Repositório RCAAP

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

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

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

Mestre em Educação

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

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

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

This research is concerned with the attention given by professors to issues that include inclusive education in higher education. Has as main objective to identify the concepts of disability, of the training of teachers and the teaching-learning process that university students have forward the issue of inclusive education, to understand whether these concepts fit or not to practice inclusive. Was used the quanti-qualitative methodology through the application of a questionnaire with three items, conceptions of disability, teacher training and teaching-learning process, whereby for each of these, five issues were willing, analyzed statistically using the analysis tool SPSS 16.0. In this sense, the research local was a university in the Southeast region of Brazil, and the participants were 27 professors under the exclusive dedication of the Pedagogy Course, Faculty of Education of the same university. The research has concluded that the participating professors are concerned with issues of special education, since to the majority (66.7%) is very important the physical and academic adjustments to the university students with disabilities can complete the training in a satisfactory manner. However, few (26%) have continued training in the area, demonstrating the need for the disclose experiences and researches completed on the subject. Thus, the three items cover the main theoretical issues worked, outlining the characteristics of participating teachers about their concerns in the practice of inclusive education. The study proves the existence of the need for continued work to ensure that special education be present in Brazilian universities, having centers that help professors and students with disabilities to adapt to model of inclusive education. Considers the importance of the organization of the continuing education for the entire university population, because the information about special education allows the universities are appropriate for inclusive education.

This study was developed in the context of the Line of Inquiry of Politics and Management of the Education of the Program of Postgraduation in Education of the Federal University of Uberlândia UFU, which search to discuss questions made a list to the Education and I Work breaking it talks the relation between the professional formation in superior level and the labor market in the context of the productive restructuring in the world of the work. Since fountains of inquiry are used documents, laws and projects. It is considered that the whole state of affairs of the construction of the sense of the work and of the education at present articulates technological innovations with the new forms of organization and management of the production, in spite of the worker to be still essential for the realization of the work. One understands that the function in the society is being revised, since the society coexists with high taxes of unemployment. The current system it makes difficult enormous possible of men and women who sell his workforce, one lives in a quick society of consumption with the objective to speed up the reproductive cycle of the capital. The inquiry indicates that the official speech associates the idea of the schooling with the acquisition of a post of work, being so, the private higher education gains that it forces. These changes that do not manage to guarantee a better standard of living for the workers, a free time that could be used to guarantee the dignity of the man, aim only and exclusively the reproduction of the capital, provoking still more exploration of the workers.

In the literacy teachers training history field of discussions, this research discusses questions like literacy teachers training in a Teacher-training College, schedule and school disciplines, and contents and teaching methodologies. It is about a qualitative research that used of documental and oral crossed information, by a documental search and Oral Theme History. The objective of this study was to analyze literacy teachers training on the Teacher-training College by the Language Didactic discipline on a period between 1971 and 1985, also researching the teaching methodology contents studied on this discipline and the methodologies used by the training teachers in their classes. To reach this objective, was analyzed the Teacher-training course and the course disciplines legislation, class-books and the testimony of the teachers that ministered the Language Didactic discipline classes. The research results shown that the most studied contents were the literacy training methods and their techniques and methodology application. The teachers trainers reveled that their pedagogic practices had the methodological teaching practices as a priority instead the learning theories and in their classes they used lots of technical proceedings like teaching methodologies. At this period they had the concept that the Teacher-training College students should learn how to give classes recipes .

