Repositório RCAAP

With this research we attempt to contribute with the discussion, reflection and understanding of the social, political, economic and cultural factors that marked the construction of the professional of technicians nursing practice in the country and specifically in the city of Uberlândia, linked to the historical course of the Technical Health School, Federal University of Uberlândia, an educational institution dedicated to training the professional worker, since its creation in 1973. Created with the objective of assisting the municipality, and the cities near by, this university Clinical Hospital was given the need to expand the health services offered to a rapidly growing population, the Technical School has played an important role in the community where it operates , regarding the training of health middle level technicians in and especially for the development of nursing through their effective participation in the creation of undergraduate courses in this area, at the University of Uberlândia. Thus, the present investigation, approved by the Ethics Committee of the Federal University of Uberlândia on June 13, 2008, under the Protocol Registration no. 079/08, through a dialectical conception of history, discusses the relationship between work, education and human development, based on sources of legal provisions of the Ministry of Education and Culture, Ministry of Health, documents and manuscripts held in the Uberlândia s Public Archives but also in the Center for Memory Preservation Federal University of Uberlândia, in the archives of the Technical Health School / UFU, Archives and Documentation Department of Casa de Oswaldo Cruz (DAD / COC) and Research Center and Documentation of Contemporary History Brazil's Center, Getúlio Vargas Foundation (CPDOC / FGV).

This thesis is a study in History of Education, whose goal is to investigate how to be a teacher in Piauí in the twentieth century, by means the life history of the teacher Nevinha Santos, who wrote her memories in notebooks and published in the form of articles in Meio Norte newspaper, Teresina-PI. Fifteen texts that address issues related to education, politics and writings of her. Other sources were used and combined with the memories of Nevinha, such as interviews former students, family and contemporaries, as well as government messages and speeches of the press, in order to know the possibilities of historical, social and cultural factors that led to understand the meaning of function of being a twentieth century teacher in Piauí. From the life history of the teacher Nevinha Santos was defined the clipping and the chronological structure of the thesis, which consists of three phases, starting with the following questions: Why did she like to be a primary school teacher? Why, in the end of her life, she was surprised by the way the State in dealing with teachers? Why was she so indignant when reading news stories about teachers with wage arrears and the struggle to improve them? Given the questions we defined the following stages: the first from 1922 to 1928, is the period in which the teacher has studied and graduated from the Normal School of Teresina, the second from 1929 to 1957, relates her experience in teaching as professor and director of the School Coelho Rodrigues, and their role as first lady of the city of Picos, PI during the New State and the third from 1957 to 1999, is the final season of her career and dedication to the writing of memories. The analysis of these periods allowed us to understand that, at first, being a teacher had meaning associated with the mission, vocation, priesthood, and she was as a symbol of a competent professional whose primary task was to save the people of illiteracy.In the second, the teacher is seen as representative of the discipline, good citizenship and love the country, becoming a disseminator of ideas of the new period of a government that clings to ideas of sacrifice and love for the profession to keep teachers in classrooms with poor working conditions. In the third phase, the proletarianization of the profession promoted the formation of trade unions and the struggle for professionalism, which would ensure a respectful status, better income and professional autonomy. The analysis of the research is mainly as a theoretical and methodological New History, by enabling this daily knowledge, focusing attention on the perceptions of life history, oral history and memory, with the theoretical Halbwachs, Le Goff, Certeau, Perrot, Mignot, Goodson, Nóvoa, Ricoeur, Ansart, Josso, Meihy, among others, allowing multiple dialogues. To experiment design discussed in the work, also contributed theoretically Kant and Thompson. The thesis has relevance to the teaching profession by creating opportunity and sharing the experiences of a teacher and thus promotes ideas that will increase the degree of importance, competence and respect for teachers.

