Repositório RCAAP

This survey aims to show the process of disciplinarization of Mathematics in Brazil, through the perceived changes and stays in the manual teaching. The investigation comes within the field of history of Disciplines School, in particular, Mathematics Education. The textbook of Mathematics was part of the historic changes which passed by the Brazil and certifies these changes in teaching. The research was divided into two parts, namely: the historical research and comparative research. This last was held in two collections of textbooks, Gelson Iezzi, Osvaldo Dolce and Antonio Machado, published at different times: Mathematics" (1982) and Mathematics and Reality" (2005),. The historical research shows that the development of Mathematics School also did not occur in a linear form, its consolidation as a discipline was the result of tensions, interests and demands of a particular historical time and in the aspect of social, cultural, religious, political and/or teaching. The Mathematics Education in Brazil had its origin in military school and went through several phases initially characterized by uncritical emphasis on training and practice, then as an instrument of social distinction, rationalization and, currently, training citizen. Independently, the changes for which the teaching of Mathematics became, depended almost exclusively of historical time, which defined its purpose. "Mathematics" was published at a time of political transition from dictatorship to the beginning of a democratic politics. Already "Mathematics and Reality" was published in a moment of democratic consolidation. The comparative analysis showed that there were significant changes in the teaching of mathematics in the period from 1982 to 2005, mainly in relation to the resolution of problems. These changes were mainly influenced by the curriculum built from the existing laws of the time, and in the collection of 2005, the proposed curriculum and methodological parameters of the National Curriculum. It was possible to identify issues involving the methods, realizing the importance of distinguishing the content and goals of discipline in different moments of Brazilian education, which allowed inferred on the methodological attitude of teachers using the books in time. It is expected that the results presented are important for historical research of disciplines and enabling the understanding of the purposes of teaching of mathematics to the present and also the origin and the "why" of the practices now available and used in the classroom, opening thus a range of possibilities for change.

This work is inserted in the research in History and Historiography of Education, Master s Course Program in Education, Federal University at Uberlândia. Its object of investigation dealt with teachers autonomy when these professionals are exercising the politic-pedagogic practice, in the City Schools at Uberlândia-MG, from 2001-2004. We used the qualitative research as methodological approach, based on literature review, in order to have the foundation for the four chapters, documents analysis, study, and analysis of discursive formations of 17 professionals. Some of the participants were from The Syndicate of the Municipal Workers. Others were coordinators of the elaboration process of the City Schools Letter of Principles and Political-Pedagogic School Projects, professionals of pedagogy, and teachers. In chapter one an analysis of autonomy, freedom and democracy is conducted in the light of the history of philosophy, aiming at understanding the historical meaning of these concepts in the western world. In chapter two it is analyzed the impact of the Brazilian legislation on the educators academic development and its effect on the public and educational policies, which influenced the world conformation, man and educator s education, as well as his autonomy before the social relations instituted in the school. In chapter three I present the facilitating and opposing mechanisms of the teacher s practice in the space and school time, under the lack of management of ideological implications in teachers training and the determinations imposed by rules on the teachers practice. In chapter IV I characterize the discursive formations of teachers and pedagogic professionals regarding the concepts of freedom, autonomy and professional autonomy that participated direct or indirectly of the process of implementation and construction of the Pedagogic Politic Project engaged to the Citizen School program established in Zaire Rezende s municipal govern (2001-2004). Among the conclusions it is evidenced the presence of professional development and a conception of education ruled by the technical rationality, which is structured, conduced and crystallized by liberal educational public policies. On the other hand it is verified that the Citizen School program of SME of Uberlândia did not get to put into practice the City Schools Letter of Principles and Political-Pedagogic School Projects ls. The Letter was democratically written during Zaire Rezende s govern. Yet it couldn t institutionally legitimate the school principals election of the city public schools because it couldn t overcome the centralizing structures that go through the whole organization, the schools and Municipal Secretary of Education s running, whose power relations are hegemonically marked by an authoritarian tradition installed in the scope of the educational managing, both in Uberlândia and in the Brazilian teaching public system. In this context the lack of a political and democratic exercise, which is associated to a conservative tradition of education, limit the possibility to overcome the technical rationality, the effective exercise of professional autonomy and the construction of effective mechanisms of collective participation and making decisions in education as well.

