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The central object of this research is about History teachers‟ background, in Distance Education, in particular, in the institutions - Montes Claros State University (UNIMONTES) and Uberaba University (UNIUBE), institutions providers of this type of education. The general objective was to analyze the political-pedagogical projects, the curriculum, the knowledge and the pedagogical practices in initial training courses for History teachers, in the modality of Distance Education, focusing on weaken and improvers aspects. The methodology adopted is situated in the qualitative approach of educational research, having been carried out a multiple case study. The procedures and the sources used were: the bibliographic research, content analysis of official documents; and the application of a questionnaire to teachers of these investigation. The initial sample was composed of 73 employees: managers, teachers trainers and tutors of these institutions, and the data obtained correspond to 33 participants. For recording and analysis of the data we use the digital search tools: a tool was \"Google docs\", which allowed for the submission of the questionnaire to the subjects involved in the research, via the Internet; the other tool was the Tropes software, version 8.4.2 of February 2014, which helped in the analysis of the data obtained through the questionnaire. The results showed several weaknesses in the cases studied: the ignorance of the PPP by many teachers; the instability of the teachers in the courses; the fragmentation of content; the conditions of telecommunications; the lack of integration of multidisciplinary team; evaluation processes without rigor; the prejudice against this modality; the difficult access to virtual platforms; the absence of research in courses; according to the teacher, the students don´t go beyond the textbook available; no training of tutors to follow-up the students; the lack of qualification of the students and the fears in relation to the use of technologies; the lack of learning to read, interpret, and solve problems individually or collectively; the not search for autonomy; difficulties in learning to learn and lack of technology; the behavior of the students in relation to the daily working hours of study. Among the potential, we highlight: the commitment of teachers; the indication of complementary and obligated readings in didactic material; the trust as part of the multidisciplinary team to develop the educational materials; the belief in the modality for the continued education; the opportunity for initial training, whereas the distancing of the students in relation to training centers; the pedagogical potential of Distance Education; the involvement of teachers with pedagogical practice; the courses made by teachers to act in the this modality; and the belief in the use of technology as an important element in the process of teaching and learning. We believe that these indicators may provoke discussions and contribute to the improvement of the quality of education, in particular the History teachers‟ background, in Distance Education.

Science dissemination has unquestioned role on intermediate science and society and it is a wide subject of research in education, considering that the construction of knowledge flows in different spaces, and, consequently, produces and disseminates representations. It presents as a motivator for reflection and as a necessary tool to prevent that knowledge do not become synonymous with domination and power. Thereby, the Astronomy assumes a remarkable role as a trigger of scientific dissemination process, due to its interdisciplinary character. From this viewpoint and the theoretical and methodological framework of the Theory of Social Representations (TRS), grounded by Serge Moscovici, this research, qualitative in nature, seek to answer: What are the social representations about scientific dissemination of Brazilian researchers that act in the field of astronomy? The work was based on Longhini, Gomide and Fernandes (2013) research, which delineate the Brazilian scientific community involved in Astronomy, identifying two groups of researchers with different training paths: one with postgraduate in education and related fields, and other with postgraduate in Physics or Astronomy. Thus, this study had the subquestion: Does the researchers of these groups have different conceptions about the practices of science dissemination? A sample was composed of six subjects, three of each formative course, who participated in semi-structured interviews analyzed following the steps outlined by Spink (2012). The results show that the science dissemination is part of the researches schedule s, with a positive image relative to promote scientific knowledge to population and similar on practical approach between the two groups. Point to two social representations of science dissemination: one for society in general, moved by passion, anchored in values and beliefs, in satisfaction of seeing the results that their actions bring to people's lives; and the other to their pairs. Regarding the first, the core of this work, emerge gaps that hinder the practice of science dissemination, such as lack of professionalism and difficulty of using language accessible to the lay public; the lack of appreciation, so far, of the area and the bureaucracy required in the execution of projects, which come from institutions and sponsoring agencies, and the negative representation about the media, in general, are added to the list of obstacles, inferring that science dissemination is a paradigm in construction. Other considerations are that astronomy is not part of basic education systematic way or the media in general and, not infrequently, in these areas, this science presents with misconceptions. And there is an intersection between science education and science dissemination, wherein the researcher must approach to the elementary school teachers and the population. There is an indication of expanding non-formal spaces of education and the creation of a specific policy for Astronomy. In short, the found representations ponder some of the concerns currently present in society and that are echoed in the theoretical framework of this study, demonstrating that, in Brazil, despite advances, in general, science dissemination, science education, and, specifically, Astronomy Education, are in a social fragility context.