The study ―Migration and schooling: history of educational institutions of Tangará da Serra Mato Grosso Brazil (1964-1976)‖, answers the following matter: ―How was the educational issue dealt during the encouragement of land occupation in Mato Grosso from 1960?‖ As hypothesis, we emphasize that the migrant population forced the deployment of schools, through various practices. The private settlement, called SITA, was charged the schools deployment. This research aimed to analyze the relationship between migration and schooling in Mato Grosso, approaching the following categories: time, space, student and teacher. The analyzed schools were: Rural Mixed School of Primary Education of Tangará da Serra, United Schools of Tangará da Serra, School Group of Tangará da Serra, School Group ―Dr. Ataliba Antônio de Oliveira Neto‖ and State School of Tangará da Serra. The priority was the school culture produced in these educational institutions from 1964 to 1976. The analysis was built according to Gatti Júnior and Pessanha s (2005) methodology. The thesis production carried out according to the theoretical framework of Cultural History proposed by Chartier (1990) and by Magalhães (2004). The analysis had as reference the written productions of Viñao Frago (1995); Magalhães (1998); Buffa and Nosella (1996 and 2005). The recent time history was methodologically built with the analysis of various written sources, as the press, governors message, demographics census, school documents, church records, religious congregation archives, that time legislation archives. These written sources were crosschecked with other oral and iconographic sources. After reading and analyzing these sources it was possible to conclude, confirming the initial hypothesis, that the migrant family, in a significant number, worried about their children school education process. The primary or high school in Tangará da Serra, until 1976, were built, in a first moment, from an organization performed by the migrant families that looked to a institutional support of the political and religious leaders of that place. The private settlement, in Tangará da Serra, looked after the school organization, keeping it, when it was necessary and supporting the teachers. The private settlement used the school existence as an advertisement to encourage the migration practice to Tangará da Serra. The local community mobilized itself and in eight years of migration (1960 1968) there was the basic education level and after, in 1973, the high school was organized. The state government, through its educational agencies, when the school was built up as a physical space and with human resources, made the institutionalization process keeping it in order to ensure the educational legislation.

Universidade Federal de Uberlândia

To research on higher education in the Brazilian movement around of what is called democracy - specifically the characterized expansion and interiorization - it implies a set since the 1950s. And this expansion is associated with interiorization. Accordingly, it should be noted that such movement can not be understood and explained to be tied to the context, which is marked by the ideals of industrial development, urban and technological, as evidenced from the end of World War II. The object of this study is to examine, specifically, the process of expansion and interiorization of higher education in the State of Goiás, Brazil, via the Federal University of Goiás (UFG), founded in December 14, 1960, which met five then existing degree courses. This is favored in view of a division, the creation of several advanced campuses in the upcountry of the state of Goiás and one in the State of Piauí, between 1972 and 1996. The UFG (headquarters) was installed in the municipality of Goiânia, GO in 1960. In 1972 it was installed in a campus Picos, PI, in 1980 on the campuses Firminópolis, GO, Porto Nacional, GO, Jataí, GO, Porto Nacional, GO and 1983, in Catalão, GO, in 1994 in Rialma, GO and in the City de Goiás, GO. The focus of this perspective focuses on analyzing the actions of civil society, the nature of academic initiatives and actions developed from the different municipalities, through their social actors, who were involved in the process of democratization of higher education anchored by federal university institution concerned. Besides the literature to support such a perspective that was designed in Brazil in general, from the 1950s, it recognizes the peculiarities of the internalization and the expansion of higher education in the state of Missouri of Goiás between 1970 and 1990. Besides, the documentary sources related to the theme comes from different nature: resolutions, judgments, reports, arguments, regiments, speeches, government edicts, newspapers, minutes of a meeting, the interviews with involved actors and so on. On synthesis, the research makes possible the comprehension and the explanation out the expansion and internalization through the following lines, which make up the various hues of such a movement linked to economic goals, the interests of political groups, the emergence of higher education institutions involved pole-cities that hosted the schools of higher education, the social actors involved in its maintenance in its administration, and between the students enrolled during this period. In this respect, there are regional specificities in this extension, expansion, and interiorization, but are linked to the contradictory movement of democratization of Brazilian higher education, presented since the 1950s, which sought to overcome such a level of elitism in education. Also, the university should change itself in resource of integration, development and national security, in agreement to the government ideology through Brazil history since 1930.

