Repositório RCAAP

This work fits in the research line of Public Policies and Education Management of the Program of Postgraduation in Education of the Federal University of Uberlândia. We explore the policies and proceedings of the third sector in Brazilian education, in the process of reconfiguration of the Restricted State, through the study of a municipal and scholastic management program the Champ School Program conducted by public-private entities in a county of Minas Gerais in the 2001-2004 period. Its goal is considering the emergence and strengthening of such entities go over the role of the third sector on the process of absorption of the public space by modern private enterprises, in the context of the creation of the Ample State and the retrenchment of the Restricted State, within the new wealth cycle. Firstly, we analyse the materialization of these policies in the setting of Montes Claros/MG, through the implementation of the Champ School Program . In this stage, we use, as a source for the research, official documentation of the Program and its management indexes instruments for its control and evaluation. Afterwards, we develop a bibliographical survey on the strategy of the political, economical and social intervention that implemented the public-private segment in Brazil: the Neoliberalism. We finish with a survey about the third sector in Brazilian contemporaneity, discussing its aspects, deadlocks and perspectives. The results from this research bear witness the instrumented functionality of the third sector to the process of reconformation of the Restricted State, through the resignification of the concept of citizenship, the conversion of social rights into benefits, the progressive mixture of public and private forces, and the viabilization of a new modality of privatization of the scholastic process: the public purveyance, with public, private and public-private funding, and public-private management, which originate a new form of capitalist reproduction.

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This work is inserted in the Educational Politics and Management of the pos-graduate program on Education of the Uberlandia Federal University, and has as main subject the politics and practices of professional qualification, implemented in the last half of the decade of 1990 in Brazil. The related subject composes the discussion on the mutations of the world of the work and the qualification of the worker in the restructuring productive context. Its main objective is to analyze the proposals of the Qualification National Plan (PNQ), elaborated for the Ministry of the Work, Job and Income, in the daily activities of one of the entities executors, which is the the Center of Enterprise Excellency in Services - (CENEX), located in Uberlandia MG - Brazil, in the year of 2005. It is intended to understand the relation between education, work, employability, professional qualification in the productive reorganization and the process of the state reconfiguration, in the search to reach the considered objectives. It searched specifically to analyze and to qualify the materialization of the politics of qualification in the 1990 decade in Brazil and, specifically in the CENEX while entity executor of the PNQ in the year of 2005; as well as carrying through the crossing of the data of PLANTEQ-MG/CENEX 2005; of the evaluation reports of the UNITRABALHO PlanTeQ/2004, Final Managemental Report of Accompaniment of the Actions of PNQ/PLANTEQ-MG /2005 presented by the SEDESE. The methodologic procedures use the model of qualitative research. The analyses had been carried through the direct source of the data, of the descriptive nature of the processes and the importance of the direct participation of the citizens, that allows to the researcher to get a wide perception of the object to be investigated in its totality. The investigated entity is executor of the PNQ since 2004, it composes the not formal education system, and offers courses for the formation of the worker. They have as lifting the FADE - Foundation of Support to the Enterprise Development, that in turn is kept by the ACIUB (Commercial and Industrial Association of Uberlandia). In the field research, structuralized and half-structuralized, applied interviews are used for the systemize collection of the data, from a sample of involved professionals in the execution of the PNQ in the year of 2005 in Uberlandia, under the coordination of the SEDESE, as well as the referring documentary analysis to the execution of the PNQ in this period. The bases of this research is confirmed: do not exist direct correspondence between the formation in alternative qualification courses and the job, despite the significative financial transfer and a speech presenting as a natural condition of unemployment is about the lack of qualification, which transfers the responsibility for the individual to employ themselves. Thus, the egresses of the courses show that exactly with some carried through courses, continue dismissed. In such a way, it would empirical data it confirms to this estimated. Rethink of the governmental public politics of professional qualification becomes necessary.

