Repositório RCAAP

This study aims at identifying the way Fundamental Education teachers have been applying and developing Educational Assessment. It aims at analyzing current assessment conceptions among Fundamental Education teachers of a selected public school and identifying, from their different types of evaluation records and methods, those reflecting or coming close to Educational Assessment conceptions. To that effect, I chose for research locus a Laboratory School/In-service Teacher Training College in the federal Fundamental Education public school system in Minas Gerais State, as I understood that its teaching work unequal conditions - dispensing education, research and extension - could provide a framework favorable to a top-notch and educational training practice. The methodological approach was qualitative research with Case Studies. The investigation was carried out in 2012/2014. Data collection was made by means of documentary analysis, questionnaire and structured interview. The documentary analysis was made in two phases. The first phase comprised: analysis of school documents, such as: its pedagogical and political project, charter of principles, school portfolio, school agenda, research carried out by the school, among others. The second phase comprised: analysis of materials produced by teachers and pupils, such as portfolios, classroom work, planning work, tests, logbooks, memory books, text production books, diagnostic activities, class diary, among others. Data on the assessment proposed in the school documents reveal discrepancies and gaps and indicate some difficulty in developing a collective assessment work. Another aspect the study focused on was the use of different types of record and assessment methods made by teachers, which showed that theoretical and practical approaches to educational assessment, or also, evaluation intentions were in opposition to the conception of assessment rating. In this sense, an assessment conception where participation, autonomy, authorship, collaboration, as well as the process itself and work building by all those involved in the educational process, which prioritizes the strengthening of a dialog, less conflicting and more emancipatory-based relationship between the subjects and objects of knowledge, became evident.

Environmental issues are currently the focus of studies around the world due to the gravity and urgency of finding solutions to the issues that concern the various social sectors nowadays. In Brazil, the environment has become a target of attention and highly relevant studies in recent decades, the political, educational, social and cultural sectors. To the extent that the technical-scientific development is realized, the distance grows between man and nature as well as its domination over the natural environment, enhancing human actions artificially designed, as the dynamic expansion of urban centers, or regions of highly mechanized farming. We see nature being used for the benefit of man, causing the destruction of many ecosystems, without due concern for the preservation of natural reserves. We know that over-consumption, characteristic of contemporary society, contributes largely to the assault on the environment while the media, through marketing messages, influences the increased demand for consumption. Awareness that there is a need to modify human behavior toward nature, Environmental Education (EE) has emerged as a crosscutting theme in schools. The objective of this study is to analyze a cultural instrument designed to promote information and training of basic education teachers. We seek to understand the possibilities that the New School Magazine (NSM), published by April Publishing House , presents educators in their complex task of promoting the EE. Particularly, we are interested in understanding the different types of texts and meaning produced by them in the pages of that magazine on the subject of EE in the school context, intending to solve three questions: how environmental issues are presented in the magazine? What discourses does it argue on environment and environmental education? How does the magazine influence the training of teachers and their activities to promote environmental education? The desk research has enabled us to understand the extent of the message addressed to the teacher and examine how environmental issues are present in its content. If, on the one hand, there are rich texts in NSM dedicated to EE , on the other , there is no definite proposal or suggestion regarding teacher training in this direction, creating a gap between the content of the magazine and the little attention given to the serious issue that the medium environment represents, besides the lack of ability of teachers in this subject . This finding was supported by the literature, in which expert authors of the education sector and Environmental Education, as Sauvé , Layrargues , Sorrentino and Reigota , among others cited in the development of this study, who propose a critical environmental education, confirm the importance of this topic, the need to work it properly in school and the lack of preparation of teachers for this purpose, because it is their duty to educate students about the urgency of behavioral changes, starting with children in the early school years .