This thesis deals with the process of effecting the proposed institutional self-evaluation by the Sistema Nacional de Avaliação da Educação Superior (SINAES), held in Higher Education Institutions (HEIs) Private and Public perceptions of its actors, and the amendment of the aspects of teaching performance in classroom from the results of the evaluation teacher. The objectives were: to understand the changing political, social and economic that have occurred in recent decades, with the backdrop of the reconfiguration of the state and its relationship with current assessment policies for higher education, understand the formation of the field of evaluation of higher education highlighting the area of institutional assessment, analyzing the origins of systems of higher education until the actual moment of implementation of the SINAES; compare the effective processes of institutional self-evaluation in Public and Private HEIs and to determine which aspects of educational performance are being modified from the results of the evaluation teaching. The assumptions were that SINAES to determine the requirement of including systematic institutional self-evaluation led to the expansion of scientific evaluation in the area of IES and teaching performance is being rethought in light of the results of teacher assessment. The categories used were: the importance of evaluation of institutions of higher education, deployment and current stage of the process of selfassessment in HEIs; difficulties of operation, institutional benefits, use of results, participation and incorporation of results of self-assessment in educational performance. We made a detailed theoretical research on the constitution of the State Assessor, training for the field of institutional assessment and the formulation of Law 10.861 of April 14, 2004. In the empirical field, we conducted a comparative study on the process of realization of self-evaluation in two institutions of higher education. The research involved in private HEIs, two leaders, 56 teachers and 318 students, in public HEIs, four officers, 10 teachers and 35 students, included also the study of the Institutional Self-evaluation of projects and Final Reports of the first and second cycles HEIs. The results indicated that the two IES, the process of self-assessment is developing according to the following phases: in 2004, a period of collective construction of the proposed self-assessment; from 2005 to 2006, a period of an institutional "euphoria", overwhelmingly, by the strong performance of the CPA; in the setting of the institution, end 2008 to 2009, the issue of self-assessment loses focus internally, influenced by new guidelines for carrying out the evaluation of higher education determined by the Ministry of Education. We also confirm the assumption that some aspects of the classroom related to teaching performance are being altered and rethought in light of the results of teacher assessment and evaluation of current policies for higher education.

This work is inserted in the research line of Politics, Knowledge and Educational Practices from Doctorate Course of Post-graduation in Education from Federal University of Uberlandia. It proposes a discussion about the shakes caused by the body idea tied in Biology Subject at High School and in which way teachers and students, the class book and curriculum proposals (National wide and State-wide in Minas Gerais) that guide High School system, address the topic human body. In that meaning, it had like goals to accomplish a reading about possible shakes provoked in these teachers and students, to search the body ideas that teachers and students exhibit from the knowledge tied by Biology Subject; and accomplish a reading of a class book and the curriculum documents that guide the Biology teaching, at High School, in Brazil and Minas Gerais State about the human body theme. The idea of shake , thought like unpublished states that are building a permanent flowing between a body and many others were expressed by the light contributions of Guattari, Deleuze e Rolnik. From a synthetical way, shake here is understood as a displacement suffered at the visible and invisible plan of our existence that makes us becoming other body. The work is inserted in the research field and has like theoretical base, studies which express a criticism to standard research and science that has taste by the sole, whole, reason, objectivity unglued from subjective process, like inspire Foucault and Deleuze Philosophy. With that, the reading of documents and conversations was accomplished, respectively, from the inspirations of the Foucault and Deleuze works. The Methodological resources utilized in this study were interviews and focal groups with teachers and students of public High Schools in the city of Uberlândia-MG. Beyond this, use was also the analysis of curriculum documents that guide High School and didactic texts. Through interviews and focus group held in its various times we tried to map the concepts of body carried by the Biology subject/biological knowledge and the shakes caused by them in teachers and students. To chat sketched four points of possibilities have been designed: the wrong side of the body: the binominal of health and disease; the body machination: of the body machine to cyborg body; the relation internal / external on the body constitution; and, sexuality, feelings, emotions: outside of the Biology. These dots exhibit flows between network inventions about the body at biological science and the Biology subject, in the capitalist society context, the consequences of these inventions and ways of reframing of these by people involved on the research. The shakes and ideas are in talks marked by traces of fragmentation; analogies produced in the knowledge and power relations, of discipline and control; social and affective relations that produce new ways of relations; interventions and associations of living and lived with the technoscience; invisibility for people of relations between science.