This thesis sets out to investigate the strategies mobilized by the miners reformers to operate pedagogical changes under of the rationalization project in Minas Gerais, in the organization movement of public education between 1906 and 1938, through the analysis of education law, presidential messages, texts published in the Journal of Education, teacher meeting minutes, inspectors\' reports, as well as the study of a broad theoretical framework on the topic at hand. To understand how the school inspector turned into an agent of the proposition to rationalize and develop the state, from the process of organization of public instruction, we mapped the major educational reforms that occurred in this period, especially the reforms of João Pinheiro and Francisco Campos, seeking to highlight administrative and pedagogical changes, the reorganization of the technical inspection of the teaching service and the refocusing of the school inspector. We selected and studied, in the messages, information on administrative procedures linked to the republican ideals of spreading and establishing primary education in the state, appeals around the reduction of illiteracy and the formation of citizen concern about financial issues and aspects on the inspection of teaching and the work of the school inspector, in order to apprehend, from the official discourse, the underlying intentions. We related and analyzed various texts published in the Journal of Education about the formation of the inspector, after the reform of 1927 and also those texts produced by the school inspectors, to publicize and promote, among teachers, the use of the new pedagogical framework. In the reports of professionals and in the meeting minutes of teachers we sought to identify how the inspectors oversaw the physical, material and pedagogical conditions of schools and how teachers were guided and assessed. Based on the theoretical benchmark in the documentary data, we can say that, compared to the republican ideals of the constitution of a modern state, from the João Pinheiro reform, the technical inspection service gained centrality in education and was then structured in order to organize public instruction in Minas Gerais. At the same time, the school inspector stood as an instrument of control and supervision of the education and training of teachers, but the documents also showed their limits. In 1927, the Francisco Campos reform restructured the inspection service and the inspectors through a rigorous selection and training process, turning them into agents of the state, organizers of a new pedagogical proposal to impose, produce and reproduce that which was prescribed by law, in order to organize teaching and modernize the state. At the same time, the actions were marked by inconsistency between the defense of the values of a modern society in an agrarian, conservative and oligarchic environment and obstacles arising mainly from inadequate funding for education, requiring continuous changes and legal adjustments. Thus, the education inspection service, created in 1906, was abolished in 1938 and became an organ of minor importance.

The State sectarian mediates the antagonistic interests tensioned by the class struggle in favor of sociometabolic system of capital and of the overcoming of its crisis. To fulfill this role, historically, and more strongly in recent decades, it (re) consists itself and, through public policies of government and state, it allows multi-regulation mechanisms in various areas of society. Moreover, in the civil view, subjects and movements develop counter-regulatory processes that have been significantly moderating. In the wake of this process, formal education has na important role, since it is able to tailor bodies and minds the hegemonic and counter-hegemonic project of society, without having to resort to armed struggle. Thus, it always been present on the agendas of the civil face and state policy. In 1997, state and social and union movements have become partners for National Education in Agrarian Reform Program (PRONERA), which has been, gradually, increasing its impact on the Basic Education and Higher Education of the subjects of agrarian settlements and of the Field. This paper discusses the consequences of this partnership for societal dynamics. Here, in a micro cutting, Education Course - Rural Education, organized by the Mining University in partnership with Instituto Nacional de Colonização e Reforma Agrária (INCRA) and the Federation of Agricultural Workers of the State of Minas Gerais (FETAEMG). For this, it analyzes the multi-regulations that the State engenders on the subject and the urban and rural labor movements; discusses the State as a formation structure and multi-regulation of social dynamics; discusses the development of the union movements and the struggle for agrarian reform, in Brazil, its guidelines for the education of union members subject, and its participation in the realization of PRONERA, and reflects on the materialization of PRONERA public policy, in the Course on the agenda. Develops a quantitative and qualitative research through methodological literature, documentary and empirical procedures. The results show that PRONERA has been constantly reconfigured, especially regarding its organizational structure (core power and decisions). In this process, it \"captures\" the subjectivity of individuals to engage social and union movements to current determinations necessary to maintain the hegemonic control of society by the capitalist system.

