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Considering that since the 1990's, with the social inclusion movement, the government has mad important investments in the educational field, including the creation of public policies that propagate the lemma Education for all , through the national territory; that the people access to the information and communication technology is part of this process where affirmative actions has provided informatics laboratories to the schools, trying to cause the digital inclusion in the educational context; that we are conscious that only the material resources are not enough to generate the digital education; this investigation study aims to understand the Digital Education constitution process in the school routine, featuring a reflexion about the professionals pedagogical practices, such as the reassembly of this practices for the construction of a inclusive school. The study methodology uses a qualitative approach, putting together: direct observation, field notes, semistructured interviews, questionnaires and group. The subjects were professionals from various sector of the school, as: secretary, library, pedagogics, professors and laboratories, also including alumni form the 1st to 9th year. The gathered results revealed that there are promising advances in the professionals formation, but we are far from considering that the digital eduction actually covers the whole school context, since the most of professionals is digitally excluded. Hence, this work contributes for the determination of the challenges we will deal with in the continued formation of education professionals and in their pedagogical practices updating. Key-words: Social Inclusion, Pedagogical Practices, Digital Educational

This research falls within the study field of relations between education, work and professional formation. Also seeks to analyze the projects Partnership for education and The future in ours hands, that are developed by Votorantim Group under the organizational model of toyotist production and aimed at young people and adults. And even the formation of worker in the model of capitalist productive organization in the company Votorantim Metals, in Vazante MG, at the period in which such process has been consolidated. Our study begins of the following questions: why are there so many institutions proposing the professional requalification at a time when unemployment sweeps the world? What would be the (no) ways of human formation against the productive process? Who is interested in this knowledge, which the formation that is being proposed and for what work? And what is the conception of professional education (and society) that is contained in the Professional Formation Program of Votorantim Group, linked to programs Partnership for education and The future in ours hands? For both, it became necessary to understand the capitalism in Brazil in its partial transition from fordist paradigm to the flexible accumulation, in which the professional formation studied is included and that seeks adapt the education according to market imperatives. This to replace speeches and introduce new notions such as employability, competences, etc. Also sought to understand the changes in the work process in this company and its developments, objectives and subjectives, for the working class it belongs. Also aims to discuss about the conditions of modernization and development of programs that are based on toyotism and developments of such changes. And also its educational aspects, the adequacy of the working class to the changes cause by toyotism through training conducted in the company aimed at the deployment of new programs. The research still analyzes the education in the company aiming at the worker and his educational evolution in the model of capitalist productive organization.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The objective of this research is to problematize the resignification that the 1995 State Reform causes in the State's obligation regarding the "right to education", by means of the partnerships between the private and public sectors, and especially with the Civil Societies' Organizations of Public Interest - CSOPI's. In this concept, the study proposes to analyze the political-judicial aspect proposed in the 1988 Federal Constitution, halting the impact of the separation of the State from public educational service which, in view of the Reform, became characterized as non-exclusive. The investigation was made through bibliographic research, in classic and contemporary works on this theme and documental research, especially in recent legislation which normatizes the CSOPI and of the "third division". In viewof the resultant analysis it was possible to verify that, in the political/jurisdictional/constitutional scope this is classified as innovative interpretations, having a colaborative application, as public social service, including education, is a State obligation as an educational right. Nevertheless, these services are tainted by the revolt of the CSOPI's, especially in the educational sphere. However, in the institutional field, the indispensibility of the educational programs offered to the communities is verified, as well as the non-removal of the State departments from their constitutional responsibility (societal) regarding educational rights.

This work is linked to the line of Policy and Management in Education in the Master's Program of the Faculdade de Educação da Universidade Federal de Uberlândia (FACED-UFU) and is based on research conducted through means of primary and secondary sources on the results of increasing employability and educational achievements of the youngsters who accomplished the Projeto Juventude Cidadã (PJC), developed by the Federal Government in conjunction with the municipal level in Uberaba-MG, in 2006 and 2007. The research covered two stages of development: bibliographical analysis and empirical reality. In the context of this project, we consider two fundamental issues: its inclusion in the total body of youth policies developed by the federal government and its links with the educational issue, once, not only in the PJC, but in all similar projects, the education of young people is addressed as a requirement. To establish the context of the PJC, this text describes a framework of federal public policies for professional education and social inclusion. Entrepreneurship and community participation, strong components of the normative documents that ruled the PJC, are understood as important elements in preparing young people for entering the labor market. At the end of the research we realized that, despite the social framework in the country demand the adoption and implementation of systemic long term policies, and, even though the interviewed accomplishing students have made a positive assessment, there is to be observed the fragmentary and occasional outline of the actions carried on by the Federal Government. The PJC did not escape this condition, having shown operational difficulties relating to the various stages of its execution. Considering the young students, it is argued not to be possible to impute solely to them full responsibility for their employment, after the training process provided for in projects linked to public policies. There is need to provide political action that lead the youngsters to finding a first job position and ensuring the maintenance of this condition.

