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

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

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

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

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

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

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This work aims at analyzing Uberlândia s business thinking development which is represented by the Chamber of Commerce, Industry and Agriculture of Uberlândia, and its educational projects for workers training. The study was developed with an extensive literature search and a detailed survey of documentary sources. Through analysis of the entity s minutes and articles from local newspapers we could present the political, economic, social and educational projects of Uberlândia s entrepreneurs. Access to documentary sources allowed us to recover the city s economic history, linking the local scene to the development of capitalism in national and international level. Unlike the official discourse of the ideal, rich, and industrialized city, the thesis has found another reality that was ignored because it contradicts the city project, conceived by the local economic elite. Despite the ideological discourse that insisted on asserting the eternal partnership between capital and labor, the historical reality has shown that Uberlândia experienced in the decades 1940 to 1960 many conflicts of classes and, in fact, its economy was noted for its preponderance in agriculture and trade, particularly in the wholesale branch. The Vocational School of Industrial Learning Américo Renê Giannetti was selected as a major educational project led by the Chamber. Our objective in analyzing the school was to understand the participation and the real interests of the entity before the political local and state powers in creating the school in the city. The influences of the national-developmental thinking and the adoption of the IDORT/Taylorist principles of rationalization of the working world were present in the daily life of the Association. Although the desire was to transform Uberlândia into an Industrial City as a reference for the state and country, the thesis showed that the city was different from what was projected and idealized for it.

The focus of this research was to study the professional profile of graduates from higher education courses in Environmental Management and of professional courses of Bachelor and Technology. This research is due the following reasons: courses are a little over ten years of existence, are in the process of building an identity, are new to the institutions that offer and also require a new look at the curriculum and academic knowledge. The objective was to investigate the professional profile of the Environmental Manager and curriculum adopted for its formation. The working hypothesis was that, to address the complexity of this professional training, the teaching model and curriculum needs to break with the dominant model in the Brazilian higher education. Guided by the paradigm of complexity, has become the choice of qualitative research, therefore, the data of interest to disclose the matter of the proposed research are made up of meanings, readings, prints, among others, as sources with bibliographies, documents and people. We selected four institutions offering the course Environmental Management, two courses of Bachelor and two of Technology with different curricular approaches: Escola Superior de Agricultura Luiz de Queiroz - ESALQ, Universidade de São Paulo (Bachelor disciplinary), Universidade Federal do Paraná - UFPR Campus Litoral (Bachelor modular interdisciplinary), Centro Federal de Educação Tecnológica Celso Suckow da Fonseca, CEFET/RJ (Technology disciplinary), Instituto Federal do Triângulo Mineiro - IFTM Campus Uberaba (Technology modular). The literature review sought to raise questions about the epistemological and philosophical Modern Science, knowledge, education and curriculum, based on contributions from Morin, Santos, Adorno and Horkheimer, Leff, Apple, Sacristan, Goodson, among others. For the documentary research projects were selected pedagogical courses (curriculum) Environmental Management and other relevant documents. The field research was carried out using the technique of semistructured interviews with the course coordinators, teachers, students and graduates of four courses in Environmental Management, whose sample was characterized as intentional (stratified and directed). Analysis of data was performed using the technique of content analysis to identify, interpret and contextualize the ideas contained in documents and speeches of the interviewees. The results confirmed the hypothesis of the research, because the traditional disciplinary curriculum, the courses of Bachelor of ESALQ and of Technology of CEFET/RJ showed greater degree of limitation for the formation of the Environmental Manager in relation to modular curriculum (IFTM Uberaba and UFPR Litoral), especially with regard to the formation of an integrated look (systemic view) of environmental issues. On the other hand, the course of Bachelor of Environmental Management UFPR Litoral, with a modular curriculum and interdisciplinary pedagogical practice oriented by project pedagogy, presented the results consistent with the formation of a trader. The course of Technology IFTM Uberaba presented limitations due to the lack of identity of the course (Blending Management and Environmental Sanitation) and a design module as simple grouping of related disciplines.