One of the propositions of this study was to continue the research initiated on the Master s degree on the history of literacy teachers in the municipality of Ituiutaba-MG, since evidence of this story pointed to the formation of such professionals as teachers. Accordingly, I set out to expand the research adding to recent discoveries, new quests, new anxieties in order to identify the pedagogical ideas that underpinned the social productions on teacher training, both in educational legislation, and in the interior of the existing teacher training institutions municipality in the period 1935 to 1961: the Normal Schools. In developing the study on teacher training from educational institutions I try to recover the trajectory of significant institutions, demonstrating its importance to the socio-cultural development of the region, contributing to an interconnection between the singular and the history of Brazilian education by highlighting the discussion on the formation of schoolteacher from the perspective of Normal Schools, private and public in the municipality of Ituiutaba on the period comprising the years of 1935 to 1971. The specific objectives marked in this study were: to identify what were the conceptions of teacher training that circulated in educational legislation in Brazil, Minas Gerais and Ituiutaba; to identify research on teacher education in the Normal Schools held in institutions that are located in the Triangulo Mineiro and Alto Parnaíba, comprising differences and similarities in the teacher training process in the region; to describe the research setting, the educational context of the municipality of Ituiutaba, located in Minas Gerais, Brazil, and private and public schools of the county teachers consist the context and the process of formation of each of them; and to meditate on the widespread school culture in these institutions comprising the process of formation of each. The methodology used to conduct the study was the Oral History since it allows us to stop conceiving history as unique, or of a national identity, to recognize the existence of multiple stories, memories and identities in a society. In this perspective, I did the following: bibliographical and documentary collection, conducting oral interviews with students, teachers and school managers and transcription of the narratives. This study showed that the municipality of Ituiutaba had five teacher training institutions, remaining twenty years with only one private school that offered teacher training, and another twenty years to count to one school of free education, only in 1969 is was created a public teacher training school.

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The teaching work is a field of competition and contradictions. If on the one hand, there is an effort to the teachers training and valorization, on the other hand, there is an ongoing process of disqualification, de-professionalization and devaluation of their work, under the entrepreneurial discourse that suggests autonomy, innovation and good performance. This research, a documental research type, aimed at answering the following questions: What conceptions of work and professionalization are present in official documents? For what and for whom is the teacher professionalization necessary? In what way is entrepreneurship presented, and how does it affect the teaching? The research is justified since, while questioning the national policy of valorization concerning on Magisterium for basic Education, implemented by the Federal Government between 2003-2010, this points to a new professional profile. The theoretical-methodological procedure took up contributions of Critical Discourse Analysis (CDA) subsidized by the reference of dialectical historical materialism (MHD), which are important for analyzing the work categories, the teacher professionalism, and entrepreneurship. Considering the documents for analysis, in the legal plan, it was taken into consideration the speeches from both international and national organizations, such as :UNESCO, Federal Government, National Confederation of Workers in Education, National Education Council; at the government plan, the discourse of the propositions, programs and interviews from those who represent the government; on the civil society plan, the speeches on work teaching, the teacher professionalization, and entrepreneurship which is present in printed and online media, in scientific and opinion articles , interviews, and surveys as well. As a result, although the documents point to the development and professionalization, the research uncovered conflicts between what education professionals advocate and what the federal government interprets as work and professionalization; the objective and subjective teaching conditions point straight to the teaching de-professionalization. The management principle by results, in which the State is guided, affects the teaching work, making professional of basic education to pursue, individually, his/her good performance, and leading him/her to become \"entrepreneur of itself.\" Thus, the teacher profile, considering the challenges of the twenty-first century, consists in developing skills, moral and ethical skills combined with the entrepreneurial / innovative / creative spirit, resignifying practices in everyday school life. In the context of contemporary capitalism, the \"productive reengineering of work\" is orchestrated by flexible working; and the entrepreneur figure comes into play under different aspects, gaining space the \"entrepreneur of itself.\" Thus, the work phenomenon and professionalization unveils enterprising feature of the teacher\'s work and the enterprising culture, before present just on the business area, goes to university and, without asking permission, enters the public schools, via economic policy of the Federal Government implementing its educational policy with the Education Development Plan.

