Repositório RCAAP

The formation and the control of the manpower were challenges, constantly put back in the historical process of construction and consolidation of the capitalist system. Renewed to each crisis, this challenge was placed with great intensity due to the difficulties of accomplishment of the accumulation of the capital in crucial moments of the century XX. It was like this it in the world crisis that had as apex Second World War, one of the principal factors that fomented the industrialization process in Brazil. As, also, it was it in the wide productive restructuring, beginning a partner-historical process, unchained by the crisis of the petroleum in the beginning of the decade of 1970. Such a process reached in a structural mode the whole capitalist system in a, taking to deep changes in the production, materialized in an intensive application of the new technologies microeletronics in the production, in the innovative forms of administration of the work in a pattern powder-fordista, articulate with neoliberals politics, tuned with the globalization of the financial capital. This process was configured in an offensive of the capital in relation to the work, that it disembogued with larger intensity in Brazil, in the nineties. Erect Senai, in 1942, in the beginning of the process of Brazilian industrialization, in a context of demands for the workers' new qualifications was also intensely reached by the productive restructuring of the end passed century, as well as for the managerial culture of him engendered. The Technical course of Telecommunications of Senai of Uberlândia, interferes in that process. Because, with base in a methodology founded in the historical materialism dialectic, this work intends to do a reflection on the context, the genesis, the historical process, the unfoldings and the changes in the system of vocational education of Senai, and your interfaces with the world of the work. Taking as empiric base the case of the technical course of telecommunications of Senai of Uberlândia and the tissue of relationships that settled down to materialize it.

This study aims at presenting the results of Research Project History of Colégio Agrícola de Uberlândia: from the school foundation to the first professional degree in the Curso Técnico em Agropecuária (Farm Technician Aprenticeship Program) (1957- 1972). The research was sponsored by Capes, and carried out during the Master s Course in Education Program. The area of concentration is History and Historiography of the Federal University at Uberlândia, having as advisor Professor Doctor Sandra Cristina Fagundes Lima. The main concern is to analyze the history of Colégio Agrícola at Uberlândia, a public technical-professional teaching high school, studying from its creation and foundation to the first course degree in Técnicos em Agropecuária , (Farm Technician Aprenticeship Program) from 1957-1972. The period of study is from the beginning of the school construction to the professional degree awarded to the first group of students, once the construction took twelve years, until 1969. In order to analyze the first group of students the following categories were employed: school architecture, time and space, knowledge and pedagogical practices, and teachers/students profiles. Former students were investigated to understand if their formation has reached the expectations and objectives of the school. The documents collected and used as base for the research analysis are stored in the Public Archive at Uberlândia (ArPU), in the Association of Commerce and Industry at Uberlândia (Aciub), and in the school archive as well. From the press we investigated the newspapers Correio de Uberlândia , O Triângulo and 7 Dias ; records of the City Council were used once they are sources that, through the alderman speeches, represent the politics context of the time. Fourteen former students of the first group were interviewed, based on oral history. A bibliographical study was conducted based on pictures, enrollment forms, and students and teachers personal data found in the school archive. The sources allowed the analysis and understanding the events and educational discussions on a national/regional level. The results were compared to the specialist literature according to the Brazilian reality. We have carried out a descriptive study of the institution, and developed a dialogue based on history and theory. Our intention was also to look for inter-relations with the Brazilian education issues, mainly on what refers to farm teaching. The results show the importance of the foundation of Colégio Agrícola at Uberlândia once it has contributed to modernize the primary sector both in the city and countryside.