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This work presents a study regarding the teaching of Art in Municipal Schools from 1990 to 2003. It is a documental analysis based on Foucault s archaeology; the documents analyzed were two Curriculum Proposals (1998 and 2003). 1990 was the initial mark of the systematization of the teaching of Art in RME, including children s education and elementary level, being the period from 1990 to 2003 characterized by constant debate, definition of contents and methodology for teaching Art. When considering that the Municipal Curriculum Proposals document is configured as one of the points of the local educational policy, and also, an unfolding of other points of the national policy, the study is composed of a historical course, looking for detaching the systematization of the teaching of Art in a national scope, entailing the educational phenomenon and other instances, i.e. cultural, politics, and economical, of the Brazilian society. Especially, it looked for evidencing the events and the conditions for the emergency of different formative rules of the different ways of teaching Art, which are manifested by several nomenclatures: Artistic education, Art-education, Visual Arts, among others. With the analysis of the Curriculum Proposals, that is a result of collective efforts of the teachers of the Art s team in order to define contents and methodological theoretical foundations, we attempted to answer the following questions: Do the ruptures and discontinuities in the documents and the relationships established in those productions express clear and intentionally defined actions in the perspective of emancipation, autonomy and non-subjection? Did they achieve changes and real ruptures?

La avaliación de los resultados de la práctica de enseñanza de Historia del 5° a 8° año del primer grado, en Uberlândia, través del programa de enseñanza de Historia de Minas Gerais de 1986 a 1994, és el objetivo de este trabajo. Su elaboración ocorió para comprender las verdaderas causas de las criticas avindas, sobre todo de los medios académicos, sobre las formas y las condiciones de su prática y metodologia en las escuelas públicas locales. Para un diagnóstico de su gestión, han sido consideradas, además de un análisis de las reformas educacionales, la contradicciones existentes en el momento histórico de su consolidación, devido a los cambios que se pasaron en decorrencia del proceso de redemocratización, donde el Estado en la intención de mantener su hegemonia, se hace cicular ideologias sobre el resgate de la dignidad de la población brasileña través de la redemocratización de la enseñanza y para eso se propone a la sociedad que se reclame los cambios necesarios para la reconquista de la democracia brasileña. Para certificarnos de esas estrategias procuramos centrar nuestros analises en los discursos contenidos en las leyes y normas que sustentaron la regulamentación de las reformas educacionales y de enseñanza de Historia desde los años 30, considerando las ideologias contenidas en los intereses de una clase dominante representada por el Estado. Concluimos que, además de su practica no alcanzar totalmente los objetivos propuestos por el programa, despertó el senso crítico en el proceso de enseñanza y aprendizage en Historia y qualquier programa que se no se hace acompañado por una politica que estabelezca una estructura de calificación y faena para el magistério, será un fracaso.

This work deals with school Geography, learners and learning. Having pupils learning interest as one of the main difficulties teachers face up to in the classrooms at the moment, this study tries to discuss the relationship between students and school Geography approaching themes such as the historical-cultural subject, youth culture, media, space, world and globalization. Analyzing Geography as a knowledge and moving practice and constituting the elementary school last grade students as subjects of this analysis, I focus on their spatial practices and cultural way of living, in and out school environment. Delineating the student as a human being in his multiple dimensions, in his process of adolescence and being youth in contemporary word, spaces and means of communication are mapped to see where these 14-17-year-old adolescents, - which are social and culturally heterogeneous, living in different neighborhoods -, spend their time, space and world. Also the reading these 5th. -8 th. grade students do of taught and learned Geography in the public schools, is analyzed. The configuration of a multicultural web of identity references, language, pedagogical discourses and youth cultural expressions present in Geography and lived by these adolescents contrasts with the language, practicing and Geography contents of school curriculum, providing clues to understand why adolescents put in evidence that although they recognize the importance of Geography, the discipline does not motivate their interest. This disproportion of time-space between the in and out school world shows the necessity of a discussion on the curriculum issues regarding formcontent, and theory-practice specially in the Geography teaching/learning process. It s necessary to establish a teacher-student dialogue and also a coherent geographical knowledge with adolescents time-space in contemporary world to provide them with an overcoming of common sense knowledge facing the apparent realities of social environment.