In face of a globalized society, dominated by technology and capital in all its dimensions, the less privileged seek in formal higher education the possibility of ascension and self-realization. It should be noted that the expansion has been taking place in public higher education, which includes restructuring investment in existing universities, creation of new university centers and various forms of entry, as well as other measures; but it is necessary to check whether such expansion has occurred without creating precarious labor condition of those involved in the process, like the teachers, who may encounter a lack of basic resources to offer an education that ensures not only quantity, but also quality In this sense, this study aims to understand some aspects of the phenomenon of expansion, especially in the context of the Federal University of Uberlândia s internalization. The creation of the Campus Pontal, located in the city of Ituiutaba (MG), refers to the first experience of this institution regarding the implementation of a physical and organizational structure out of its headquarters, in order to meet regional demands of free and quality education in this city and its surroundings. The scope of this study was to investigate the perception of teachers allocatd there about the working conditions which were offered in such expansionist context, the exogenous and endogenous factors that that triggered the internalization of the institution in the city of Ituiutaba and sought to identify and discuss the main aspects related to the working conditions of teachers in the new campus outside of headquarters.

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This study is localized in the Line of Educational Research Knowledge and Practice, approaching the theme of university teaching of Physical Education and is aimed at identifying, analyzing and understanding the ideology of university professors in the faculty of Physical Education in the academic and pedagogic universe. It aims at verifying possible interfaces in these universes in the quality of educational practice which they perform. The thesis defended is that university professors in the area investigated must perform teaching keeping in mind the academic and pedagogic universe, not forgetting that both need to be accompanied by competent policies. This is a descriptive study and adopts a qualitative and quantitative approach so as to treat data methodologically. The subjects were composed of professors graduated in Physical Education (Licentiate and Bachelor), teaching in Federal Universities, Federal Institutions and State Universities. A questionnaire was used as an instrument to collect data, validated through the Delphi Method. The questionnaire was answered to by 234 people. The hypothesis was that, considering that the area of Physical Education is historically marked with eminently practical characteristics, there is could be difficulty for the professors investigated to deal with the two universes, with the possibility that there be more fragility when considering academics. The study did not confirm totally the hypothesis, better yet, what we found was a profile of university qualified professors, engaged in scientific production in the area and with strong concerns in the pedagogic universe, since in confrontation between the two, the pedagogical aspect prevails. This shows an advance in professors investigated form the point of view overcoming the stereotype that professors of Physical Education are subject of low titles, with little concern about academic production and pedagogic aspects. It is worthwhile to point out, that from our point of view, the strongest connection with the pedagogic aspect could possibly be the fact that 98% of participants were attending Licentiate courses. Regarding the academic category, a possible presence of these professors in post-grad and pressure from CAPES helps to explain the importance attributed to this universe. It was demonstrated that professors make adequate use of their titles keeping in mind publications, orientation, and other activities pertinent to the categories analyzed. This study also revealed that the area of Physical Education has at its disposal a number of university professors with total conditions to contribute to the overcoming formation of stigma that a Physical Education professor is dyslexic, does not know how to write and therefore does not plan nor have minimum conditions nor have any connection with the research. This will be possible as professors who are in the middle of the Licentiate courses of Physical Education really succeed in valorizing and acting concomitantly in both the academic and pedagogic categories. This will be possible if these people bring together the two categories and policies.