This work seeks to enlarge the academic research in the history of Brazilian education focused on schools of little visibility in society. For that, we proposed to inquiry the history of Escola Noturna ―Machado de Assis‖, an elementary public night school in the city of Ituiutaba between 1941 and 1960. Above all, we aimed to understand the emergence of urban public education kept by municipal government and the relations between elementary night schooling and educational, political, and economical context, both locally and nationally. Methodological procedures included bibliographical research upon public education especially political efforts and legislation and on aspects of the making of municipality in Brazil. Besides, we drew from interviews with school s former students, staff assistant, and teachers, from Brazil former presidents and Minas Gerais former governors messages, from minutes of town council meetings, and from local newspapers printed during 1941 and 1960. Reading critically these written records and interpreting oral accounts from interviews has made possible to assert that adult literacy in this school occurred itinerantly and precariously, for it had no building of its own. Such a lack suggests that, even if this school met the interests of local government, it deserved no attention from the latter, as it received a restrained financial support from Ituiutaba s city hall. And yet, even if this school were of no interest to the local political debate and had no impact on local society, it was relevant to a share of the population adults and adolescents who lack education and who could not attend day schools because they worked in the daytime. In meeting their schooling needs, this school played its role so well that in the course of its history it evolved from a condition of having no local expressivity to the one where it is seem as a relevant institution in the local and regional scenario.

This research aims at studying the Curso Normal , in regular and (semi)internship regimen, offered for women by the Colégio Imaculada Conceição , a private catholic confessional teaching institution at Tupaciguara-MG. We have chosen the period of 1961-1977, approaching activities since the beginning of the course until the year the institution started to admit boys. The established pedagogical and disciplinary aspects developed by the institution were studied in a way to verify if curriculum and subjects have influenced the students while professionals; if the catholic principles contributed for the educational and moral formation of the students; besides apprehending the representations the former students, former teachers and the city press have constructed about the Colégio Imaculada Conceição . Our research sources were: the press; school documents (letters, registers of: monthly payment; scholarships; teachers frequency; school regiment; students grades; grades and tests; enrollment; teaching inspections; grades control; and students booklets); reports and registers found in the Town Hall and municipality representative office at Tupaciguara-MG. Iconography (photos, pictures, maps and architecture plans of the institution) and oral sources obtained from interviews carried out with both the school former students and teachers. It was possible to verify that the education offered by the Curso Normal of the Colégio Imaculada Conceição was engaged with Christianity ideals of the Catholic Church, besides attending the desires of the time society, as follows: to form educated girls that could be able to work as elementary school teachers; to be good mothers and housewives. That would influence a significant number of families to enroll their daughters in that teaching institution.

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This dissertation is the result of research accomplished during the year 2009/2010, in the Master course, Line of Policy and Management in Education, from the Graduate Program in Education at the Federal University of Uberlândia. It raises issues about the Public Policy and School Management, focusing on the praxis of Democratic School Management in Brazil, analyzing how it has been formed from the year 1980. To the development of the work we have defined as essential to explain a concept about Democratic School Management that has as essential elements decentralization, participation and autonomy, which are considered together as bases for defining a management model. The theses that structure this dissertation are based on two questions that drive the work: do exist today, substantially structure, theoretical models that substantiate the actual conditions and the possibilities of materialization of an educational school policy with rooted democratic? How, in the societal model installed, the Democratic School Management is designed, considering the conceptual matrices and the educational policy developed? With a possible synthesis way, methodologically, we have developed a bibliographic research, subsidized by a critical and investigative analysis with dialectical perspective, viewing the object in its historical, policy and social contextualization, therefore, in its concreteness in and for praxis. We understand that the Democratic School Management is dynamic and historically inserted in a complex context in which microstructural issues are composed with macrostructural guidelines. We exercise a movement of thesis / antithesis / synthesis movement as ways to improve our reflection and define logical ways that allow us improve our reflection and knowledge. The results of this study show us, in the context investigated, that there is no possibility of formation of the Democratic School Management, since that, the conciliator participacionist model to maintain an autocratic pattern of administration, focused on Taylorist models, constructed in neoliberal models that have in the individualism, managerialism and competitive its operating structure and concreteness, are, actually, effective.