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This dissertation is the result of a case study that investigated and analysed the integration of technologies, namely, the object of learning: What can be done to reduce the environmental impact caused by the use of batteries? , in the teaching of Chemistry in a public high-school in the municipality of Uberaba MG. Twenty-seven students and one high-school teacher were part of the investigation. The procedures adopted for this research were: bibliographical revision, questionnaires with open and closed questions, semi-structured interviews and observation. The results pointed out to the fact that integration of technologies in the school context, depends on a number of determinants, such as an adequate technological infrastructure, investment in teacher training, review of teaching and learning paradigms and convictions about how to improve students learning by means of technologies, and the need to rethink the learning contexts. Results suggest that the integration of technologies is due more to enthusiasm concerning a differentiated manner of teaching and learning than by the adoption of educational views that may produce changes in the form of seeing and putting into practice the formative processes when there is the availability of other didactic resources other than the traditional blackboard and chalk. Thus, it is necessary to have a policy that will assure discussion and reflection about the integration of technologies in the school environment, meaning an improvement in the school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This work is the search result desenvolvina at Masters level, with line of research in polítcas and management of education and problematizes the process of management of state public schools of the State of Tocantins, with focus to the schools of the City of Miracema, jurisdicionadas the Regional Directors of Miracema. In this study reflect the strategies of democratization and decentralization of public schools of the state, through the Community School Program for Management Shared (PECGC). The programme was implemented in Tocantins, from 1997, and according to the official discourse aims to "promote financial autonomy, administrative and educational, and the guarantee of democratic participation of communities" and local school. The Community School Program for Management Shared (PECGC) is the lead in the context of the 1990's, tends to assimilate the characteristics and trends of current reforms of the state. In the field of education is incorporating the logic of decentralisation of management and autonomy of educational systems, which actually put education in a clear process of internationalization of education, assuming an exclusionary logic, turned toward the goals of the capitalist system. It was apparent that the policies of education adopted in the state of Tocantins, point to a character expressed by PECGC management, strengthening the devolution of management with the detachment of the state of their social obligations. The same logic is reflected locally accepted by these policies and their implementation - under the guidance of the Department of Education - the state schools in the city of Miracema. This management model shows, in schools surveyed, the pursuit of a relative autonomy, exacerbated by a process of democratization imposed.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This work proposes an investigation into a school institution, the Educandário Ituiutabano, established in Ituiutaba city, in Minas Gerais State. The school was built and maintained by the União da Mocidade Espírita de Ituiutaba (UMEI), by means of campaigns. The UMEI verified that, until 1954, there was not free secondary school in the city, and 57% of the population were illiterate. The temporal landmarks were delimitated between 1954, the beginning of the building of the Educandário because the moment of its installation was one of religion and political fights and 1973, the year of its second principal s dismissal, the Teacher Paulo dos Santos the central personality in the development of the institution. As the School was declared secular, in the local press, in the date of its inauguration, the aim of this research is to find out vestiges which can prove or not religions characteristics, mainly by the way it was set up, supported and directed. The project of the historical research was carried on, focusing on questions as temporariness, globality, method and sources. It was used school documents, such as records, annual reports and the opening process; records of Ituiutaba City Council; local press; photographs and interviews with ex-employees, exteachers, ex-pupils, Paulo Santos relatives and people who opposed to the School. The movement between the theoretical base and the sources made the (re)construction possible from the historical moment researched, finding out vestiges of what is intended to, in a critical perspective. It was confirmed that the School was like other educative experiences in Spiritism, especially in Brazil. In spite of proposing, as the main objective, to remedy an educational lack in Ituiutaba city, presented, in its educative proposal, the philosophy of Spiritism, focused on concepts of the development of an integral man, in assistance postulates; in which the work of UMEI was based on. The Institution has also met in Paulo dos Santos, the central figure, able to plan a teaching practice in the pattern of the Spiritism: without proselytism, open to everyone, related to a moral formation of the human being and based on assistance and charity practices.

Considering the school inclusion of students with mental disabilities in regular education, this study aims to discuss and understand the educational practice of the teacher who works in the literacy of mentally deficient students, the educational practice understood as essential for the proper school inclusion of these students. To achieve the proposed objective as a guideline for analysis, the Vygotsky studies about development and learning were chosen. As methodology of this research this study is based on a qualitative approach and involved the participation of the literacy teacher who had in classroom a student with mental disabilities. To construction the data, classroom observations were used with registers in field notes, and reflective interviews. The field notes were available to the conductor teacher for reading and reflections. The analysis of data indicates the crucial importance of educational practice in the process of inclusion of students with mental disabilities, demonstrating in their way that a change in the conception of the teacher promotes a change in attitude that reflects a more inclusive educational practice. The present study enabled a change in the way the teacher understands aspects of the classroom and the deficient student, as well as made possible a look at the possibilities and potentiality rather than the limitations from the disability. It is considered that these changes, so necessary for the effective inclusion of students with disabilities in the classroom, extrapolates the issue of specificity of students with mental disabilities and must be considered in the whole school context. Thus, the construction of this study shows that an inclusive educational practice is possible. This work contributes to the perception that the teacher can offer his or her students a practical education that characterizes itself by being inclusive, thereby contributing with teaching and school inclusion.

In today's times the importance of playful activities has been increasingly highlighted in the process of child development. In education of very young and young children, playing shows up as a crucial social activity and represents a key opportunity to global development in its cognitive, affective, social, among others aspects. By considering the pre-school as a spacetime marked by interactions, affections and emotions, then, by the social relations experienced by children, we see this institutionalized educational area as a locus for the development of playing activities, since the games allow the exercise of an education of young children in a creative and free perspective, in which learning occurs from the playing, and require an interpretative and imaginative behavior of children. This research has been guided by the Historic-Cultural Theory, which maintains the playing as essential to child development, since such activities are marked by the culture and are mediated by relationships between individuals. This study has aimed to get to know and examine when and how recreational activities used to occur on a daily class of children in early childhood education and to what extent these actions influenced in the process of formation of teacher and students. Some questions guided our path during the search: What is the frequency of the use of games on a day-to-day class of pre- school? In what extent the space-time of playing developed in pre-school contributes to the constitution of a subject who learns? What can be shown working with children on the playing activity? What conceptions of children, child development and playing permeate the practice of teacher education? In search of answers to the questions mentioned we have done a case study. In line with principles of qualitative and collaborative research, we have taken part in a routine of a classroom of four-year-old-kids, in planning meetings with the class` teacher, we have analyzed school documents, registration sheets, planning of teacher and school activities proposed by her, we have interviewed the teacher and photographed the scenes of the daily life of that class. We have also produced field notes to record the experiences that we have lived in EMEI Criar, Municipal School of Childhood Education of the city of Uberlândia - MG. The research that has been carried out revealed that playing with the 1st period D of early childhood education class, in the year of 2008, although regarded as moments in which children learn, relate to and are constituted as subjects, such actions were not sufficiently planned and/or accompanied by the teacher. The data showed that the playing occurs in a limited space-time and in most cases, is used strictly as a didacticpedagogic tool, which restrict the play to school aspects.