Doutor em Educação

Doutor em Educação

This study addressed the issue of university teaching and aimed to draw the profile of a professor of Dentistry, critically analyzing their formation, their knowledge and pedagogic duties, as well as the influence of these three aspects on the professional profile of the surgery dentist graduating nowadays, under the terms of the new National Curriculum Guidelines for the area. The research, qualitative, had as subject teachers of the graduation course from the Faculdade de Odontologia da Universidade Federal de Uberlândia (FOUFU), and the instruments used for data collection were a semi-structured questionnaire, the room class observation and semi-structured interview. Answered the questionnaire, forty-one of sixty professors who teach classes at the institution and were observed 142 hours/class from disciplines of eleven teachers, from the four training centers which are distributed by the curriculum components of FOUFU: humanistic, vocational, basic and specific. Eleven professors participated in the interviews. A documentary research was conducted, which covered the current Law of Directives and Bases of National Education, the new National Curriculum Guidelines for a degree in Dentistry, the Bylaws and the new Pedagogic Project of FOUFU. The theoretical foundations that allowed the dialogue with the data had as references Cunha, Tardif, Nóvoa, Pimenta, Anastasiou, Castanho, Behrens, Masetto, Libâneo, Vasconcelos, Fernandes, Isaía, Bolzan, Moysés, Carvalho, Lucietto, Matos, among others. The questionnaires and interviews provided data for the attainment of the profile of a professor of Dentistry and understanding of its formation history. The classroom was the locus for the analysis of their doings and knowledge, as well as to identify reflections of these aspects on the current dental education. Data analysis, guided by the theoretical framework, demonstrated that the initial and continuing formation of Dentistry teachers happens, strongly, by the specific field of knowledge, revealing a gap in teacher training. Their practices and speeches revealed the conception of a ―naturalized‖ teaching design that one can ―learn by doing‖, experienced by them when students and inspired from former teachers. This effect was also reinforced by the absence of institutional support for pedagogical improvement of the teachers, as well as the rationale of the evaluation policy and the legislation itself, which stimulate the formation of the researcher, with fruitful scientific production, belittling and ―streamlining‖ the formation of educator. Thus, perpetuating traditional teaching practices that hinder the formation of graduates with a distinctive and professional profile in line with what is advocated by the new curricular guidelines for Dentistry graduation. The traditional vision that many teachers have of the social role of Dentistry and Oral Health leads them to insist on practices that strengthen the business and elitist model of the Brazilian Dentistry, dismissing the profound changes that have occurred since the time when many of them have become professionals in a completely different context of the current.

Universidade de Brasília

There are now in Brazil, according to the American Dental Association, 186 colleges of Dentistry, and of these 27 are federal. Front of the regulatory documents requesting the undergraduate courses in dentistry for the profile of egress as a professional with critical, general, reflective and humanist, and aware that the features of forming much depend on the mediation of the teacher, sought in this work to investigate, study and understand the views of teachers on issues related to teaching. The objective was to analyze which pedagogical knowledge that teachers college, with initial training in dentistry and working in undergraduate courses in Dentistry, have practice in front of his higher education in the university teaching classes, interrelationships and teaching methodologies. His holdings were through access to the web page where the term of consent and the research instrument was available for each phase. For construction of the instruments, initially at an exploratory stage, listed the most prevalent categories of teaching practice, according reviewed articles. Subsequently, by observation of teaching in the Faculty of Dentistry, Federal University of Uberlandia was elected from among the previously listed categories, the most frequently presented. From this selection, we set up the instruments of the next two stages of the research, phases I and II. The first phase was made available to all teachers in Brazil's crowded federal institutions of higher education. Already the second, for teacher to overcrowded federal institutions located in Minas Gerais state with the largest concentration of these institutions. The first research instrument was composed of sentences to be valued by the five-point Likert scale and the second, on questions to open discussions. It was noted that there is recognition of the lack of pedagogical training from their own faculty participants. So shy that has unnerved some who looking training for a teacher performance. The concern with work for the best graduate is formed allowing a more effective involvement in social activities, it appears. A dedication to become a teacher dentist permeates reconstruction of teaching that exists today.