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A search for \"Times and Spaces in Agricultural Gym Gustavo Dutra, located in, Mato Grosso, Brazil - 1969-1974\" answers to the following problem: to what extent Gym Agricultural Gustavo Dutra reproduce the practices of the Brazilian dictatorship? As examples: the exaggerated collection of uniform, extremely bloodproud civic cults, the inclusion of the teaching of moral and civic education, duty always placed above the right of citizenship, the creation of Civic Centers as opposed to the closing of the Student Council, strict school discipline and disciplinary sanctions. In this context, it was demonstrated how the time and space the school were instrumental in building the right-wing Brazilian project. The initial hypothesis that highlight the school environment, where distributed arbitrarily, or is not perceived by the student and not the teacher, they both fail to appropriate it. This research investigated how was the occupation of time and space in the Agricultural School Gym Gustavo Dutra during the government of Emilio Medici Garrastazu, where they discussed the following categories: time, space, student and teacher, prioritizing the school culture produced in school. The categories of analysis were as references the writings of Gatti Jr (2000), Viñao Frago (1995); Magellan (1999); Julia (2001 and 2002), Williams (1992), Ribeiro (2012), Outhwaite and Bottomore (1996), Burke (2000), Burguière (1993) and Alberti (2005). The story time was built mainly through analysis of school documents, which were checked with other sources, especially the oral history. After reading and analyzing the sources, it was concluded by confirming the initial hypothesis, namely that the school environment, where distributed arbitrarily, or is not perceived by the student and not the teacher, they both fail to appropriate it.

This research comes from the interest in investigating and responding to questions concerning the new configurations for teaching work in network schools of the state Secretary of Education Minas Gerais, focusing as the main subject the policy of teachers performance evaluation. Such policies were implemented within the programs Choque de Gestão (2003-2006) and sedimented in the programs Minas para Resultados (2007-2010) and Gestão para a Cidadania (2011-2014) which are complementary. These policies and programs are analyzed in light of capital globalization, under the action of multilateral organizations and their guidance to the periphery of capitalism, in which the administrative reform of the Brazilian State apparatus occur. Educational policies and consequent reforms, assume a strategic role in several respects. The work of teachers takes prominence in this context, where it is considered, at the same time, the protagonist and obstacle assuming centrality in national and international documents. We chose as general goal of this research, to analyze and respond about the possibility of deepening the process of proletarianization of teachers, where extends not only the problematic economic background for these professionals, but also the loss of control over the objectives, methods and processes work, for what the evaluation, understood as a political category, is used to mediate the new model of professionalism, undoubtedly alongside other policies and instruments of control. For this journey, classic and contemporary authors are revisited in order to clarify the theoretical and methodological matrix of reforms, on the one hand, and make them the object of critical analysis on the other. The methodology involves the use of primary and secondary sources, and subsequent analysis for development of displayed subject study.

The present work main purpose is to develop analyses of academic production in the Brazilian Midwest region concerning \"Public Policies for Early Childhood Education\" between 2000-2010 in order to understand the State of the Art in the field of Children Education Public Policies in the said region, describing and revealing the multiple approaches and perspectives of the researches. To this end, we opted for the type of research called State of the Art, which focuses on performing the mapping of academic and scientific productions, analyzing aspects of research in order to contribute to the consolidation of certain area of knowledge. The main considerations accomplished at the end of the research refers, firstly to the amount of production in that area which totaled thirteen works, allowing us to state that such thematic, in quantitative terms, lacks research in the Midwest. This, relates to the healing process while this field of knowledge. The presentation of scarce numbers of jobs may be related to the incipient character of lines of research focused public policies and also the Early Childhood Education Programs in Graduate Education in the Midwest. Regarding the analysis of the contents covered in the theoretical basis of the work that made up our research sample, we observed as the predominant trend investigative situations that interfere with the effectiveness of early childhood education. Thus, there were recurring themes in the work, which referred mainly issues related to the historical and legal processes of early childhood education as well as the financing and interference of international organizations such education stage. These themes were important to theoretically support the debate on Public Early Childhood Education Policies, justifying achievements, challenges, advances, as well as historical, social and economic contradictions from different eras, which interfered in the educational field. In addition, the face of these problems there was an extended debate in the dissertations, which proved essential for the formatting of early childhood education as belonging to the school systems. The themes mentioned above all to local public policy - state or municipal; the Inter-sectoral and integrated policies; the influence of international organizations in education; the realization of children\'s rights Early Childhood Education; the funding of early childhood education policy; and finally, the interference of Ong OMEP in kindergarten.