This study deepened the knowledge about the Polyvalent State School Guiomar de Freitas Costa, located in Uberlândia (MG), in the period between the years 1971 and 1980. The Polyvalent Schools rose in a period of great economic euphoria, caused by an industrial surge which demanded qualified labor and that the country, by the existing educational conditions, could not supply. The formation of technical laborers to act in the productive sectors of agriculture, industry and commerce was pressing. The major questions that moved this study were: in which context this school was created and how it operated in its early years? Who were its students and which repercussions this education had on their formation and subsequent professional performance? The search for answers for these questions contemplated, methodologically, research of institutional documents in the County Public Archives and at the Regional Superintendence of Education in Uberlândia, bibliography research and, lastly, interviews with students and professional alumni of the school. The Polyvalent Schools, using as guide line of schooling, to link theory and practice, structured their curricula to offer a general formation together with the vocational one, with courses covering general instruction as well as agricultural, industry, commercial and home economics practices. It can be perceived, then, that the Polyvalent State School Guiomar de Freitas Costa, as well as the other Polyvalent Schools, started its work in a different manner in respect to the education proposal and quality. The union of these differentials attracted to the institution a public which, in its majority, did not share its pre-professional objectives, configuring one of its contradictions. This enterprise, regardless of the great financial investment received and the expectations risen, with the decline of the law that constituted them the Law nº 5,692/71 also had its proposal and installed activities an ephemeral duration.

Considering that since the 1990's, with the social inclusion movement, the government has mad important investments in the educational field, including the creation of public policies that propagate the lemma Education for all , through the national territory; that the people access to the information and communication technology is part of this process where affirmative actions has provided informatics laboratories to the schools, trying to cause the digital inclusion in the educational context; that we are conscious that only the material resources are not enough to generate the digital education; this investigation study aims to understand the Digital Education constitution process in the school routine, featuring a reflexion about the professionals pedagogical practices, such as the reassembly of this practices for the construction of a inclusive school. The study methodology uses a qualitative approach, putting together: direct observation, field notes, semistructured interviews, questionnaires and group. The subjects were professionals from various sector of the school, as: secretary, library, pedagogics, professors and laboratories, also including alumni form the 1st to 9th year. The gathered results revealed that there are promising advances in the professionals formation, but we are far from considering that the digital eduction actually covers the whole school context, since the most of professionals is digitally excluded. Hence, this work contributes for the determination of the challenges we will deal with in the continued formation of education professionals and in their pedagogical practices updating. Key-words: Social Inclusion, Pedagogical Practices, Digital Educational

This research falls within the study field of relations between education, work and professional formation. Also seeks to analyze the projects Partnership for education and The future in ours hands, that are developed by Votorantim Group under the organizational model of toyotist production and aimed at young people and adults. And even the formation of worker in the model of capitalist productive organization in the company Votorantim Metals, in Vazante MG, at the period in which such process has been consolidated. Our study begins of the following questions: why are there so many institutions proposing the professional requalification at a time when unemployment sweeps the world? What would be the (no) ways of human formation against the productive process? Who is interested in this knowledge, which the formation that is being proposed and for what work? And what is the conception of professional education (and society) that is contained in the Professional Formation Program of Votorantim Group, linked to programs Partnership for education and The future in ours hands? For both, it became necessary to understand the capitalism in Brazil in its partial transition from fordist paradigm to the flexible accumulation, in which the professional formation studied is included and that seeks adapt the education according to market imperatives. This to replace speeches and introduce new notions such as employability, competences, etc. Also sought to understand the changes in the work process in this company and its developments, objectives and subjectives, for the working class it belongs. Also aims to discuss about the conditions of modernization and development of programs that are based on toyotism and developments of such changes. And also its educational aspects, the adequacy of the working class to the changes cause by toyotism through training conducted in the company aimed at the deployment of new programs. The research still analyzes the education in the company aiming at the worker and his educational evolution in the model of capitalist productive organization.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The objective of this research is to problematize the resignification that the 1995 State Reform causes in the State's obligation regarding the "right to education", by means of the partnerships between the private and public sectors, and especially with the Civil Societies' Organizations of Public Interest - CSOPI's. In this concept, the study proposes to analyze the political-judicial aspect proposed in the 1988 Federal Constitution, halting the impact of the separation of the State from public educational service which, in view of the Reform, became characterized as non-exclusive. The investigation was made through bibliographic research, in classic and contemporary works on this theme and documental research, especially in recent legislation which normatizes the CSOPI and of the "third division". In viewof the resultant analysis it was possible to verify that, in the political/jurisdictional/constitutional scope this is classified as innovative interpretations, having a colaborative application, as public social service, including education, is a State obligation as an educational right. Nevertheless, these services are tainted by the revolt of the CSOPI's, especially in the educational sphere. However, in the institutional field, the indispensibility of the educational programs offered to the communities is verified, as well as the non-removal of the State departments from their constitutional responsibility (societal) regarding educational rights.