This study is the result of research conducted, specifically with teachers of SENAIMontes Claros/MG, but also bolstered the contributions of relevant character of graduates and Director of this technical education center and of an education analyst. With this study, we sought to identify and critically analyze how the training is being conducted for an industrial worker in this new institution of vocational education from the displacement of the concept of qualification for the notion of competence, demonstrating the weakening of its social, political and economic dimension. The starting point was the movement of productive restructuring, whose purpose was to strengthen the capital after the crisis of Fordism/Taylorism in the mid-1970s, giving rise to the regime of flexible accumulation. The new paradigm of accumulation caused significant changes in the productive world, such as outsourcing and precarious work, however, prompted the need for a worker with broader training, based on what was called multiple skills, or ability to respond the many contingencies brought on by technological acceleration with autonomy, leadership and creativity. While the formation of the worker during the Fordist/Taylorist model of production was restricted to technical and specialized knowledge, targeted directly to a specific job in the regime of flexible accumulation, such training should include elements of both technical and subjective features. Related to that, it was discussed the specificity of the reform of vocational education in Brazil implemented the last five years, having the competence ordering principle, by a keen eye for the theory on the official documents that regulate the reform from the Law Guidelines and Bases of National Education: Decree 2.208/97, guidelines and benchmarks of the National Curriculum Vocational Technical Level. Based on these facts, we sought to identify with the individuals involved and/or related to the vocational education center (SENAI) how the training has been conducted of the industrial worker, and the extent to which such training has been serving the premises of the regime of flexible accumulation. It was demonstrated the political, epistemological and pedagogical limits of these regulations, proposing the recovery of a historical-critical benchmark for professional education committed to working class. The teaching of skills is enunciated by SENAI as a formative principle appropriate to the flexibility and complexity of current work processes, emphasizing the subjective aspects of the professionals. However, this study reveals that the notion of competence is limited at the prospect of human design and construction of a transforming world. Therefore, this reflective and firebrand research is considered a motivation for the construction of proposals that take into account the professional education and training as a human development and transformative practice of the relations work / education. A prospect of recovery of professional education as a policy for the interests of the majority, the working class.

