Repositório RCAAP

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From 2004 to 2010, Brazilian government, in its federal, state and municipal levels, proposed and developed a teaching education program aimed at educators working with children aged 0 to 5. As model of teaching training, Proinfantil program focused on lay teachers who were working public schools. This study aimed to build a historical understanding of such program as an educational public policy for teachers training. It does so by analyzing Proinfantil s impact on teachers classroom practice in a research this thesis presents. The research sought to show the effects of such program as a device to constitute them as individuals prepared to teach children. Carried out as a qualitative documental research, this study relied on sources as statistic data, textbooks, legal documents and general documents related to Proinfantil. In an interpretive analysis, we searched to identify guidelines behind the materialization of this program education policy. Doing so required not only to make its theoretical foundations clear but also to think reflexively on the ways it took; besides discussing teacher education background for the early years of schooling, children education as something tailored to childhood characteristics and singularities, program s characterization both nationally and in Minas Gerais state. Results allow asserting that Proinfantil fulfilled its role of opening possibilities of interpreting the reality of teachers who were working at the time. It made possible to verify the theoretical conceptions underlying such teacher training and the conceptions of childhood, child and children education as well as Proinfantil structure as to instructional and didactic materials, curricular guidelines, assessment proposition, accompaniment forms, evaluative reports from Ministry of Education and other organisms of evaluation, finally, important documents related to the process of implanting and consolidating the program. We highlight, however, that Proinfantil should not be seen as an academic training. Its brevity, discontinuity and ruptures in the process of building knowledge link it strongly to the neoliberal political tendency, in which contradictions and inequalities state its condition of means to make international capital keep its hegemony.

Starting from the understanding of the crisis and of the restructuring of the capitalist State, this study examines the impacts of such changes on the establishment of the higher education public policies announced by the Brazilian State and, particularly, on the management policies for Law Schools in the last two decades. Based on categories that explore the contradictions in this process, the study presents the hypothesis that the proposal of a humanist and ethical legal education put forward in the provisions which regulate the establishment, license, recognition and validation of Law Courses in Brazil does not stand up before the demands posed by the globalization of capital. Among other demands, we highlight the manipulation of knowledge in order to favor market interests, so that the crisis of legal education referred to by the political actors dealing with higher legal education must be understood taking into account the capital crisis itself. This must, therefore, go beyond the understanding announced by managers, class entities and faculty associations. Going from the specific to the general, this work questions the guidelines, decrees and assessment tools established by the government for the sector in this perspective, besides the pedagogical projects of the targeted courses. This has allowed us to support the thesis according to which the policies announced and the argument of the actors involved in this process are contradictory in face of the existing material conditions in Law Courses in the city of Uberlandia. As an educational center, the city gathers more than five thousand students in eight Law schools. This study, with its research field limited to the local reality, has shown that the relations among the State, science and human qualification affect the legal education provided in Uberlandia.

This research lies in the field of History of Educational Institutions, which is part of the line of research History and Historiography of Education.The main purpose is to analyze the process of formation of the Patronage of Minors St. Joseph, in the city of Paranaíba MT, likewise, uncovering its genesis. This is a confessional institution created by the Franciscan Order of Friars Minors who arrived in Brazil in 1938, came from Germany. At first, they stayed in São Paulo and then went ahead for several Brazilian states, where served as missionaries in evangelization and also in education. Methodologically, we used the following proceedings: bibliografhycal research, documentary research in relation to the implementation of the franciscan educational process in Paranaíba and oral history as an instrument to conduct interviews with founders, students and teachers of the period studied. The selected period1952-1963 corresponds to the moment of its inception, when the Order of Franciscans leaved town, despites the school functioned during 1961-1963. The sources used for the research were: official journal of the state, registration certificates, reports, teacher s books, registration book, book rate, school listings and others, found in diversed ways, some in the historical archive in the museum, some with the owners personal files and the majority of it, stored in cardboard boxes left in the basement of the institution, for all these years, which would be discarded by priests who are ahead of the Catholic Church in the city today. Interviews were conducted with students, teachers, housekeepers and the only founding member who is alive. The history of the Patronage St. Joseph of Paranaíba is marked by contradictions. By analyzing the remaining documents, the conclusion would be that it was an institution that would attend \'abandoned and dysfunctional\' children and the purpose of it was teaching the grounds of land cultivation (agricultural), because it was a patronage. However, confronting the documents with testimonials we may conclude that the institution used the name patronage to get grant for its budget. The charity for the less fortunate children not happened and neitherthe agricultural teachings. The institution was a boarding school for boys, mostly sons of local farmers, and worked as a primary school, despite of that, it has played a relevant role for the local society. This event has leaved evidence that Christian evangelization in the Catholic faith was the biggest purpose.

