The argument was that this professional is able to understand the importance of working fundamental issues involving university teaching as a profession, understanding and prioritizing their meanings faced to their teaching practice, not only in theory, but in everyday IHE- Institutions of Higher Education. Thus, general goals has been presented such as, \"studying, analyzing and identifying how much importance the teachers, working in journalism courses - with specific qualifications in Journalism - relate to categories: conceptions of university teaching, training and teaching knowledge. And It has also aimed to understand the elements that guide their teaching. \" Investigating university teaching-focused on faculty journalist has become a challenge due to the scarcity of the literature found about the subject, emphasizing theoretical such as Berger (1998), Meditisch (1999), Parzianello (2004), Costa (2008), Ramadan (2011) . To discuss the guiding elements of the pedagogical practice of academics, as theoretical basis, work of Masetto (1985, 2003, 2012), Mizukami (1986), Pepper and Anastasiou (2002), Zabalza (2004) , Tardif (2010), Melo (2012), among others has been used. This was an exploratory study with analytical qualitative and quantitative approaches, using a survey instrument that involved closed questions (Likert scale with five points) to five open questions (using Content Analysis proposed by Bardin). The research was performed by the Internet with 184 teachers, journalists from 49 public institutions (state and federal) that offer the course in journalism in the country. In summary, the results have shown that , even though, there is still a deficient professional pedagogical training, the teachers interviewed knew about and are adept at teaching trends interactionist Education, showing, however, remnants of traditional concepts and practices. But they seem to be open to accepting challenges, to new perspectives to their teaching practices. Even so, a strong tendency is visible to the teaching of theoretical knowledge and scientific area. About the pedagogical elements, the concern of teachers of Journalism with the teaching and learning process has prevailed at first, then, on a lesser extent, the relationship between teachers and students, and finally, learning strategies. This denotes that a little knowledge about teaching methods, but at the same time, they assume to need a greater understanding of these strategies. In the teaching and learning process, as well as the relationship between teacher and student disparities in responses have been found, prevailing by a small difference in the traditional interactionist approaches, showing that teachers teach based on progressive pedagogical trends, but the old structures haven t been abandoned.

This study entitled Orphans and invalids: the formation of girls in the Municipal de Belém do Pará Orphanage (1893 1931) aimed to analyze some educational practices applied to hundreds of girls who lived isolated in a period marked by great political, economic and social transformations in the paraense capital (Belém, Pará). First, the trajectory of the Institution was described since its origins until its move to the rural zone of the city which made some issues come up, such as: sanitation, hygiene, immigration and assistance. At the same time, there was an urban reorganization of the capital which happened in the first decade of the 20th century due to the good economic moment provoked by the rubber exportation and it had education as one of its main goals. The research also stressed the relationship established between the philanthropic institutions and the Municipal Orphanage, first, in the moment of its foundation and in its transference to the city and then, in the late 1920s, when the State went through some financial difficulties. The study revealed that even philanthropic institutions, at least in its beginning, the regulations, programs and compendiums designed to teach the orphan girls were directed, mostly, related to issues established for the other public schools. However, it was noticed that the subjects that involving handicraft, sewing and housework had priority and kept the orphans occupied for most of the time. These girls were constantly under vigilance and discipline. The activities were led internally by the missionaries of the Italian order Filhas de Sant Anna who arrived in the late 19th century and started to direct some other philanthropic institutions which involved health care and education which were important for many plans of different governments that wanted to affirm the reorganization of the paraense capital and, above all, the formation of its inhabitants, especially the boarders. The research used reports and governmental messages as its main documental sources. It also used some periodicals, the students enrollment registered in a book and other books containing the minutes of some meetings, some exams of the institution as well as some ichnographic registration of that time.