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This study aimed to discuss issues related to the work with Science in Childhood Education. The questions that guided this research were: What are the representations of Childhood Education teachers from Uberlândia on the work with Science in this level of education? According to the teachers, what must be considered in that area of knowledge? For these subjects, what are the appropriate methodologies for the work with Science? What are the possibilities and difficulties of addressing this discipline in the routine of Childhood Education? Our objective was to investigate the social representations of teachers of Childhood Education, from Uberlândia, about the work with Science and methodologies that must be contemplated in this area of knowledge. We also seek to identify the representations of the subjects on the possibilities and difficulties of the work with Science in Childhood Education. The theoretical and methodological background utilized was that of Social Representations in Moscoviciana perspective. The research is qualitative, and the questionnaires and interviews were the instruments used for data building. The found representations refer to the fact that the work with Science occur in Childhood Education through the following themes: environment, hygiene and feeding. In its representations, the methodologies employed in the work with Science are: expository and dialogued classes, practical activities and work with educational projects. The main representations found on the positive aspects of the work with Science in Childhood Education were: relation of the subjects with the children routine; awareness for social change; learning that occurs through pleasurable activities; possibility of habit formation; the fact of this area of knowledge contemplate practical activities and experiments. The difficulties of the work with Science in Childhood Education focused on issues related to working conditions, such as lack of teaching materials, difficulties with transport to conduct classes outside of school, lack of spaces for practical activities and/or experimentations, gaps in training to work with this area of knowledge and lack of a good relationship with the school community in general. We hope that this research will contribute to the discussions and productions about the work with Science in Childhood Education, topic that is not commonly investigated in the academic community.

The choice of the theme \"Teaching legal content: problems and perspective for the twenty-first century\" was developed in the research that originated this thesis which is articulated with Knowledge Research and Educational Practices and the Group of Studies and Research in Developmental and Didactic Teacher Professionalization (GEPEDI), from the Post-graduate School of Education (FACED/UFU), by proposing the questioning of one of its main agents: the university teaching. In order to understand their practices, as from the teachers own education to their performance in the classroom, it is crucial to inter-relate it to the social agents that are mapping the guidelines and objectives in higher education teaching: the government departments (the Federal Constitution, the MEC, the INEP and CAPES), the class representative bodies (OAB and Abedi), university college department and the students whom all the process is or should aim at. This paper falls into the context of deadlocks and paradoxes, represented here as problems facing the legal and judicial teaching. It regards the choice to rethink Education and, especially, the Law in order to provide some answers to the so-called Legal content teaching crisis as from analyses of initiatives of institutions which implemented teacher development programs centered on the course itself, on students learning, on sharing of experience, on group support, on supervision and reflection. The methodology developed at all stages of the research, and which is based on the Diagnostic Study method, primarily followed a critical-reflexive perspective of analysis of data collected from the thorough exam of bibliographic and documental sources, the interpretation of results of a research conducted in the undergraduate degree in Law from Fadir, as well as, from observing forums held with the aim to restructure the Political Pedagogical Plan from college. Based on the diagnostic study carried out, it is concluded that the solution of the problems raised go beyond the strictu compliance with current legislation as well as the development of a Political Pedagogical Plan that, yet in practice, have not had the acceptance of teachers and, for this reason, it remains compromised the effectiveness of their proposals in the day by day university life. Therefore, and in view of the results achieved with the \"diagnostic study\" it has been found that only through a change in working conditions and in the attitude of those involved in the educational process before its commitment to educate the proposals aimed at improving education and, in particular, the content of legal education can be properly implemented.