The purpose of the present thesis was to show reflections about the work and the implemented professional qualification policies, especially at the prison houses in Ituiutaba/MG, namely: Helena Maria da Conceição Prison and Association for Protection and Assistance to the Prisoner (APAC). The study was developed by a wide bibliographic research, documental analysis and empiric research through interviews with prisoners that fulfill their sentence at the prison and those in recovering process at APACs from Ituiutaba and Itaúna. We defend the thesis that there is no effective professional qualification at the prison system, despite of the implemented policies. In this thesis, we do not dismiss the importance of the implemented policies for education of the worker who is inside and outside the penal system, but we emphasize the way that he/she is used inside the prisons, referring to the exploitation of the work and the worker, as well as the labor activities developed by the prisoners on the resocialization process. The research put on evidence the voice and perceptions of the prisoners about the imprisonment conditions, the work and the qualification policies implemented on Ituiutaba s prisons and Itaúna s APAC. This study found, specially using the bibliographic and empiric researches, a policy of imprisonment in Brazil and a criminalization of the individuals that are not functional to the capital, once that the vast majority of the prisoners in the penal establishments of the country comes from the classwhich- lives-from-the-work. The research still shows the contempt of State in relation to the prison system and the fight against the criminality. The thesis raised in this study was confirmed by results from the research, analysis of documents about the professional qualification policies and bibliographical study. We have not seen the effective of these policies in Ituiutaba s prisons. The courses given by APACs contemplate a variety of professional qualification that is fragile, rapid and out of order, with the reference to, specially, the re-socialization process and work rehabilitation of the former prisoner, not assuming a dynamic character, capable of making changes, with the human being and the dignity as the point of reference.

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This research investigates children‟s literature as an educational experience. Its aim is to analyze the contributions of Ruth Rocha‟s children‟s literature to teacher education and to reader education. Collaborative action-research is the methodology used in this investigation that focuses public primary school education teachers‟ built knowledge and practice. The research methodology consists of: broadband survey questionnaire answered by first years of primary school teachers and school administrators from local public schools of the city of Uberlândia in the state of Minas Gerais in Brazil; documental and bibliographic study; workshops with first years of primary school teachers; participatory observation in the schools, field notes; interviews with subjects about knowledge and educational experiences with children‟s literature books in classroom; transcription and interview report. Actions involving the work with children‟s literature books at school are also part of this project. The subjects involved were one hundred and twenty-five students of first, and second and third years of primary school, and thirteen teachers: three library teachers, two language and literature teachers, one grade-two teachers, two grade-three teachers, three coordinators, one readapted teacher for library teaching work, and an elementary school Portuguese teacher with experience in library collections selection. The research was conducted at two local public schools in Uberlândia. The study emphasized that although the City Centre of Studies and Educational Projects Centro Municipal de Estudos e Projetos Educacionais Julieta Diniz (CEMEPE) offered in-service teacher training sessions they did not offer any specific training in reading children‟s literature with focus on the teacher or on the student reading education. It was also verified that the teachers wished to help their students to become critical readers but, in their everyday practice at school, they used methodologies that did not involve students as active readers as they worked children‟s literature. Their work was a linear repetitive way of teaching where students had to complete reading records and to do mere comprehension exercises of texts and literature books read. Most subjects (60%) did not know about any existing governmental programs to enhance reading skills, such as the national program of library in the school - Programa Nacional Biblioteca da Escola PNBE‟, and they even did not study about children‟s literature. In the schools involved in this research, making use of Ruth Rocha‟s work, we worked some actions along with the subjects building knowledge, attitude changes, and reading practice in the school context.

