RCAAP Repository

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This research is inserted in the Nucleus of Public Politics and Management of education, in the context of the globalization/transnationalization, the ressignification of the State and the unfoldings of the international politics on the national politics of the Brazilian education, bringing to surface the implications of the referring reorganization of the State to the categories of the globalization/transnationalization, educational management, and quality of the education. The objective is to understand, by means of analysis of Pitágoras Group expansion in Brazil and the exterior, the context of the economic and politician-cultural globalization, and neoliberal conceptions on the education as right not more social, but as almost-market, with prominence for the trends of the happened transnationalization of the international organisms education, with special attention to the changes in the State administration, on the educational management, of the technologies and the third sector; Metodologicaly this study is inside of the qualitative boarding, characterizing itself as a bibliographical documentary research and, with analytical-critical character, of descriptive nature, where was made the localization, the survey and the sources identification . Ownering all of the documents, we did an exploratory reading of the selected material and consequent contextual, thematical and interpretative analysis of the elements, by the content analysis means. Our first pretension was to understand how the transnationalization/globalization phenomenon has been boarded and argued in the Brazilian and international scientific community, to identify and to argue criticaly how the expansion of the offer of the private schools and the condicionality in front of the recommendations of the international organisms has been configured, by means of reports, leading, documents, and the direct relation of the educational politics with the transnational movement, through the official and not official documents, as laws, resolutions and leading pointed for the MEC/National Advice of Education - CNE relative to the question. We also went through an ample research about the embracing of our study object and area of performance in the exterior and Brazilian territory, and we made the confrontation and analysis of all the dates found in all research development. As result, we verify that, Pitágoras Group synthesized all this education tendency directed toward to the commercialization, a time that its actions had spread, mainly since 90 s in practically every fields on the educational area, by means of the partnerships with the State, with foreign institutions, international organisms, with national companies and the municipal public sector through its Foundation, for the sale of products and educational inseams, for the opening of schools in other countries. That way, for the mere qualification of the teach-learning processes, the Pitágoras Net express the relation between the global one and the location, to represent the new national and international tendencies of the educational management, ideal to substitute, or at least to collaborate significantly, with the model of State that, of supplier, start to be gerenciator of social politics - emphasizing the educational politics. The Pitágoras Net constitutes, in this direction, the new paradigm of educational politics that associates the partnership or the collaborative strategy between State, Market and Community.

This paper presents results of a qualitative study on Human Rights Education, developed in a public school in elementary school, so as to indicate possible answers to the central questions that guided this study: (a) Elementary Education Institutions develop Human Rights Education ? (b) These educational institutions apply the actions in the Plan and the National Programme for Human Rights Education? and (c) What are the notions of education professionals and students participating in the research, Human Rights and Human Rights Education? Participants were thirteen education professionals, seven teachers, a supervisor, a vice principal, a school secretary, a cantiniere, a gate and a librarian and another 26 students. Data were collected through questionnaires and observations made in the said school, as well as the documents reviewed, the National Plan for Human Rights Education (2006) and the National Programme for Human Rights Education, specifically the third version of the program also known as PNDH-3 (2010). For data analysis, anchored in the references, especially Benevides (1994); Comparato (2003); Dallari (2004), Herkenhof (1994), Morais (1998), Bobbio (2004) and Piovesan (2012), were established four thematic (1) Understanding of Human Rights and Human Rights Education, (2) School Education and Human Rights Education, (3) Teacher training in human rights, (4) Actions on Human Rights. The research findings have revealed that the most recurrent notion of human rights, both for education professionals and to the students, is respect for human dignity. However, this understanding was not built incorporating all dimensions contained in the modern notion of human rights. Moreover, the applicability of human rights practices was present in everyday school life, narrowly and infrequently in the mediation of conflicts and actions of disrespect in the classroom. The observations in the school showed disrespect by racist speech, prejudices and practices of bullying among students. Absence of Human Rights Education in public schools studied, is due mainly to three reasons: lack of training of education in this subject, lack of teaching materials on the subject of these professionals and the belief that such education is a essentially task for the teacher of Religious Education. Thus, the reflections on the investigative questions of this study allowed us to conclude that public schools studied did not include Human Rights Education in Schools. Although these professionals recognize the importance of thematic human rights in educational processes, there is applicability of the majority of shares in the Plan (2006) and Programme (2010). Data analysis also showed that even without the Human Rights Education in this school, there is interest on the part of professional education, delving into the topic in order to put it into practice at the school because they believe that type of education can bring about change in the attitudes of disrespect for human rights of the students.