This work is linked to the line of Policy and Management in Education in the Master's Program of the Faculdade de Educação da Universidade Federal de Uberlândia (FACED-UFU) and is based on research conducted through means of primary and secondary sources on the results of increasing employability and educational achievements of the youngsters who accomplished the Projeto Juventude Cidadã (PJC), developed by the Federal Government in conjunction with the municipal level in Uberaba-MG, in 2006 and 2007. The research covered two stages of development: bibliographical analysis and empirical reality. In the context of this project, we consider two fundamental issues: its inclusion in the total body of youth policies developed by the federal government and its links with the educational issue, once, not only in the PJC, but in all similar projects, the education of young people is addressed as a requirement. To establish the context of the PJC, this text describes a framework of federal public policies for professional education and social inclusion. Entrepreneurship and community participation, strong components of the normative documents that ruled the PJC, are understood as important elements in preparing young people for entering the labor market. At the end of the research we realized that, despite the social framework in the country demand the adoption and implementation of systemic long term policies, and, even though the interviewed accomplishing students have made a positive assessment, there is to be observed the fragmentary and occasional outline of the actions carried on by the Federal Government. The PJC did not escape this condition, having shown operational difficulties relating to the various stages of its execution. Considering the young students, it is argued not to be possible to impute solely to them full responsibility for their employment, after the training process provided for in projects linked to public policies. There is need to provide political action that lead the youngsters to finding a first job position and ensuring the maintenance of this condition.

This master s degree dissertation aimed at characterizing education in the state of Minas Gerais in the 1920s, when the country were going through many political, economical, social, and educational changes. To do so, this research focused on the education reform designed by Francisco Campos so that to identify its relationship with the state s development project as well as to place its foundations in the process of modernizing this state. Such a goal required an understanding of modernization in Brazil as whole as well. This way one could understand Minas Gerais society deeply, above all between 1926 and 1930, period in which Campos hold a position in the state government staff as internal affairs secretary. Methodological procedures included bibliographic research to contextualizing the subject matter historically and reading critically official speeches of Minas Gerais governor at the time to contrasting the official discourse with governor Antônio Carlos political program. Such a contrast could put into evidence the relationship between the ideals of modernization, liberalism, and New School and the educational changes presented by the education reform Francisco Campos planned for Minas Gerais in the 1920s.

The main purpose of the present study was to investigate the role of Psychopedagogical support in hospital environment for the recovery, the development and the learning process of patients in situation of prolonged treatment. More specifically, the study aimed at finding out whether it was possible, through Psychopedagogical assistance, to favor the development of patients‟ learning process, as well as their recovery and reintegration processes. Taking into account the main concerns that led to the research problem, a case study was carried out in the Hospital de Clínicas de Uberlândia Universidade Federal de Uberlândia (HCU-UFU). In order to allow a better understanding of the whole process, a description of the study and a general overview of the history of what is called hospital classes , a new modality of educational assistance which is being offered in that context, is presented. Those hospital classes represent the beginning and the first step towards the educational actions which are being carried out in the context of the HCU-UFU. Therefore, a detailed description about them is necessary for a better understanding of the constitution of the Psychopedagogical assistance in that context. Based on the theoretical background used for the research, we sought to better understand the possibilities, as well as the limits and the challenges, of this new field of work for the psycho-pedagogues. Results, in a general sense, revealed that the subjects who took part in the research showed some progress, in terms of their learning process. According to the study, patients with chronic renal failure, in the hemodialysis unit, in general, are not incapable of learning, and if, on the one hand, the treatment they are going through may render difficulties, on the other hand it does not prevent or impede the development of patients‟ natural curiosity and disposition to learn. On the contrary, it may even benefit the mediation which the psychopedagogue provides in the dynamics of treatment as well as in the patient‟s life outside the hospital. It was possible to provide the patients with the opportunity to construct knowledge and to optimize their learning processes concerning reading and writing skills, together with the involvement of cognitive and affective aspects, such as the exchange of information about their feelings and perceptions of the hospital and the routine of their treatment. The insertion of Psychopedagogical assistance in the hospital is not a linear process. The tendency among people to think of the hospital as place exclusively devoted to providing treatment for patients‟ diseases is still very strong, and patients are identified primarily by their pathology and their condition. A holistic look at the hospitalized patient is still an achievement to be conquered.