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Due to the intensification of public policies, especially from the 1990s on inclusive education, issues such as the participation and rights of all in regular school, its restructuring, as well as special school as the center of discussion brought the Specialized Education Services (SES) that should be performed preferably in regular schools of education. In 2008 comes the first decree which stipulate for special education and the Specialized Education Services (SES), but it was revoked in 2011 by Decree No. 7611 of November 17, 2011. This study aimed to analyze some legal documents that portray public policy of inclusive education and special education, and it was based mainly Decree No. 7611 which stipulates the SES. In addition to reflecting on the dimensions of inclusion / exclusion, the use of expressions: difference, diversity and others, and finally, the schooling of all, taking as reference the cultural-historical theory. Added to these analyzes, interviews were conducted with professionals from two different public schools, that includes SES teachers, regular teachers and SES supervisors. Documentary analysis showed that the education system inclusive without discrimination and guided by equal opportunities is a duty of the state. The records also set the definition of the target audience of the SES as people with disabilities, pervasive developmental disorders and high ability or giftedness. The SES is offered in opposite time of regular classes, so the students attend regular classroom, and they can regularly attend this school, and have access to all the classes. The SES activities are a complement and / or supplement to schooling. Accessibility is central expression in the texts discussed and it involves aspects such as architectural structure, communicative, methodological, conceptual and attitudinal. The Ministry of Education has several actions for the enforcement of accessibility in the process of inclusion and education of all people in the education system, promoting programs for accessibility and training of teachers. The legal documents highlight the roles of professionals in the SES and ensure the continuing education of teachers as a right and duty of them. The field research observed how the SES is set in schools, and there is a consensus that the program contributes to the education of students. However, the participants emphasized some limitations and problems working with SES. Featuring: 1) the difficulty of dialogue between the modalities of education (regular teaching and teaching in SES classrooms), 2) lack of material to work with demand, 3) inadequate physical space, 4) the absence of continuing education, mainly for regular teachers, 5) difficulties related to educational assessment of students and the organization of the intervention plan. Considering these aspects, the writings differ from the reality of everyday life schools, so that educational institutions must review their ideas and actions to promote access, learning, equal conditions, restructuring and reorganizing educational structures in order to carry out the education of all students and do actions to prevent segregation and discrimination. All reflections on these issues need to be guidelines relentless in continuing education of teachers.

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This thesis aimed at discussing how primary school was organized in Brazil during its first Republic (1890 30). It focuses on official documents; especially, educational law and presidential messages aimed at congressmen from states of São Paulo, Paraná, and Rio Grande do Norte. Mapping the making of primary education in theses states was primordial to fulfill research goals. It has made possible to enlarge the analytical scope on education ideas and to understand on what basis republicans supported their discourse in incorporating in the latter the need for establishing primary education. For that, it follows methodological guidelines from comparative history, which allows explaining partially differences and convergences, similitude, permanence and breakthrough in the social settings taken here as comparison elements. Sources to develop it have included laws and enactments, reports and State government messages. All were analyzed according to theoretical principles aimed at supporting the following hypothesis: there were dissonances between what certain presidential messages state and what happened indeed; in other words, actions put into practice weren t able to materialize republican expectations regarding public education. Results point out to problems such as the setting up and institutionalization of schools, which means, its materialization after all, creating schools meant mostly publishing a legal document to formalize their existence It has become evident the permanence of educational elements from the imperial past, such as an array of school types isoladas (single classroom schools), singular, rural, urban, standard, unitary, of first-letters, rudimental; on the other hand, these schools existed simultaneously with grupos escolares: schools where pupils were divided into classes according to their level of attainment. Grupos escolares put in relief a movement to constitute another school model; at the same time, they pointed out a civilizing process. As such, they re an important space to understand the state s intervention to civilize population, as state s presidents reports tell. These school modalities, however, meant a strong antithesis to the notion of a modern Brazilian education, since they reveal contradictions in dualisms such as the archaic and the modern, urban education and rural one, and the capacity of schooling among grupos escolares and escolas isoladas. In addition, they point out the permanence of such contradictions even in São Paulo, a state where development rates were the highest during the first Brazilian Republic.