The present research has its axle- tree in the field of evaluation of politics for the superior education, established since the nineties from the XX century. More specifically, it pursuits to learn the meaning of the implement of Teaching Incentive Gratification (TIG) at the Federal University of Uberlândia (UFU). For so, it has been analyzed the new configurations in the organization of the production, of the work and of the State in the context of the current Brazilian educational reformation in times of economical globalization and the advance of neoliberal ideal. It has been evidenced a whole of structural standard adopted by the Brazilian State under orientation of the multisided organisms of financing, in particular, the World Bank, in order to find a budget equilibrium via reduction of public expenses. In the specific field of superior education, the adopted modifications since Fernando Henrique Cardoso - FHC governs (1995 - 2002) have returned to the expansion of the private superior education by the side of the weakness of the public section. Such configuration, founded in the institutional differentiation and services diversification principles, represented the constitution of a new organizational pattern for Federal Institutions of Superior Education (FISE) based on the market logic which associates flexibilization, competitivity and evaluation in order to obtain higher productive index. The emphasis in the evaluation corresponded to the great strategy of the federal govern of commercialization of the superior education, according to the academic efficiency and efficacy criterion. Methodologically, after an analysis of the social historical conditioning which permeated the superior education development in Brazil, at the end of the XX century and using the technique of the content analysis of documents produced in the period of 1998 2003 at UFU, we focalize the study around the process of TIG implement at UFU. It has been evident that, in one hand, this process has developed without the necessity of a deep debate by the academic community and systemized about its meaning and dimension. In the other hand, it has also been evidenced, the homogenized and disaggregated character of TIG, besides its strong productive perspective, because the TIG objected to valorize, initially, the academic titulation and finish with the isonomic readjusts of salary by means of gratification based on performance. In a little time, the TIG could reach one of its basic finalities: stimulate changes in the teachers´ behaviour and in the nature of academic work, according to the politics and with the logic of the superior education. It has also been responsible, for one institutional worry to adequate, to register, to control and to uniformize teachers´ performance, in the areas of teaching, research, extension and administration. Besides, each teacher has passed to pawn in adequate their academic activities to the most punctuated items of TIG. The "class", especially in the graduation, has become the most significative object of this adjustment. Sticking out, yet, as the implementation of this gratification in the process of flexible standardization of academic work, in the FISE, in the proportion that it propitiates a salary differentiation, it stimulates the competivity among teachers and, in this way, denies the public university model which associates the education, the research and extension as a guide principle to the education quality.

This dissertation presents results of a research that had as source the Revista Brasileira de Educação Física (Brazilian Magazine of Physical Education). The theme is related to biopolitical discourses and the subjection processes that are inserted in Physical Education and Sports. The work is inserted in the Historical Research Line, and Education Historiography as well - (FACED/UFU). The analysis had Michel Foucault's works as theoretical foundation. His studies helped to elucidate the several controlling mechanisms that are transmitted by the discourses about humans body. In the first chapter the dissertation examines the new scientific paradigm of Systems Theory. Historically technocrats that represented Physical Education and Sports have chosen Systems Theory for they believe this is the best technique for administration of the government s actions. It was possible to verify that there has been an alignment between the government position and the knowledge produced in the area. The periodical discourses have founded our discussion on bio-politics and subjection; the first and second categories allowed an approach of theoretical and pedagogical nature, respectively. Based on Foucault it was possible to bring to evidence, that the network built by the effective moral and the pedagogic practice of Physical Education both exert a social control by "kidnapping" people s free time, with good and healthy activities. Regarding subjection we have read articles about pedagogy that are contemporary of the magazine analyzed, showing that techniques used to guide students, that were initially believed as innovative, are truly dominance processes identified in the works of Foucault. We finally discuss the neoliberal model and physical activities as well. Once again, the discourses inserted in higher level institutions allow us to foresee the ideological alignment of Physical and Sports Education to neoliberalism principles that aim at subjecting individuals under the values that support this society model.