This master s degree dissertation aimed at characterizing education in the state of Minas Gerais in the 1920s, when the country were going through many political, economical, social, and educational changes. To do so, this research focused on the education reform designed by Francisco Campos so that to identify its relationship with the state s development project as well as to place its foundations in the process of modernizing this state. Such a goal required an understanding of modernization in Brazil as whole as well. This way one could understand Minas Gerais society deeply, above all between 1926 and 1930, period in which Campos hold a position in the state government staff as internal affairs secretary. Methodological procedures included bibliographic research to contextualizing the subject matter historically and reading critically official speeches of Minas Gerais governor at the time to contrasting the official discourse with governor Antônio Carlos political program. Such a contrast could put into evidence the relationship between the ideals of modernization, liberalism, and New School and the educational changes presented by the education reform Francisco Campos planned for Minas Gerais in the 1920s.

The main purpose of the present study was to investigate the role of Psychopedagogical support in hospital environment for the recovery, the development and the learning process of patients in situation of prolonged treatment. More specifically, the study aimed at finding out whether it was possible, through Psychopedagogical assistance, to favor the development of patients‟ learning process, as well as their recovery and reintegration processes. Taking into account the main concerns that led to the research problem, a case study was carried out in the Hospital de Clínicas de Uberlândia Universidade Federal de Uberlândia (HCU-UFU). In order to allow a better understanding of the whole process, a description of the study and a general overview of the history of what is called hospital classes , a new modality of educational assistance which is being offered in that context, is presented. Those hospital classes represent the beginning and the first step towards the educational actions which are being carried out in the context of the HCU-UFU. Therefore, a detailed description about them is necessary for a better understanding of the constitution of the Psychopedagogical assistance in that context. Based on the theoretical background used for the research, we sought to better understand the possibilities, as well as the limits and the challenges, of this new field of work for the psycho-pedagogues. Results, in a general sense, revealed that the subjects who took part in the research showed some progress, in terms of their learning process. According to the study, patients with chronic renal failure, in the hemodialysis unit, in general, are not incapable of learning, and if, on the one hand, the treatment they are going through may render difficulties, on the other hand it does not prevent or impede the development of patients‟ natural curiosity and disposition to learn. On the contrary, it may even benefit the mediation which the psychopedagogue provides in the dynamics of treatment as well as in the patient‟s life outside the hospital. It was possible to provide the patients with the opportunity to construct knowledge and to optimize their learning processes concerning reading and writing skills, together with the involvement of cognitive and affective aspects, such as the exchange of information about their feelings and perceptions of the hospital and the routine of their treatment. The insertion of Psychopedagogical assistance in the hospital is not a linear process. The tendency among people to think of the hospital as place exclusively devoted to providing treatment for patients‟ diseases is still very strong, and patients are identified primarily by their pathology and their condition. A holistic look at the hospitalized patient is still an achievement to be conquered.

In front of the relevance for the textbook in great number of schools, makes it necessary to analysis approaches suggested in the environmental field. The research emphasizes in which school subjects it would be discussed, we identified them as possible tendencies to Enviromental Education presented in two textbook collections: Projeto Araribá Collection by Moderna Publisher (2006) and the Coleção de Ciências Collection for 5th to 8th grades by Ática Publisher (2007). The study was done in two steps. The first step contemplates the description of the textbook of Sciences most adopted by public schools of Uberlândia - MG from 2008 to 2010. The second step of the study analysis the tendencies of Enviromental Education prevailing on the subjects on the program. So, for the theoretical1s analysis approach of both collections selected, it was established as a parameter two big axis which founded the debate of Enviromental Education: the conservative and the emancipatory. In the Projeto Araribá Collection, the discussion about environmental theme, prevails on the volumes for 5th , 6th and 8th grades, which concentration fields refer to respectively to the Sciences‟ of the Earth, Ecology , first contact with Chemistry, Physics and Technology of Information and Communication. Totalizing a low perceptual (28, 88%) if we consider the today‟s knowledge, related to the crisis as a daily matter. The perceptual of chapters , on volumes for 5th, 6th and 8th grades of the Sciences Collection refer to the environmental theme totalizing 26,02 % , reaching a higher perceptual on the 5th grade volumes (47,61%). On the 7th grade volumes, 8th grade on both collections, the discussion about the environmental matters are very few, probably, because the focus was the anatomy and human physiology. The results of this research indicate the existence of gaps on the Enviromental Education approach by the textbooks. It is justified because they remain restrict to the headlines of the concepts focused on a technical dimensions, not straying from the rule most textbooks. Thus, considering the repercussion which the textbooks have over the students, we pointed the importance of the inclusion of this theme, as an eliminatory and classifying item, as the selection of books from the National Textbook Program for effective purposes on social conducts under the sustainability point of view.

