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French Spiritualism is relatively disseminated in Brazil - creed professed by about two percent of the population, about four million declared adherents - but whose categories, such as the belief in the immortality of the soul, in the reincarnation and in the possibility of contact with the dead, are disseminated in the national culture, shared to some extent by adherents of all religions. Moreover, the biographical and intellectual aspects of the figure of Allan Kardec, founder of the spiritualist doctrine, although it is a popular name, are little known, especially in academic production. Allan Kardec is the pseudonym of Hippolyte Leon Denizard Rivail (1804/1869), teacher, pedagogue, writer of textbooks, founder and director of schools in France. He studied with one of the most influential names in the contemporary pedagogy, Swiss-German Johann Heinrich Pestalozzi (1746/1827), in the school installed in the castle of Yverdon, Switzerland, and he became a disciple and propagandists of the liberal and democratic ideas of the education. This thesis analyzes the historical context of the nineteenth century, permeated by political upheaval as a consequence of the French Revolution, by the emergence of urban and industrial society, by the spread of the categories of modern scientific thought, as scientism and evolutionism, and the developments in the activities of Denizard Rivail, as an educator, then as a developer of spiritualist doctrine. The central idea of the thesis is the link between the pedagogical ideas of Pestalozzi and the systematization of the spiritualist doctrine, presented as science, philosophy and religion. The esotericism was relatively popular at the time, and one episode is paradigmatic in the history of modern spiritualism - known as \"the case of the Fox sisters,\" in which was established through codes an alleged communication with a death in the family home. The event had repercussion and the other side of the Atlantic, in Europe in process of consolidation of the bourgeois modernity, the called turning tables became fashionable, whose sessions with the alleged contact with unseen forces cheered the halls of social circles. Denizard Rivail, who retired from the educational activities because of dissatisfaction with the direction of the policy of Louis Napoleon, whose coup in 1851 foiled the political utopias of revolutionary France and installed the Second French Empire (1852/1870), in an arrangement that had the support of the haute bourgeoisie, aristocratic sectors and the Catholic Church - he became interested in the study of the turning tables, and sought to extend the reason and the scientific logic in those studies. The adoption of the pseudonym Allan Kardec marks this inflection in his life. Scholars from various fields such as physics, astronomy, medicine, among others, have engaged in such research, but the humanism of Allan Kardec seized by the influences of education, especially of Pestalozzi, contributed to the creation of Spiritualism as it is known, with emphasis on human advancement.

Nowadays, it is increasingly common the inflow of youngsters of a very low age into college education in Brazil. These young people bring with them a number of very peculiar characteristics which previous generations did not have, caused in part by the technological revolution starting in the 1970s. They grew up at a time of great technological advancement and economic prosperity. This new Generation, known as Generation Y, leads an everyday life with people from other generations in the workplace and at school. Most of the time, the previous generations did not have or still do not have the same technological intimacy and did not develop the same habits of Generation Y, that grew up among hectic action, being stimulated by various activities and performing multiple tasks. The studies which approach issues related to generational matter and specifically Generation Y does have some controversies such as the starting point, for some, since 1977, for others since 1985. As to Generation Y behavior, some describe them as well-behaved, team workers and ethicists and others as self-centered, superficial and rebels. Some authors refer to these youngsters as digital natives, and to people of other previous generations as digital migrants. With so many changes in the profile of these young people, it is natural that the school environment has to undergo some modifications to adapt to this new era: new student and new worker. Considering that these young people are at the same time fruit of this technological time and active agents of this process of change, we understand that both the school environment and the work carried out by the teacher is undergoing profound transformations to meet the needs of a new public with such distinctive features. Thus, this paper aims to broaden the debate about Generation Y and assess the influences of the Technological Revolution occurred on these young people in labor relations, and especially in the school environment and on the teaching work. To achieve that, we sought some grounding in theories of work and in studies on youth and generations and management, and some theorists in the area of college education, always taking into account the philosophical, sociological and educational aspects to analyze this Generation. Through a bibliographic research, we realized that changes in the world regarding technological developments and globalization have influenced much the character, ideals and behavior of the young people and this is directly reflected in school. The teacher needs to know how this new Generation thinks and acts, and then seek new teaching practices that are consistent with this audience. What we cannot fail to understand is that the changes brought about by the arrival of Generation Y are not passing. As more and more young people come to school age and later to the labor market and assume leadership positions, the schools and enterprises need to adapt themselves to this vibrantly connected and restless Generation.

