RCAAP Repository

Phenomenological-existential oriented study concerning teaching and learning relationship in night schools. Using as starting point a statistical description of the phenomena of school evasion and year repetition, it intends to reveal school, commitment/non commitment with the student project life and vice-versa. Data were collected through interviews and questionnaires, examination of documents and/or official statistics available. The used research subjects were 20 (twenty) repeaters from 5ª to 8ª series and 10 (ten) teachers from two nocturnal schools in Ituiutaba/MG. Research material description and analysis suggest an evident disconnection between the students meaningful world and formal contents of the teaching and learning process. It concludes that this very fact would take the school not to commit itself with the project of life of the worker student and vice-versa, thus both of them contributing to aetiology of school evasion and year, repetition.

This dissertation proposes to present the transformations in the teacher s professionalization based on educational legislation in Uberabinha, between the years 1892 and 1930, as one of the aspects of insertion in the uberabinhense society involved in a modern atmosphere. Those transformations will be studied founded on discussions originating in Modern State liberal principles, on Constitutional Law and the Republican Constitutions, Federal and State, on Municipal Legislation and on the progressive registers stablished for legislation on educational area, which versify, principally, about rights and duties of involved subjects in the dynamic of teacher s professionalization, besides this professional profile changes through the focused period in the First Republic. The consulted sources, to get the aims of this research, are non-official documents as written and periodical press registers of the period, besides official papers as Proceedings and Town hall of Uberabinha Reports and the Municipal Inspector documents. The official documentation points to subjects and social and institutional acts legitimating an insertion process in the modernity, showing the teacher s professionalization quest as a participant element in the modernization process of a society in transition, it means, form antiquated, as all imperial things, to the modern, the Republic; from amateur to professional; for volunteer to professional teacher, who was considered a fundamental element to the Republic maintenance. In this transition, the teacher s professionalization in Uberabinha can be understood through three moments: the construction (1892-1899); the consolidation (1899-1923) and the modernization (1923-1930), all these aspects involved on the teaching staffs constitution, which passed from the first to the last moment, from the volunteer teacher to the normal teacher, valorizing the urban context in detriment of the rural.

Ce travail est le résultat d une recherche historiographique sur la pensée politique et educative de Cristovam Buarque, lequel pendant quatre années (1985-1989) fut le Recteur de l Université de Brasília UnB. L administration de Cristovam Buarque fut la première après deux décades de dictature militaire dans le Campus universitaire de l UnB. La compréhension des conflicts qui marquerent la rectorat de Cristovam Buarque permit la reconstruction historique de l université brésilienne en revelant la tension sociale et politique de la société dans le procès de modernisation inégal et d exclusion. L investigation sur l université, surtout la brésilienne, parcourut la vaste littérature dédiée à ce sujet et est présentée dans les trois premiers chapitres, ensuite les deux chapitres finals se rapportent à la vie institutionelle de l UnB et à la participation de Cristovam Buarque au procès de redémocratisation de l institution. Ces chapitres ont résulté d une ample recherche documentaire faite dans les archives de l UnB et des répartitions au Ministère de l Instruction, et encore des entrevues avec les personnages de l histoire récente de l UnB, dans lesquels comparaît lui même, Cristovam Buarque. La rédemocratisation de l université publique et sa fonction sociale furent les marques laissées par Cristovam Buarque dans son bref passage par la Rectorat de l UnB. Le projet de cet éducateur reste comme possibilité d émancipation de la société brésilienne, un chapitre de l histoire de l éducation à être écrit.

Cette dissertation est le produit d une recherche bibliographique sur les problèmes les plus expressifs de l enseignement juridique au Brésil, présentés autant dans les Conférences Nacionales de l Ordre des Avocats du Brésil (OAB) que dans les articles publiés par sa Comission d Enseignement Juridique, instituée en 1991. Nous avons utilisé une copie photographique, cédée par l Archive Historique du Sénat Fédéral, du texte de la loi signée par l Empereur D. Pedro I, le 11 août 1827, date à laquelle il a crée l enseignement juridique au Brésil. Ce travail est divisé en trois parties. Au cours de la premiére partie, nous présenterons une approche historique de la création des cours juridiques, nommée à cette époque-là Empire-Brésil. La deuxième partie, nous aborderons l enseignement juridique à l heure actuelle. Le troisème partie sera consacrée à étudier le corps enseignant de ces cours. En conclusion, nous verrons que l enseignement juridique au Brésil a été implanté dans le but de former un personnel qualifié pour la diffusion et la reproduction de l idéologie de l État, phénomème encore d actualité aujourd hui. Cependant, il est possible de modifier l objectif de ces cours, pour améliorer la formation académique libérale. Cela demande, une nouvelle épistémologie de l enseignment juridique, menant à une pratique pédagogique réfléxive et critique. Il ne sera pas facile d intoduire ce changement, en raison des presque deux siècles de sédimentation de la pratique de l enseignement jurique sous le pouvoir de la classe dominante, qui ne présente aucun intérêt à modifier la realité socio-économique-politique de ce pays.

This research emerged from the interest and curiosity to investigate the use of technologies in educational practices in Biology classes and how they are employed in order to contribute to learning. In this perspective we counted on the participation of three Biology teachers of the Medium Level that teach in State public schools at Uberlândia-MG. We intended to investigate the way pedagogical practices of Medium Level Biology teachers have met the demands of the contemporary society for schools. The research s objective was to analyze how Information and Communication Technologies have been used by teachers of two Medium Level Public Schools at Uberlândia-MG. In order to achieve our objectives, we selected schools where the school s principal and the teachers wanted to participate of the research. We defined two schools: one that participates of the Project School-Reference and the other one that does not participate of that project. The teachers were selected according to the following criteria: they are State employees, teach for the Medium Level and, especially for the first grade of that level, in which the introduction of the Project School-Reference was being implemented at the time of the field research. The methodology used was the direct observation of the classes that ware recorded. Besides, interviews and conversations were accomplished as well as recordings in a field diary, analysis of documents of the schools and the activities developed by the teachers were done. The analysis allowed us to understand that new technology tools are arriving to the schools, but schools have not been modified in the same speed that production and use of technologies happen in society. Because of that we observed students lack of interest during the classes. They used electronic devices such as mobile phones and MP3, what led to dispersion. We also verified that the teachers have become not motivated with the way these technologies are present in the schools, many times not using them. We also know that these procedures are not only responsibility of the school, but of the State Secretary of Education, Universities, teachers, and the School Management as well, in order to promote changes in the teaching reality when it refers to the use of technologies in the pedagogic practice of the Biology teaching.

Este trabajo trata de la educación para la ciudadania, y más precisamente la ciudadania como finalidad de la educación. Para eso hemos pasado por uma investigación acerca de la conciencia ciudadana y la política educativa expresada en la legislación educativa. Nuestro cuestionamiento está ubicado en la finalidad de la política educativa, si esta busca o no la ciudadania. Es decir, preparar todos los brasileños, mediante la educación, para ser ciudadanos. La primera parte del estudio es de carácter histórico. Se busca señalar el proceso de gestación de las Leyes de Directrices y Bases de la Educación y de los Planes Nacionales de Educación, en el contexto de la sociedad brasileña, con sus contradicciones, y conflictos de clases. También se hizo una reconstrucción histórica y teórica del concepto de ciudadania, que sigue siendo aún una utopia. En la parte de reflexión filosófica, se procede a una diferenciación entre los conceptos de fines y objetivos de la educación, insertando la educación para la ciudadania como fin de la educación, señalando como sólo una educación revolucionária podrá alcanzar esa finalidad. Se hace un análisis de las Leyes de Directrices y Bases de la Educación Nacional, desnudando en ellas las posibilidades de llevar o no a una realización de la ciudadania por medio de la educación. La educación es una decisión política, y la ciudadania se construye en las relaciones sociales e institucionales. La cuestión que buscamos contestar es si la educación se reduce a la función adaptativa, reproduciendo la ideologia dominante, o si ella puede ser emancipativa. Concluímos que es posible formar la conciencia crítica y transformar la educación en un proceso continuado de creación, de crítica y creatividad, de transformación de si mismo y del medio. De utopia y retos lanzados a las nuevas generaciones.