French Spiritualism is relatively disseminated in Brazil - creed professed by about two percent of the population, about four million declared adherents - but whose categories, such as the belief in the immortality of the soul, in the reincarnation and in the possibility of contact with the dead, are disseminated in the national culture, shared to some extent by adherents of all religions. Moreover, the biographical and intellectual aspects of the figure of Allan Kardec, founder of the spiritualist doctrine, although it is a popular name, are little known, especially in academic production. Allan Kardec is the pseudonym of Hippolyte Leon Denizard Rivail (1804/1869), teacher, pedagogue, writer of textbooks, founder and director of schools in France. He studied with one of the most influential names in the contemporary pedagogy, Swiss-German Johann Heinrich Pestalozzi (1746/1827), in the school installed in the castle of Yverdon, Switzerland, and he became a disciple and propagandists of the liberal and democratic ideas of the education. This thesis analyzes the historical context of the nineteenth century, permeated by political upheaval as a consequence of the French Revolution, by the emergence of urban and industrial society, by the spread of the categories of modern scientific thought, as scientism and evolutionism, and the developments in the activities of Denizard Rivail, as an educator, then as a developer of spiritualist doctrine. The central idea of the thesis is the link between the pedagogical ideas of Pestalozzi and the systematization of the spiritualist doctrine, presented as science, philosophy and religion. The esotericism was relatively popular at the time, and one episode is paradigmatic in the history of modern spiritualism - known as \"the case of the Fox sisters,\" in which was established through codes an alleged communication with a death in the family home. The event had repercussion and the other side of the Atlantic, in Europe in process of consolidation of the bourgeois modernity, the called turning tables became fashionable, whose sessions with the alleged contact with unseen forces cheered the halls of social circles. Denizard Rivail, who retired from the educational activities because of dissatisfaction with the direction of the policy of Louis Napoleon, whose coup in 1851 foiled the political utopias of revolutionary France and installed the Second French Empire (1852/1870), in an arrangement that had the support of the haute bourgeoisie, aristocratic sectors and the Catholic Church - he became interested in the study of the turning tables, and sought to extend the reason and the scientific logic in those studies. The adoption of the pseudonym Allan Kardec marks this inflection in his life. Scholars from various fields such as physics, astronomy, medicine, among others, have engaged in such research, but the humanism of Allan Kardec seized by the influences of education, especially of Pestalozzi, contributed to the creation of Spiritualism as it is known, with emphasis on human advancement.

Nowadays, it is increasingly common the inflow of youngsters of a very low age into college education in Brazil. These young people bring with them a number of very peculiar characteristics which previous generations did not have, caused in part by the technological revolution starting in the 1970s. They grew up at a time of great technological advancement and economic prosperity. This new Generation, known as Generation Y, leads an everyday life with people from other generations in the workplace and at school. Most of the time, the previous generations did not have or still do not have the same technological intimacy and did not develop the same habits of Generation Y, that grew up among hectic action, being stimulated by various activities and performing multiple tasks. The studies which approach issues related to generational matter and specifically Generation Y does have some controversies such as the starting point, for some, since 1977, for others since 1985. As to Generation Y behavior, some describe them as well-behaved, team workers and ethicists and others as self-centered, superficial and rebels. Some authors refer to these youngsters as digital natives, and to people of other previous generations as digital migrants. With so many changes in the profile of these young people, it is natural that the school environment has to undergo some modifications to adapt to this new era: new student and new worker. Considering that these young people are at the same time fruit of this technological time and active agents of this process of change, we understand that both the school environment and the work carried out by the teacher is undergoing profound transformations to meet the needs of a new public with such distinctive features. Thus, this paper aims to broaden the debate about Generation Y and assess the influences of the Technological Revolution occurred on these young people in labor relations, and especially in the school environment and on the teaching work. To achieve that, we sought some grounding in theories of work and in studies on youth and generations and management, and some theorists in the area of college education, always taking into account the philosophical, sociological and educational aspects to analyze this Generation. Through a bibliographic research, we realized that changes in the world regarding technological developments and globalization have influenced much the character, ideals and behavior of the young people and this is directly reflected in school. The teacher needs to know how this new Generation thinks and acts, and then seek new teaching practices that are consistent with this audience. What we cannot fail to understand is that the changes brought about by the arrival of Generation Y are not passing. As more and more young people come to school age and later to the labor market and assume leadership positions, the schools and enterprises need to adapt themselves to this vibrantly connected and restless Generation.