This research analyzes the project which aimed to transform the city of Caldas Novas in to a hydrothermal spa. The processes of symbolic and concrete constructions from within one project for use of the thermal waters of the city. The processes involved in this project, the changes in the city\'s urbanization, the influence of time sanitarian and moralizing 1920s. The difficulties encountered by local leaders - the colonels waters -. What were the difficulties in using education as part of the transformation project, how did the achievements of the city regarding the first decades of the twentieth century and in particular the transformation of the city, focusing on erasing their historical memory, maintaining the myth of warm water as a source of health and youth. Relations with the state and prospects of economic growth that a resort town could offer. health and leisure replacing the mediations that were necessary for the changes.

This is a survey dedicated to reveal, from literacy practices experienced by two, one director and two students, the History of Literacy in the primary school Governor of Clovis Salgado in the city Ituiutaba, Minas Gerais, in the period 1957-1971. Accordingly, we sought to elucidate the stories of five people who lived the experience of teaching classes in literacy and being literate in a period that was used only to alphabetize the primers. We use booklets, pamphlets, laws and acts that supported the study to be unveiled that the literacy practices and methods, plans and evaluations in the primary school Governor of Clovis Salgado in the city Ituiutaba. From the qualitative analysis of interviews and all the historical and biographical survey of practices in the primary school in question, observed that the initial hypothesis that the suave would have been used in the study period was overruled. We realize, however, that the primers used for literacy at this time were the Primer for Children and The Most Beautiful Stories. We also note that in the same school during the same period and with the same working conditions, the literacy primers and used different methods. The Global Method and syllabic method were perceived and understood as teaching methods from the particular experience of literacy, contrary to the instructions in the basic primary education which directed its proposal for the specific use of the Global Method. Oral history, as the research methodology was fundamental for this study because it is from the voices of their own literacy that build the history of literacy in primary school Governador Clovis Salgado in the period 1957-1971. We sought to identify those who have literacy to understand which representations and appropriations made by them during that period and try to build a part of the history of literacy in Ituiutaba. After research, we understand that teachers, throughout their lives, were formed as literacy. The results show that the practices are value-laden representations and that these professionals have built and built throughout his life. Thus, their practices go beyond the rules laid down by school and bodies responsible for education in Minas Gerais.

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The specialized periodical press has established itself as an important object and resource for the renewal of the investigations in the History of Education and History of Physical Education. Notably, scientific journals offered as guiding elements for the quotidian of members of a field of research, as presented and discussed theories, practices, controversies, models of training and knowledge. Represent ―authoritative voices‖ able to design and validate knowledge about the discipline of Physical Education. Given these considerations, the main objective of this research is to identify and analyze the genesis, materiality and the formation of discursive constructions and representations that were broadcast by the Revista Brasileira de Ciências do Esporte and the Revista Stadium, journals in the area of Physical Education between the years 1979 and 1986. More specifically it sought to assess the evoked narratives about the sport, the teaching of Physical Education, its scientific, his academic position and its educational responsibility. Fidgeted, especially with texts that exhibited a position and engaged in questioning principles, values and identities crystallized. It is emphasized that these printed interfered in the area of Physical Education in distinct territorialities respectively in Brazil and Argentina. For the investigation of the two magazines are conjugated contributions and theories of Cultural History, Comparative History and the History of the Printed. Furthermore, adopted the concept of representation of Roger Chartier (1990, 1999a, 1999b, 2001) and the notion of strategy described by Michel de Certeau (1982, 1998). The routes traversed by the two magazines had similarities and differences. The RBCE in its early years triggered strategies, elected a typesetting and ran conservative representations aimed at fleshing out the stark image of a journal with scientific intentions. Its aim was to contribute by means of testing and data collection to achieve better sporting results and the development of physical fitness of the population. In recent numbers significant changes were found. The editorial and format of the publication have changed motivated by the politicization of the representations and circulated by the confrontation of the previous conservative approaches. However the Stadium was highlighted by the constancy of your graphic design, material aspects and editorials devices used. The representations propagated did not suffer significant changes. The Stadium remained open to debate as a journal, inclined to publish various approaches to teaching sports and Physical Education. Comparing its affinities and discrepancies between printed if beacon that both shared the desire to become media discourses capable of guiding a concerned with the education and action in the field of physical education and sports public. Similarly exposed multiple focused on legitimizing often divergent scientific, moral and aesthetic meanings voices.