This research is inserted in the History of the educative Institutions and has as object the National Service of Commercial Learning (SENAC) of the city of Uberlândia, MG, in the period from 1954 to 1974. It aims to reconstruct its genesis, formation and consolidation, detaching how the professional formation of youngsters and adults was thought about in the area of the commerce. The period was delimited due to the year where this institution started acting in Uberlândia (1954) and it extends up to 1974, the year where SENAC changed its configuration, acquiring own headquarters and diversifying course supplies. The most general scope also corroborated for the delimitation of this period, so this was of great growth, concerns with the development of the Country and along with this, the idea of that it would be for the education that it would obtain to develop itself. For the accomplishment of this study one consulted different sources. It fits to stand out that it was not found, in the archive of the school, documentations on the initial functioning of the same, but only in the 70´s. The primary sources had been the documents stored (mainly journalistic news) in the Municipal Public Archive of Uberlândia, in the SENAC Of Belo Horizonte, as well as printed and iconographic sources in the very SENAC of Uberlândia. The scarcity of documentary sources printed in the first years of this institution was worked by the note of signals contained in the iconographic sources, in which had indicated names of the first students and employees of the school, which had been interviewed and, for this fact, it used the techniques of verbal history. Intention was to bring those people who witnessed the events and were part of the construction of the historical processes. Amongst the secondary sources one used works that supplied the Brazilian panorama of the period, that certainly influenced in the creation of this school, as well as the history of the SENAC in the country and the state of Minas Gerais. Of the performed analyses, it was perceived, beyond other things, the creation of the SENAC of Uberlândia was imposed by law, but it also was a consequence of the requirements that the commerce placed in the municipal and national contexts of the time.

The present paper intends to show the discussions and implications around the public elementary school in Patos de Minas MG, in the period between 1913 and 1928, having Marcolino de Barros Elementary Sc hool as a reference. We intended to demonstrate the relations between this institution and the dissemination of the republican ideals in the city, considering that the creation of a more rationalized and standardized school answered the necessities of a social and political integration project, fundamental to consolidate the Republic. In this period, the discussions about people education were linked to the citizen formation, to the democratic participation, to the national unit, being the State responsible to promote these values. This situation demanded a national education project, to consolidate the citizenship feeling, important to take the country toward the progress and as a way to concretize the democracy. So, it was necessary to spread the elementar y instruction around the country, trying to reach a political collectivity and the society evolution in the economical, technological, scientific, social and moral fields. The elementary instruction started to be thought in its regenerator character and th e educational proposals were thought around of a integrated education, involving the physical, intellectual and moral education, to reach a cultural homogeneity and the civilization of people. Following this perspective, the introduction of the elementary schools, in the first years of Republic, were an important element to spread the republican values in the country, because these institutions were presented as the ideal places to consolidate the society modernization project and the republican citizen formation, as they helped to teach rules, values and behaviors rhythms related to the society intended. The introduction of this kind of institution in Patos de Minas, in 1917, was seen as a different element to the city, because the population received an organized elementary school, in the administrative, didactical, and pedagogical levels, besides to serve to the proposals of dissemination of the republican ideals in the city.

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This research is based on the premise that the contemporary capitalism has brought to surface questions which have directly impacted the men s life, mainly in respect of education and work. It considers that the reorganization in production means has provoked significant unfoldings especially in issues concerned with work and in the qualifications required to perform it. It is used the following categories for analysis: education, qualification, work and productive reorganization. In order to understand the concepts of work, qualification, abilities as well as the changes that are inherent to the inconstancy present in the working environment and in the market, which dictate the rules for life in society, we have used the bibliographical research. We analyze the college Pedagogical Project chosen for the empirical research, elaborated according to the curricular lines of direction established by the certified agencies. The questions that guided the analysis of the Pedagogical Project and the representation of former pupils of the course and the interviewed coordinators were: how do professors, former pupils and coordinator of this course see and perceive the impact of such issues in the working environment? To what extent do the syllabus enables an adequate professional practice? How do these segments understand their formation from prospect of a system of abilities? The analyses were made under the theoretic- conceptual matrices of this system, establishing comparisons between the analyzed document and the research done through a questionnaire. Finally, we ponder on what type of society we intend to live, which ideal standards we can expect from school, and of the market, for promoting social equality and autonomy, both of which responsible for generating man s emancipation. The main results of the research showed that both in the level of educational politics for courses of superior education, materialized by means of the National Curricular Lines of direction, and according to the proposals evidenced in the Pedagogical Project, there is inadequate use of the terms ability and qualification, thus narrowing the formation of the professionals of the course analyzed. On the other hand, we also verified that the concepts of qualification, ability and professional formation have many different connotations and, therefore, are generally used in an inadequate way in literature.