The central object of this research is about History teachers‟ background, in Distance Education, in particular, in the institutions - Montes Claros State University (UNIMONTES) and Uberaba University (UNIUBE), institutions providers of this type of education. The general objective was to analyze the political-pedagogical projects, the curriculum, the knowledge and the pedagogical practices in initial training courses for History teachers, in the modality of Distance Education, focusing on weaken and improvers aspects. The methodology adopted is situated in the qualitative approach of educational research, having been carried out a multiple case study. The procedures and the sources used were: the bibliographic research, content analysis of official documents; and the application of a questionnaire to teachers of these investigation. The initial sample was composed of 73 employees: managers, teachers trainers and tutors of these institutions, and the data obtained correspond to 33 participants. For recording and analysis of the data we use the digital search tools: a tool was \"Google docs\", which allowed for the submission of the questionnaire to the subjects involved in the research, via the Internet; the other tool was the Tropes software, version 8.4.2 of February 2014, which helped in the analysis of the data obtained through the questionnaire. The results showed several weaknesses in the cases studied: the ignorance of the PPP by many teachers; the instability of the teachers in the courses; the fragmentation of content; the conditions of telecommunications; the lack of integration of multidisciplinary team; evaluation processes without rigor; the prejudice against this modality; the difficult access to virtual platforms; the absence of research in courses; according to the teacher, the students don´t go beyond the textbook available; no training of tutors to follow-up the students; the lack of qualification of the students and the fears in relation to the use of technologies; the lack of learning to read, interpret, and solve problems individually or collectively; the not search for autonomy; difficulties in learning to learn and lack of technology; the behavior of the students in relation to the daily working hours of study. Among the potential, we highlight: the commitment of teachers; the indication of complementary and obligated readings in didactic material; the trust as part of the multidisciplinary team to develop the educational materials; the belief in the modality for the continued education; the opportunity for initial training, whereas the distancing of the students in relation to training centers; the pedagogical potential of Distance Education; the involvement of teachers with pedagogical practice; the courses made by teachers to act in the this modality; and the belief in the use of technology as an important element in the process of teaching and learning. We believe that these indicators may provoke discussions and contribute to the improvement of the quality of education, in particular the History teachers‟ background, in Distance Education.