Universidade Presidente Antônio Carlos

This thesis is positions in the field of the History of the Educational Institutions, and presents the education project of the Agricultural School of Lavras, begun by the mission board of the Presbyterian Church of the United States in 1908 (East Brazil Mission), which is the beginning of the Federal University of Lavras UFLA. The thesis presents itself as a debate of the relationship between religion and progress, as in regard to the establishment of values in the category of progress and, in the same way, as was attributed to the ideals of the Protestant evangelization. Therefore, it is the objective to explain how the establishment of the Agricultural School of Lavras, referred to by the missionaries as the missionary school, configured itself as an important means of protestant evangelization, while in the same way meetings the agricultural educational demands in the state of Minas Gerais under the ideals of the modernization of the field. In developing the research the following procedures were utilized: biographical research referring to the fundamental history of Protestantism, the history of Brazilian education, and the research of the documentation of the implantation of the Presbyterian educational process in Lavras: Prospects of the Evangelical Institute, Rules and Regiments of the Agricultural Studies of the Agricultural School of Lavras, Visitor Registration Book, letters, and others. In an attempt to localize such educational principles, the chronological plan took place during the first years of the Republic of Brazil, 1892, when the Presbyterian missionaries established residency in Lavras. In reference to the limit date, 1938, when the Agricultural School of Lavras changes name and becomes the Superior School of Agriculture of Lavras (E.S.A.L). In this study it was privileged the project of agricultural education in Minas Gerais, which can be divided in two important moments: The first, beginning in 1903, is characterized by the investment in schools of elementary level for agricultural workers; during this period, the educational politics of João Pinheiro mark such initiatives, once the level of secondary and superior education were in the hands of private initiatives. The second moment is marked by state initiatives, beginning in the 1920 s, when the investment of secondary and superior level of agriculture occur; the mark of this moment is the creation of the Superior School of Agriculture and Veterinary of the state of Minas Gerais ESAV. The influence of the North-American academic culture on the practical educational of the schools deserves eminence: the intuitive methods, the extension project, the associations, the sports. As results, we understand that the history of the School of Agriculture of Lavras is marked by two phases: the first is the moment when the school is inaugurated as an elementary education, being equipped at middle level according to the regulation of the Agricultural education in 1911. The second, in 1917, when the school is officially recognized by the government of Minas Gerais; from whence comes the effort to equip itself to the superior level, acquiring its own buildings, whose apex is the recognition as a school of superior studies in 1936 by the Federal Government. The link between education and evangelism met the Presbyterian ideals, making it possible to identify that Protestantism of influence or the evangelization indirectly (via Education), embraced by the West Brazil Mission in Lavras, sought to portray a model of a school that successfully reached the religious and social principles, for the Protestantism was presented as a religious propulsory to the progress, evidencing the objectives that directioned the theme of the Gammom institution, Dedicated to the Glory of God and to human progress: To teach was to transmit not only the rational learning directions to the development of agriculture by means of the utilization of machinery, by policultural, by studying the soil; but also the education of protestant religious values.

This work is linked to the Research Line: State, Politics and Management of the Post Graduation Program in Education at the Universidade Federal de Uberlândia and focuses on the comprehension of new forms of management and education regulation and its effect on the internal dynamics in the school, regarding school management, pedagogic and docent work. Its object is two federal programs in the educational area: The Direct Money Program in the School (DMPS) and the School Development Plan (SDP), to understand not only its outlines and basics, but also its implications in the school context. To do so, we have made a bibliographical review on the theme and an analysis of the official guidelines emitted by MEC and FNDE, which aimed to orient schools in the actions implementations. We have also made a field research with the public learning network professionals, directors, teachers and educational supervisors involved in the elaboration process of the SDP School in the respective institutions. We have analyzed the outlines of the educational politics implemented in Lula´s government (2003-2010) and in Aécio Neves´s government in Minas Gerais, during the same period; The Direct Money Program in the School (DMPS) and the School Development Plan (SDP) and its relationship with the school management, intending to identify the changes and permanences since the implementation; we have discussed the regulation concept and brought up this regulation´s effect in the educational practices politics, accomplished in the last decades of last century and in the beginning of this century. We have also reflected on the evaluation politics implemented by federal and Minas Gerais governments and their implications on the learning and teaching quality improvement. We have understood, by means of an empirical research, the effects of the new forms of education regulation on the internal dynamics at school, concerning school management, pedagogic work organization, docent work and school quality improvement. The results of this study have shown that a democratic management is not a reality in schools yet, since the conceptions of autonomy and participation that guide the management from analyzed actions are based on technical and operational principles; the centrality in the systemic evaluation and the performance culture orient planning, curricular organization and learning evaluation, and take to the school´s responsibility and culpability; the emphasis on the results interfere in the teachers´ working conditions; the education quality view presented in the political rules and in the investigated subject´s voices, seems to be coherent with the Regulator and Evaluator State principles, in which quality is a synonym of high evaluation indexes.

This study aimed to relate the life stories of teachers of biology, his professional knowledge and their teaching practices to the different political and educational contexts faced by this area of knowledge in the period 1960 to 2010. The research was based on the biographical narrative, using life history as a methodological resource in the field of qualitative educational research. The nine contributors were professors of biology, in post-graduate master's and / or PhD, acting or acted professionally in different geographical regions of the country. Some are graduated in Natural History; other in Biological Sciences - full or short form degree, considering the socio-political contexts of the time. The curriculum of training of some teachers reveal the model of technical rationality. The choice expressed by the area of biology is so diverse: from the love of nature, to the influence of some people, like parents and teachers, for example. Since the choice of teaching happened for reasons ranging from obtaining financial resources for realization of a dream. The continuing education of the study participants occurred in post-graduation lato or sensu stricto in in-service training courses or through partnerships between institutions of higher education and basic education schools. Most of these acts, or has served in teaching in the area of higher education with teacher training. Entry into the teaching profession has caused feelings of loneliness and insecurity. With regard to the curriculum of the discipline, the average level of basic education, we identified different positions, from those who underwent uncritically to its rules, even those who always questioned. Some teachers indicated the influence of the American project Biological Science Curriculum Study, others indicated the textbook as the main feature of the curriculum. Demonstrations about the end of his career teaching varied. Recorded feelings of relief, mainly to free themselves of bureaucracy; considerations of this moment as the climax of his career, when they are recognized for their work, as well as the fact that a lot of time steeped in emotion. Thus, the records of our interviewees, considered to be a biology professor in Brazil, the area has its own characteristics, it allows the construction of knowledge and specific practices, but above all, is a professional activity exercised by human beings who are unique and that permeate this profession of personal and professional aspects which are only revealed from their stories and life contexts.

This thesis aims to research the study of History and Afro-Brazilian Culture in the teaching of history in the final years of primary education, from the implementation of the Federal Law number 10.639/2003 and its implications in the curricula, training and teaching practice. We question whether the legal obligation of the study represented breaks in relation to widespread Eurocentric view of history in elementary school. What are the implications of legal change to the discipline history, curricula, teaching practices and knowledge. The research objectives were: to analyze federal legislation on the subject and its impact on history teaching in the final years of primary education; discuss the place and role of the History in the school curriculum and the Brazilian legal context, to analyze the academic production on the issue in the Graduate Programs; analyze the formation of history teachers in undergraduate and in other spaces on the study of history and African-Brazilian culture, identify changes and continuities in the performance of teachers of History after the approval of legislation that requires the study of History and Afro-Brazilian Culture; investigate the implications of the mandatory study of themes in the construction of knowledge and teaching practices, and analyze the production of teaching materials (textbooks, articles, magazines and movies) on the topic, used by the investigated teachers. The applied methodology used as reference the qualitative approach to research in education. The developed procedures were inspired by the thematic oral history: oral interviews supplemented by other sources, namely: legislation, curriculum guidelines, official documents, books and educational materials produced by teachers and students. We interviewed five History teachers in 2010, men and women, all graduates degree in History at UFU. They were in an intermediate stage of the teaching career, and they all worked before and after the law, in different school situations. One of them taught in a public school, another one in a school in the state system and another one in a federal system school. Two of them worked in private schools, being a secular school and a confessional. The thesis is divided into chapters, the first: "The discipline and the curriculum in social and historical context in the 2000s", in order to analyze the existing legislation and its impact on the definition of directions of teaching history. We also discuss the place of the History of Africa in the curricula of the country, highlighting its necessity, from the adoption of the Act 10,639 and a collection of theses on the subject in the period 2001 to 2009. The second: "The History teacher education: experience knowledge and disciplinary knowledge" investigates teacher education, both academic training as the shaping as a person. We also evaluate the courses of History of Africa in History courses in Brazilian universities. In the third, "The knowledge and practices of the teachers", we reflect on the knowledge and educational practices through teacher narratives and analysis of teaching materials related to theoretical issues and professional practice. And the analysis of the role of schools in regard to the issue of race and prejudice. In addition, we also listen to suggestions, proposals and actions that are important to be deployed to bring the theme into reality. In closing remarks, we present the results of the survey: permanence and change, the differences between public and private schools, the role of continuing education of the teachers on the subject of Education, the importance of school management in implementing the Act, the critical and creative skills of the teachers to work in areas where the initial training was not possible.