This investigative research had aim to identify and to analyze the politics public educational implemented in the municipal district of Uberlândia, understanding how these politics insert into the globalization and into the reform of the education, which marked the period of time investigated, between the years 1997 to 2004. This research to aim, too, to show what is changing, nowadays, in the municipal public education system, concerns the administration, financial and pedagogical, and to compare the "official discourse" with the political practices which were implemented in reality. For to realize these goals, we used the documental analyze method. The documents researched were: the Organic Law of the municipal district of Uberlândia, and the legal apparatus came from the promulgation, like the laws, the decree, regulations and normative instructions, linked with the municipal education; the law Lei de Diretrizes e Bases LDB 9394/96-; the Parecer 500 of the Minas Gerais State council; and, the journal O Município , which it is the official newspaper of the Uberlândia. In the beginning we did a review about the globalization and how it influence the political education rules. We put focus on the work of multilaterals organisms in this process. Later on we did an analyze the political educational in the municipal district of Uberlândia, based in the facts that emerged the documental research, it means: democratically administration, autonomy, decentralization and participation. After we keep focus on the theoretical reference, that help us to understand how is built one politic public, looking for the educational politics, and after this, we did a comparison between thetheoretical referential and the data updated on the documents researched. At the end we summarize the elements that help us to understand the public educational politics in the municipal district of Uberlândia, looking for the contradictions and putting in focus what was really implemented during the period of time researched.

Esta investigación está ligada a la línea de trabajo y educación del programa de maestría en educación de la Universidad Federal de Uberlândia. La producción integrada emerge como una nueva forma de gestión de la producción a partir de la reestructuración productiva del capital. Este trabajo investigó el sistema de producción integrada de la empresa Alfa en la ciudad de Uberlândia-MG. Siguiendo los abordájenes marxistas sobre los cambios en el mundo del trabajo, buscamos comprender como esa nueva manera de gestión de la producción contribuye para la precarización del trabajo y para la superexplotación del obrero, discutiendo, también, las nuevas estrategias de capacitación empleadas para entrenar la fuerza de trabajo. Realizamos revisión bibliográfica con la finalidad de abordar los principales cambios en el mundo del trabajo a nivel mundial y también como ese proceso afecta la realidad brasileña. Enseguida, analizamos la reestructuración realizada en la empresa Alfa, para la cual utilizamos fuentes como informaciones contenidas en el sitio y periódico producido por la Alfa. Elegimos dos haciendas parceras de la empresa Alfa para la realización de la investigación de campo, cuyo instrumento elegido fue la entrevista semi-estructurada en la que enfocamos la forma de la organización de la producción integrada, el sistema de trabajo adoptado y la capacitación de los trabajadores ofrecida por la empresa integradora. La análisis del proceso se hizo de una manera crítica, con la intención de desvelar las muchas matices ocultas de los procesos de precarización y superexplotatión del trabajador . Problematizamos este tema para demostrar que la posición dependiente de la América Latina combinada com la reestructuración productiva mundial, produce realidades particulares y que la producción integrada contribuye de manera significativa para la precarización y superexplotación de la fuerza de trabajo.