This work is the realization of a research masters, belonging to the Post with graduate courses in Education, Federal University of Uberlandia, in line with a survey entitled "Policies and Management in Education." This is the result of readings, debates and reflections developed germinated in Group Work Research, Education and Society - GPTES. The study discusses the changing world of work, particularly the contradictions inherent in the social reality of sugar and alcohol in the Triangle Mineiro - Minas Gerais, in relation to the challenges of (dis) qualification (im) made to their respective employees from of the 2000s, with the introduction of technical innovations and / or organization of their own production process. These reflections are based on a case study conducted in Campo Florido, specifically in Coruripe Plant, which currently stands in the biofuels industry located in the Triângulo Mineiro region. The hypothesis that guides the research is that the changes introduced in this context have led to the intensification of work once the qualification has meant adding features and greater control of capital over labor in the sector. Thus, it is necessary to discuss the educational dimension of this process in spite of the training of workers in the face of technical and organizational innovations that have been implemented in sugarcane production in the mining triangle. To this end, structured and developed to search from the theoretical discussion about the dialectical relationship between education and work, also demonstrating the contradictory meaning of this category work as an educational principle. It is feasible that this insertion process, the complexity and contradiction are characteristic of this dynamic and need to be by way of scientific knowledge production and social transformation, decomposed and analyzed, to enable the understanding of its entirety.

The present study aimed to comprehend the potential of a collective proposal of continuous formation, which was configured in an action of collaborative character between university and school, in the transformation of the teaching practices of Science teachers in Elementary Education. The reflection of the approximation of the teacher in the Municipal Education with researcher-teachers of specific and pedagogical contents of the Federal University of Uberlandia was analyzed, in the practices of the teacher. To comprehend in what measure this proposal facilitated the articulation between theory and teaching practices; to understand the relation established between the processes of continuous formation and the professional development of the teachers and evaluate this proposal, in what concerns its innovations, were the specific objectives. The methodological option of this research was in the domain of the qualitative approach, in its modality of Case Study of ethnographic kind. The data was obtained in questionnaires, observations and semi structured interviews. In the qualitative reading of the data, fundamented in the theoretical reference selected, reflection lines were constructed from an array of categories made, namely: the continuous formation and the professional development; the continuous formation and the possibility of reflection and transformation of teaching practices; the involvement with research teachers and the reflection on teaching practices; the continuous formation and the articulation between theory and teaching practices and the contradictions, resistances and innovations of the proposal lived. The analysis of the experiences made clear that, despite the innovations of the proposal, in the sense of promoting the development of reflexive teachers, able to understand, question and transform their practices, the teacher still maintains his/her thought inside the paradigm of the technical rationality, searching in the actions of continuous formation, a way to support technically his/her practices. Although substantial modifications have not been verified in the practices of the teachers involved in the research, since the process of incorporating the changes requires a certain time, the results signalize to an advance in the perspective of the involvement in the reflection and research of one s own practices and in the perception of the importance of continuity of one s professional development. The proposal discussed in this study showed some ways to think the continuous formation of teachers, through the partnership university-school, in a dialogical and collaborative process, with gains for both parts.