The present thesis is integrated with the activities of the research History and Historiography of Education Graduate Program Doctorate in Education at the Federal University of Uberlândia and tied to Concentration Area: School Education. The research that gives rise to the work under discussion has focused on the historical process of the genesis, development and consolidation of the School of Dentistry, Uberlândia. Our work is inscribed in the story mode of. The purpose of conducting the research work resulted in the seizure of social representations focused on the process that gave rise to higher education in Uberlândia. The time frame of this study delineated between 1968 - the year that the university reform Law 5540/68 - and extends until 1978, when it occurs the federalization of the University of Uberlândia. With regard to the sources, there are the specific documents at the School of Dentistry such as books, records, correspondence with the Ministry of Education, the period studied law and political representatives and the region's education, facts of the time, who they portray the first classes in physical structure and initial architecture which marked the opening of the School of Dentistry. Another valuable source for the execution of the research was the press represented here by the newspapers of the time, namely: The Courier of Uberlândia, The Triangle and The Reporter. Deserves mention other official documents from the government constituted, as the minutes from the town hall of Uberlândia. The desk research and the taking of testimony was accompanied by the theoretical work of the research foundation, we serve both for us and also specializes vast bibliography of scholarly works that deal with the city of Uberlândia with emphasis on the social, economic, political and cultural. The methodology used is one which conforms to the peculiarities of the object of research, therefore, we approach the study as part of Cultural History and History Roger Chartier educational institutions grounded in Justin Magellan. A proper understanding of the history of Brazilian education has in the history of educational institutions a fruitful field for the Brazilian university, compared to European universities, is quite recent, and this sort, there is much to be done in this field of historiography. Thus, it creates an epistemic openness that justifies the study of the Faculty of Dentistry, as if it were not said the last words on the major institutions in Brazil, one can say that little has been written about the colleges that are in the country. The research results show that the genesis / development and consolidation of the School of Dentistry belongs to a good time in Brazil's history - the military regime and its interference in society, politics and education. The thesis emphasizes the subordination of academic practice to politics, which at that time was run by the expansion and development policy and internalization of higher education in Brazil. Therefore, sources indicate that the School of Dentistry installed in Uberlândia, Minas Gerais, fits in the context of training of technical personnel / graduate to work, if not immediately, at least in the short-term projects in the composition of the required professional for the development of the city. Thus, whether the individual colleges, is the Faculty of Dentistry, which occurred in Uberlândia was the realization of the intent of the civil society represented by its political class and the local groups, and shall have the membership of the youth who longed for university education.

The main objective of this study was to put through analysis the formative path of the teachertrainers of Universidade Federal de Uberlândia (UFU), trying to discuss the articulation between the formation and the formative action of these professionals. From a qualitativequantitative approach, the research was a case study and it was based on the historical-cultural psychology. The subjects of this work were teachers from UFU that teach on twenty-three degree courses, lecturing on Núcleo de Formação Pedagógica: Didática; Estágio Supervisionado; Metodologia e Prática de Ensino; Psicologia da Educação; Política e Gestão da Educação and Projeto Integrado de Prática Educativa (Pipe). During the construction of this work, the research instruments were question sheets, pre-formulated interviews, classes observation and data base analysis, that allowed tracing a profile and the formative path of teacher-trainers of UFU, pointing aspects of their personal, academic and professional background; and to turn possible a direct contact with those teachers on their field of action, acknowledging the state that s being investigated and the relations that the teachers make within this environment while showing their pedagogical practices. The outcomes shown that: 1) most of the teacher-trainers of UFU are, on its majority, females, with minimal doctor degree and also have a good professional experience on the education field; 2) their formative path prints signifying marks, that defines ones personality and professional experience; 3) there s an ongoing reproductive circle of a process that comes from the construction of the future teacher and goes to the professional life, indicating a strong relation between the conceptions and the formative practices and the conceptions and the teacher-trainers educative practices. So, these future-teachers became teachers and gathered different meanings to their experiences, it showed us that their formation and their pedagogical actions are intrinsic related to their background on the most different social-historical contexts. The results are important tools that can help us thinking of a collective construction project of continuous formation to the teacher-trainers. That would solve the need to create a collective construction inside the institution, that, the teachers could do their professional development and socialization, so that the action-formation unity could walk together with the transformation basis.