This investigation has as its theme the State and the Catholic Church, as instances of promoting education, focusing on the training of primary teachers in Minas Gerais. The temporal scope encompasses the time between 1892-1904, the first years of the Republic in Brazil. This period is justified for reasons that are interlinked: First, the demise of the functioning of the schools for the training of teachers as recorded at the time that the analysis of primary sources. Second, with the new regime, given the separation between of the State and Catholic Church took place in the legal framework, it is decreed the secularity of school education. It is also during this period that the movement occurs expansion of primary schooling and, in consequence, the expansion of Education Schools for the training of teachers to work in this level of education. Thus, this study aims to analyze and interpret the action of the Catholic Church in state affairs, so to evidence that the relationship between these two institutions continued very close in the educational field, including teacher training courses, even when the laws, as the Brazilian Constitution of 1891, decreed otherwise. The method of investigation is proposed to documentary research, consisting of documents produced in the daily Education Schools of Minas Gerais, as well as a set of laws produced in the time encompassed by our study and literature that helps us in interpreting and enforcing our arguments. The sources are listed, mostly in the custody of the Minas Gerais Public Archives in Belo Horizonte. These are documents produced in the secretariats of the Education Schools: certificates and attestations with seal of authentication to prove the trustworthiness, civil and religious, women of Minas Gerais; timesheet (containing the subjects taught in course teacher training) and normal evaluative tests (written exams) of some normal schools of Minas Gerais. As additional sources are used the encyclical Rerum Novarum (1891), legislation that organized educational laws that organized teaching in Brazil, laws and decrees of Minas Gerais as the law no. 41 of 1892 (Afonso Pena Reform) and law no. 281 of 1899 (Silviano Brandão Reform) which regulated primary education and teacher training to act in this level of education. The analysis of the sources gives us like result that the action of the Church in the training courses for teachers were part of the rescue project of Catholic ideals in Brazil, in general, and in Minas Gerais, in particular. This project of the Catholic Church has dovetailed with the plans the State which had the interest to train the girls in the traditional model of the family of Minas Gerais. Working together in education, church and State, formed women within the Catholic doctrine - with the goal that it extended this education in the family environment - at the same time that professionalize them to act in the primary teaching.