This study is a historical approach concerning the plural complexity of the reformed- Presbyterian and North American pedagogies in Brazil. It tries to apprehend the process of the Presbyterian Education in the American School of São Paulo and verify its influence for the intensification of the formal education in Brazil. The investigative curiosity refers to a chronological time between 1870 1900, period of installation of the North American missionary agencies in Brazil and of their first Presbyterian missionaries. They came to Brazil with the mission of educating from the reading of the Bible, but, did end up implementing the binomial of the evangelization by the education, that on its turn, was constituted inside that formal and informal educational process, in a complex phenomenon, detainer of crises and conflicts among its principal agents. Led to that sense, our study tried to appropriate and also give emphasis, to its pedagogic innovations said as "new and modern" that were rooted under a context of full social, politics, cultural and economical effervescence. With the sources and theoretical-methodological guidelines, both historical-educational and historical, the present text tried to analyze them by the optics of the New History, as well as by their crossing/dialogue, in the light of the paradigm of the complexity of Edgar Morin. The sources that served as support to the research express those different dimensions. We analyzed, therefore, both normative documents and those that refer to the school practices, as well as the circulating periodic press in such time. In that way, the historical context and its subjects are taken into consideration, starting from the pedagogic informal process of the Presbyterian Church and the formal process of the American School, however, without neglecting the multiple dimensions that insert the Protestant education in the social, political and cultural world. Such a study contemplated its whole complexity range. The emphasis given on its pedagogic innovations, printed in the documents of the institution as "new and modern" helped us to confirm the hypothesis that the missionaries pioneers of the Presbyterianism in Brazil, also followed the same vision of John Calvin's political / educational thought, in the intention of establishing objectives and plans of actions on behalf of the individual's integral education. In that way, this work unmasked the ideological presence of the liberalism in its daily practices both secular and religious and concluded with the results of the methodological process, that the foundation of the American School (formal) added to the efforts of the Presbyterian evangelization (informal), was then constituted in a complex phenomenon because its North American founders had a more pragmatic than theological orientation. The work was based on bibliographical and documental sources, having as theoretical referential and speakers the presuppositions and statements found in the Protestant literature and in researches already accomplished about the Protestant education in Brazil.

The main aim of this research was to make a study on the school called Escola Estadual João Pinheiro, located in Ituiutaba, state of Minas Gerais, covering the period between 1908 when it was created and 1988 as an attempt at understanding the room it set apart for children, above all during the military government (from 1964 to 1985), the pedagogical practices it developed in the elementary grades, and how these latter incorporated a certain social behavior determined by the educational dynamics at the time that is to say, its political and institutional determinants imposed by the military regime. Also, it tries to understand what the creation of elementary grades in a public school that time meant to the local society and the developments of the official curriculum. Theoretical references that support this research include authors such as Kuhlmann Júnior, Priore, and Tozoni-Reis. Their studies made possible to grasp if not the whole childhood dimension at least the extent to which our hypothesis points out the relationship between pedagogical practices and childhood , since this work discusses the centrality of the child as a being within the school aforementioned, which is taken as modernity institutional expression. The methodological procedure was the document analysis, which included book of records (of students who were promoted to advanced grades, of teachers who took office, of enrollment, and of meetings with headmasters, supervisors, advisors, and teachers), classroom attendance books, and inspector s visit records. Newspapers of the time and accounts given by former students, teachers and headmasters were used as well. All these documents became the relevant source to both unveiling the historical meaning of that school and understanding the process its schoolchildren experienced. Therefore, as the final result, it can be stated that child education in the elementary grades played an important role in the local social context and consequently helped to spread ideas, principles, and conceptions regarding the child as a being and the childhood itself.

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This work retakes the development of art teaching in the education net of Uberlândia, state of Minas Gerais, between 1990 and 2006, aiming to identify potentialities and omissions in the multiculturalism field. It highlights how public policies have dealt with cultural matters in art education, how they are being put into practice in institutions that offer continuing teacher education programs and what they propose. It focuses on history, epistemology, and pedagogy in an attempt of articulating social, professional experience with art teaching and fostering a dialogue with different authors who deal with social, aesthetic theories and their relationship with art teaching in modernity and post modernity. It deals more deeply with conceptual assumptions related to the power relationships in education and their links with multiculturalism in art teaching. In so doing, it converges to sociology, anthropology and touches the paradigm crisis and their relationships with cultures, powers, and identities. It also makes some historical appointments on art education from its beginnings to its more relevant marks and points out the public policies action during different stages of capitalism from the institutionalization of art teaching to the current days to support the identification of advances and limitations in such policies in local and national art education; it considers that the inter-institutional relationships net defines advances and limitations related to the multiculturalism forms generated so far and which build themselves based on the notions of art, education, and culture. The investigation focus is the main centers of continuing education places aimed at teachers linked to the Universidade Federal de Uberlândia and to the Uberlândia city hall. It is guided by a dialogue between different methodological approaches combined with qualitative research procedures, with analysis of sources and records and with thematic oral history through interviews. The autobiographical method applied to me as a researcher and the oral history method applied to the research subjects were developed in the perspective of socials narratives. Therefore, one has searched to achieve the research aims and present a final, reflexive synthesis of the whole work.

The present paper has the intention to make a historicity of the public politics concerning to the rural education in Brazil, and in especial in the city of Patos de Minas MG, being based on the comprehension of the economic, politic and social context that was being constructed in the Brazilian rural sector during the twentieth century. Having in mind that the new politics destined for the rural education are introduced through conservative management strategies and introduction of resources, the paper intends to identify the mainly actions developed in the Brazilian scenery, about the question of rural education, since its first initiatives to the most recent directed to the nucleation process. In this sense, we also show the Brazil History episodes that were important to understand the agrarian questions and helped that the status quo stayed in the field, where we can see inequality in the income distribution and in the work and production conditions. Going ahead, the text analyses the rural workers organization, in the beginning of the years 1980, as a time period to the researches that aim to study the rural context and its aspects, showing the thematic points that have a relation to the education, showing some reflections about the initiatives of the State and the civil society which tries to improve the teaching destined to the rural workers in Brazil. Following, the work intends to show the ways of the public politics destined to the rural areas in the city of Patos de Minas-MG, in the period of 1990 to 2002, moment that some actions were developed to introduce the nucleation in the rural areas of Patos de Minas, considering that this fact provoked structural transformations, that brought innovation, but were developed without the active participation of the rural workers or of the representative segments of them, like the rural workers and producers trade union, saving some interests and prejudicing others. It is necessary to rebuild this way to understand why the rural school does not carry out a more significant role in the emancipation of the rural worker.

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The following text is about the school education, in the period of the First Replubic, at the city of Uberabinha, MG. It is the result of the research that has began in the year of 2002, still over the name of Cientific Start. From July of 2002 to August of 2003 occurred the field research, where it was possible to establish a direct contact with the searched sources, that is, at this first moment it was made in the transcription and to select of periodicals the Tribune (1907-1914) and the Progress (1919-1925) and of acts of the City council of Uberabinha, MG. Later, the studied subject became project of research for the ingression in the Program of After Graduation in Education of the Federal University of Uberlândia. In this manner, it was broken of the proposal to evidence the entailed idea of progress to the illustration conception in the municipality in I appraise in the period of the First Republic considering, for this, the pertaining to school education. Thus, it was objectified to recoup, to analyze and to interpret the passage of the History of the Education in Uberabinha, of the end of century XIX up to 1930, using itself of the study of the official documentation (acts of the City council), of the news articles of the local press and the specialized bibliography, composing a picture that was interrelated with the educational process in Minas Gerais and Brazil. In addition, the present research aims at to contribute for the quarrel of the History of the local and regional Education between educators and researchers, in the attempt to promote the necessary interconnection between the regional and national study. Observing it promotion, the comparison and the analysis of the questions and found educational quarrels in the searched documentation was possible to identify and to describe the main ideas and relative representations to the education, manifest for the uberabinhense society of the studied time. To the end of biennium 2004 the 2006, after sufficient study for the critical deepening and how much to the subject in question, here it is that it emerges plus a tip to uncurl it of the history of the education in Uberlândia-MG (until the year of 1929, called of Uberabinha). This joint briefing of information it only intends to justify, partially, the construction of the following text, demonstrating the importance of the documentation on the period, as well as the main expressions gifts in the activities politics of Uberabinha-MG.

This work has the purpose of knowing the proccess by which the History teaching has been employed in Brazil, mainly in the city of Ipuã, São Paulo, in the period between the decades of 1960 and 2000. For that, we utilize as sources the legislation of the period, school curriculum proposals, the curriculum programs elaborated by the teachers and the teaching materials used throughout the period in study. We have divided our work in three parts, being the first a bibliographical study by means of a revision of the pertinent literature, the direction of History teaching in Brazil, seeking to understand it since before its constitution as school subject occurred in the Imperial period up to the decade of 2000. In the second part we reflect on the history of the city of Ipuã, approaching its history, the educational matter in the municipality and the history of the analyzed school, that is, its particularities in reference to the national scope. And in the last part, we carry out a comparative analysis of the curriculum proposals and the sources collected presenting the changes in the teaching of History as subject in the decades in study, observing its different objectives throughout the decades. From this study, we confirm the propositions of Chervel as regards the objectives of the school subjects because we understand that these latter change according to the proposed aims and that the contents of the school subjects which are taught are imposed to the school by the society and the culture that surround it, having the school a central role, the contents to be taught and the pedagogical methods applied are chosen, most of the time, influenced by determined purposes, that can be of cultural, psychological, politico-social, religious order, etc.