This research analyzes the project which aimed to transform the city of Caldas Novas in to a hydrothermal spa. The processes of symbolic and concrete constructions from within one project for use of the thermal waters of the city. The processes involved in this project, the changes in the city\'s urbanization, the influence of time sanitarian and moralizing 1920s. The difficulties encountered by local leaders - the colonels waters -. What were the difficulties in using education as part of the transformation project, how did the achievements of the city regarding the first decades of the twentieth century and in particular the transformation of the city, focusing on erasing their historical memory, maintaining the myth of warm water as a source of health and youth. Relations with the state and prospects of economic growth that a resort town could offer. health and leisure replacing the mediations that were necessary for the changes.

This is a survey dedicated to reveal, from literacy practices experienced by two, one director and two students, the History of Literacy in the primary school Governor of Clovis Salgado in the city Ituiutaba, Minas Gerais, in the period 1957-1971. Accordingly, we sought to elucidate the stories of five people who lived the experience of teaching classes in literacy and being literate in a period that was used only to alphabetize the primers. We use booklets, pamphlets, laws and acts that supported the study to be unveiled that the literacy practices and methods, plans and evaluations in the primary school Governor of Clovis Salgado in the city Ituiutaba. From the qualitative analysis of interviews and all the historical and biographical survey of practices in the primary school in question, observed that the initial hypothesis that the suave would have been used in the study period was overruled. We realize, however, that the primers used for literacy at this time were the Primer for Children and The Most Beautiful Stories. We also note that in the same school during the same period and with the same working conditions, the literacy primers and used different methods. The Global Method and syllabic method were perceived and understood as teaching methods from the particular experience of literacy, contrary to the instructions in the basic primary education which directed its proposal for the specific use of the Global Method. Oral history, as the research methodology was fundamental for this study because it is from the voices of their own literacy that build the history of literacy in primary school Governador Clovis Salgado in the period 1957-1971. We sought to identify those who have literacy to understand which representations and appropriations made by them during that period and try to build a part of the history of literacy in Ituiutaba. After research, we understand that teachers, throughout their lives, were formed as literacy. The results show that the practices are value-laden representations and that these professionals have built and built throughout his life. Thus, their practices go beyond the rules laid down by school and bodies responsible for education in Minas Gerais.

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The specialized periodical press has established itself as an important object and resource for the renewal of the investigations in the History of Education and History of Physical Education. Notably, scientific journals offered as guiding elements for the quotidian of members of a field of research, as presented and discussed theories, practices, controversies, models of training and knowledge. Represent ―authoritative voices‖ able to design and validate knowledge about the discipline of Physical Education. Given these considerations, the main objective of this research is to identify and analyze the genesis, materiality and the formation of discursive constructions and representations that were broadcast by the Revista Brasileira de Ciências do Esporte and the Revista Stadium, journals in the area of Physical Education between the years 1979 and 1986. More specifically it sought to assess the evoked narratives about the sport, the teaching of Physical Education, its scientific, his academic position and its educational responsibility. Fidgeted, especially with texts that exhibited a position and engaged in questioning principles, values and identities crystallized. It is emphasized that these printed interfered in the area of Physical Education in distinct territorialities respectively in Brazil and Argentina. For the investigation of the two magazines are conjugated contributions and theories of Cultural History, Comparative History and the History of the Printed. Furthermore, adopted the concept of representation of Roger Chartier (1990, 1999a, 1999b, 2001) and the notion of strategy described by Michel de Certeau (1982, 1998). The routes traversed by the two magazines had similarities and differences. The RBCE in its early years triggered strategies, elected a typesetting and ran conservative representations aimed at fleshing out the stark image of a journal with scientific intentions. Its aim was to contribute by means of testing and data collection to achieve better sporting results and the development of physical fitness of the population. In recent numbers significant changes were found. The editorial and format of the publication have changed motivated by the politicization of the representations and circulated by the confrontation of the previous conservative approaches. However the Stadium was highlighted by the constancy of your graphic design, material aspects and editorials devices used. The representations propagated did not suffer significant changes. The Stadium remained open to debate as a journal, inclined to publish various approaches to teaching sports and Physical Education. Comparing its affinities and discrepancies between printed if beacon that both shared the desire to become media discourses capable of guiding a concerned with the education and action in the field of physical education and sports public. Similarly exposed multiple focused on legitimizing often divergent scientific, moral and aesthetic meanings voices.