The investigation subject, conceptions on learning) originated from identified current ideas along our personal and professional trajectory in Early Childhood Education schools. By this search we aim to investigate learning conceptions of children, parents and teachers of Early Childhood Education and first year of Basic school. We aim also to identify the learning conceptions in National Curriculum Guidelines for Early Childhood Education- NCGECE (2010) and their probable implications to the conceptions of the children, their parents and teachers in a federal public school in Uberlândia-MG, Brazil, named ESEBA1. The study was structured based on qualitative approach and case study. We used Focus Group and document analysis as research instruments. The focus group allowed us to hear and to observe interactions between the participants in order to know their conceptions on learning in Early Childhood Education. We applied psychopedagogical diagnosis technique, named as educative pair as a point of departure in the study. We carried out a general interpretation on drawings, with psychopedagogical look and listening, so that we could achieve the research goals. Analyzing the NCGECE (2010) gave us clues to understand the guidelines of the current policies for Early Childhood Education. Methodological trajectory guided our look to organize data in thematic categories and subcategories. The first one, named as Learning is interacting by means of a mediator, we tried to specify the role of a mediator teacher in the children s development and learning. The second one, called Learning is living with different contexts and space, we studied the learning conceptions in different contexts, spaces and scenarios in school. The third category, Learning is experiencing and sharing experiences with family and school, we express the distinct experiences in school, the interaction to the families and teachers. The fourth category, Learn in kindergarten and first year of elementary school: isolated steps or process?, the complexity of the data triggered the organization of three thematic subcategories, named with extracts of the participants: in the first one, named as Did you know that my mum is teaching me to read and write? , we discuss the anticipation of learning processes in Early Education, due to social and politic pressure and expectations. In the second one, called Playtime is over. Now you\'ll have to study!, we expose the dichotomy between playing and studying. And in the last subcategory, The multiple languages that we are all connected to, we present ideas for the distinct forms of learning. However, we point out that the conceptions on learning are permeated with images and concepts originating from both the traditional and the interactionist paradigm. Both paradigms constitute the ideas and actions of each one, from the interactions to each other and to the knowledge objects. There is not a homogeneous and linear conception on what learning is. The conceptions are not static, but they are modified along lifetime according to the form of interacting to the world. There is not a right paradigm or a wrong one. There are conjectures on the need of dialogue, exchanging knowledge by means of the continuous formation of the families and teachers.

The aim of this study was to understand the professional development of the medical professor at the Federal University of Uberlândia, based upon their professional experiences in teaching. The questions that guided the research were: How does the professional development process occur for medical professors? What are the main complaints, challenges and strategies used by professors in the medical field when teaching in tertiary education? What are the main factors that contribute to the formation of the teaching identity process? What is the knowledge of the medical professors, how have they built it up and how do they deploy it? How does the teaching learning process occur? This is a Case Study with a qualitative approach. To guide analysis, we have used the scientific production in the area such as Marcelo (2009), Tardif (2002), Melo (2007), Cunha (2004, 2007), Pimenta (2005, 2002), as well as documents that depict the history of the institution, laws and guidelines related to higher education and medical courses. Data was collected through two questionnaires, a simplified and an in-depth one. The analysis indicated that the professional development of the medical professors of UFU occurs throughout their teaching career, which involves specific demands from the area, mentoring and aspects related to the following dimensions: personal and professional. The teaching practice of the medical professors is predominantly underpinned by experiential knowledge. The main complaints and challenges faced by medical professors are related to working conditions, such as the overload of activities, which makes it difficult to balance between teaching, research and University extension, lack of incentives for participation in continuing educational courses for professors in the medical field and not to mention low salaries due to the devaluation of the teaching career. Among the strategies identified by the medical professors to overcome these difficulties are: the search for continuing education in medical teaching, stimulating postgraduate degrees, research and policies for teaching appreciation, as well as institutional support. Regarding the identity process of the medical professor, there is a direct link to his/her life story, which involves both the personal and professional dimensions in a way that the phases of life and profession intertwine at a variety of moments. In this sense, the study points toward the need for institutional training policies, appreciation and professional enhancement of the medical professors, which is certainly reflected in the constant improvement of the educational process developed in the undergraduate courses.