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El objetivo fue identificar y analizar señales de desestabilización que la presencia de maestras travestis, transexuales y transgéneros causa en la escuela en la que trabajan. Del mismo modo, intentamos comprobar en qué medida estas profesoras generan el cuestionamiento de las normas establecidas culturalmente y se en sus prácticas de enseñanza desataron nuevas formas de enseñanza y aprendizaje en relación con la discusión sobre género y sexualidad. Teóricamente, establecemos diálogos con las teorías post-críticas, destacando sobre todo la teoría queer. La teoría queer posibilita visualizar, analizar y contextualizar el campo general en que todas las identidades (sexuales, géneros, raciales, clases) son construidas, dándose cuenta que son necesarias y interrelacionadas, constituyendo una realidad complexa y en constante movimiento en las más variadas dimensiones: históricas, sociales, políticas y, inclusivo, educacionales. Como metodología, la investigación se construye a partir de la interacción de las fuentes bibliográficas, documentales, entrevistas y encuestas. Doce profesoras trans de las cinco regiones del país componen el universo investigado, siendo dos de la región sur, cuatro de la región sudeste, tres de la centro este, dos de la nordeste y una de la región norte. La mayoría de las entrevistas fueron realizadas en el XVII ENTAIDS en Aracajú en el año de 2010 y en la edición del mismo evento realizada en 2012 en Brasília, cuando siguiéramos las discusiones de la Red de Educadoras/es Trans. Otra parte de los sujetos fueron entrevistados después de respondieren a un cuestionario semiabierto enviado por internet. Siendo interpretados/as como sujetos que histórica e culturalmente deben ocupar las márgenes de la sociedad, la presencia de la profesora trans en la escuela desestabiliza los principios hegemónicos de la heteronormatividad. Esto ocurre, a pesar de que en algunos momentos, la presencia de estos sujetos pueda representar una conformación a las normas de género en el sentido de traicionaren las directrices que reorganizan sus localizaciones de sujeto, haciendo de sus vivencias trans una dimensión invisibilizada por la estructuración de zonas de conforto de la feminilidad. En varios momentos, sin enbargo, estas áreas se ven perturbadas. Como ejemplo, cuando interpretadas como una variación de la homosexualidad masculina o cuando se les pregunta por los/as atores/as de la escuela sobre su relación con la prostitución. O incluso, sintiéndose ultrajadas por el testimonio de alumnos/as LGBT siendo violados/as en sus derechos de acceso y permanencia respetuosa en el ambiente escolar, partiendo en su defensa. En la perturbación de estas zonas, los estándares pre-estabelecidos de moralidad, principalmente influenciados por principios religiosos, fueron los fundamentos guías de estos conflictos y desavenencias, lo que confirma que la dimensión secular de la cual la escuela debe guiarse en sus actividades educativas diarias es todavía un proyecto a realizar. Aún con estos obstáculos, estas profesoras desencadenan nuevos modelos de aprendizaje, convivencia, producciones diferenciadas de conocimientos, establecimientos de vínculos y, sobre todo, perspectivas de que el respeto por la diferencia esté de forma rutinaria en la agenda sean notables.

This work\'s main aim is to identify the School of Medicine and Surgery\'s (EMECIU) origin, formation and implementation. It represents a part of the works in survey of the Federal University of Uberlândia\'s History and Historiography of Education. It takes part in the field of History of educational institutions. The investigation method includes bibliographical research, documentary research, and uses the oral evidence of people who experienced parts of these particular moment in History. According to documental archeology, the period from 1954 to 1978 presents the first signs that suggest the public presentation of the creation of a Medical School in Uberlândia until the end of the federalization process of that institution in 1978, which used to work as a Private Medical School. The theorectical fundamentation approaches to the concept of collective representations given by Roger Chartier which was expanded by the author of this work into two new perceptions: projective discursive tactics and conciliatory discursive tactics. The survey\'s result highlights that there was a project of predominant classes for Uberlândia, which determined the ampliation of as many fields as possible in order to dream up and support the industry growth as well as business and higher education growth, and also the development of all the productive segments of the local society. Aiming at the same perspective, the reciprocal approximation between doctors who strived to start the Medical School and the political leaders who started to reverberate the collective representations of the doctors are, in fact, signs of a bigger project dreamed up by Uberlândia\'s political forces with the aim of building a modernized and productivally vigorous city so it could leave its anonymous position in the country. The beginning of Uberlândia\'s Medical School was strongly connected to the current city project during the riots pro the foundation of the University of Uberlândia, considerating the higher education institution as one of the most valuable representations for the local society. Apparentely, the Medical School also came because of the same reasons.

Este trabajo es una investigación sobre mediación en la teoría de Lev Vigotski, realizado por medio de un profundo estudio teórico-bibliográfico. La investigación procuró discernir en los argumentos de Vigotski, a lo largo de su obra, el uso y la definición del término mediación y sus implicaciones para el proceso educativo. El trabajo mostró que la mediación es una discusión presente desde los primeros escritos psicológicos y pedagógicos de Vigotski, siendo empleada hasta el final de su obra, norteando su análisis sobre Educación y desarrollo. En los textos investigados encontramos las siguientes formas de mediación comentadas por el autor: mediatización de los reflejos psíquicos, mediación por la ciencia, acción mediada por la operación del signo, mediación social y mediación de los conceptos. Concluimos que el estudio de base dialéctica de mediación y su ligación con el problema educativo y el desarrollo humano, son indispensables para su definición y fundamental para pensar sus contribuciones para el proceso de enseñanza que se proponga ser vigotskiano.