Periodicals focused on physical education pedagogical content offer a prolific source of past material evidence, above all because they structure, convey, spread, and, therefore, legitimatize pedagogical and educational discourses that can reverberate in school practices. This presupposition underlies this research, which analyzes some issues of Sport Sciences Brazilian Journal aiming at identifying physical education conceptions and their links with the historical construction of this field of study, research, and pedagogical action. Methodological procedures included bibliographical research for theoretical foundation, analytical reading of the papers it published, and its graphic form between 1979 when it was created and 1986 when its first relevant editorial change occurred. Such an analytical reading and interpretation, which take the journal as subject matter and primary source, allows to assert that this journal became a publication searching for its graphic and editorial identity insofar as it consolidated itself as reading object. The papers it published featured an editorial construction in which physical education conceptions have roots in a technicist approach. It also published texts whose scientific feature were more critic. The link between the former perspective and this latter resulted from a change in the editorial board, which implied changing its editorial line. In other words, it happened when the educational dimension of physical educational stood out as a subject of the scientific thought.

The Brazilian movement toward literacy Movimento Brasileiro de Alfabetização (Mobral) started with the military coup d état in 1964, having as its main characteristic the quantitative expansion of the education of young adults and adults, being in fact more like a mass process of education than its democratization, that s why the results were really timid and doubtful because it prioritized the adult education. Historically, the campaigns to teach people to read and write promoted by the federal government emerged in Brazil with the proposals to reduce the high rates of illiteracy that started bothering the different levels of government, since the thirties, when the processes of industrialization and urbanization started in a high rate. However, the education continued being offered in an unequal way to the different social classes, such policy reached mostly the economically impaired groups, specially the people that couldn t frequent school at the appropriate age. Mobral, as a public policy to teach people to read and write, is also included in this context. At the beginning of the 1970s, it got to its apogee with the promise of getting rid of illiteracy in ten years, president Médici considered illiteracy a national shame . The aim was to achieve one million two thousand students throughout the country with the measures of the Integrated Program of Education of Mobral. In this period, Minas Gerais was highlighted as the first state in student number and cities that were included in this campaign. This research investigates the process of implantation and development of the Movimento Brasileiro de Alfabetização (Mobral) in the rural area of the city of Uberlândia/MG. The secular clipping contemplated the years of 1970 the 1985, period of validity of the program. Our specific objectives were: understand the process of implantation and development of the Mobral in the rural area; b) to analyze the specifics of this educational experience in the rural context of Uberlândia; c) contribute to the discussion of the history of regional education and, thus, promote the necessary link between the local and the national study. The documentary research was carried out from reading reports in newspaper the Reporter and Correio of Uberlândia , deposited in the Municipal Public Archive. Along the way, also analyze the characteristics and contents of textbooks used in the campaign as the Book of Reading, the express Cartilha of the Mobral and the historical registers in books and photographs which were carefully guarded by some former-pupils and former-teachers. In this process, also resorted to interviews given by those subjects who experienced the reality of Mobral in the field, including the former-coordinator of the program in the city Olga Lara Cardoso.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

The aim of this study was to construct, from the practices experienced by some literacy teachers, the History of Literacy in the primary school Bom Jesus, in the period 1955 to 1971. In this study, we could identify some relevant issues of the practices of these literacy teachers. The process of child literacy followed the patterns dictated by the Teaching Program for Primary Elementary of Minas Gerais. We analyzed the booklets: O Livro de Lili, As Mais Belas Histórias (Os Três Porquinhos) and Caminho Suave, that were always mentioned by literacy teachers during the entire study period. However, in analyzing the practices of literacy teachers, from the interviews, we identified what was preached, the use of the Global method, but few could really alphabetize with this method. The booklet Smooth Path (Caminho Suave) was present throughout the study period, being used to educate those students who could not keep up with the Global method. According to the literacy teachers interviewed, to work with the Global method, students had to be dedicated, otherwise they could not learn. We used the New Cultural History as the theoretical support, which brings new research possibilities and sources. Thus, oral history is crucial to the achievement of this study because it is from the voices of the own literacy teachers that build the history of literacy in the primary school Bom Jesus. We sought to identify those who have been the literacy teachers to understand which representations and appropriations made by them during that period and we tried to build a part of the history of literacy in Uberlandia. After the research we understood that the teachers, throughout their lives, were formed as literacy teachers. The results show that the practices are laden with value and representations that these professionals have built and build throughout the practice of primary teaching. Thus, their practices go beyond the rules laid down by school and bodies responsible for education in Minas Gerais.