This dissertation is placed in the area of the History and Historiography of the Education, it contemplates the history of the teaching institutions with the purpose of analyzing the function of the sport in the consolidation and propagation of the Esaviano Spirit in the High School of Agriculture and Veterinary (ESAV), located in Viçosa/MG, that later on became Federal University of Viçosa (UFV). The Esaviano Spirit and the sport are the themes of this dissertation. The research confirmed the existence of some practices - general meetings, publication of newspapers, accomplishment of parties and incentive to the sport - as form of materializing the Esaviano Spirit in the institution - an invented tradition - looking to homogenize the different speeches and existent actions in that academic middle. The accomplishment of the research served of documental sources - newspapers of the time - Reviewed Seiva , Newspaper O Bonde and Newspaper of Viçosa ; historical documents - books of 1939, proceedings, statute, regulations of the institution; literature of the area; and images, mainly pictures. The sources indicate that the institution was born amid a big cultural diversity, due to presence teachers, students and employees of several parts of Brazil and of the exterior. With that cultural diversity, we have different behaviors, habits, aspirations, actions, virtue. That ESAV engaged in the task of creation of a unit feeling, identity. It was evident that the intention of the institution, at the beginning, was not the formation of a national identity, but the creation of the identity place, institutional identity, so that students, teachers and other employees contributed with the best than they could to enlarge the name of ESAV. It is in that context that Esaviano Spirit function in the institution was developed: to form souls esavianas. The Esaviano Spirit diffused for the institution with the function of forming morally everybody that were part of the School, spreading virtue - such as solidarity, love to the institution, honesty, leadership, humility - that constituted in bases for the formation that the institution believed to be important for the professional that was being prepared. The sport came to contribute for the popularization of that spirit, however nor all the sporting practices were aligned with the objectives of the institution. I found 3 groups of physical activities in the institution: Modern sport, Modern Games and Traditional Games, and the ones that occupied prominence place were those that more they approached of the modern virtue longed for by the School, once the same appears to be symbol of progress in the agrarian area. Thus, the modern sports were the most motivated and practiced in the institution; proceeded by the modern games, which were used to rest the students of the intellectual work that the institution transmitted through the disciplines of the curriculum. The popular games didn't find its place for they be practiced, being for restricted a lot of time to the recreational activities during the national holidays; already the bad luck games were prohibited by regulation, probably for inciting the fraud that was not part of the virtue longed for by the School. However, in elapsing of the research it is patent that the Sport and the Esaviano Spirit didn't act separately, but existed a relationship between those two. Virtue as cooperation, honesty, leadership, defense of the colors of the institution, they were virtue that passed through the discussions found in the sources, be when they refer to Esaviano Spirit, be when they refer to the Sport, strengthening the actions and aspirations of the esavianos in the consolidation of the institution.

This research questions the sexuality discourses presented by Biological Sciences undergraduates and is embedded in the Education in Science and Mathematics of the Master Course in the Education Postgraduate Program study line at the Federal University of Uberlândia. The following core questions move the research: Wich undergraduates speeches of the Biological Sciences Course active in PIBID/UFU, in the subproject \"Biology\" in the Umuarama Campus and Pontal Campus presents about sexuality? The undergraduates articulate their speeches with their future role as teachers in the primary education? To answer these questions, we propose the following objective: to present the similarities and differences between the discourses on sexuality of a group of undergraduates in Biology Sciences, as well as possible connections that they make between these discourses and their future role teaching. It is a qualitative nature research, since it brings a kind of intrinsic approach that considers the complexity of the search field, sexuality, and socio-cultural, power and knowledge relations that constitutes it. The people under the research are 28 undergraduates in the Biological Sciences, Federal University of Uberlândia, Umuarama Campus and Pontal Campus, scholarships of PIBID, subproject \"Biology\". The theoretical reference was based on the works of Foucault, in particular in the History of Sexuality and studies in the fields of sexuality, gender and education. The information was obtained from questionnaire, interviews and two focus groups. The analysis structure is based upon the notion of discourse of Michel Foucault and, therefore, focused to the location of the subject of the statements, the location of the statements, speech places and the possible relationship between the discourses on sexuality. The analysis indicates that the undergraduates, bring in their speeches the perception that sexuality must be understood beyond biology, but they can not break away from the plot of the hegemonic discourse and its speech place is strongly grounded in their process academic training, ie, the biological dimension of sexuality. About articulate their discourses with future teaching practice, by one side, the undergraduates doesn\'t escape the biological dimension of sexuality and by the other, they doesn\'t seem to realize this entanglement where they live.

The present dissertation aims to further study the radio as a way of distance education in Brazilian history and contributions from Roquette-Pinto, first to organize this experience and create the first radio station in Brazil, carrying forward this new technology that profoundly changed Brazilian society in the twentieth century. Fabio Prado Pimentel author of The Educational Radio in Brazil examined education by radio in Brazil featuring the main projects undertaken in this area. According to the author, simultaneously the creation and development of the Educational Broadcasting Service / SRE, some particular stood out experiments in educational broadcasting being alternatives to the official system. The first was to be held at Air University, the National Radio of Rio de Janeiro, created in 1941 by the director of the Issuer, Gilberto Andrade, under the supervision of the Division of Secondary Education of the Ministry of Education and Culture (MEC ), directed by Professor Lucia Magalhães. The pedagogical purpose was to provide high school teachers a new methodology for the submission of disciplines. The reading of this work raised the question about what the intent, territorial coverage, ie regions which the program has achieved and how was this educational phenomenon destined for high school teachers and that it was offered in distance mode via radio with the program University of the Air broadcast by Radio Nacional of Rio de Janeiro. The specific objectives are: to bring a brief discussion of the major studies on the problem of the means of mass communication, emerged during the twentieth century; a brief introduction to the ideas of Brazilian modernity to better understand the context in which the radio was inserted as a vehicle of mass communication; analyze the evolution of the insertion of radio in everyday Brazilian society between 1930-1950; provide distance education as an educational modality emphasizing its history and the first steps of teaching radio in Brazil; assess how have the political and economic discussions of the educational field during the Estado Novo influencing the initiative of Air University program broadcast by Radio Nacional Rio de Janeiro; analyze contributions Roquette Pinto for the insertion of educational radio in Brazil. The methodology was based on qualitative and bibliographic research through the analysis of books and articles of digital media, beyond the critical analysis of documentary sources found in the National Archives of Rio de Janeiro.

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The goal of this dissertation is to bring to attention the precariousness of teaching work that has been developing in Brazilian private higher education institutions since the 1990 s, arguing its materialization in Uberlândia/MG in the last five years, especially in one of the higher education institutes within the city. Supported by the referencial Marxist theoretical-methodology, the research pressuposes that the conditions verified in these institutions are not examples that occur solely within the city limits, but products of the contradictions and dialectic interfaces existing between the transformations of the world of work and the human formation through the access to science, a path that allows the understanding of the process of precariousness of this human activity in the contemporary period.

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The present research starts from the aim of analyzing the potential of the manga to the geography teaching. This intention is based on the perception that the comics, including manga, have been propagating in the reading of the young Brazilian audience, especially elementary school students. These young people attend school and interrelate in that place of education and socialization where the diversity of cultural elements and meaning production propose the construction of their identity characteristics, often influenced by the consumer industry. Thus, the manga as global media artefacts are gaining ground among the young people and their narratives show themselves in everyday school life, which leads us to investigate such audience, as well as their interpretations and reflections about the manga from a perspective to the teaching of Geography. So, we use different instruments to collect data, as the application of semi-enclosed questionnaires and the realization of focal groups, in order to analyze the notions / geographical comprehensions of these young students, through the reading and interpretation of the manga Naruto and Naruto Shippuden. As a result, we realized that the artifact by itself presents difficulties to adding basic knowledge of geography, since this does not specifically pedagogical or didactic intentions. However, he seduces as it is systematically assimilated by young people and, with a coherent intermediation by the teachers and changes in the school attitudes, may submit elements - in its origin, format and narrative - that could contribute to un effective teaching of Geography.

It is a research about the current Escola Estadual de Uberlândia within the period between 1937 and 1945. The aim of this study is to present the analysis related to culture in the school environment of Gymnasio Mineiro de Uberlandia, by means of the school subjects as a way of settling behavior patterns in the students during Estado Novo . By means of a survey on the taught school subjects and on the behaviors that were valued, it was identified the influence of Brazilian social, political and economical context on the state schools students background, especially Gymnasio Mineiro de Uberlandia; the part played by the school in materialization of the foundation of the State lead by Vargas, the connection between the organization of the school environment and the necessity to separate the genders were laid-out as well as the bodies disciplining and it was observed the influence of the contents of the taught subjects to sculpture the kind of citizen the school should shape. In order to accomplish such analysis, a bibliographical review was made to discuss the part played by educational institutions in the social scenario they belong to. This investigation is also anchored in official documents from Gymnasio Mineiro de Uberlandia correspondent to Estado Novo period and in articles about this institution on the local newspapers A Tribuna e O Reporter. The analysis also considered former teachers , student s and students inspector s statements who experienced the process, within the period 1937-1945. The educational legislations of the state and the country were other documents researched which supported the analysis. It was noticed that the school culture of Gymnasio Mineiro de Uberlandia was connected to a bigger social culture because contributed to shape a disciplined individual. The school environment of Gymnasio Mineiro de Uberlandia was projected to be a teaching, watching, ranking and rewarding machine by means of control and constant, subtle watching of bodies and minds, and mainly of strategic distribution of bodies in the environment. The time, the activities, the behaviors, the speeches, the body and the sexuality of the individuals were all controlled. Even though some students disobeyed the rules and were punished by the gratification-sanction device, which quantified, classified and punished or rewarded the individual, according to his behavior and his performance. This punishment aimed at the deviation reduction however it was verified that the penalties applied to the transgressors did not accomplish their goals thoroughly for there was a lot of resistance. The behaviors of some students were not remodeled and their consciences were not redirected, despite the culture and the school routine of Gymnasio Mineiro de Uberlandia at that time, being propitious to the disciplining of bodies and minds. In opposition to what was taught, some of the knowledge did not work to some students, therefore the existence of negative evaluations results and reprehensions to certain attitudes.

The matter and source of this research is the cinematographic work Pixote, a lei do mais fraco, produced by the Argentine director Hector Babenco. The official casting of this work was in 1980 during the final stage of the Brazilian military dictatorship (1964-1985), in the period of (re)-democratization. The research attempts to demonstrate how the government practices, control and disciplinarization of the categorized marginal childhood occurred in the reformatory school and in Brazilian big cities. The movie scenes, journalistic reports of printing press and expert‟s report of military censorship, produced when the film was originated and exhibited, allowed us to enter the historical meanders of that context and also to better understand the conditions, power relationships and counter-power which reached the little unfortunate kids‟ lives in Brazil. Theoretical and methodological references which subsidized and guided the analyses were based on categories and notions of Foucault‟s thoughts, and it significantly aided to better understand social practices destined to the subjectification of this social category. Not only the understanding of power practices on the marginalized childhood was provided through this research, but it was also possible to perceive the strategic use of those entities in order to set up repressing and disciplinary mechanisms, such as judicial, police, discursive and pedagogical mechanisms extensible to the entire social corpus, cooperating to become the attempts of controlling childish populations more efficiently. It was possible through the sources to understand that representations and identities of the so-called minor transgressors, reflected in large scale in the press, aided to reassert and (re)-signify the ideation and conceiving of minor transgressors. Finally, we defend that the movie Pixote and the printing press reports work as pedagogical mechanisms, supporting the establishment of abnormality and normality standards, since in a binary system the ugly helps to compose what is beautiful; the undesirable, what is desirable; and the bad, what is good, as well as interdependent patterns.

The present study fits into the Line of Educational Policies and Management of the Post Graduate Program in Education of the Federal University of Uberlândia, and its central theme is to investigate the scope, assimilation, conflicts and resistances in the process of implementing the pro-quality program Programa Proqualidade within the public school, which was implemented in the teaching system of the State of Minas Gerais, between the years 1994 and 1999. The broad aim was to analyze the implications for the pro-quality program within the Minas Gerais State public school, from the perspective of three of the five priorities of the program: School Autonomy, Strengthening the Board, Qualification, Improvement and Assessment. The intention furthermore, was to understand the changes that occurred in the educational policies in Minas Gerais, within the context of the neoliberal State reform; analyze the pro-quality program from the nexus and interfaces with the changes in the workday world and state the problems of the implications and outlines of educational reforms in Minas Gerais in the 1990s, inside the school, from the perspective of the proquality program. To achieve these objectives, the effectuation of the Neoliberal State was discussed, as from the 1970s, perceiving its characteristics and the possible mediations between the neoliberal policies and education; total Quality Management and the transformations in the workday world, seeking to approach the technological, organizational and managerial innovations that impacted on the production sector and also on the school. Furthermore, through empirical study, it was sought to learn of the perceptions of school subjects with regard to the theme under analysis. As regards the methodological aspect, this study fits into the field of qualitative research, because it is believed that conducting research in this field enables the researcher to construct and overall and articulated view of the investigated object and its relation with political and economic aspects. The institution investigated forms part of the state public teaching network situated in the municipality of Uberlândia/MG, Brazil and serves the basic and middle teaching levels. In the data collection process, the instrument used was the semi-structured interview, and analysis of school documents, such as: collegiate minutes, correspondence sent to the company, videos and others. In the final considerations, it was concluded that the educational reform of the proquality program ( Programa Proqualidade ) for school autonomy attributed responsibilities that previously were the State s to the school, but without providing conditions for the subjects of education to be in a position to work, because the resources continued to be insufficient to fill all the needs in this space, while at the same time it assessed the school for good work. This being so, the professionals resisted at various times, but without being in a position to deny a program based on the search for quality. In spite of this, the reform for quality did not achieve the object, as educators wished; educators tried to construct their autonomy by articulating political, professional and pedagogic interests: but the school must extrapolate the rules and regulations and make use of the space that is granted to it to seek solutions compatible with its difficulties. It is necessary for education to be participative, transformational and revolutionary.

This essay is about the Curso Normal , created at Colégio Sagrado Coração de Jesus, in Araguari, MG; founded and directed by the nuns from Congregação do Sagrado Coração de Maria (Congregation of Holy Heart of Maria). The period in the study ranges from 1930 to 1947, that is, from the beginning of the first class of course, to the date when the institution received the grant for teaching the Curso Normal 2° Ciclo (Theacher s Preparatory Course, High School Level, from the 1st to 4th year Primary Grades). This study aims to understand the creative process, and the consolidation of Curso Normal , by the observation of the faculty, the students and teaching bodies, the pedagogical activities and the knowledge transmitted during the daily activities at the school. The research was organized considering the bibliographical sources with pertaining subjects, public and private historical files, access to newspapers and iconography which included that period. Also, interviews and testimonies were collected from former students and teachers. This way, it was possible to glimpse the historical relevance presented by the School; it made it possible to recognize its meaning as much important in its location as in its history too, without loosing the more pertinent aspects. Considering the analyses and conclusions reached then, we understood that the opening and installation of the School was a part of the Catholic proposal to the rechristianization of the Brazilian nation; and by creating the Curso Normal in the institution, the young people would continue to receive the education already started in their homes and school. It aimed at more than making a professional career possible for women in the primary level; the nuns graduated female teachers, capable of transmitting the catholic faith to future generations: either as good mothers and wives, and / or good primary level school teachers.

Cette recherche historiographique vise à rendre compte de la genèse d\'une institution musicale-éducatif, Le Conservatoire de Musique Dr. José Zoccoli de Andrade. La période choisie pour l\'édifice historique sera l\'année 1965-1983, ce qui justifie le déploiement du Conservatoire par le professeur Guaraciaba Silva en 1965, les champs jusqu\'à son départ en 1983 totalisant une période de 18 ans. La voie choisie pour étudier l\'institution est une recherche, la collecte de données qualitatives qui était documents, dossiers iconographiques, entretien avec le premier directeur du Conservatoire, Guaraciaba Silva Campos, les étudiants et les enseignants qui ont agi dans la formation de cette institution. Cette recherche historiographique, nous aide à comprendre l\'inclusion de la ville dans le cadre de la modernisation du Brésil, surtout à partir des années 1940 au début de la relance de la culture du blé dans la région. Avaient présenté des défis pour la mise en oeuvre du Conservatoire dans Ituiutaba, pendant la dictature militaire et l\'importance de ce rôle dans la consolidation de la coopérant directeur musical de l\'école dans cette ville.