This survey goals a reflection about knowledges and pedagogical practice of Geography teachers, whose act in the final grades of the public Fundamental School in Uberlândia- MG, Brazil. The analysis intents to reveal the (inter)relations among the knowledges, the practices and personages (docents) that (re)build, in the daily educational spaces, the scholar Geography(ies) and participate in the formative process of and for citizenship. The method used was inspired in the modality of the oral history thematic. From the oral narratives, reproduced in writen words, of a five Geography teachers group from the municipal education system, we produced a reflection about the construction process of identity and docents knowledges, about the (re)construction manners of geographics knowledges in the scholar context of final grades in Fundamental School. And also about the mediations among different knowledges, personages and practices, in the formation of/for citizenship. The study reveals that in the Geography teaching-learning process the teacher (re)build, permanently, his professional identity, his differents knowledges, his experiences and his dreams. Conclude if a significant and (trans)formative scholar education, demands a critic reflection about the internal position of the educational process, about the initial and continued of the Geography docents, about the curriculums ant the teaching practices and about the production and mobilization of new geographics knowledges in the scholar space/time.

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Este estudio aporta aspectos de la vida de Ilar Garotti, bien como las representaciones de sus vivências. En ese proceso, las histórias de la pesquisadora y de la narradora conllevan la importância de la formación en la vida del sujeto y como las elecciónes reflejan e interfieren en la vida personal y profesional de cada uno. Así, a través de la narrativa de Ilar Garotti, fueron tecidos fragmentos representativos de la história del ser profesora, religiosa, la formación de profesores y la influência del discurso religioso y de los medios de comunicación en el cotidiano de la educación. En este estudio se develou algunos aspectos de la trayectória de esta educadora, buscando, por las condiciones sócio-históricas, por así aclarando sus elecciónes y acciónes en el interior del campo educacional. A través de la História Oral, se buscou analisar y escribir a respecto de la vida de Ilar Garotti. En ese proceso, hemos intentado compreender como una vida se constitui por medio de diferentes y inúmeras experiências que explicitaron historicamente, apuntando a las condiciones en las cuales ellas se han producido y reproducieron en las redes de sociabilidad en las cuales se inscribieron. El objetivo principal de este estudio fue investigar, en medio las interfaces del cotidiano, aspectos simbólicos y singulares que pudiera auxiliar a desvelar la história de la vida de la profesora, bien como sus contribuiciones para el proceso educacional de Uberlândia Minas Gerais. Ciertamente, aqui, no fue posible y ni era pretensión de este estudio findar y revelar todas las questiones de la trayetória personal y profesional de Ilar Garotti, tarea imposible en qualquier perspectiva que se adopte. Mas se cree que, a través de su narrativa, se puede aportar los aspectos que fueron significativos en su trayetória em el campo educacional, en la interseción con su experiência religiosa y feminina, como fio a conducir y coser el relato de su vida. Eses aspectos tienen, en el sentido interpretativo, una intrínseca relación de los acontecimientos vividos, de su compromiso con la educación y con el discurso religioso en el cotidiano de la educación feminina.

The aim of this dissertation is to reconstruct the genius, the organization and the evolution of Defim Moreira Elementary School. The main objective of our investigation is to understand the practices and social representations as well as the appropriations made by the subjects responsible for its edifying. In order to understand the object in question the following problem was addressed: how did the Republican project of public, laical and free education was materialized in the subjects´ practices, social representations and appropriations during the implementation and the consolidation of the school model instituted by the historical period called Republic in the city of Araxá, located in Minas Gerais State, from 1908 to 1931? The methodological approach included The Cultural History. As a procedure, the empirical research was made by collecting documents from the files of Delfim Moreira Elementary School and from the Calmon Barreto Cultural Foundation. Besides that, subject matters interviews were made with ten egresses who studied in the delimited period for the research and also an interview was made with an egress from ulterior period. The data collected during the empirical research were supported by relevant bibliography related to the History of Educational Institutions and to the History of Brazilian Education. The practices, social representations and appropriations interpretations allow to confirm that the Republican Education System based on the principles of free payment, secularism and publicity consolidated itself in the submission of these models to adjusts, combinations or resistances.