This work presupposes to present the History, Memory and Experiences research: The EJA in the North of Minas Gerais 1940-1960, which objective was to investigate the local history, retracing the history in the memory of the knowledge and practices of seven literacy teachers, analysing the context, the place, the space, their difficulties, problems, strengths, and especially the meaning of the craft as an adult literacy teacher in the period of 1940 to 1960. It sought to delimit initially the historical period, identifying, describing and analysing the knowledge and practices mobilized by the literacy teachers in the teaching-learning process of adults. As well as the ways these literacy teachers used the teaching method in the conduct of literacy activity, given the need for acquisition of the alphabetic code and the development of reading skills and comprehension of texts. In addition, it intended to understand how the US literacy teachers preceded in adult tutoring, considering the difficulties of that reality to the knowledge of their occupation and the professional know-how. This study presents itself in the field of Youth and Adult Education, where the focus was the thematic oral history in the North of Minas Gerais, Brazil. The period of this research takes us back to memories of numerous levies standards that were and are unhealthy for students, including those that justify the many prejudices that somehow foreshadowed the collapse of some social barriers, which showed that these and so many other promises to adults in the study period were strategies to perpetuate the power of a group. The results of the research show how the trajectories of these educators were built, marked by political and pedagogical restraint at a time when the wilderness of northern Minas Gerais was considered a region of \"habitual illiteracy resistance\", as \"rude and undisciplined, helpless and excluded from the benefits, or why not say, abandoned to its own fate in relation to various aspects, especially in relation to adult education. Evidence that indicates how much this area is marked by the attempt to overcome the different forms of existing discrimination and exclusion in our society. Therefore this research led us to the realization that the surveyed literacy teachers not only created job alternatives or even learned from their own experiences, but mainly enrolled themselves in a tradition, trying to rescue ties with the EJA, as tributaries, maintainers and retreaters of a tradition.

This doctoral research is linked to the line of Knowledge Research and Educational Practices, the Master\'s and Doctorate Programs in Education at the University of Uberlândia - UFU. Considering the needs presented in the Brazilian educational context, with regard to learning disabilities and scientific production of didactic, as the area responsible for the theoretical basis of educational practices at school, this research was first purpose, seizure of that scientific production. Was elected as an object of study that produced didactic knowledge, embodied in Articles prepared by teachers of the lines of research, the Graduate Program in Education located in the Midwest Region, from 2004 to 2010. This research is justified considering the contributions that a body of knowledge, inferred of the subject matter, can bring to think the educational practice, the constitution of teaching with regard to their investigative field, signal trends, objects being neglected and theoretical foundations that support these productions, which are important to the overall understanding of didactic knowledge produced in the academy and how it can support interventions in school practices. It aimed to unveil the conceptions and the knowledge produced on Teaching in Brazilian graduate, to what extent these views allow or not the teaching-learning relationship that promotes development. The specific guiding objectives were outlined to map scientific production of teaching, understand the constitution of this in teaching and research, analyze and discuss the theoretical and methodological aspects that sustain the knowledge produced, as well as highlight the contributions of the teaching thinking is guided Theory of Developmental Education. To this end, there was a state of the art using as theoretical foundation, the historical materialist method dialectical and theoretical and operational principles of developmental teaching. It was found as the most significant trends that scientific didactics production has prioritized as an object of study, training and professionalization of teachers for performance in higher education, focusing more on the teaching-learning area, the size of the grounds, to the detriment modes and conditions in which teaching is performed. The results indicate the need for education organization intends to provide the student\'s development in the context of the classroom taking into account the formation of theoretical thinking and social and cultural practices, which are embedded in the school routine. Evaluation as a teaching resource that contributes to the quality of teacher education, taking into account that, beyond the realm of academic content, you need to consider creativity, affection, subjectivity, emotional and motivations. How overlooked aspects were identified little expression studies with an interest in early childhood education, primary and secondary education, with total absence of studies on adult education, as well as the relationships that are established in the school\'s organizational structure, materials textbooks used in the special needs presented by students. With regard to the privileged location are few studies that direct their attention to the classroom, to the organization\'s context of school or various locations.

The objective of this doctoral thesis is to conduct a comparative study between the FHC and Lula governments, taking as reference the changes in the neodevelopment and its impacts on society and education. For it, it is taken as a reference, in educational terms, Reuni - Support Program for the Restructuring and Expansion of Federal Universities. The study is divided into two parts. The first part analyzes the FHC government and the beginning of the Real Plan. The second part discusses the Lula government, demonstrating his assumptions, continuities and ruptures with the FHC government and a final emphasis on the expansion project of public higher education called Reuni. Primary sources were researched in newspapers of the period, government documents and discourse analysis of the main political actors of the project in question. What we show is that the Lula government did not break with the monetarist logic of the FHC government. In FHC government there was an expansion of private higher education, expressing precarious projects of teachers\' work. In the Lula government, the process of internalization of the public university expressed the contradiction of the access to students in higher education, but also in poor conditions for the development of science and technology.