Science dissemination has unquestioned role on intermediate science and society and it is a wide subject of research in education, considering that the construction of knowledge flows in different spaces, and, consequently, produces and disseminates representations. It presents as a motivator for reflection and as a necessary tool to prevent that knowledge do not become synonymous with domination and power. Thereby, the Astronomy assumes a remarkable role as a trigger of scientific dissemination process, due to its interdisciplinary character. From this viewpoint and the theoretical and methodological framework of the Theory of Social Representations (TRS), grounded by Serge Moscovici, this research, qualitative in nature, seek to answer: What are the social representations about scientific dissemination of Brazilian researchers that act in the field of astronomy? The work was based on Longhini, Gomide and Fernandes (2013) research, which delineate the Brazilian scientific community involved in Astronomy, identifying two groups of researchers with different training paths: one with postgraduate in education and related fields, and other with postgraduate in Physics or Astronomy. Thus, this study had the subquestion: Does the researchers of these groups have different conceptions about the practices of science dissemination? A sample was composed of six subjects, three of each formative course, who participated in semi-structured interviews analyzed following the steps outlined by Spink (2012). The results show that the science dissemination is part of the researches schedule s, with a positive image relative to promote scientific knowledge to population and similar on practical approach between the two groups. Point to two social representations of science dissemination: one for society in general, moved by passion, anchored in values and beliefs, in satisfaction of seeing the results that their actions bring to people's lives; and the other to their pairs. Regarding the first, the core of this work, emerge gaps that hinder the practice of science dissemination, such as lack of professionalism and difficulty of using language accessible to the lay public; the lack of appreciation, so far, of the area and the bureaucracy required in the execution of projects, which come from institutions and sponsoring agencies, and the negative representation about the media, in general, are added to the list of obstacles, inferring that science dissemination is a paradigm in construction. Other considerations are that astronomy is not part of basic education systematic way or the media in general and, not infrequently, in these areas, this science presents with misconceptions. And there is an intersection between science education and science dissemination, wherein the researcher must approach to the elementary school teachers and the population. There is an indication of expanding non-formal spaces of education and the creation of a specific policy for Astronomy. In short, the found representations ponder some of the concerns currently present in society and that are echoed in the theoretical framework of this study, demonstrating that, in Brazil, despite advances, in general, science dissemination, science education, and, specifically, Astronomy Education, are in a social fragility context.

This thesis sets out to investigate the strategies mobilized by the miners reformers to operate pedagogical changes under of the rationalization project in Minas Gerais, in the organization movement of public education between 1906 and 1938, through the analysis of education law, presidential messages, texts published in the Journal of Education, teacher meeting minutes, inspectors\' reports, as well as the study of a broad theoretical framework on the topic at hand. To understand how the school inspector turned into an agent of the proposition to rationalize and develop the state, from the process of organization of public instruction, we mapped the major educational reforms that occurred in this period, especially the reforms of João Pinheiro and Francisco Campos, seeking to highlight administrative and pedagogical changes, the reorganization of the technical inspection of the teaching service and the refocusing of the school inspector. We selected and studied, in the messages, information on administrative procedures linked to the republican ideals of spreading and establishing primary education in the state, appeals around the reduction of illiteracy and the formation of citizen concern about financial issues and aspects on the inspection of teaching and the work of the school inspector, in order to apprehend, from the official discourse, the underlying intentions. We related and analyzed various texts published in the Journal of Education about the formation of the inspector, after the reform of 1927 and also those texts produced by the school inspectors, to publicize and promote, among teachers, the use of the new pedagogical framework. In the reports of professionals and in the meeting minutes of teachers we sought to identify how the inspectors oversaw the physical, material and pedagogical conditions of schools and how teachers were guided and assessed. Based on the theoretical benchmark in the documentary data, we can say that, compared to the republican ideals of the constitution of a modern state, from the João Pinheiro reform, the technical inspection service gained centrality in education and was then structured in order to organize public instruction in Minas Gerais. At the same time, the school inspector stood as an instrument of control and supervision of the education and training of teachers, but the documents also showed their limits. In 1927, the Francisco Campos reform restructured the inspection service and the inspectors through a rigorous selection and training process, turning them into agents of the state, organizers of a new pedagogical proposal to impose, produce and reproduce that which was prescribed by law, in order to organize teaching and modernize the state. At the same time, the actions were marked by inconsistency between the defense of the values of a modern society in an agrarian, conservative and oligarchic environment and obstacles arising mainly from inadequate funding for education, requiring continuous changes and legal adjustments. Thus, the education inspection service, created in 1906, was abolished in 1938 and became an organ of minor importance.

The State sectarian mediates the antagonistic interests tensioned by the class struggle in favor of sociometabolic system of capital and of the overcoming of its crisis. To fulfill this role, historically, and more strongly in recent decades, it (re) consists itself and, through public policies of government and state, it allows multi-regulation mechanisms in various areas of society. Moreover, in the civil view, subjects and movements develop counter-regulatory processes that have been significantly moderating. In the wake of this process, formal education has na important role, since it is able to tailor bodies and minds the hegemonic and counter-hegemonic project of society, without having to resort to armed struggle. Thus, it always been present on the agendas of the civil face and state policy. In 1997, state and social and union movements have become partners for National Education in Agrarian Reform Program (PRONERA), which has been, gradually, increasing its impact on the Basic Education and Higher Education of the subjects of agrarian settlements and of the Field. This paper discusses the consequences of this partnership for societal dynamics. Here, in a micro cutting, Education Course - Rural Education, organized by the Mining University in partnership with Instituto Nacional de Colonização e Reforma Agrária (INCRA) and the Federation of Agricultural Workers of the State of Minas Gerais (FETAEMG). For this, it analyzes the multi-regulations that the State engenders on the subject and the urban and rural labor movements; discusses the State as a formation structure and multi-regulation of social dynamics; discusses the development of the union movements and the struggle for agrarian reform, in Brazil, its guidelines for the education of union members subject, and its participation in the realization of PRONERA, and reflects on the materialization of PRONERA public policy, in the Course on the agenda. Develops a quantitative and qualitative research through methodological literature, documentary and empirical procedures. The results show that PRONERA has been constantly reconfigured, especially regarding its organizational structure (core power and decisions). In this process, it \"captures\" the subjectivity of individuals to engage social and union movements to current determinations necessary to maintain the hegemonic control of society by the capitalist system.

One of the propositions of this study was to continue the research initiated on the Master s degree on the history of literacy teachers in the municipality of Ituiutaba-MG, since evidence of this story pointed to the formation of such professionals as teachers. Accordingly, I set out to expand the research adding to recent discoveries, new quests, new anxieties in order to identify the pedagogical ideas that underpinned the social productions on teacher training, both in educational legislation, and in the interior of the existing teacher training institutions municipality in the period 1935 to 1961: the Normal Schools. In developing the study on teacher training from educational institutions I try to recover the trajectory of significant institutions, demonstrating its importance to the socio-cultural development of the region, contributing to an interconnection between the singular and the history of Brazilian education by highlighting the discussion on the formation of schoolteacher from the perspective of Normal Schools, private and public in the municipality of Ituiutaba on the period comprising the years of 1935 to 1971. The specific objectives marked in this study were: to identify what were the conceptions of teacher training that circulated in educational legislation in Brazil, Minas Gerais and Ituiutaba; to identify research on teacher education in the Normal Schools held in institutions that are located in the Triangulo Mineiro and Alto Parnaíba, comprising differences and similarities in the teacher training process in the region; to describe the research setting, the educational context of the municipality of Ituiutaba, located in Minas Gerais, Brazil, and private and public schools of the county teachers consist the context and the process of formation of each of them; and to meditate on the widespread school culture in these institutions comprising the process of formation of each. The methodology used to conduct the study was the Oral History since it allows us to stop conceiving history as unique, or of a national identity, to recognize the existence of multiple stories, memories and identities in a society. In this perspective, I did the following: bibliographical and documentary collection, conducting oral interviews with students, teachers and school managers and transcription of the narratives. This study showed that the municipality of Ituiutaba had five teacher training institutions, remaining twenty years with only one private school that offered teacher training, and another twenty years to count to one school of free education, only in 1969 is was created a public teacher training school.

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The teaching work is a field of competition and contradictions. If on the one hand, there is an effort to the teachers training and valorization, on the other hand, there is an ongoing process of disqualification, de-professionalization and devaluation of their work, under the entrepreneurial discourse that suggests autonomy, innovation and good performance. This research, a documental research type, aimed at answering the following questions: What conceptions of work and professionalization are present in official documents? For what and for whom is the teacher professionalization necessary? In what way is entrepreneurship presented, and how does it affect the teaching? The research is justified since, while questioning the national policy of valorization concerning on Magisterium for basic Education, implemented by the Federal Government between 2003-2010, this points to a new professional profile. The theoretical-methodological procedure took up contributions of Critical Discourse Analysis (CDA) subsidized by the reference of dialectical historical materialism (MHD), which are important for analyzing the work categories, the teacher professionalism, and entrepreneurship. Considering the documents for analysis, in the legal plan, it was taken into consideration the speeches from both international and national organizations, such as :UNESCO, Federal Government, National Confederation of Workers in Education, National Education Council; at the government plan, the discourse of the propositions, programs and interviews from those who represent the government; on the civil society plan, the speeches on work teaching, the teacher professionalization, and entrepreneurship which is present in printed and online media, in scientific and opinion articles , interviews, and surveys as well. As a result, although the documents point to the development and professionalization, the research uncovered conflicts between what education professionals advocate and what the federal government interprets as work and professionalization; the objective and subjective teaching conditions point straight to the teaching de-professionalization. The management principle by results, in which the State is guided, affects the teaching work, making professional of basic education to pursue, individually, his/her good performance, and leading him/her to become \"entrepreneur of itself.\" Thus, the teacher profile, considering the challenges of the twenty-first century, consists in developing skills, moral and ethical skills combined with the entrepreneurial / innovative / creative spirit, resignifying practices in everyday school life. In the context of contemporary capitalism, the \"productive reengineering of work\" is orchestrated by flexible working; and the entrepreneur figure comes into play under different aspects, gaining space the \"entrepreneur of itself.\" Thus, the work phenomenon and professionalization unveils enterprising feature of the teacher\'s work and the enterprising culture, before present just on the business area, goes to university and, without asking permission, enters the public schools, via economic policy of the Federal Government implementing its educational policy with the Education Development Plan.

In face of a globalized society, dominated by technology and capital in all its dimensions, the less privileged seek in formal higher education the possibility of ascension and self-realization. It should be noted that the expansion has been taking place in public higher education, which includes restructuring investment in existing universities, creation of new university centers and various forms of entry, as well as other measures; but it is necessary to check whether such expansion has occurred without creating precarious labor condition of those involved in the process, like the teachers, who may encounter a lack of basic resources to offer an education that ensures not only quantity, but also quality In this sense, this study aims to understand some aspects of the phenomenon of expansion, especially in the context of the Federal University of Uberlândia s internalization. The creation of the Campus Pontal, located in the city of Ituiutaba (MG), refers to the first experience of this institution regarding the implementation of a physical and organizational structure out of its headquarters, in order to meet regional demands of free and quality education in this city and its surroundings. The scope of this study was to investigate the perception of teachers allocatd there about the working conditions which were offered in such expansionist context, the exogenous and endogenous factors that that triggered the internalization of the institution in the city of Ituiutaba and sought to identify and discuss the main aspects related to the working conditions of teachers in the new campus outside of headquarters.

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This study is localized in the Line of Educational Research Knowledge and Practice, approaching the theme of university teaching of Physical Education and is aimed at identifying, analyzing and understanding the ideology of university professors in the faculty of Physical Education in the academic and pedagogic universe. It aims at verifying possible interfaces in these universes in the quality of educational practice which they perform. The thesis defended is that university professors in the area investigated must perform teaching keeping in mind the academic and pedagogic universe, not forgetting that both need to be accompanied by competent policies. This is a descriptive study and adopts a qualitative and quantitative approach so as to treat data methodologically. The subjects were composed of professors graduated in Physical Education (Licentiate and Bachelor), teaching in Federal Universities, Federal Institutions and State Universities. A questionnaire was used as an instrument to collect data, validated through the Delphi Method. The questionnaire was answered to by 234 people. The hypothesis was that, considering that the area of Physical Education is historically marked with eminently practical characteristics, there is could be difficulty for the professors investigated to deal with the two universes, with the possibility that there be more fragility when considering academics. The study did not confirm totally the hypothesis, better yet, what we found was a profile of university qualified professors, engaged in scientific production in the area and with strong concerns in the pedagogic universe, since in confrontation between the two, the pedagogical aspect prevails. This shows an advance in professors investigated form the point of view overcoming the stereotype that professors of Physical Education are subject of low titles, with little concern about academic production and pedagogic aspects. It is worthwhile to point out, that from our point of view, the strongest connection with the pedagogic aspect could possibly be the fact that 98% of participants were attending Licentiate courses. Regarding the academic category, a possible presence of these professors in post-grad and pressure from CAPES helps to explain the importance attributed to this universe. It was demonstrated that professors make adequate use of their titles keeping in mind publications, orientation, and other activities pertinent to the categories analyzed. This study also revealed that the area of Physical Education has at its disposal a number of university professors with total conditions to contribute to the overcoming formation of stigma that a Physical Education professor is dyslexic, does not know how to write and therefore does not plan nor have minimum conditions nor have any connection with the research. This will be possible as professors who are in the middle of the Licentiate courses of Physical Education really succeed in valorizing and acting concomitantly in both the academic and pedagogic categories. This will be possible if these people bring together the two categories and policies.