This research goes in the perspective of history of Educational Institutions and its object is the Colégio Comercial Oficial de Uberlândia in the period of 1966-1969. Search rescue aspects related to its creation, which highlights pioneer and commercial importance in shaping public. The research is situaded in the years 1966-1969, as the period of training the first class of the course in Accounting and Technical students interviewed basically come to that class. Looked forward in this period changes in location of the college and its actual establishment with its own seat. Clearly that is the foundation of the Colégio Comercial Oficial de Uberlândia is closely linked to growth of the municipality, which necessitated prepare people to assume their duties in the job market is expanding. The work was possible because of the collaboration of many people, students, teachers and directors on the location of sources and even donation of them, such as photos, newspaper clippings, legislation and related materials researched the history of the institution. The school offered all the material available, as list of former students, former teachers, as well as the addresses and phone numbers for them that they were contacted for participation in research as occurred. Other materials had access journalism in Arquivo Público of Uberlândia. Regarding institution had much historical material, but understand that it was not systematized and helped to organize search it for help with the lifting of the historic process of this school so important for the city of Uberlandia, but that was so asleep. The photos that were possible be found with the students contributed to the confrontation of data issued oral and written assistematicamente in relation to the Colégio Comercial Oficial de Uberlândia. It was also regard the search seek elements that participated in the life of the institution, but they were with time being forgotten as the key piece in its foundation. The survey counted on the collaboration of secondary works to trace the profile of vocational education in the country and in Uberlandia, the state military, the theory of human capital and its relations with the institution of the Colégio Comercial Oficial de Uberlândia. The category of analysis used was: Area (location / place, building, topography) pointed out by Magellan. It was also extracted from the survey that the Colégio Comercial Oficial de Uberlândia was created to meet the one hand, the demands of the labour market and other, the needs of families that the school is set in Uberlandia and many of them looking for vocational training for their children, but this education would be free.

This study has the objective of analyse and understand the process of (not) teach and (not) learn Mathematics in the first year of elementary school in a rural school from Uberlândia city. We organized the present work in five parts; in the first on we elaborated a discussion about the rural school to understand a little bit about the history of that institution and we could note that since its beginning, in the first decades of the twentieh century, till nowadays that institution has been coming marginalized. In the second part, we presented our conception around the Mathematics learn and teaching process based in a historic-cultural emphasis, including teachers and students like historic subjects and emphasizing the interaction between those ones in the process of learning and teaching. We also discussed the daily school as fundamental space-time of the educative work. Because of that, we considerate the not learning, hardly ever pointed as a failure of the students, as a complex school phenomenon that requires a deep analyses of the daily school and the class room. The process of construction of the methodological route from this present works is presentend in the third part. We chose for a qualitative approach and developed the following steps: observation in class, rooms with field notes, production and analysis of exercises used by the research participants teachers in the class rooms with their students. In the fourth part, we told a little of the story of Jardim das Flores , school in wich we made the field search during the second half of 2005 and first half of 2006. In that part we presented the 3 teachers and the students with who we worked; with the description of those subjects and their relationships we tried to substantiate the discussion about the process of learning and teaching Mathematics. We noted that there are a lot of variations in the relation of learning and teaching and evidenced that one that took our attention by the most in the school: the not teaching and the not learning. We, although, selected other variations as axis of analysis: the teaching and learning, the not teaching and the learning, the teaching and the not learning, and the not teaching and the not learning. We could note that there is a deep relation between the way used by the teacher to teach and the way of learning of the student and, to teach Mathematics is necessary considerate the students as culture subjects and the daily school as a learning space for the teachers. Finally, we also salient the importance of the collaborative work for the continued formation of teachers.

This workpaper have a essential problem, to understand how the discipline Educação Moral e Cívica was important to teach of History in the State of Minas Gerais, special in Brazil s authorithary period (1964-1985). We choose this subject because this discipline have a special line with other times of our history. Even in D. Pedro II Reign (1840-1889), there are conferences and conversations about Educação Moral e Cívica of the students and children, in the Instituto Histórico e Geográfico do Brasil (IHGB). In the Republic (1889-1964), the civic education was close to idea of create in the citiziens patriotic feelings their country. In the authoritary times (1964-1985), the Educação Moral e Cívica was near to ideas of National Security and politic and economic development. Through the study about the Republic laws of National Education, specially between 1964- 1985, and through documents found in the public archive of the city of Patos de Minas (Minas Gerais), we want to think about of how ideas of Education , Work and County were redefine in the logic of National Security and official control of the brazilian people life and politic and economic development. Also, we have readed books about the authoritary times in Brazil and about History of Education, as books of Antonio Gramsci, our principal theoric. The Educação Moral e Cívica was made obrigatory by the military State in 1969. With classes and educative pratics, the Educação Moral e Cívica has the responsibility of civic events at the school. This events envolved students, parents, families, all the community in the politic of National Security. The results of our studies show how the Educação Moral e Cívica was close of National Security for the military State.

The main objective of this present research is the contribution for the current debate over the precarious form of the labor relations in the "Triângulo Mineiro region" , inserted in the productive process of reorganization. So, it was searched the effects of a specific aspect of the productive reorganization: the participative administration, from the perception of the Call Center's employees and the understanding of this exploration mechanism and the capital control on the live work and in these circumstances, incurs into a new kind of alienation and kingdom. The present research also focused techniques alterations of production as well as the new management of labor policies, specially in the point of employees adaptation in the current demands of productivity. The data had been gotten through individual halfstructuralized interviews with 7 Call Center's employees, with more than 1 year working in the same area and which development were analyzed through a qualitative methodology. It was found out that the area which was analyzed has a strong link with the control functions of the man power, aiming its system of regulation and the employees integration into the productive organizational unit. However, we cannot leave to mention the continuity of the old techniques of production inside a model with new forms of management of the production that keeps capital relation X very irregular work. Don't pay attention only in productive aspects, today the control an the co-optation of the employees become to be done in a sophisticated and subtle form. For this groups of citizens, the conclusion point to the enterprise education the employees receive, help them in the strengthening of the individuality, but not preparing them for the challenges of the contemporary world.

This dissertation is linked to the line of research Politics and Administration in Education, of the Program of Master's degree of University of Education of the Federal University of Uberlândia - MG (FACED). Considering that the professionals' of the education continuous formation is one of the central themes of the education politics in level Federal, State and Municipal, aiming at, second these, the improvement in the quality of the education and the purpose to turn their capable workers to assist the new abilities and competences due to the reforms implemented at the country with the democratization the years 1980 and the external influences. To present he/she researches lens to study the Continuous Formation of School Managers (PROGESTÃO), offered to the school managers of the State Net of Minas Gerais, in the Municipal district of Uberaba, among the period of 2003 and 2006, in elapsing of governor Aécio Neves' first mandate (PSDB). THE same is justified for the important function that exercises the School Manager as the middleman between the school education and the politics in execution in each government. The themes approached in this research, for his/her with context, they were: it reforms of the education among the years of 1980 and 1990, school administration, methodology and operational of PROGESTÃO in Brazil, in Minas Gerais and in the Municipal district of Uberaba, occupational certification and directors' election in Minas Gerais. For the accomplishment of this analysis, in a first moment, there was the wide bibliographical research, on the themes above mentioned, to follow documental research and, in the third and last moment, interviews semi-structured with 10 cursistas of PROGESTÃO of the Municipal district of Uberaba between 2003 and 2006. At the end of the research, the one can be noticed that the politics for managers' continuous formation in national and state level, long for the school institutions and their professionals, qualifying them to assist to the reforms and to cure gaps left by these educators' initial formation. It is ended that the school managers, besides they manage the pedagogic, they should be capable for the financial administration, of the human resources, to understand the education legislation, to preserve the public goods, to look for partnerships and to bring the community for the organs collegiate. New demands of the function that it comes with the decentralization, the autonomy, the flexible and all of the changes that gradual increase happens with the reforms in the education politics to each new State government.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

This research is inserted in the field of discussion about reading, enlightening questions relating to the teachers who teach children how to read and write in the educational system of Uberlândia reading ways. To be able to achieve the proposed aim, we used the theme oral history as a method of investigative work. Therefore, using interviews with five read and write teachers, who work in the first grades of elementary school from the city and the country, we tried to reveal and understand their reading history, as well as the work they do with reading in class. We have followed a route of theoretical thinking, outlining in the Introduction the chosen methodological way and the reasons why we have made our options. In order to do that we have worked with the current conceptions about the oral history as a research tool. In the first chapter we focused on some theories about subject constitution and its speech space, emphasizing its relation with language. Our aim consisted in understanding, based on the this theoretical light, the teachers identity as subjects that tell their histories from the places they take up and perform teaching. Some personal information was also highlighted in the final part. In the second chapter we have worked with the education history, memory and representation. We have established some analysis, relating the teachers descriptions with these knowledge fields. In a more emphatic manner, in the third chapter, we have analyzed the teachers reading ways. In the fourth chapter we have explained the findings made in the research, made relevant points about the meaning of reading to the teachers, their representations as readers and educators stand out. We have finished the study commenting about teaching work, expressing a little of our utopia about education.

This survey aims to show the process of disciplinarization of Mathematics in Brazil, through the perceived changes and stays in the manual teaching. The investigation comes within the field of history of Disciplines School, in particular, Mathematics Education. The textbook of Mathematics was part of the historic changes which passed by the Brazil and certifies these changes in teaching. The research was divided into two parts, namely: the historical research and comparative research. This last was held in two collections of textbooks, Gelson Iezzi, Osvaldo Dolce and Antonio Machado, published at different times: Mathematics" (1982) and Mathematics and Reality" (2005),. The historical research shows that the development of Mathematics School also did not occur in a linear form, its consolidation as a discipline was the result of tensions, interests and demands of a particular historical time and in the aspect of social, cultural, religious, political and/or teaching. The Mathematics Education in Brazil had its origin in military school and went through several phases initially characterized by uncritical emphasis on training and practice, then as an instrument of social distinction, rationalization and, currently, training citizen. Independently, the changes for which the teaching of Mathematics became, depended almost exclusively of historical time, which defined its purpose. "Mathematics" was published at a time of political transition from dictatorship to the beginning of a democratic politics. Already "Mathematics and Reality" was published in a moment of democratic consolidation. The comparative analysis showed that there were significant changes in the teaching of mathematics in the period from 1982 to 2005, mainly in relation to the resolution of problems. These changes were mainly influenced by the curriculum built from the existing laws of the time, and in the collection of 2005, the proposed curriculum and methodological parameters of the National Curriculum. It was possible to identify issues involving the methods, realizing the importance of distinguishing the content and goals of discipline in different moments of Brazilian education, which allowed inferred on the methodological attitude of teachers using the books in time. It is expected that the results presented are important for historical research of disciplines and enabling the understanding of the purposes of teaching of mathematics to the present and also the origin and the "why" of the practices now available and used in the classroom, opening thus a range of possibilities for change.