The present paper refers to a carried out investigation about the History of School Institutions and it s related to the creation, introduction and organization of Honorato Borges Elementary School, located in the city of Patrocínio M.G.. This elementary school is considered the first of the official chain introduced in the city. The timing approach used in the development of the research reaches the creation of the elementary school, occurred in 1912 and up to 1930, when the current building is concluded. The investigation was developed through the following problem: the implications concerning the public learning in Patrocínio city and the creation of Honorato Borges Elementary School ,by the members of rural oligarchy from Patrocínio, connected to the process of schooling promoted in Minas Gerais along the First Republic (1889- 1930). The elaborated hypothesis consists in the fact that the process of Patrocínio schooling through the creation of a primary school belonging to the official learning net, presents like direct expression of a trial of modernizing the learning influenced by the republican and positivist ideals of education. The present research had as a general objective to comprehend the historical factors related to the creation of Honorato Borges Elementary School, as well as its purpose as school institution in the historical context of the city. Besides this, it also has as an objective to apprehend the elements of theorizations about social representations linked to the History of the School Institutions, investigating the speficities related to the foundation and organization of Honorato Borges Elementary School, influencing institution in the social universe of Patrocínio, besides the rescue of elements from its history. In terms of methodology, the first procedures consist in a survey and treatment of general bibliography belonging to the History and Historiography of and foreign education. It was also made a survey of historical materials, in a sense of grounding evidences linked to the history of the Elementary School, as well as through the local press, which given speeches referring to political, social and economic matters, serve as basis for the comprehension of ideals and models. On the other hand, evidences connected to the Oral History were also searched, but only as an acessorial methodology. This way, the elementary school is created around a republican liberal and positivist project, in the trial of the democratization of learning, as well as the structural modernization of Minas Gerais state and the country. What s more, the rural oligarchy from Patrocínio, in charge of the city executive power, also worried in providing conditions to the necessary elementary school formation for the members of Patrocínio s families. Besides supplying the basic formation for the professional practice in some segments of economic production and the burocracy in public departments, it gave conditions to the sequence of studies in other levels of schooling too. Therefore, the basic concern of the present paper was to develop an investigation in the meaning of getting and rescuing the history of an important school institution for the city of Patrocínio and Alto Paranaíba region too, as well as for the very state. Thus, a part of the school institutions history was reconstructed, mainly the one which refers to the Elementary Schools in general, and specifically, the Honorato Borges Elementary School, turned to the modernization and schooling process.

The present research was conducted in the Masters Degree in Education Program of the Universidade Federal de Uberlândia, betweem February 2003 and February 2005, on educators emotional health. Two previous researches were essential to the start of the present, one conducted by Codo (2002) and the second conducted by Mota (1999). Codo s research studied Brazilian educators work conditions and mental health; it s a thorough and extensive research investigation on the educators burnout syndrome. In Mota s research, entitled Princípios reichianos fundamentais para a educação: base para a formação do professor essential reichian principles for education: foundation for teachers education, the author proposes that we consider in teacher education the conception on an energetic man recognized by Wilhelm Reich. Concerned with educators emotional state, who have complained of not feeling well in their profession, we have tried to understand their suffering. In this study, we focus on the theory developed by Reich, founder of the corporal psychotherapy, which brings us knowledge on emotional health. We tried to understand educators emotional pains, by focusing on the need to seek awareness of their own corporality. Starting with lectures on the burnout syndrome and corporal dynamics, when we were in contact with approximately 60 educators from city educational institutions, selecting the nine people who become the subjects of this study. We were researching for educators with the burnout syndrome. However, we have come to the conclusion that our subjects do not have such disease, because, in our understanding, they work with alphabetization, a learning phase filled with affective relations. Alphabetization is an emotional process, where a lot of affection is exchanged between the ones involved. Also considering that the burnout syndrome sets in the educators body when the affectionate relation with the student is not established, and the work environment is reason for anguish, the educators interviewed were involved in their work, and the affective bond was being established with the students. Our subjects could count on the support and recognition from their colleagues and coordination. Therefore, they were not exposed to the favorable conditions for developing this disease. From this paper we can conclude that investing in educators emotional health is an strategic and necessary action in times like this, and it ll allow for educators themselves to find ways to cope with their day to day problems. Corporality in the educational process once looked at from the phenomenology and corporal psychotherapy perspective, can become a wide field of possibilities to rescue man and creativity, sensibility and identity within oneself, and his own social-historical and cultural environment.