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From 2004 to 2010, Brazilian government, in its federal, state and municipal levels, proposed and developed a teaching education program aimed at educators working with children aged 0 to 5. As model of teaching training, Proinfantil program focused on lay teachers who were working public schools. This study aimed to build a historical understanding of such program as an educational public policy for teachers training. It does so by analyzing Proinfantil s impact on teachers classroom practice in a research this thesis presents. The research sought to show the effects of such program as a device to constitute them as individuals prepared to teach children. Carried out as a qualitative documental research, this study relied on sources as statistic data, textbooks, legal documents and general documents related to Proinfantil. In an interpretive analysis, we searched to identify guidelines behind the materialization of this program education policy. Doing so required not only to make its theoretical foundations clear but also to think reflexively on the ways it took; besides discussing teacher education background for the early years of schooling, children education as something tailored to childhood characteristics and singularities, program s characterization both nationally and in Minas Gerais state. Results allow asserting that Proinfantil fulfilled its role of opening possibilities of interpreting the reality of teachers who were working at the time. It made possible to verify the theoretical conceptions underlying such teacher training and the conceptions of childhood, child and children education as well as Proinfantil structure as to instructional and didactic materials, curricular guidelines, assessment proposition, accompaniment forms, evaluative reports from Ministry of Education and other organisms of evaluation, finally, important documents related to the process of implanting and consolidating the program. We highlight, however, that Proinfantil should not be seen as an academic training. Its brevity, discontinuity and ruptures in the process of building knowledge link it strongly to the neoliberal political tendency, in which contradictions and inequalities state its condition of means to make international capital keep its hegemony.

Starting from the understanding of the crisis and of the restructuring of the capitalist State, this study examines the impacts of such changes on the establishment of the higher education public policies announced by the Brazilian State and, particularly, on the management policies for Law Schools in the last two decades. Based on categories that explore the contradictions in this process, the study presents the hypothesis that the proposal of a humanist and ethical legal education put forward in the provisions which regulate the establishment, license, recognition and validation of Law Courses in Brazil does not stand up before the demands posed by the globalization of capital. Among other demands, we highlight the manipulation of knowledge in order to favor market interests, so that the crisis of legal education referred to by the political actors dealing with higher legal education must be understood taking into account the capital crisis itself. This must, therefore, go beyond the understanding announced by managers, class entities and faculty associations. Going from the specific to the general, this work questions the guidelines, decrees and assessment tools established by the government for the sector in this perspective, besides the pedagogical projects of the targeted courses. This has allowed us to support the thesis according to which the policies announced and the argument of the actors involved in this process are contradictory in face of the existing material conditions in Law Courses in the city of Uberlandia. As an educational center, the city gathers more than five thousand students in eight Law schools. This study, with its research field limited to the local reality, has shown that the relations among the State, science and human qualification affect the legal education provided in Uberlandia.

This research lies in the field of History of Educational Institutions, which is part of the line of research History and Historiography of Education.The main purpose is to analyze the process of formation of the Patronage of Minors St. Joseph, in the city of Paranaíba MT, likewise, uncovering its genesis. This is a confessional institution created by the Franciscan Order of Friars Minors who arrived in Brazil in 1938, came from Germany. At first, they stayed in São Paulo and then went ahead for several Brazilian states, where served as missionaries in evangelization and also in education. Methodologically, we used the following proceedings: bibliografhycal research, documentary research in relation to the implementation of the franciscan educational process in Paranaíba and oral history as an instrument to conduct interviews with founders, students and teachers of the period studied. The selected period1952-1963 corresponds to the moment of its inception, when the Order of Franciscans leaved town, despites the school functioned during 1961-1963. The sources used for the research were: official journal of the state, registration certificates, reports, teacher s books, registration book, book rate, school listings and others, found in diversed ways, some in the historical archive in the museum, some with the owners personal files and the majority of it, stored in cardboard boxes left in the basement of the institution, for all these years, which would be discarded by priests who are ahead of the Catholic Church in the city today. Interviews were conducted with students, teachers, housekeepers and the only founding member who is alive. The history of the Patronage St. Joseph of Paranaíba is marked by contradictions. By analyzing the remaining documents, the conclusion would be that it was an institution that would attend \'abandoned and dysfunctional\' children and the purpose of it was teaching the grounds of land cultivation (agricultural), because it was a patronage. However, confronting the documents with testimonials we may conclude that the institution used the name patronage to get grant for its budget. The charity for the less fortunate children not happened and neitherthe agricultural teachings. The institution was a boarding school for boys, mostly sons of local farmers, and worked as a primary school, despite of that, it has played a relevant role for the local society. This event has leaved evidence that Christian evangelization in the Catholic faith was the biggest purpose.

