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The purpose of this dissertation is to discuss the project Esporte para Todos (EPT) in Brasil, within the period between 1973 and 1990. The theme was selected due to the existence of propositions which exalted EPT as a democratic movement, inspired in the population, with spontaneity and in the spirit of improvisation, despite its apogee during the Brazilian military government. On the contrary, our hypothesis is that the EPT was devised with the aim of promoting social control, especially when the weakening military regime started adopting discourses to encourage popular participation in several spheres. Our objective is to present context configurations in which EPT movement was developed, that is, we intend to outline the articulations concerning political, economic, social, and educational dimensions established during the military regime, more precisely, from the beginning to the end of EPT. That entails going through national and international nuances in the second half of the 20th century which influenced in the deflagration of the military coup d\'etat in Brasil, in 1964. The documental scope comprises EPT documents, legislation related to the period handled, and interviews with people who took important roles in the conduct of EPT. With such documentation, it was possible to verify that EPT composed discussions demarcated in international scenery, concerning disputes between mass sports and high performance sports. The project was implemented in Brasil as a campaign in 1977, by means of proposals referring to mass sports dissemination which had been discussed since 1973. However, at the end of 1978, EPT campaign was officially discontinued. That could be attributed to the discomforts caused by the gathering of crowds at events, but the fact such events drew power disputes among characters in government ranks and even in the segments of Physical Education should not be neglected. From that point on, according to authors who took part of EPT, the project became an autonomous movement, free from state meddling and riddled with contributions of pluralism and decentralization. This study investigates the degree of hegemony conferred by EPT on the population in the fruition of informal physical activities. It is concluded here that EPT anchored on the endorsement of the State, resorting to popular repertory of informal physical activities in order to define itself as a movement permeated by the interests of the community. Nevertheless, this dissertation verifies that EPT did not reach enough cultural rooting to be considered a movement with popular matrix, unlike the informal sports activities historically present in the heart of communities. The institutionalization of EPT showed signs of weakness in the throes of military regime. At that point, the movement sponsored by the State started to give way to corporate interests in Physical Education market. This can be demonstrated by the poor legacy left by EPT.

This study has its theoretical-methodological epistemological basis materialized in Marxism. It retrieves the debate on the work of nurses and union resistance in the state of Amapá. Takes the view that with the advent of the neoliberal project in Brazil there was an intense precariousness of this profession, whose momentum was with the change in national policies related to health back in the Collor government. It shows that this process of precariousness enhanced the construction of a combative and socialist trade union, the workers\' resistance expression to the changes in their working conditions. It perceives that there is a precariousness process rapidly going all health categories, particularly in nursing. We believe that workers\' resistance, manifested in the organization and trade union struggle, is a political process of educational nature aimed at training the consciousness of workers in the sector about their condition of exploitation and the need to overcome this relationship.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This study is part of the line of research State, Policy and Management in Education of the Graduate Program in Education of Universidade Federal de Uberlândia, with the object of investigation the Target Plan on All for Education Commitment (TPAEC) as a part of Education Development Plan, and its interface with local politics, educational/school management and teachers‟ work. The Education Development Plan, officially implemented by Ministry of Education in April 2007, simultaneously with the promulgation of Decree No. 6094, deals with Target Plan on All for Education Commitment in the context of President‟s Luiz Inácio Lula da Silva government. Decree n. 6094 by instituting TPAEC, has mechanisms that delineate the educational policy enacted by MEC, such as the Articulated Actions Plan (AAP) and the School Development Plan (SDP-School). From this background, the objective of this research is to analyze the government program SDP/TPAEC and its developments in the public education management and teacher‟s work, taking into consideration the production process and implementation of this policy and the actors who interfered in its preparation, in the context of network policies. Considering this goal, a central question guides this research: To what extent a government program such as SDP/TPAEC, that is a part of a policies network, was able to implement the promised benefits in the public education management, compared to a national and international framework outlined by the economic and political aspects from Brazilian institutions and the dialogue with other actors such as international organizations and business segment. For this investigation, we chose the epistemological approach of dialectics and the contributions of the methodology from social network analysis and theoretical and analytical framework of the policy cycle, combined with procedures that contemplate other object perspectives, namely: document analysis, research field and interview. Results support the defended argument in which the implemented actions from the reform of SDP/TPAEC essentially failed to break the status quo as a result of the reproduction of policies network established between global and local aspects, from relationships between people, institutions and organizations, showing that State is not the core of the educational policy-making process, having canceled its major role in a scenario of disagreements and power/interests disputes. The promises announced by SDP/TPAEC policy materialized an upside down quality in school floors , bringing perverse effects to local politics and teacher‟s work, due to the logic of responsibility/accountability, which eventually established appropriate consensus to globalized economic order to attend the different interests at stake. A quality at the same time focused on school performativity and its professionals, remained material and objective conditions of work on school floors unchanged.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The objectives the thesis are discuss and analyze the meanings and senses of school practices, which constitute the sayings of deaf students. They were used as theoretical and methodological supports: Discourse Analysis (Pêcheux, 2012), concepts of psychoanalysis Freudo Lacanian (Freud, 1921; Lacan, 2008; Teixeira, 2005 and others) and studies on sign language (Skliar, 1998; Sacks, 2000; Quadros and Karnopp, 2004). For the construction of the research corpus were two interviews with six deaf students, aged one twenty-six years, in the final years of elementary school (8 and 9 years) in a public school in the city of Uberlândia - MG . Interviews were conducted in Libras (Brazilian Sign Language), interpreted simultaneously in Portuguese (oral) and recorded audio and video. The information processed by the survey suggests that the constitution of the deaf in student results, first, the deaf\'s relationship with his deafness. Second, the need for access to a language so that communication can be developed and expanded. Research has shown that LIBRAS appears as a language that favors the development and communication of the deaf. Third research shows that school, to prioritize the Portuguese language (written and oral), to the detriment of a bilingual approach (LIBRAS- Portuguese), has lead the deaf student to live a situation of conflict, contradictions and exclusions within the school context, and to develop a kind of school interpreter dependence.