This research is inserted in the Politics Line and Education Management paragraphed to the Work, Education and Human Formation Study Group from the Education Postgraduation Program from the Education College of the Federal University of Uberlândia and had as its objective the discussion of the productive restructuration, focusing in the professional formation, from SENAC (Serviço Nacional de Aprendizagem Comercial Commercial Learning National Service) Montes Claros/MG as from the documents that regulate the professional education in Brazil. The productive restructuration, which originated the flexible accumulation regime, was originated with the intention of strengthening the capital after the crisis of the taylorism/fordism in the 70 s. This accumulation paradigm promoted expressive changes in the productive world, like the work outsourcing and the process of making it precarious; it has even provoked the lack of a wider formation worker, established on what was named pedagogy competences, in other words, capacity of responding to countless contingences brought by the technology acceleration with autonomy, leadership and creativity. While, in the qualification model proper from the taylorism/fordism , the education institutions had as their function to specialize the worker in a determinate production phase, inside an also determinate industrial division; in the new production processes, not only technical knowledge is required, but also subjective attributes and ability on the professional activities. Through a documentary research was realized the analysis of documents that rule the professional education reform as from the Lei de Diretrizes e Bases da Educação Nacional (LDB 9.394/96 National Education Directress and Bases Law): Resolution CNE/CBE 04/99, Concept CNE/CBE 16/99 and the SENAC Montes Claros Pedagogic Proposal, establishing connection between them and revealing how the productive restructuration impacted on the professional legislation elaboration. This analysis allowed us to realize that professional education has its command basis in the competences model and that words like workability, flexibility and polyvalence limit these documents defining the professional profile to be filled. It was even possible to sense, that the Professional Education laws has as their main objective attend the demands imposed by the capital determining the offering of a positive, practical and with marketing tendency education.

This dissertation developed in the course of MS, Policy and management education line, Graduate Program in Education at the Federal University of Uberlandia, seeks to describe and to analyze the state and educational policies developed during the two terms of Aecio Neves government. Analyzing in a special way the high school, the research seeks to understand the assumptions of the reform implemented: Used State models, the objectives and functions of school and education, the purposes of management and its instruments. Based on a reading literature, creating prospects for debate at national and state government. It makes an analysis of official documents and describes the empirical reality of schools, from descriptions of research and experience of the author as a school teacher. The search develops as a final mechanism qualitative research which hears the workers involved in the ongoing reform, from visits to three schools in the state in Uberaba (MG). Analysis focuses on curriculum reform as a process full of different views inside school. It is described in the text of the situation and conditions of the state as a laboratory of experiences and the neoliberal programs, seeking to adapt education to reality mining is underway in several countries and school systems. Emphasizes the perspective the reform as a perspective to fill the curriculum guidelines established in high school in Brazil and its objectives. Analyzed subjectively, among the professionals, approaches and disputes that are formed around the projects implemented, and its immediate consequences in some schools surveyed, showing the different perspectives on the experiences of those involved.

This search presents the results of the relationship between sleep/wake cycle, teacher job and favorable learning conditions. It was done a case study with 11 to 13 years old students in a sixth grade of morning shift Basic School class and their teachers. Search questions were: what is the meaning of students sleep/wake cycle (SWC) in teachers job organizing? Which proceedings, space organizing and time use can be chosen to fit teachers job and which are their meaning concerning to the needs determined by students SWC in order to constitute favorable conditions for school learning? A bibliographic study was performed as well a field one. Teacher job was based on the ideas of Marx (1974), Saviani (2003) and Frigotto (2009). Chronobiology formulations from Marques & Menna-Barreto (1997; 2003); Louzada & Menna-Barreto (2007); Andrade (1991; 1997) and Mello (1999) were also used. For data collection we used sleep habits questionnaire, children and class Horne & Ostber s sleeping diaries, semi-structured interviews, chats and observation. The results allowed us to perceive the explicative potential of job category and how pertinent is using it to elucidate the search questions. So that teachers job, which was previous considered as a not material one, was materialized through routines and ways of occupying class time and space articulated to other social practices. It collaborated to this search, by not including the students physical needs, especially concerning to SWC in its organization, in order to make learning easier. The students were mostly afternoon individuals but they studied in the morning and were often underwent to activities resulting from a homogenous, hierarchical and fragmented teaching job, strongly linked to the body disciplining. Failing of 45.3% of sleepy students allow us to discuss partial sleep deprivation as one of the elements in the set of the set of inadequate teaching and learning proceedings. The results suggest a relationship between inadequate school time, teacher job, students SWC and learning conditions. The search allowed us to indicate the importance of including SWC knowledge in teaching formation as well to discuss teacher job organization in order to respect the students special conditions, creating conditions to teach and identifying a quality teaching as a human right of each student.

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