This research aims at analyzing the new measures that teaching work has been taking on in the State-Owned Teaching Schools in Minas Gerais, from 2003 to 2008, bearing in mind that the educational policies pursued during this period by the Aécio Neves Government in line with the broader principles that guide the reform of the institutional apparatus in the State, known as Shock Management have been creating a great impact on the teachers work at the State-Owned Schools of Minas Gerais. Bibliographic research and documental analysis have been used which contextualize the recent restructure carried out in the capitalist way of production, highlighting the changes occurred in the political sphere, in the world labor market as well as in the educational field, approaching the new functions attributed to the teaching work in the context of the educational reforms with neo-liberal inspiration. This research also analyses the strong points of Shock Management, identifying the breaks and continuities of the implemented policies in the State of Minas Gerais over the past two decades of the twentieth century and onwards. Finally, a survey of the educational measures undertaken by Neves have been carried out as well as their rationale, and this had the aim of elucidating how such actions and principles have been affecting the shape of the teaching work in the State-Owned Teaching Schools of Minas Gerais, all of which regarding both the school organization work and the process that rule teaching remuneration and career. The results have shown that, through contradiction professionalization/precarization, great efforts have been made in order to give new dimensions to the teaching work, thus adjusting teachers to the current societal standards and, at the same time, electing teaching as the privilege locus, by the potential dissemination, to reaffirm the pertinent values to the hegemonic neo-liberal thinking.

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This research has as object of study the university teaching, mainly in the courses of Licentiate ship in Physical Education arising two central problems: 1. How is the pedagogic Physical Education teacher practice happening? 2. How is Physical Education teacher performing in the course of Licentiateship in Physical Education with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. Starting from these problems, this work aims at discussing the pedagogic Physical Education university teacher practice seeking to understand how this teacher performs with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. In relation to the general theoretical approach of the university teaching some authors are highlighted: Cunha (2006); Malusá (2005); Morosini (2001); Pachane (2004); Pimenta (2005), among others and specifically in Physical Education: Caparróz (2007); Lacerda (2007); Souza Neto (2007); Taffarel (2004). This dissertation comprises four chapters. The first University Teaching the making of teacher identity in the Superior Teaching, has specific goals: to present some considerations about University and to discuss the formation and performing university teacher, tying teachers knowledge to the demand of work in the universitary teaching and the current pedagogical conceptions. The second chapter, the Physical Education teacher in the university teaching: challenges and dilemmas , discusses about the path followed by the Physical Education course and discusses the formation of the Physical Education professional, joining universitary pedagogical conceptions. The third chapter The Methodological Paths presents the locus of the research, the subjects, propose a quanti-qualitative approach as methodology and as tool, the Inventário Adaptado Proal. The fourth chapter presents the statistic tabulated data analysed and interpreted from the confrontation with the theoretical approach verifying the existence or not of the correlation statistically significant between the independent and the questionnaire items. Its is presented in the field research the results of the participation of 25 teachers graduated in Physical Education and mainly in the course of Licentiate ship in Physical Education. The place of the research was in a SIE located in the Central-West region in the city of Goiânia/Goiás. A semi-structured questionnaire with 23 questions validated as Inventário Adaptado Proal, in the quanti-qualitative analyse perspective. As a result, it was verified in the data that the teachers always articulate the teachers knowledge with their practice which represents a knowledge valorization in the formation of teachers. It was observed that the universitary teachers when questioned about how they articulated their teaching practice with the demands of productivity in graduation and post-graduation field, the majority never or almost never articulate this situation. The majority of data also presents that the teachers always and almost always, that the teachers show to their students other points of view about the studied theme. Another aspect is that the majority of the teachers always updates the theoretical approach which points that the teacher is pedagogically prepared to be teachers.