The purpose of the present thesis was to show reflections about the work and the implemented professional qualification policies, especially at the prison houses in Ituiutaba/MG, namely: Helena Maria da Conceição Prison and Association for Protection and Assistance to the Prisoner (APAC). The study was developed by a wide bibliographic research, documental analysis and empiric research through interviews with prisoners that fulfill their sentence at the prison and those in recovering process at APACs from Ituiutaba and Itaúna. We defend the thesis that there is no effective professional qualification at the prison system, despite of the implemented policies. In this thesis, we do not dismiss the importance of the implemented policies for education of the worker who is inside and outside the penal system, but we emphasize the way that he/she is used inside the prisons, referring to the exploitation of the work and the worker, as well as the labor activities developed by the prisoners on the resocialization process. The research put on evidence the voice and perceptions of the prisoners about the imprisonment conditions, the work and the qualification policies implemented on Ituiutaba s prisons and Itaúna s APAC. This study found, specially using the bibliographic and empiric researches, a policy of imprisonment in Brazil and a criminalization of the individuals that are not functional to the capital, once that the vast majority of the prisoners in the penal establishments of the country comes from the classwhich- lives-from-the-work. The research still shows the contempt of State in relation to the prison system and the fight against the criminality. The thesis raised in this study was confirmed by results from the research, analysis of documents about the professional qualification policies and bibliographical study. We have not seen the effective of these policies in Ituiutaba s prisons. The courses given by APACs contemplate a variety of professional qualification that is fragile, rapid and out of order, with the reference to, specially, the re-socialization process and work rehabilitation of the former prisoner, not assuming a dynamic character, capable of making changes, with the human being and the dignity as the point of reference.

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This research investigates children‟s literature as an educational experience. Its aim is to analyze the contributions of Ruth Rocha‟s children‟s literature to teacher education and to reader education. Collaborative action-research is the methodology used in this investigation that focuses public primary school education teachers‟ built knowledge and practice. The research methodology consists of: broadband survey questionnaire answered by first years of primary school teachers and school administrators from local public schools of the city of Uberlândia in the state of Minas Gerais in Brazil; documental and bibliographic study; workshops with first years of primary school teachers; participatory observation in the schools, field notes; interviews with subjects about knowledge and educational experiences with children‟s literature books in classroom; transcription and interview report. Actions involving the work with children‟s literature books at school are also part of this project. The subjects involved were one hundred and twenty-five students of first, and second and third years of primary school, and thirteen teachers: three library teachers, two language and literature teachers, one grade-two teachers, two grade-three teachers, three coordinators, one readapted teacher for library teaching work, and an elementary school Portuguese teacher with experience in library collections selection. The research was conducted at two local public schools in Uberlândia. The study emphasized that although the City Centre of Studies and Educational Projects Centro Municipal de Estudos e Projetos Educacionais Julieta Diniz (CEMEPE) offered in-service teacher training sessions they did not offer any specific training in reading children‟s literature with focus on the teacher or on the student reading education. It was also verified that the teachers wished to help their students to become critical readers but, in their everyday practice at school, they used methodologies that did not involve students as active readers as they worked children‟s literature. Their work was a linear repetitive way of teaching where students had to complete reading records and to do mere comprehension exercises of texts and literature books read. Most subjects (60%) did not know about any existing governmental programs to enhance reading skills, such as the national program of library in the school - Programa Nacional Biblioteca da Escola PNBE‟, and they even did not study about children‟s literature. In the schools involved in this research, making use of Ruth Rocha‟s work, we worked some actions along with the subjects building knowledge, attitude changes, and reading practice in the school context.