This investigation has as its theme the State and the Catholic Church, as instances of promoting education, focusing on the training of primary teachers in Minas Gerais. The temporal scope encompasses the time between 1892-1904, the first years of the Republic in Brazil. This period is justified for reasons that are interlinked: First, the demise of the functioning of the schools for the training of teachers as recorded at the time that the analysis of primary sources. Second, with the new regime, given the separation between of the State and Catholic Church took place in the legal framework, it is decreed the secularity of school education. It is also during this period that the movement occurs expansion of primary schooling and, in consequence, the expansion of Education Schools for the training of teachers to work in this level of education. Thus, this study aims to analyze and interpret the action of the Catholic Church in state affairs, so to evidence that the relationship between these two institutions continued very close in the educational field, including teacher training courses, even when the laws, as the Brazilian Constitution of 1891, decreed otherwise. The method of investigation is proposed to documentary research, consisting of documents produced in the daily Education Schools of Minas Gerais, as well as a set of laws produced in the time encompassed by our study and literature that helps us in interpreting and enforcing our arguments. The sources are listed, mostly in the custody of the Minas Gerais Public Archives in Belo Horizonte. These are documents produced in the secretariats of the Education Schools: certificates and attestations with seal of authentication to prove the trustworthiness, civil and religious, women of Minas Gerais; timesheet (containing the subjects taught in course teacher training) and normal evaluative tests (written exams) of some normal schools of Minas Gerais. As additional sources are used the encyclical Rerum Novarum (1891), legislation that organized educational laws that organized teaching in Brazil, laws and decrees of Minas Gerais as the law no. 41 of 1892 (Afonso Pena Reform) and law no. 281 of 1899 (Silviano Brandão Reform) which regulated primary education and teacher training to act in this level of education. The analysis of the sources gives us like result that the action of the Church in the training courses for teachers were part of the rescue project of Catholic ideals in Brazil, in general, and in Minas Gerais, in particular. This project of the Catholic Church has dovetailed with the plans the State which had the interest to train the girls in the traditional model of the family of Minas Gerais. Working together in education, church and State, formed women within the Catholic doctrine - with the goal that it extended this education in the family environment - at the same time that professionalize them to act in the primary teaching.