This thesis is inserted into the search field of the Disciplinary History and aims to investigate the trajectory of Educational Psychology in the oldest existing Pedagogy Course in Uberlândia-MG. The historical approach considers the period from the year 1959 until the year 2006, in which there have been several changes in the content of the discipline within the Faculty of Education, since its founding at the Faculty of Sciences, Letters and Philosophy, to its consolidation at the Federal University of Uberlândia. This research sought to understand important aspects in teaching of Educational Psychology, emphasizing the relationship between the prescribed curriculum content and pedagogical reality. In this sense, it started with a review of the literature on the object, doing the reading and analysis of historical materials of discipline, such as: course plans, teachings projects and regulations, and interviews with teachers and students who acted in the period surveyed. This study established the following categories of analysis of the discipline: the content taught; pedagogical practices in the classroom; the relationship between prescribed content and pedagogical reality; forms of assessment of learning; the relationship with other disciplines / interdisciplinary; the influence of curriculum standards and regulations; and bibliography. The results allowed the establishment of a timeline from the investigated object: Thus, the first period comprises the years 1959-1977, which was the initial development of Educational Psychology discipline in the Course of Pedagogy within the Faculty of Philosophy, Sciences and Letters of Uberlândia (FFCLU) and the University of Uberlândia (UnU) in the two decades leading up to federalization process. As regards the second period, which lasted from 1978 to 1986, it was characterized by be a transition period in which the Pedagogy Course was attached to the Federal University of Uberlândia, with the systematic provision of training for specific qualifications on a semiannual basis, with the Psychology disciplines predominating in the basic cycle. Finally, the third period, between 1987 and 2006, in which there was a return to the annual regime in Pedagogy Course of UFU, on which the stabilization of the discipline Educational Psychology, with 240 h/a. Finally, it discussed the interaction between contextual and particular dimensions of the educator to teach an academic discipline, because the subjective interests often shared influence in setting menus, the syllabus and the bibliographic reference of academic disciplines. These interests direct the daily pedagogical interventions in implementing the prescribed content of a discipline, and must realize the dimension of context, for their impacts in the construction of subjectivity itself.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

Based on the Theory of Ideological State Apparatuses put forth by philosopher Louis Pierre Althusser and instigated by the contradictions between the rapid growth in the last two decades the number of courses of legal education and Bachelors they launched on the labor market as operators of the Law (which is based on liberal discourse of equality and freedom) and the inalterability of discrimination and oppression within the Brazilian society, this study uses the method of historical materialism dialectic to analyze the peculiarities of legal education and with this remove the varnish ideological that gives brightness to this type of education, revealing, in the end, merely as a specialized activity of the school ideological apparatus attesting to the state of potential operators of its repressive apparatus, whose primary function an ulterior motives are to ensure the reproduction of the relations of production of the capitalist mode of production.

Mestre em Educação

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

In this work we analyzed the meaning of the PROCAP (Programa de Capacitação de Professores) for the process of continuous formation and for the teaching practice in Mathematics of the teachers working in the initial school years in Uberlândia-MG. PROCAP had as goal to act on the continuous formation of teachers working in the city and state schools of Minas Gerais state. It is part of a larger program, PROQUALIDADE (Project of Quality improvement of the Fundamental Teaching - 1st to 4th series) through an agreement between the Government of the State of Minas Gerais and the World Bank in the year of 1995. The implementation of PROCAP was carried out in two different phases. The first involved the areas of Reflection on Pedagogic Practice, Mathematics and Portuguese Language, being implemented in the years of 1997 and 1998. The second phase of PROCAP, entitled PROCAP - Fase Escola Sagarana , was implemented in 2001, involving the areas of Foundations of the Pedagogic Practice, Geography, History and Sciences. The program, in its first implementation phase, qualified 81572 teachers through a training process in the schools, by means of a formation strategy in service, being used the modality of distance education, incorporating the use of printed materials and videos, especially produced for the Program. In order to obtain data we carried out a qualitative research in four schools of Uberlândia-MG, having as a methodological procedure the use of a questionnaire and four group interviews. Data demonstrate that the teachers evaluate the experience of continuous formation through PROCAP as positive for their pedagogic practice, however, pointing out that the program was not enough to change the teacher's practice, what demands a very larger investment in the school, work conditions, professional valorization and in the process of the teacher's formation as a whole. Regarding the teaching of the mathematics, data evidenced that the teachers evaluate that the repercussions of PROCAP can be noticed in their practice, but are insufficient for a deeper domain of the mathematical contents and of a significant understanding of appropriate methodologies for the development of the students' mathematical reasoning. The teachers expressed the need of a program that is continuous and elaborated starting from their formative needs, as well as of the reality of their work context. The present study shows the need to think for more concrete and significant forms of investing in the continuity of the teacher's formative process as a challenge for the construction of teaching quality and of a school committed to the citizens' formation, and contemporary subjects.

This research was conducted in the Biological Sciences Major Course of the University of Uberlândia having as objective the study of representations on the teaching work of the course students. It is a qualitative investigation that used the Social Representation Theory as a methodological-theoretical reference framework in the Moscovician perspective. That made it possible to approach the subjectivity of the individuals researched as well as their representations. For data collection a questionnaire was applied to 168 students, 21 of each course term and, in a second moment we had a semi-structured interview with 16 students, two of each term. We decided to combine the quantitative and qualitative data, a resource often used for data analysis. That makes it possible to have a more complete view of the phenomenon studied. The questionnaire quantitative data and the interviews were qualitatively analyzed. Their discourses were analyzed according to Bardin s content analysis technique. Results showed that the students share the same representative referential regarding the teaching work, what can be explained by similar experiences in the course of Biology of UFU. Among the representations we could find that: teaching work is hard, but gratifying and covered of great importance, although it hasn t been recognized; it is associated to teaching and not to research, being teaching understood as content transmission; nonmotivated teachers, who are not well prepared, not well paid, besides having no autonomy, negatively contribute to the educational process; students who are not interested and not prepared, absence of their family in school activities, and non contextualized teaching are factors that impede students learning; interaction teacher-student-school-family-community is essential for the learning success which does not depend only on cognitive aspects but also on affective ones; teachers training, both on specific contents and on the pedagogical ones is of great importance for a good teaching work; parents see the teaching profession positively, while friends see it in a negative way. The option for the teaching work guarantees a job in the market place, and, for that, they do not give up this opportunity, when facing the uncertainties of a researcher career. This research does not end with the possibility of future studies on this theme. However, we hope that this work can contribute for the discussions on the teaching work in the teachers training courses.

This paper identifies the prescripts of leisure and recreation during the military period. It departs from the assumption that the concepts of leisure and recreation translated the expectancy of building compliant and disciplined bodies in order to control the population, so that they would be aligned with the military government ideal, thus creating conditions for the nation s safe development. The paper is supported on Michel Foucault s theoretical elaboration, inasmuch as the author states that social control is exerted by means of soft strategies of domination and submission, in which repressive techniques do not prevail in the practice of power, instead, it is based on the dissemination of the discourse concerning an ideal of freedom and autonomy among individuals. Aiming to observe the way these discourses were propagated in the field of Physical Education during the military period, we use as reference material Revista Brasileira de Educação Física e Desportos, issued from 1968 to 1984. This magazine is broadly characterized here by demonstrating its technical and ideological aspects, as well as its prescriptive character concerning leisure and recreation towards the various social actors with the purpose of introducing them in that normalization society model. The paper concludes that leisure and recreation, as bodily practices in the field of Physical Education, were employed as elusive mechanisms for establishing that social order. Hence, it presents another perspective rather than the one defended by the military regime, which, intending to maintain itself, simply used repressive actions. Such perspective considers that there were artifices aimed at spreading the positivist ideal along the society. Therefore, the paper defends the belief that, in order to conduct the population s behavior, leisure and recreation were educational practices applied to the whole social body, both in the formal and in the informal fields.

This research investigates the influence of the sexuality in the teachers' fortmation considering that the same occurs during the whole life and continues during all their formal and informal educative process. In this process the sexuality is regularly present, influencing the professors' personality. The studies about the teaching formation from the 90's of the past century, evidence that the experience lived deeply for the teacher throughout her life is the base for the construction of her formation. When detaching the experiences, the sexuality is implicit, fact not indicated by researchers in that decade in reference. As methodology we chose a qualitative approach, and as inquiry instruments we used questionnaires and interviews. Wilhelm Reich is the main theoretical reference of this research, for considering the body as locus of register of the individuals' history life. Reich was a significant theoretician for the context of century XX, for having had the courage to advance in regarding the Freud 's studies about sexuality, and that was the starting point of his investigations for a long period, what resulted in the elaboration of a theory of the scientific-natural sexuality, empirically established, called sexual economy. The theoretical proposals of the reichiana theory are considered as the main element of the understanding of the sexuality in its multiple contexts such as: social, politician, economic and cultural. From this reference, and standing out the emphasis given to the sexuality as basic element in the individuals' life, we analyze histories of life of two teachers that, conscientiously or not, transmit to their students the values that had been transmitted to them throughout their lives. For Reich, the repression of the natural sexuality generates great part of evils that prejudice the social life, and the absence of that repression would become the life more healthful. The two searched teachers' history of life discloses that fact. The teacher who received a repressive education process of her sexuality reflects a strict way of being in her daily teaching. The other teacher whose education was less repressive discloses more flexible and interactive in her educative practical, as many for her students as for her pairs. In that perspective we stand out the need of reestablishing the natural love life of the children, teenagers and adults. Such fact implies in transformations in the social dynamics as a whole. We believe that the educational system and the teaching formation can give significant contributions for these changes.

This research has the purpose to problematize the devices wich are direct related with the new configurations of the relations between the public and private spheres, through the process of restructure the state. For this, will be problematize the expansion of the "third sector" and the impacts of their actions, that are spread in our communities through the volunteer work. From the beginning we have to assumption that the actions of social responsibility promoted by the companies, through the voluntary work developed by their employees, has a systematically contribute to the super-exploitation of the work force, that increase the mechanisms of value added in the production, and strengthen the capital control on the workers, through coercive actions. The dialectical materialism historical is the epistemological matrix which is the guide of this research, because, throw of the dialectical materialism historical we can study and analyze the totally category reality investigated. It is also a vital reference for analysis of the relationship between capital and work throw the potential analytical that is the concept of value added. This research was done through a bibliographic, using tracking of data in classic and contemporary themes that were essential for this work; documentary research was guided, above off all, in the legislation that regulate the object of this research and field research, witch was done in two companies located in Uberlândia - MG. Through the analyses undertaken we were able to learn that the neoliberal policies allied to the process of globalization of capital and new methods of management staff of enterprises are resulting in the affirmation of new forms to control the worker, through manipulate and coercive policies. These policies are responsible for intensifying the working day of employees, increasing the mechanisms of extraction of the value added through projects of social responsibility and the untrue volunteer work, in addition this thing helped to consolidate a new role of the state, in which changes occur in the design and foundations of social action. Thus, the provision of social issues, which are historically the responsibility of the state, are assumed by the civil sphere of society. Another relevant figure makes reference to the consequences of the opening of business logic in the spaces through cultural and educational projects developed by companies, because the space of the school should has a completely different dynamic of the business logic ruled in social Darwinism, meritocratic. Thus, those who can do everything go on, the others are excluded. In this space, the momentum should prevail the training of human beings, characterized by the historic patience in the construction of the other.

Mestre em Educação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The changes and educational innovations proposed by the Plural School pedagogic politic program, which was implanted at Belo Horizonte municipal district, since 1994, it has the incorporation of the main concerns, as way of the face the scholar failure and unsuccessfulness, and to establish a public school of fundamental teaching, democratic and inclusive. This work had as main aim, to understand and to analyze what the teachers know and what they think concerning a scholar knowledge that considers the dimension of the cultural diversity, it having the elaboration and development of the curriculum as the indicator axis, through the concepts of quotidian of teaching culture, and of school culture. As starting-point, for my investigation, I came to the choice of a school, which is a favorable to the proposed changes by the Plural School, in which I could undertake a case study, it having as aims, to interpret the teachers` perceptions of the process to construct a democratic curriculum to the school. In the investigation, of qualitative nature, the questionnaire, the semi-structured interview, the analysis of the documents, and the participant observation were used in the scholar quotidian. The results of the research revealed that the teachers commonly identify and explain the individual differences as different learning rhythms, in some cases, as cultural deficit, also having the concern with the ethnic-cultural differences. Therein, it was possible to verify that the teachers are based on diffused theories in the decades, of the 70s, the theory of the cultural handicap, in the decade of the 80s, the socialconstructivism, and in the decade of the 90s, they are influenced by the issues related to the multi-culturally. In general context, the teachers face the challenges of the construction of a space of teaching formation in the school, faced to the learning, and the experience of the social and cultural diversity, through the process of discussion of the curriculum cultural selection.