The present study attempts to understand women in the context of Modernism, reading the classics of the Modernist Education and perceiving how the formation of women was linked to her role as mother-wife. In the same manner, we configured this reality within the Brazilian context, learning how the Roman Catholic Church utilized education, more precisely, the education of women, as an important means of the re-Christianization, in an era when the conflicts between Church and State were amalgamated, also, by an educational action. We focused on the participation of the Congregations that arrived in Brazil at the end of the XIX century, specifically to the region the of Triângulo Mineiro/Alto Paranaíba, so as to understand the context by which the Escola Normal N. Sra. do Patrocínio (Normal School Our Lady of Patrocínio) was constituted, becoming an important educational center for the formation of normal school students in the region. Upon these points we focus on education as an important vehicle for the Catholic evangelization. To develop our analyses, this study anchored itself initially on bibliographical and documental , attempting to learn this process of the development of female education during Modernism, and specifically, in the Brazilian context at a national and regional level (Patrocínio, MG). In search of this knowledge, we searched to better concept of the day-to-day life of the Normal School (Escola Normal). We formulated interviews with former students of the Normal School, which came to be of great value, not only for our research, but also for a better comprehension of the values and choices that were transmitted, appropriated or not by the lives of the students. Through the interpretations made, we understood that the education of females, were related to the social role that was expected of women: mother, wife, and house-wife. When we think of religious education, its formation was strickly associated to a process of evangelization of the actual society: molding the woman into an evangelizer. Such results allowed us to understand that her professionalization in the teaching profession was associated to the desired standards expected of a woman of good conduct: mother wife teacher, so as, to act in the different social setting, be it to heed the primary course demands, or the evangelization as catechizer.

The range of criminality in modern society has led us to reflect about new social frameworks created as a result of globalization, of the growth and consolidation of neo liberalism, and of transformations in the work arena brought forth by new structuring of the productive forces. Such processes stem from the structural crises of capital, and highly contribute to intensifying the processes of instability of work augmenting the unemployment rate. Bearing this social panorama in mind, this paper aims to analyze the role of the State regarding the management of educational policies which aim to cut down on criminality by promoting professional qualification and re-training exconvicts so as to enable them to re-enter the job market. This paper focuses on the relationship between the public sphere and non-governmental organizations that are responsible for offering/ implementing re-training and crime prevention programs. I assume that the professional qualification policies implemented within the prison system do not contribute to the reduction of relapse, but reinforce the inclusion / exclusion paradox. This research brings to the fore voices and perceptions of both convicts as well as of those in charge of the State educational policies implemented in the prison systems. This study shows, through empirical evidence, the unsuitability of the convicts re-socialization processes, their uncertainties and the frailties of action plans to re-integrate ex-convicts in society and the job market, and also the State lack of interest in the prison system.

El objetivo de esta investigación fue comprender y problematizar la formación de la identidad de profesores y profesoras que transitan por los límites de las sexualidades y del género. Nos interesó conocer o que esos sujetos que se autoidentifican como gay, travestís y lesbianas contaban de sus historias de vida y el lugar ocupado por la profesión docente en este proceso, principalmente cuando sus identidades sexuales y de género eran evidenciadas y interpretadas por los sujetos que compone la escuela, sobre todo el cuerpo docente. Teóricamente, la investigación se apoya principalmente en las reflexiones elaboradas por la teoría queer. Esa teoría estructurada bajo una propuesta posterior a la identidad, nos propone pensar en las identidades que se constituyen partiendo de las diferentes manifestaciones de las sexualidades y del género por sus ambigüedades, multiplicidad y fluidez, así como construir nuevos enfoques relacionados a la cultura, al conocimiento, al poder y a la educación. Además de este referencial, utilizamos como metodología entrevista, cuestionario y análisis documental. Entrevistamos tres profesores gays, dos profesoras travestis y una profesora lesbiana, principal núcleo de la investigación. Ellos/ellas desempeñan la profesión docente en los primeros años de estudio hasta el examen que antecede el ingreso en la universidad en escuelas públicas y privadas de Uberlândia-MG. Los cuestionarios fueran aplicados en tres escuelas de la red municipal en las que tres de los sujetos impartían clases en 2007. La utilización de este instrumento nos posibilitó identificar las concepciones de setenta e tres docentes sobre sexualidad, homosexualidad y el lugar ocupado por la escuela en la contextualización de estos temas. Analizamos cinco documentos oficiales que proponen discutir la diversidad sexual y de género en la escuela: los Parámetros Curriculares Nacionales-vol. 10 (1997), el Manual del multiplicador homosexual (1996), el fólder La travestí y el educador: respeto también se aprende en la escuela (2001), el Programa Brasil Sin Homofobia (2004) y la guía Educando para la diversidad: ¿cómo discutir la homosexualidad en la escuela? (2005). Evidenciamos con la investigación que el/la profesor/a gay, travesti y lésbica al impartir clases no se desvincula de las marcas de la sexualidad y del género inscritas en su cuerpo, mismo que no las anuncie, dejando flagrar la diferencia provocando choques en alumnos/as, docentes y en los otros sujetos del proceso educativo, confirmando la estrecha relación de la escuela con los principios religiosos e morales que desde su creación prosiguen determinando las directrices de la profesión docente. Mismo que esos sujetos adoptasen en sus prácticas pedagógicas los principios necesarios a la docencia, en algunos momentos de su profesión eso no amenizó la agresión, directa o indirecta, verbal o no-verbal, manifestadas por alumnos/as y/o colegas de profesión por causa de sus identidades sexuales y de género. Su presencia en la escuela provoca, en varios momentos, la discusión de la diversidad como tema real y mediato desmoronando la histórica creencia de que la asexualidad y el profesionalismo sean factores correlacionados e inherentes a la docencia.