In front of the relevance for the textbook in great number of schools, makes it necessary to analysis approaches suggested in the environmental field. The research emphasizes in which school subjects it would be discussed, we identified them as possible tendencies to Enviromental Education presented in two textbook collections: Projeto Araribá Collection by Moderna Publisher (2006) and the Coleção de Ciências Collection for 5th to 8th grades by Ática Publisher (2007). The study was done in two steps. The first step contemplates the description of the textbook of Sciences most adopted by public schools of Uberlândia - MG from 2008 to 2010. The second step of the study analysis the tendencies of Enviromental Education prevailing on the subjects on the program. So, for the theoretical1s analysis approach of both collections selected, it was established as a parameter two big axis which founded the debate of Enviromental Education: the conservative and the emancipatory. In the Projeto Araribá Collection, the discussion about environmental theme, prevails on the volumes for 5th , 6th and 8th grades, which concentration fields refer to respectively to the Sciences‟ of the Earth, Ecology , first contact with Chemistry, Physics and Technology of Information and Communication. Totalizing a low perceptual (28, 88%) if we consider the today‟s knowledge, related to the crisis as a daily matter. The perceptual of chapters , on volumes for 5th, 6th and 8th grades of the Sciences Collection refer to the environmental theme totalizing 26,02 % , reaching a higher perceptual on the 5th grade volumes (47,61%). On the 7th grade volumes, 8th grade on both collections, the discussion about the environmental matters are very few, probably, because the focus was the anatomy and human physiology. The results of this research indicate the existence of gaps on the Enviromental Education approach by the textbooks. It is justified because they remain restrict to the headlines of the concepts focused on a technical dimensions, not straying from the rule most textbooks. Thus, considering the repercussion which the textbooks have over the students, we pointed the importance of the inclusion of this theme, as an eliminatory and classifying item, as the selection of books from the National Textbook Program for effective purposes on social conducts under the sustainability point of view.

This work is the realization of a research masters, belonging to the Post with graduate courses in Education, Federal University of Uberlandia, in line with a survey entitled "Policies and Management in Education." This is the result of readings, debates and reflections developed germinated in Group Work Research, Education and Society - GPTES. The study discusses the changing world of work, particularly the contradictions inherent in the social reality of sugar and alcohol in the Triangle Mineiro - Minas Gerais, in relation to the challenges of (dis) qualification (im) made to their respective employees from of the 2000s, with the introduction of technical innovations and / or organization of their own production process. These reflections are based on a case study conducted in Campo Florido, specifically in Coruripe Plant, which currently stands in the biofuels industry located in the Triângulo Mineiro region. The hypothesis that guides the research is that the changes introduced in this context have led to the intensification of work once the qualification has meant adding features and greater control of capital over labor in the sector. Thus, it is necessary to discuss the educational dimension of this process in spite of the training of workers in the face of technical and organizational innovations that have been implemented in sugarcane production in the mining triangle. To this end, structured and developed to search from the theoretical discussion about the dialectical relationship between education and work, also demonstrating the contradictory meaning of this category work as an educational principle. It is feasible that this insertion process, the complexity and contradiction are characteristic of this dynamic and need to be by way of scientific knowledge production and social transformation, decomposed and analyzed, to enable the understanding of its entirety.