This work is inserted in the research in History and Historiography of Education, Master s Course Program in Education, Federal University at Uberlândia. Its object of investigation dealt with teachers autonomy when these professionals are exercising the politic-pedagogic practice, in the City Schools at Uberlândia-MG, from 2001-2004. We used the qualitative research as methodological approach, based on literature review, in order to have the foundation for the four chapters, documents analysis, study, and analysis of discursive formations of 17 professionals. Some of the participants were from The Syndicate of the Municipal Workers. Others were coordinators of the elaboration process of the City Schools Letter of Principles and Political-Pedagogic School Projects, professionals of pedagogy, and teachers. In chapter one an analysis of autonomy, freedom and democracy is conducted in the light of the history of philosophy, aiming at understanding the historical meaning of these concepts in the western world. In chapter two it is analyzed the impact of the Brazilian legislation on the educators academic development and its effect on the public and educational policies, which influenced the world conformation, man and educator s education, as well as his autonomy before the social relations instituted in the school. In chapter three I present the facilitating and opposing mechanisms of the teacher s practice in the space and school time, under the lack of management of ideological implications in teachers training and the determinations imposed by rules on the teachers practice. In chapter IV I characterize the discursive formations of teachers and pedagogic professionals regarding the concepts of freedom, autonomy and professional autonomy that participated direct or indirectly of the process of implementation and construction of the Pedagogic Politic Project engaged to the Citizen School program established in Zaire Rezende s municipal govern (2001-2004). Among the conclusions it is evidenced the presence of professional development and a conception of education ruled by the technical rationality, which is structured, conduced and crystallized by liberal educational public policies. On the other hand it is verified that the Citizen School program of SME of Uberlândia did not get to put into practice the City Schools Letter of Principles and Political-Pedagogic School Projects ls. The Letter was democratically written during Zaire Rezende s govern. Yet it couldn t institutionally legitimate the school principals election of the city public schools because it couldn t overcome the centralizing structures that go through the whole organization, the schools and Municipal Secretary of Education s running, whose power relations are hegemonically marked by an authoritarian tradition installed in the scope of the educational managing, both in Uberlândia and in the Brazilian teaching public system. In this context the lack of a political and democratic exercise, which is associated to a conservative tradition of education, limit the possibility to overcome the technical rationality, the effective exercise of professional autonomy and the construction of effective mechanisms of collective participation and making decisions in education as well.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This work presents a study regarding the teaching of Art in Municipal Schools from 1990 to 2003. It is a documental analysis based on Foucault s archaeology; the documents analyzed were two Curriculum Proposals (1998 and 2003). 1990 was the initial mark of the systematization of the teaching of Art in RME, including children s education and elementary level, being the period from 1990 to 2003 characterized by constant debate, definition of contents and methodology for teaching Art. When considering that the Municipal Curriculum Proposals document is configured as one of the points of the local educational policy, and also, an unfolding of other points of the national policy, the study is composed of a historical course, looking for detaching the systematization of the teaching of Art in a national scope, entailing the educational phenomenon and other instances, i.e. cultural, politics, and economical, of the Brazilian society. Especially, it looked for evidencing the events and the conditions for the emergency of different formative rules of the different ways of teaching Art, which are manifested by several nomenclatures: Artistic education, Art-education, Visual Arts, among others. With the analysis of the Curriculum Proposals, that is a result of collective efforts of the teachers of the Art s team in order to define contents and methodological theoretical foundations, we attempted to answer the following questions: Do the ruptures and discontinuities in the documents and the relationships established in those productions express clear and intentionally defined actions in the perspective of emancipation, autonomy and non-subjection? Did they achieve changes and real ruptures?