The aim of this study was to analyze the subject \"Environmental Education\" offered in the course of Biological Sciences - Federal University at Uberlândia, from 2009/1-2, to understand its limits and possibilities for the improvement of the Environmental Education in the formation of a biologist. The parameters and guidelines were taken from Tbilisi theoretical discussion. The discussion about subject, specialization, curriculum and (inter)disciplinarity in the context of the ongoing paradigm changes in Science also was considered to the analysis and the relationship between Biology and environmental issues. Within the qualitative research, we have chosen the case study, which has been widely used since the 1990s by researchers of Environmental Education. We have selected the discipline as a case, covering the students, the teacher in charge, practices in the classroom and in the field, as well as its insertion in the area of Teaching Practice of the Course Pedagogical Program and at the Institute of Biology of UFU. The strategies for the construction of the survey data were observation and participation in class in two semesters, analysis of the pedagogical course program, a questionnaire for students, interviews with some students who attended the courses and interview with the teacher in charge. The data analysis allowed the construction of the following categories: the subject in the course pedagogical project of the course; the subject in the course; the hours and location of the subject in the curriculum; the subject and students\' conceptions about Environmental Education; the teaching strategies in the subject; cultural studies in the subject; the subject and the research in Environmental Education; (inter)disciplinarity of the subject and the teaching practices during the subject. The research evidenced the difficulty for interdisciplinary work between the teachers; offering the discipline at the end of the course decreased the chances of the students involvement in research in the area, and the great volume and complexity of the texts used brought difficulties to the future biologists; despite the strangeness of the students to the anthropogenic nature adopted in the subject, it was very appreciated by them; no major advances were found in the students conception of Environmental Education; the course hours were insufficient for practice as well as for the development of projects of social changes; cultural studies permeated the subject with a well explored use of films and texts quite instigating. Data analysis subsidized by the theoretical referential chosen indicated that the offer of Environmental Education as a discipline, though it doesn t constitute in an ideal situation consists of an advance to its insertion on the course and that the course meets some assumptions for environmental education waved in Tbilisi going beyond these guidelines under the influence of other theoretical contributions that support the discussions in the area.

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This research fits into the field of History of Education, sub-area History of School Subjects; it has as its object the trajectory registered by the History of Education , a curricular component of the old normal 1 high school courses in the State of Minas Gerais; it was a subject officially prescribed by the authorities of the educational department of this state, under a relatively autonomous format as from 1928, and thus it remained until the mid-sixties. In order to delineate the contours of the object of this investigation, a guiding fundament was initially constituted, in line with Chervel (1990), which is the idea that a research concerning the history of a school subject should be developed, simultaneously based on two plans: that of prescription and that of teaching. In this line of thought, the hermeneutics starts off with the following query: How did the institutional trajectory of the subject History of Education take shape historically in the external scope and its teaching in the internal scope of the Escola Normal Oficial de Uberaba (MG) (Official School for Primary Teacher Training of Uberaba) from 1928 to 1970? This choice of period corresponds to an outstanding cycle in the existence of this subject in the primary teacher training courses in the state of Minas Gerais. There is no a priori hypothesis to be tested in answering the query, for this is a qualitative research, which was developed with the purpose of covering two plans. Thus, on one hand, in the macro sphere, it contemplates the legislative prescriptions in a state or national scope, and on the other hand, a closer dimension, intends to unveil the pedagogic practices, having as a locus the Escola Normal Oficial de Uberaba (MG). Apart from the referential works related to the theme under development, the research had access to documents from the Legislative Assembly of the State of Minas Gerais, from the Secretariat of Education of the State of Minas Gerais, from the Public Archives of Uberaba-MG (iconographical material and newspapers cuttings) as well as the archives of the schooling institution itself under research. In order to reconstitute the historical memory of the daily school practices, apart from the written documents, there were interviews carried out with old students and one teacher and through them we had contact with notebooks, photos and other historical testimonies. The data obtained allowed us to build up a historical trajectory which covers the prescriptive aspects of the subject right form the very first mention in the curriculums of the State primary school teacher training courses as part of the Pedagogy subject; after this there was its institutionalisation in a relatively autonomous manner at the end of the twenties, going through modifications imposed on a national level as from the Organic Law of Primary Teaching Training (1946), reaching the sixties when again it underwent severe transformations. Concerning the teaching, in the internal plan of the local institution, the performance of two teachers was highlighted: Leôncio Ferreira do Amaral and Wanda Ferreira Prado. We reached them as from a biographical approach which identified them personal and professionally in a detailed manner, and the pedagogic aspect was understood based on the constituents of a school subject (Chervel, 1990), chosen in this research, as categories for analysis, such as: identification of the content (or themes) developed, how it was passed on to the class, the students motivation for this subject, the types of exercises applied for learning the subject and the forms of assessment. Finally, the result of this teaching in the lives of the students.