The present study aimed to comprehend the potential of a collective proposal of continuous formation, which was configured in an action of collaborative character between university and school, in the transformation of the teaching practices of Science teachers in Elementary Education. The reflection of the approximation of the teacher in the Municipal Education with researcher-teachers of specific and pedagogical contents of the Federal University of Uberlandia was analyzed, in the practices of the teacher. To comprehend in what measure this proposal facilitated the articulation between theory and teaching practices; to understand the relation established between the processes of continuous formation and the professional development of the teachers and evaluate this proposal, in what concerns its innovations, were the specific objectives. The methodological option of this research was in the domain of the qualitative approach, in its modality of Case Study of ethnographic kind. The data was obtained in questionnaires, observations and semi structured interviews. In the qualitative reading of the data, fundamented in the theoretical reference selected, reflection lines were constructed from an array of categories made, namely: the continuous formation and the professional development; the continuous formation and the possibility of reflection and transformation of teaching practices; the involvement with research teachers and the reflection on teaching practices; the continuous formation and the articulation between theory and teaching practices and the contradictions, resistances and innovations of the proposal lived. The analysis of the experiences made clear that, despite the innovations of the proposal, in the sense of promoting the development of reflexive teachers, able to understand, question and transform their practices, the teacher still maintains his/her thought inside the paradigm of the technical rationality, searching in the actions of continuous formation, a way to support technically his/her practices. Although substantial modifications have not been verified in the practices of the teachers involved in the research, since the process of incorporating the changes requires a certain time, the results signalize to an advance in the perspective of the involvement in the reflection and research of one s own practices and in the perception of the importance of continuity of one s professional development. The proposal discussed in this study showed some ways to think the continuous formation of teachers, through the partnership university-school, in a dialogical and collaborative process, with gains for both parts.

Periodicals focused on physical education pedagogical content offer a prolific source of past material evidence, above all because they structure, convey, spread, and, therefore, legitimatize pedagogical and educational discourses that can reverberate in school practices. This presupposition underlies this research, which analyzes some issues of Sport Sciences Brazilian Journal aiming at identifying physical education conceptions and their links with the historical construction of this field of study, research, and pedagogical action. Methodological procedures included bibliographical research for theoretical foundation, analytical reading of the papers it published, and its graphic form between 1979 when it was created and 1986 when its first relevant editorial change occurred. Such an analytical reading and interpretation, which take the journal as subject matter and primary source, allows to assert that this journal became a publication searching for its graphic and editorial identity insofar as it consolidated itself as reading object. The papers it published featured an editorial construction in which physical education conceptions have roots in a technicist approach. It also published texts whose scientific feature were more critic. The link between the former perspective and this latter resulted from a change in the editorial board, which implied changing its editorial line. In other words, it happened when the educational dimension of physical educational stood out as a subject of the scientific thought.

The Brazilian movement toward literacy Movimento Brasileiro de Alfabetização (Mobral) started with the military coup d état in 1964, having as its main characteristic the quantitative expansion of the education of young adults and adults, being in fact more like a mass process of education than its democratization, that s why the results were really timid and doubtful because it prioritized the adult education. Historically, the campaigns to teach people to read and write promoted by the federal government emerged in Brazil with the proposals to reduce the high rates of illiteracy that started bothering the different levels of government, since the thirties, when the processes of industrialization and urbanization started in a high rate. However, the education continued being offered in an unequal way to the different social classes, such policy reached mostly the economically impaired groups, specially the people that couldn t frequent school at the appropriate age. Mobral, as a public policy to teach people to read and write, is also included in this context. At the beginning of the 1970s, it got to its apogee with the promise of getting rid of illiteracy in ten years, president Médici considered illiteracy a national shame . The aim was to achieve one million two thousand students throughout the country with the measures of the Integrated Program of Education of Mobral. In this period, Minas Gerais was highlighted as the first state in student number and cities that were included in this campaign. This research investigates the process of implantation and development of the Movimento Brasileiro de Alfabetização (Mobral) in the rural area of the city of Uberlândia/MG. The secular clipping contemplated the years of 1970 the 1985, period of validity of the program. Our specific objectives were: understand the process of implantation and development of the Mobral in the rural area; b) to analyze the specifics of this educational experience in the rural context of Uberlândia; c) contribute to the discussion of the history of regional education and, thus, promote the necessary link between the local and the national study. The documentary research was carried out from reading reports in newspaper the Reporter and Correio of Uberlândia , deposited in the Municipal Public Archive. Along the way, also analyze the characteristics and contents of textbooks used in the campaign as the Book of Reading, the express Cartilha of the Mobral and the historical registers in books and photographs which were carefully guarded by some former-pupils and former-teachers. In this process, also resorted to interviews given by those subjects who experienced the reality of Mobral in the field, including the former-coordinator of the program in the city Olga Lara Cardoso.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais