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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The present work aims at to investigate the importance of the local productive arrangements of the textile and clothing sector to conceive employment generation, productive units and average remuneration to the towns of Petrópolis, Nova Friburgo and Cabo Frio, all of them located in the State of Rio de Janeiro, from the period of 1995 to 2004. The hypothesis that guides this work is that the local productive arrangements contribute for the growth and local development of form to increase the employment and the income and to reduce the local poverty. For this purpose, it was used the data from RAIS/MTE. The decision of studying textile and clothing sector is due to this sector is important to State of Rio de Janeiro, regarding the creation of employment. In spite of the crisis that it went though, the sector during the commercial opening of the decade of 1990, it still has important representation nowadays in the creation of employments, for the state transformation industry. For the research of local productive arrangements, that highlights the importance of the geographic proximity among the small and medium size companies to overcome the common production difficulties by the interaction and cooperation, it will be used, in the first chapter, the analyticteorical statement that deal with the evolutionist approach about the national and local system of innovation. The second one will contain the characterization of the local productive arrangements of the towns by means of employment relative data, establishment and remuneration and of recent research that has identified the interactions among the agents of the arrangements. The third one will compare the regions that are in the arrangements to bigger regions as the micro region, the state and the country; to identify possible productive gargles in the chain of the arrangements; to investigate the existence of arrangements impacts upon other sectors in the towns and the expansion of the activities of the arrangements for the close regions to the towns and to verify the evolution of the remuneration in the arrangements during the period in question. The last one will present the conclusions of the work.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

This study has as object of analysis the issue of public policies for teacher formation and inclusive education, focusing on education of people with intellectual, sensory and physical disabilities at common schools. General Purposes: to perform a cross reading of the theoretical references that support the Brazilian public policies for teacher training, represented in the documents of normative/determinative character represented by laws and decrees, and those of mentor character, relating to the theme of inclusive education, in terms of the educational process of people with intellectual, sensory and physical disabilities; also to examine the curricula of graduation courses in: Biological Sciences, Geography, History, Languages and Literature, Mathematics, Pedagogy, and Programs of Post-graduation stricto sensu in these areas and/or equivalent offered by UFG, UFMT, UFMS, UFU and UnB seeking to understand the inclusion of this theme in them. 29 pedagogical projects of graduation teaching courses were investigated, 32 for masters and Ph.D. programs in related areas to the Graduation courses that this study focuses. Also, the Institutional Development Projects (IDP) of UnB, UFMT and UFMS were examined and the Institutional Project of Formation and Development of Education Professionals of UFU. Results of the study: The analysis of these national documents shows that: a) although the locus of education of people with intellectual, sensory and physical disabilities is, preferably, common education, the issues related to this thematic occur in spaces clearly dedicated to this purpose - special education, b) when concerning teacher training, it does not involve the education of this group of people, and when it does, it is treated as human diversity; c) the concerns showed focus on the conditions of accessibility of these people in terms of physical structure and adaptation of support and communication materials, not relating them to acts of teaching and learning, actions closely linked to teacher training. As for international documents, the presence of a broad approach of the aspects related to teacher training for the education of people with intellectual, sensory and physical disabilities is emphasized, demarcating its importance for achieving the targets related to the offering of quality education for all. As for the curricula of graduation courses in Biological Sciences, Languages and Literature, Geography, History, Mathematics and Pedagogy of the studied Federal Universities a total of 13 (thirteen) courses, representing a percentage of 45% shows in their curricula the presence of the discussion about Inclusive Education and/or Special Education and 16 (sixteen) of them, equivalent to 55% do not approach the thematic. Of those which approach this theme, in 46% of the cases the discussion occurs in subjects of compulsory nature, thus involving all students of the course and 54% are optional. In short, in all the documents analyzed, the insertion of the thematic related to the education of students with intellectual, sensory and physical disabilities in the curricula of graduations of the institutions locus of study is in the initial process, being a space to be built in all courses, signaling the need for the insertion of the thematic in the institutional debates, because this is not a demand of one course of institution, but it is a demand of the whole institution, of all its graduation courses for teachers.

This search investigates the beliefs on Pedagogical practice in Mathematics in a group of twenty Basic Course first series teachers. These professionals carry on teaching in public schools and have a different initial formation. Possible convergent and divergent points in these beliefs were identified. Twenty teachers were investigated, being ten of them licensee by Pedagogy Course and the other ten licensee by Superior Teaching Course. Questionnaires and interview were used as basic search instruments for data collection and an descriptive analysis was done. Questionnaires aim was to draw a teacher profiles. In order to organize and understand them a statiscal analysis was performed. The interview aim was to identify, to analyze, to understand and to describe the beliefs on Mathematics pedagogic practice showed in these teachers oral discourse. In order to analyze and to understand the interviews data knowledge on phenomenology and on phenomenological method. The research results showed that there is belief teachers convergence within each group, but there are significant divergence when both groups are confronted, a divergence based on different teacher pedagogic formation.

This thesis presents the result of a documentary research with the elaboration of an analysis on the diverse professionalisms consisting in the trajectories of education professionals, municipal teachers of Uberabinha, city situated in the north of Triângulo Mineiro region of the state of Minas Gerais, Brazil, during the First Republic. The same one is connected to the line of research History and Historiography of the Education of the Doctoring in Education of the Program of Post-Graduation in Education of the College of Education (FACED) of the Federal University of Uberlândia (UFU). Research s focus is the identity and the teacher profession, and for theoretical bases authors of the knowledge areas: education, history of the education, history, sociology and constitutional law. The objectives were to establish analysis in the constitution of the teacher diverse professionalisms in his education professional performance, in a systemic relation between the structuring forces - professionality and professionalization -, that results in the delimitation of the professional autonomy, intercrossed for the dimensions time and space and the circulating pedagogical ideas, as much in the formation as in the professional performance, engendering professionalisms of the responsible, competent, associate and practical types; to comprehend the professional performance of the teacher through the trajectory composition of his professionalisms, consisting of moments and intervals; to identify the diverse professionalisms of teacher Alice da Silva Paes and teacher Jerônimo Arantes, in their professional performances as municipal teachers in regency of the Nocturnal Municipal School of primary education for pupils/workers older than sixteen years-old, in the years of 1924, 1925 and 1926, projecting their respective professional trajectories in Uberabinha s education, between 1907 and 1929. The primary sources used were: periodicals; magazines; official documents; proceedings; reports; municipal laws of Uberabinha City Council; school s documents; municipal s school inspection reports; photos; among others, beyond of necessary support of educational legislation derived of municipal, state and federal governments, in the focused period. Secondary historical sources produced by academic historians and local non-academic historians were used, with the purpose to oppose information and to web connections for the historical narrative. The obtained results were the systemic comprehension of the teacher s profession professionalism. About teacher Alice Paes, who exerted her professional moment in 1924 in the municipal sphere, in the regency of the Municipal Nocturnal School, it had been identified the associated and competent restricted professionalisms, having a resultant professional autonomy between the dimensions of professionality and the categories of the professionalization nourished by the axle of pedagogical traditional ideas, positivist, laic and confessional, in bases in the intuitive teaching of active method radiated by the New School movement. Teacher Jerônimo Arantes professionalisms identification, of 1925, 1926 and beginning of 1927, results in the associated types and full competent, in the regency of the Municipal Nocturnal School for the pupils/workers older than sixteen years.

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