This research has as general objective to analyze the use of the educational technologies for the teachers of the state, of the first fourth series of the fundamental teaching in Umuarama city -Pr and to verify which are their conceptions of the use of those technologies. We verified that in spite of the contribution brought by the researches already accomplished until the moment about the educational technologies, still scarce the investigations that have tried to analyze the use of educational technological resources in schools of fundamental teaching, specially in the first fourth series of that teaching level. The study is characterized as a field research. The used methodological procedures included: direct observations, accomplished at eight schools from 1st to 4th grades, of the fundamental teaching; interviews half-structured, accomplished with the eight directors and 32 teachers selected for the study. We verified that the analyzed schools have different technological resources. When analyzed together, it is verified that quantitatively the computer appears in first place: at all was 46 available computers in the 08 schools. After the TVs, come (23), the printers (19), the radios (18), the videocassettes (17), the tape recorders (09), parabolic antennas (06) and the internet points (03). However, we observed that the equipments are located in sections that let doubt to your pedagogic destination as: principal s room, school s clerkship, coordination s room and even though snack bar. We verified, that in the eight investigated schools the pedagogic use is more concentrated in the videocassette, TV, radio and tape recorder, in spite some schools possess also computer science laboratories. Only 04 schools have computers destined to the pedagogic use, one computer for each school. The conceptions of the interviewed teachers' majority, regarding the Educational Technology, express simplistic and limited understandings about this. Most of the teachers sketched character definitions strictly instrumental-technician and an utilitarist visions regarding the TE. Those data made we concluded that the schools of the state in Umurama city -PR, need deep changing in the organization, and even though the formulation, of your pedagogic political projects.

The present work has as general objective to analyze the tendency of researches developed in Physical Education of Master and Doctorate degree Programs, which thematics had been aimed toward Childhood Education in the period of 1979 to 2000, in what refer to: frequency of Childhood Education subject; dominant thematics; objectives priorized by the authors and conceptions of Childhood and Childhood Education contained and in treatise texts and thesis. The study characterize itself as a bibliographical research, which main source of collection of data were the thesis and treatises. We initially analyze, based on the bibliographic research carried through about the subject, as they had been being built through out history as main conceptions of Childhood and Childhood Education. After that, we described with that frequency and from when appeared in the scientific production of Master and Doctorate degree in Physical Education in Brazil the Childhood Education subject. We could observe that in the period of 1979 to 2000, 1088 dissertations were defended and among them only 2,57% were related to Childhood Education subject. We also point out that from 1989 to 2000, 100 thesis were defended in Doctorate degree in this area and that only 3% of them were about the subject in discussion. We also identify which are the dominant thematics in the dissertations and thesis on Physical Education area, aimed towards Physical Education. We noticed that 39,3% of the thematics of the dissertations were aimed toward the pedagogical area, 32,1% to Psychological area, 14,3% to biological area and the same percentage to the social-historic philosophical area; Analyzing the thematics of the defended thesis in doctorate degrees, we noticed that 67% associate themselves to the psychological area and 33% to the social-historic philosophical area. Giving continuity, we investigated the objectives formulated in the dissertations and thesis, we came to a conclusion that the more critical perspective in relation to the social-economic-politic questions that affect the child during pre-school age, weren t put in evidence in dissertations aims and analyzed thesis, being that almost the totality of the displayed objectives express interest from the authors with prompt questions such as: the development of the child, the curriculum, the education of the movement or the body conscience, the fetching of the correlation between variables amongst others. In relation to the conceptions of Childhood and Childhood Education we verify that: 1) Predominates a vision of a restrict Childhood Education in the researches done and a preparatory period for a posterior stage of life of the children, which is; the appointed period to Basic Teaching. The Childhood Education seems, thus not to have an end in itself exactly. 2) This conception was intimately articulated with the conceptions of Childhood expressed in the majority of thesis and treatises. 3) In the majority of the studies there is a notion of Childhood as a stage that prepares for other life moments; as a stage in which the child should acquire abilities, values, ideas an competence that makes possible to face future life. 4) The majority of the researches discuss Childhood and Childhood Education without context, without reference to the social-economic-political-cultural factors that mark and determine Childhood such as Childhood Education.

Mestre em Educação

The objective of this research was to identify the didactic and methodological proceeding used by the professors of the APAE in the process of alphabetization of pupils PNEE in the mental area in moderate level. This research was characterized as being a longitudinal study because I investigated standards of changes occurred during the pertaining to school life of pupils PNEE in moderate mental level of a special school of the APAE. In this direction, I look for to the long one of the chapters, to direct my quarrels in the attempt to find reply to the following questioning: How it is the didactic and methodological guiding used by the professors of the APAE for the developing of the process of reading and writing of the mental classified person as deficient moderate? Time-out for in such a way, the population of this study be constitute by the mental deficient consider pupil moderate in accordance with the evaluation prescribe in its individual fiche, and that find regular register between the year 1996 the 2000 in the APAE situated city in the region the northwest of the state of the Paraná. Amongst the population of 252 pupils PNEE in moderate mental level of the special school APAE. chosen for the research, I intentionally selected only those that took care of to the established criteria its respective folders to compose the sampling of my study. Thus, I studied five pupils in a total of 25 folders, being that the studied folders belonged to the classrooms and distinct professors. In structural terms, this dissertation thus is organized: in the first chapter I present the beddings of the special education, standing out the historical process of creation and framework of the APAE in Brazil and the State of the Paraná; in as the chapter I argue the different conceptions concerning that it comes to be mental deficiency e, more specifically, what he has been understood as moderate mental deficiency; in the third chapter I present considerations concerning the process of acquisition of the reading and the writing in general mode e, later, of more specific form, on the carriers of mental deficiency in moderate mental level. In the room chapter I analyze and I argue the methodological guiding used by the professors of the APAE during the process of alphabetization of the carrying pupils of mental deficiency in moderate level. It concludes that the used by the professors of APAE in the process of alphabetization of pupils PNEE in moderate mental level is based in an education proposal traditional. Thus, the objectives, the strategies of education and the type of evaluation do not consist in a proposal innovative capable to propitiate to the pupils the significant development of the reading and the writing. Results joined point, therefore, for necessity of professors to direct guiding methodological differentiated, where the carrying child of mental deficiency pass to be the citizen in the fetching of its knowledge making possible, to the child to go beyond the concrete knowledge, what it implies stimulates it to codify it its experiences, or either, to represent operating with symbols.

This research has investigated the reasons that prevented the transformations of Brazilian handball s quantity progress, recognized internationally by International Handball Federation by conceding to Brazil Hans Bauman Trophy as the country that more developed handball in the nineties, in international victories, that is, why too many participations in World Championships did not permit Brazilian Teams to get, at least, one place on the podium (one medal), since Brazil, as Russia, was the only country to take part in all World Championships during the time mentioned above. With a 24-year experience with the modality and acting in all possible levels of sports practice (athlete, referee, coach and manager) the author could accompany Brazilian handball s evolution and verify the importance of the coach in the context of handball s development opinion shared by several authors: Greco (1995), Czewerniski (1993), Marques (2000), Bota and Evoluet (2000). He establishes, as hypothesis for the solution, the necessity of overcoming the present model of qualification for Brazilian handball coach, characterized by punctual actions, fragmentation and importation of models which are not adequate to Brazillian reality, reason for why the quantity progress was not transformed in international victories. Identified the importance of the coach s role and testified the coach-class anxiety for changes in the present reality, the author based his discussion about this reality on the theoretical reference of Complexity proposed by Edgar Morin (2002, 2001, 2000a, 2000b), using the whole property of knowledge as a central category, so that the coach to be qualified can overcome body-mind duality, understand the relations and interactions that the multiple dimensions of the sports practice can provide and develop the ability of electing the pertinent knowledge to the construction of a conscious practice able to generate conscious people. The author bases contumacious critique to the line-thecnical model of acquiring knowledge, predominant in the Brazilian handball coach s qualification, and rests on investigative/reflexive model to construct a propose that intends to estimulate curiosity and spread investigation.

The purpose of this study is to know about the Educational Politic of Scholar Inclusion in Paraná state that has been implemented. To identify and compare the conception that teachers from regular studies in Cascavel have about scholar inclusion, with the conception from Paraná state. In order to do that, we investigate teachers from municipal and state departments in Cascavel and we used a mixed questionnaire as an instrument to get the data. In the first chapter, we discussed the Brazilian Public Politics for Educational Scholar Inclusion process based on literatures of different conceptions about the current legislation and more specifically about the movement of scholar inclusion process. The study demonstrated the legal aspect from everyone s rights , the state duty and the aspect in which the scholar inclusion is related to the physical structure adaptation from the curriculum and teaching capacity. In the second chapter, we analyses the implementation in Cascavel, during the last 5 years, the Inclusion Politics from Paraná State. We discussed and analised the previous document Paraná s Scholar Inclusion Proposition , originated from different scientific meetings. We found out that Paraná State is working in order to accomplish the Educational Including Politics toward fair, public and democratic education. Indeed, they want to assure the socialization of educational knowledge the most, as a cultural instrument necessary to the student plays a role in the social practice. In the third chapter, we presented the results. About teacher s graduation the results showed that 55% had superior level and 45% had professorship during high school. The teaching system in which Cascavel teachers work, the majority of them belongs to municipal departments (47%, followed by the State department (35%) and private institutions (18,%). About the improvement way used by the state, municipal and private institutions to teachers graduation, it was clear that there was a large concentration of lectures, followed by seminaries, forum and courses, related to the promotion of this activities, we found out that the state (49%) was the one which promoted more meetings, followed by the municipal (36%) and the private organizations (15%). The distribution of the places by the state wasn t uniform because some regions were privileged. They are Faxinal do Céu (38%), Cascavel (32%), Foz do Iguaçu (11%), Londrina (6%), Curitiba (8%) and Medianeira (5%). To clarify about the inclusion done during these events, the majority (84,5%) answered that it wasn t enough and they justified in several ways, although (15,5%) affirmed that the clarification wasn t enough. As the state s role in the process of educational inclusion, teachers had their point of view in a clear and precise way. Concerning to time that schools are working toward the scholar inclusion varied between 1 and 4 years. According to the financial resources sent by Paraná state to the implementation of the scholar inclusion politic, they are short according to 38% of the researchers. The conception about the definition of scholar inclusion, we verified that 85% of the teachers know it, which goes to Paraná state concept. As the existence of a conception that a student who has certain special educational needs, when they are included in a regular school they will be discriminated among their peers, verifying that 56% of the teachers answered that there wasn t discrimination from the moment the teacher knows how to cope with the situation. Our analyses demonstrated that the scholar inclusion demands improvement on teacher s graduation to its implementation. Besides, the school itself has to be changed in organic significant changes to deal with demanding concerning to an education to human diversity.