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A search for \"Times and Spaces in Agricultural Gym Gustavo Dutra, located in, Mato Grosso, Brazil - 1969-1974\" answers to the following problem: to what extent Gym Agricultural Gustavo Dutra reproduce the practices of the Brazilian dictatorship? As examples: the exaggerated collection of uniform, extremely bloodproud civic cults, the inclusion of the teaching of moral and civic education, duty always placed above the right of citizenship, the creation of Civic Centers as opposed to the closing of the Student Council, strict school discipline and disciplinary sanctions. In this context, it was demonstrated how the time and space the school were instrumental in building the right-wing Brazilian project. The initial hypothesis that highlight the school environment, where distributed arbitrarily, or is not perceived by the student and not the teacher, they both fail to appropriate it. This research investigated how was the occupation of time and space in the Agricultural School Gym Gustavo Dutra during the government of Emilio Medici Garrastazu, where they discussed the following categories: time, space, student and teacher, prioritizing the school culture produced in school. The categories of analysis were as references the writings of Gatti Jr (2000), Viñao Frago (1995); Magellan (1999); Julia (2001 and 2002), Williams (1992), Ribeiro (2012), Outhwaite and Bottomore (1996), Burke (2000), Burguière (1993) and Alberti (2005). The story time was built mainly through analysis of school documents, which were checked with other sources, especially the oral history. After reading and analyzing the sources, it was concluded by confirming the initial hypothesis, namely that the school environment, where distributed arbitrarily, or is not perceived by the student and not the teacher, they both fail to appropriate it.

This research comes from the interest in investigating and responding to questions concerning the new configurations for teaching work in network schools of the state Secretary of Education Minas Gerais, focusing as the main subject the policy of teachers performance evaluation. Such policies were implemented within the programs Choque de Gestão (2003-2006) and sedimented in the programs Minas para Resultados (2007-2010) and Gestão para a Cidadania (2011-2014) which are complementary. These policies and programs are analyzed in light of capital globalization, under the action of multilateral organizations and their guidance to the periphery of capitalism, in which the administrative reform of the Brazilian State apparatus occur. Educational policies and consequent reforms, assume a strategic role in several respects. The work of teachers takes prominence in this context, where it is considered, at the same time, the protagonist and obstacle assuming centrality in national and international documents. We chose as general goal of this research, to analyze and respond about the possibility of deepening the process of proletarianization of teachers, where extends not only the problematic economic background for these professionals, but also the loss of control over the objectives, methods and processes work, for what the evaluation, understood as a political category, is used to mediate the new model of professionalism, undoubtedly alongside other policies and instruments of control. For this journey, classic and contemporary authors are revisited in order to clarify the theoretical and methodological matrix of reforms, on the one hand, and make them the object of critical analysis on the other. The methodology involves the use of primary and secondary sources, and subsequent analysis for development of displayed subject study.