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Agostinho Zago, in 1953, founded the Training Center on Rural Domestic Economy at Tuticorin, in Triangulo Mineiro, to teach courses for women aimed at the domestic schooling. This center became the Federal Institute of Education Science and Technology of Triangulo Mineiro. The research aimed to reconstruct as far as documentation and testimonies allowed to trace the path and trajectory of the school until 1997 when the course ended and Home Economics, that for many girls, became the instrument of education, social and professional initiation. By mapping the institution what was sought to contribute to the memory register and functionality of the institution in professional education, local and regional level, in particular in the educational background of women. Some questions were raised: What is the identity of the school of home economics? What technical training, vocational and general education offered? The research made use of written sources and documentary as regiments, books, records, arrays curriculum, degree programs, local news and official, photographs and other documents. Also counted with testimonies of servers who worked at the institution. The discussions were bristling from a historical perspective to describe the route of secondary vocational education for women. The belief that has been reached is that the direction of female education were based on educational action with consequences. Created to get young people and prepare them for the performance of traditionally prescribed female roles: mother, wife and educator, the consolidation of the School of Home Economics represented the practical expression of tacit alliance between the state and the oligarchy uberabense who sought an education for conservative his daughters, a strategic basis for the program of civilization of society through schooling.

The objective of this work is to construct a history of the Amapa Institute of Education (IETA), a school for training teachers in the high school level, created in Macapa (AP) in 1949 without proper operating condition, but was gradually acquiring an image of quality public school and enormous prestige among the community of Amapá, until its dissolution in 2005, claiming the restrictions of LDBEN training of teachers in the high school level and the need for physical space to implement State University. The chosen methodology was historical research, qualitative, of literature (texts, articles and books on the IETA), documentary (basic documents and pictures IETA) and field (memoir tells of local), having as epistemological materialism dialectical, methodological foundation in the thought of Justino de Magalhães, Paolo Nosella and Esther Buffa, as the application of the dialectical method of research the history of educational institutions, and Maria Cecilia Minayo, for whom dialectics is a way of thought and research craft an intellectual. The common thread of research are the representations of work and knowledge of the teacher teaching the early grades in school culture of IETA, the way in which they appear in the speech of the actors of the educational practice every day in the curriculum, the distribution of physical space and the architectural designs of the building. In the data collection techniques were used in the methodology inspired by Carlos Ginzbourg. The working hypothesis of the thesis provides the title, because education by example is understood as the representation of instituting educational practice throughout the history of the IETA thus a constant along the trajectory of the school. Thus, the history of the Institute of Education is designed in five phases: pioneer (representations by certain teacher s janarismo New State), consolidation (firm to the representation of education for example), height (maximum of IETA\'s prestige in the community Amapá); crisis and extinction.

The present investigation had as subject of study the teacher education policies for Professional and Technological Education (EPT in Portuguese). Reflecting on teacher education policies for EPT, in a model of society ruled by the capitalist and neoliberal logic, is a challenge that arises in our daily lives because we are actors and authors who make and remake, directly or indirectly, Brazilian education history. The thesis that guided this research was the lack of policies on teacher education for EPT. In this sense, the documentary analysis and literature surveys enabled us to realize that, throughout their history, policies in this area have not set yet as State policy, but rather as government programs that aim to facilitate and regulate the access for professionals (not teachers) to the classrooms of technological education. Regarding these policies, there are the relations among education, work and society. In this context, we discuss and confront the teacher education policies for EPT from the 1990s until today. This starting point, the 1990s, is due to the fact that it was a decade of expansion of college education in Brazil. However, our emphasis will start in 2007, with the implementation of Federal Institutes for Education, Science and Technology (IFETs in Portuguese), which, since then, are obligated to offer teaching degree courses, mission previously delegated to universities. In this context, we sought to understand the meanings and the materialization of the teaching profession in a context where a teaching degree is not a necessary requirement for professional practice, especially in institutions that have no previous experience in providing these kids of courses. The results showed the following situations: i) the materialization of lightened, discontinuous and fragmented teacher education courses programs for EPT; ii) the extraordinary expansion of the Federal Network for Education, Science and Technology has required a greater number of teachers for this level of education; iii ) we identified that the documents of PDIs and PPPs from the IFETs investigated follow MEC / SETEC policies iv) we noticed that some IFETs do not include professional education in basic education, therefore, they are dedicated to educate teachers for basic education, considering only elementary and high school; v) we identified a close link between the category of work and production models; vi) we found that, in New Developmental government of ex-President Lula, there was development of inclusive education policies, consolidated by the IFETs expansion, which, therefore, represented a considerable increase in jobs positions at all levels of professional education. However, we believe that Lula s government has left many conflict situations in order to reach its goal of social inclusion; vii) we perceived a lack of MEC's interest in discussing and regulating policies for teacher education for EPT and also in promulgating national guidelines for such education; and viii) we realized that the institutes themselves are organized in order to value teaching degrees so that they can ensure the requirement for this kind of degrees or special programs for teacher education, in order to practice teaching profession.