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El objetivo fue identificar y analizar señales de desestabilización que la presencia de maestras travestis, transexuales y transgéneros causa en la escuela en la que trabajan. Del mismo modo, intentamos comprobar en qué medida estas profesoras generan el cuestionamiento de las normas establecidas culturalmente y se en sus prácticas de enseñanza desataron nuevas formas de enseñanza y aprendizaje en relación con la discusión sobre género y sexualidad. Teóricamente, establecemos diálogos con las teorías post-críticas, destacando sobre todo la teoría queer. La teoría queer posibilita visualizar, analizar y contextualizar el campo general en que todas las identidades (sexuales, géneros, raciales, clases) son construidas, dándose cuenta que son necesarias y interrelacionadas, constituyendo una realidad complexa y en constante movimiento en las más variadas dimensiones: históricas, sociales, políticas y, inclusivo, educacionales. Como metodología, la investigación se construye a partir de la interacción de las fuentes bibliográficas, documentales, entrevistas y encuestas. Doce profesoras trans de las cinco regiones del país componen el universo investigado, siendo dos de la región sur, cuatro de la región sudeste, tres de la centro este, dos de la nordeste y una de la región norte. La mayoría de las entrevistas fueron realizadas en el XVII ENTAIDS en Aracajú en el año de 2010 y en la edición del mismo evento realizada en 2012 en Brasília, cuando siguiéramos las discusiones de la Red de Educadoras/es Trans. Otra parte de los sujetos fueron entrevistados después de respondieren a un cuestionario semiabierto enviado por internet. Siendo interpretados/as como sujetos que histórica e culturalmente deben ocupar las márgenes de la sociedad, la presencia de la profesora trans en la escuela desestabiliza los principios hegemónicos de la heteronormatividad. Esto ocurre, a pesar de que en algunos momentos, la presencia de estos sujetos pueda representar una conformación a las normas de género en el sentido de traicionaren las directrices que reorganizan sus localizaciones de sujeto, haciendo de sus vivencias trans una dimensión invisibilizada por la estructuración de zonas de conforto de la feminilidad. En varios momentos, sin enbargo, estas áreas se ven perturbadas. Como ejemplo, cuando interpretadas como una variación de la homosexualidad masculina o cuando se les pregunta por los/as atores/as de la escuela sobre su relación con la prostitución. O incluso, sintiéndose ultrajadas por el testimonio de alumnos/as LGBT siendo violados/as en sus derechos de acceso y permanencia respetuosa en el ambiente escolar, partiendo en su defensa. En la perturbación de estas zonas, los estándares pre-estabelecidos de moralidad, principalmente influenciados por principios religiosos, fueron los fundamentos guías de estos conflictos y desavenencias, lo que confirma que la dimensión secular de la cual la escuela debe guiarse en sus actividades educativas diarias es todavía un proyecto a realizar. Aún con estos obstáculos, estas profesoras desencadenan nuevos modelos de aprendizaje, convivencia, producciones diferenciadas de conocimientos, establecimientos de vínculos y, sobre todo, perspectivas de que el respeto por la diferencia esté de forma rutinaria en la agenda sean notables.

This work\'s main aim is to identify the School of Medicine and Surgery\'s (EMECIU) origin, formation and implementation. It represents a part of the works in survey of the Federal University of Uberlândia\'s History and Historiography of Education. It takes part in the field of History of educational institutions. The investigation method includes bibliographical research, documentary research, and uses the oral evidence of people who experienced parts of these particular moment in History. According to documental archeology, the period from 1954 to 1978 presents the first signs that suggest the public presentation of the creation of a Medical School in Uberlândia until the end of the federalization process of that institution in 1978, which used to work as a Private Medical School. The theorectical fundamentation approaches to the concept of collective representations given by Roger Chartier which was expanded by the author of this work into two new perceptions: projective discursive tactics and conciliatory discursive tactics. The survey\'s result highlights that there was a project of predominant classes for Uberlândia, which determined the ampliation of as many fields as possible in order to dream up and support the industry growth as well as business and higher education growth, and also the development of all the productive segments of the local society. Aiming at the same perspective, the reciprocal approximation between doctors who strived to start the Medical School and the political leaders who started to reverberate the collective representations of the doctors are, in fact, signs of a bigger project dreamed up by Uberlândia\'s political forces with the aim of building a modernized and productivally vigorous city so it could leave its anonymous position in the country. The beginning of Uberlândia\'s Medical School was strongly connected to the current city project during the riots pro the foundation of the University of Uberlândia, considerating the higher education institution as one of the most valuable representations for the local society. Apparentely, the Medical School also came because of the same reasons.

Este trabajo es una investigación sobre mediación en la teoría de Lev Vigotski, realizado por medio de un profundo estudio teórico-bibliográfico. La investigación procuró discernir en los argumentos de Vigotski, a lo largo de su obra, el uso y la definición del término mediación y sus implicaciones para el proceso educativo. El trabajo mostró que la mediación es una discusión presente desde los primeros escritos psicológicos y pedagógicos de Vigotski, siendo empleada hasta el final de su obra, norteando su análisis sobre Educación y desarrollo. En los textos investigados encontramos las siguientes formas de mediación comentadas por el autor: mediatización de los reflejos psíquicos, mediación por la ciencia, acción mediada por la operación del signo, mediación social y mediación de los conceptos. Concluimos que el estudio de base dialéctica de mediación y su ligación con el problema educativo y el desarrollo humano, son indispensables para su definición y fundamental para pensar sus contribuciones para el proceso de enseñanza que se proponga ser vigotskiano.

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