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This research aims to study the politics of educational reform in rural education from the 1990s, with emphasis on the Rural Schools of Nucleation Process in Montes Claros, Minas Gerais, between 1997, when there it starts, until 2013, when it was deployed the last stage of it. It aims to evaluate the role of municipal governance in this process, considered the history of educational policies in Brazil. For that, it tries to identify the contradictions, challenges and prospects of nucleation, based on the understanding of the economic, political and social context in which it was configured. Therefore seeks to apprehend the content regarding the ontological process of human reality and the ways in which this process has developed historically, to take it in the dialectical relationship between singular-universal-particular understood by George Luckács. It is based, therefore, on the Marxian epistemology, through which mediates the specific situation of the nucleation process in Montes Claros / MG and the general, considered the nationwide in the context of educational reform for schools undertaken in the field since year 1990. The survey of documentary character develops a literature review on public policies for rural education, collated with the legislation on education and the documentary corpus: letters, reports, newspaper articles, educational projects, reports of two managers and other official documents of the City Department of Education. As a result, we conclude that the municipal public administration forwarded the process of nucleation in a vertical and undemocratic way, not respecting the wishes of most communities, observing the dependence of the municipality with respect to determinations and the financial support of public authorities, who idealized Nucleation policy. We conclude that, in the perspective of better results, there is a need for the public management to consider the legitimacy of the point of views of the rural communities in search of other solution strategies that address quality education for empowerment of the rural population. The relevance of this work lies in the possibility it provides to evaluate, in the uniqueness of a municipality, how the local public management enables a public policy to develops, in general, within in Brazil.

This study dealt with the illness of the teacher teaching the upper face to the changing world of work caused by the restructuring of the public university. The aim was to analyze the main impacts of the restructuring of the public university at work and health of university professors from the Federal University of Uberlândia - UFU. To do so, traced the profile epidemiology of illnesses of teachers in higher education, Federal University of Uberlândia, based on the description of the cases registered in the Setor de Perícia em Saúde da Diretoria de Qualidade de Vida e Saúde - DIRQS the period 2008 to 2012. A survey of the problematic consequences of the politics reconfiguration of higher education in the teacher labor everyday. When considering where to play its role well the teacher must have good health and work, it became important to analyze which conditions affect the performance of their work. This procedure allowed the knowledge of the main health problems that affected the teaching category in the study period using for this purpose, qualitative methodological approach of predominantly descriptive nature of documentary research as a technique for gathering and analyzing data, without, however, neglect the contributions coming from the quantitative data that was presented. The identification of health problems that interfere with the dynamics of work has become of paramount importance, since it provided an understanding of the factors related to the malaise of university teaching teacher. The results of this research allow us to state that the reconfiguration of higher education from the 1990s exacerbated by the intensification of precarious working conditions of teachers, leaving them susceptible to disease processes.

This research has the objective of studying the curriculum and teaching of history at the secondary school level in the city of Vitória da Conquista, Bahia, Brazil, during the years 1993-2000. Its general objective is to analyze the curriculi of history teaching as it is prescribed and as it is actually carried out in secondary school education in the state public school system of this city. The specific objectives are: (1) identify and discuss the official prescribed curriculi (on the national level as well as the state level), and the didactic books suggested by SEC-BA for the teaching of history at the secondary school level, during the period being studied; (2) analyze the relationships between knowledge, education, and practise in the teaching of history at the secondary school level; (3) analyze the relationships between the officially prescribed curriculum and that actually used by the teachers, with an eye toward comprehending the tensions, proximities and distances between the two curricular dimensions. The research used a qualitative methodology and the following written sources: LDB 9.394/96, the official Federal (DCNEM and PCNEM) and state curriculi (suggested content), didactic books suggested for use by the state, class diaries, decrees and acts. Oral sources were used to complement the written sources. The thematic oral history inspired the carrying out of interviews with the staff who taught the discipline at this level of teaching, during the period under study. This paper is organized into three sections. The first section contains an analysis of how curricular discussions occurred in the state of Bahia during the period under study. In the second section, the pedagogical practices of history teachers were looked at via analyses of class diaries and interviews. In the third section, the intention was to comprehend, in dialogue between the narratives of the teachers and the literature in the areas of curriculum and teaching of history, how the teaching occurred in the classroom, how the didactic process was developed, what were the concepts of the curriculum of the teachers and what influence the official curriculum had over the actuality: arguments, conciliations, and distancing. It was determined that the official curriculum was elaborated distant from school reality, scheduled linearly, and was ethnocentric and evolutionistic. It was also determined that there were significant changes implemented, beginning with the entrance of the history teachers into teaching at the secondary school level. It was concluded that the relationships between the prescribed curriculum and the one actually used were mediated by forms of power, approximations, distances and epistemological, political and pedagogical tensions.