This study was centered in the research line of Labor, Society and Education and its subject fits more specifically into the sub areas: Educational Reforms and Impact on Educational Institutions, dealing with the theme \"Formation Policies in Higher Education for Special Education\". Immersing ourselves in this context, the thesis defended in this study was that, with the implementation of the Bologna Process, Higher Education in Brazil, as the rest of the world, was significantly affected influencing or even serving as a model for the reorganization of university structures and of higher education systems emerged from Europe. Thus, the objective of this study was to analyze the Bologna process and its influence in higher education, especially the Brazilian and Portuguese initial formation policies aiming inclusive education. More specifically: 1) analyze the transformations in Brazilian higher education due to the influence of the Bologna Process in regard to the initial formation with a view to Inclusive Education. 2) Identify the transformations in higher education in Portugal and Brazil from the Bologna process and which are the Brazilian and Portuguese specific special education policies for teacher formation. 3) Describe and reflect on the obstacles, barriers and possibilities of teacher formation for Special Education. About the methodological point of view, we did not start our reflection by similarities, but by the differences from the historical process. It was used the documental research, with descriptive and interpretative analysis features. From the empirical point of view, the study was delimited spatially in the two countries (Brazil and Portugal). The study population was composed by Policy Formation documents for higher and special education in both countries. With the theoretical references, was made the confrontation and analysis of all data found in the development of all the research, namely: deadlocks, barriers and notes for the theme in question. As a result, it was evidenced that the special education model proposed by hegemonic groups, through the public policies for the area, carries within, implications for education systems, for schools, for agencies of initial and continuing formation, as well as for formation policies. It is also a consensus that educational reforms, is increasingly gain an international character and this can be understand as a way to also globalize this sector. Thereby, teacher formation has been a root in all countries, as a way to highlight the importance of educational performance for economic growth - which in theory depends on the performance of education professionals. Regarding the formation for Special Education, the fact is that it is not mentioned in the educational debate at the Bologna Process. The gap between education and special education represents, in our understanding, to be the first and most important discrimination, preventing this type of education to discuss its educational praxis, by placing itself into a secondary category, that upon later subtly protrude all the others discrimination - for example, the civil, legal, labor and cultural.

The object of this research proposal is contemplated in the line of Labor, Education and Society because it is a study on the issue of casualization of teaching in higher education in the form of distance education and refers to the process of commodification of higher education and especially distance education and the impact on the profession through the subordination of knowledge to the imperatives of capital in the reference period 2000 to 2010. The overall goal of the research is to understand the process of casualization of teaching from the commodification of higher education and especially distance education and the impact on the profession tutor. The other objectives are divided into identifying the extent to which this occurs deprofessionalization teacher education tracking, check occurs as the relaxation of labor relations in HEIs and private or public offering distance education through the processes of recruitment, career planning, execution wages and social guarantees in the form of distance education in reference period 2000 to 2010. The methodology used is based on the use of bibliographic references that deal with the theme, documents and interviews with teachers working in Distance Education in HEIs in the Triangulo Mineiro region. In the case of distance education, the figure of the tutor, although the link between the educational institution and the students, as noted, is undervalued, due to ignorance of the importance of it in the learning process. Before the study it was found that the tutor, in most courses, is the only human contact staff with the student during the teaching. He is a professional who encourages and guides students in learning and to continue on course. It was also perceived as a worrying factor that teaching in distance education is strongly affected by the conditions of work, remuneration, number of students per teacher, lack of labor protection and pedagogical attention. Regarding the regulatory aspect, it is observed that there is instability in the labor and lack pedagogical and regulations with respect to schedules and workloads of work, among other things. Thus, although the distance is regulated in a more general level, it lacks in terms of labor regulations. Unions still vacillating position themselves with regard to the protection of labor rights of professionals involved in this process.

This thesis aimed to understand the foreign teacher, its profile, difficulties, contributions permanence challenges and reconstruction of didactic-pedagogical practices and for its professional exercise in the brazilian public universities. The study was justified because of their increasing number particularly during the last decade and also the lack of systematic research of the thematic. Our universe was the UnB, federal public university of Brasilia where we found the bigger number of these teachers. Using the INEP data (micro data of census of higher education, 2011) we could localize those ones. Questionnaires were applied to more than 37,3% of the nationalities present (19 of 51 nationalities) corresponding to 7,6% of the population estimated to 250 teachers, documents consulting (school websites, personnel website, photocopy services). The qualitative analysis and the statistical data treatment allowed us to obtain the following results: the teachers met at UnB are from Latin America and Europe, are white or brunet, are doctors and are contracted full time. They also act in teaching, research and extension. These teachers met many adaptation difficulties in their workplace due to a lack of socialization and help mechanisms in their teaching practices. By means of the complexity paradigm of Edgar Morin, we could confirm that the foreign teacher tried to survive in the brazilian public university within dilemmas and contradictions like cultural problems, alterity and acceptation by the students, its insertion in the own university and is always in search for means to connect the parts. Although, we could note the big contributions of these teachers in the quality of the graduate programs and the international insertion of their universities.