La avaliación de los resultados de la práctica de enseñanza de Historia del 5° a 8° año del primer grado, en Uberlândia, través del programa de enseñanza de Historia de Minas Gerais de 1986 a 1994, és el objetivo de este trabajo. Su elaboración ocorió para comprender las verdaderas causas de las criticas avindas, sobre todo de los medios académicos, sobre las formas y las condiciones de su prática y metodologia en las escuelas públicas locales. Para un diagnóstico de su gestión, han sido consideradas, además de un análisis de las reformas educacionales, la contradicciones existentes en el momento histórico de su consolidación, devido a los cambios que se pasaron en decorrencia del proceso de redemocratización, donde el Estado en la intención de mantener su hegemonia, se hace cicular ideologias sobre el resgate de la dignidad de la población brasileña través de la redemocratización de la enseñanza y para eso se propone a la sociedad que se reclame los cambios necesarios para la reconquista de la democracia brasileña. Para certificarnos de esas estrategias procuramos centrar nuestros analises en los discursos contenidos en las leyes y normas que sustentaron la regulamentación de las reformas educacionales y de enseñanza de Historia desde los años 30, considerando las ideologias contenidas en los intereses de una clase dominante representada por el Estado. Concluimos que, además de su practica no alcanzar totalmente los objetivos propuestos por el programa, despertó el senso crítico en el proceso de enseñanza y aprendizage en Historia y qualquier programa que se no se hace acompañado por una politica que estabelezca una estructura de calificación y faena para el magistério, será un fracaso.

This work deals with school Geography, learners and learning. Having pupils learning interest as one of the main difficulties teachers face up to in the classrooms at the moment, this study tries to discuss the relationship between students and school Geography approaching themes such as the historical-cultural subject, youth culture, media, space, world and globalization. Analyzing Geography as a knowledge and moving practice and constituting the elementary school last grade students as subjects of this analysis, I focus on their spatial practices and cultural way of living, in and out school environment. Delineating the student as a human being in his multiple dimensions, in his process of adolescence and being youth in contemporary word, spaces and means of communication are mapped to see where these 14-17-year-old adolescents, - which are social and culturally heterogeneous, living in different neighborhoods -, spend their time, space and world. Also the reading these 5th. -8 th. grade students do of taught and learned Geography in the public schools, is analyzed. The configuration of a multicultural web of identity references, language, pedagogical discourses and youth cultural expressions present in Geography and lived by these adolescents contrasts with the language, practicing and Geography contents of school curriculum, providing clues to understand why adolescents put in evidence that although they recognize the importance of Geography, the discipline does not motivate their interest. This disproportion of time-space between the in and out school world shows the necessity of a discussion on the curriculum issues regarding formcontent, and theory-practice specially in the Geography teaching/learning process. It s necessary to establish a teacher-student dialogue and also a coherent geographical knowledge with adolescents time-space in contemporary world to provide them with an overcoming of common sense knowledge facing the apparent realities of social environment.

This investigative research had aim to identify and to analyze the politics public educational implemented in the municipal district of Uberlândia, understanding how these politics insert into the globalization and into the reform of the education, which marked the period of time investigated, between the years 1997 to 2004. This research to aim, too, to show what is changing, nowadays, in the municipal public education system, concerns the administration, financial and pedagogical, and to compare the "official discourse" with the political practices which were implemented in reality. For to realize these goals, we used the documental analyze method. The documents researched were: the Organic Law of the municipal district of Uberlândia, and the legal apparatus came from the promulgation, like the laws, the decree, regulations and normative instructions, linked with the municipal education; the law Lei de Diretrizes e Bases LDB 9394/96-; the Parecer 500 of the Minas Gerais State council; and, the journal O Município , which it is the official newspaper of the Uberlândia. In the beginning we did a review about the globalization and how it influence the political education rules. We put focus on the work of multilaterals organisms in this process. Later on we did an analyze the political educational in the municipal district of Uberlândia, based in the facts that emerged the documental research, it means: democratically administration, autonomy, decentralization and participation. After we keep focus on the theoretical reference, that help us to understand how is built one politic public, looking for the educational politics, and after this, we did a comparison between thetheoretical referential and the data updated on the documents researched. At the end we summarize the elements that help us to understand the public educational politics in the municipal district of Uberlândia, looking for the contradictions and putting in focus what was really implemented during the period of time researched.