This research aims to investigate the production about the issues related to the Play, to toys, to plays and to toy library presented in the papers published in the period of 1988-2010, in the Working Group \"Education of children 0 to 6 years\" (GT07) of the Annual Meetings in National Association of Post-Graduation and Research in Education (ANPEd). Therefore, we used as methodology the bibliographic research and the documentary research with content analysis. In the first instance, we presented how the theoretical conceptions concerning children and childhoods were historically constituted and pointed the authors who discuss issues related to the Play, to plays, to toys and toy libraries. Posteriorly, guided by theoretical studies of Sociology of Childhood, we seek to understand what the authors/researchers, who participated in the GT07, write about children and childhood; which are the national and foreign production that composes the papers presented; which is the place of the childhood culture in this production and how these authors address issues related to the Play, to plays, to toys and toy libraries. After the full reading and analysis of the selected texts - 62 papers - it was verified that is common among such investigators, according to papers presented at the GT07, value children as beings capable of speaking in his own right, to give information and opinions about its educational, social and cultural world. The Play and the plays appear in the texts such as children\'s rights and possibility to interact with the world that around them. The analyzed papers shown that the authors, by observing the schools, report the predominance of the disciplinary role and the schooling activities proposed by education professionals and the Play and the plays treated as activities to \"discharge the energy\"; the researches presented in GT07 considers that many professionals treats the Play as something not serious; concomitantly, shows that even in front of a disciplinary and authoritarian context, children play, interact and create different resistance mechanisms for the established in the school routine and alter the prohibitions for the play, not restricted to what is imposed by teachers , inventing games and different forms playing. In this direction, we believe that the appreciation of children and childhoods found in the references used and in the works of the GT07 should be shared and reflected by all professionals that work with these subjects, at different educational spaces, so we can, in fact, produce different results, more human and humanizing in the schools.

This research provides insights about the world of work and the current changes in its organization, having as clipping the discussion on management control present in the production models Taylorism/Fordism and Toyotism and its origin in the capitalist system. Seeks to highlight in the list of market interests the worker is expropriated of its knowledge, the work remains fragmented and parceled within the company and the implementation of new forms of control aims to increasingly dominate the worker. From this perspective, the research seeks to analyze relevant points of the new model of state administration, which is characterized as manager from the 1995 reform, ie, a state that administers following the logic of the market, seeking control of the results and reproducing the precept the neoliberal organization that prevails in the current political, social and economic scene. The research demonstrates how the assessments of student performance reflect the work of teachers in the early elementary school years at two schools in the public education at Araguari, Minas Gerais, what is the perception of teachers working in these schools on these external assessments that comprise the Ideb, and are aimed at the schools, with the objetctive of controlling the results and productivity of teachers, by placing under questioning the consequences of this process for the teacher and the ratio of the loss of autonomy that professional. From the bibliographic references and selected readings performed, the text establishes a dialogue with key authors on the external control suffered by the teacher and understands that teaching autonomy has undergone changes brought about by the dominant production system. Finally, the results of the data collection confirm that the teachers of the studied schools enjoy a supervised, conditioned and obedient autonomy.

This study aims at identifying the way Fundamental Education teachers have been applying and developing Educational Assessment. It aims at analyzing current assessment conceptions among Fundamental Education teachers of a selected public school and identifying, from their different types of evaluation records and methods, those reflecting or coming close to Educational Assessment conceptions. To that effect, I chose for research locus a Laboratory School/In-service Teacher Training College in the federal Fundamental Education public school system in Minas Gerais State, as I understood that its teaching work unequal conditions - dispensing education, research and extension - could provide a framework favorable to a top-notch and educational training practice. The methodological approach was qualitative research with Case Studies. The investigation was carried out in 2012/2014. Data collection was made by means of documentary analysis, questionnaire and structured interview. The documentary analysis was made in two phases. The first phase comprised: analysis of school documents, such as: its pedagogical and political project, charter of principles, school portfolio, school agenda, research carried out by the school, among others. The second phase comprised: analysis of materials produced by teachers and pupils, such as portfolios, classroom work, planning work, tests, logbooks, memory books, text production books, diagnostic activities, class diary, among others. Data on the assessment proposed in the school documents reveal discrepancies and gaps and indicate some difficulty in developing a collective assessment work. Another aspect the study focused on was the use of different types of record and assessment methods made by teachers, which showed that theoretical and practical approaches to educational assessment, or also, evaluation intentions were in opposition to the conception of assessment rating. In this sense, an assessment conception where participation, autonomy, authorship, collaboration, as well as the process itself and work building by all those involved in the educational process, which prioritizes the strengthening of a dialog, less conflicting and more emancipatory-based relationship between the subjects and objects of knowledge, became evident.

Environmental issues are currently the focus of studies around the world due to the gravity and urgency of finding solutions to the issues that concern the various social sectors nowadays. In Brazil, the environment has become a target of attention and highly relevant studies in recent decades, the political, educational, social and cultural sectors. To the extent that the technical-scientific development is realized, the distance grows between man and nature as well as its domination over the natural environment, enhancing human actions artificially designed, as the dynamic expansion of urban centers, or regions of highly mechanized farming. We see nature being used for the benefit of man, causing the destruction of many ecosystems, without due concern for the preservation of natural reserves. We know that over-consumption, characteristic of contemporary society, contributes largely to the assault on the environment while the media, through marketing messages, influences the increased demand for consumption. Awareness that there is a need to modify human behavior toward nature, Environmental Education (EE) has emerged as a crosscutting theme in schools. The objective of this study is to analyze a cultural instrument designed to promote information and training of basic education teachers. We seek to understand the possibilities that the New School Magazine (NSM), published by April Publishing House , presents educators in their complex task of promoting the EE. Particularly, we are interested in understanding the different types of texts and meaning produced by them in the pages of that magazine on the subject of EE in the school context, intending to solve three questions: how environmental issues are presented in the magazine? What discourses does it argue on environment and environmental education? How does the magazine influence the training of teachers and their activities to promote environmental education? The desk research has enabled us to understand the extent of the message addressed to the teacher and examine how environmental issues are present in its content. If, on the one hand, there are rich texts in NSM dedicated to EE , on the other , there is no definite proposal or suggestion regarding teacher training in this direction, creating a gap between the content of the magazine and the little attention given to the serious issue that the medium environment represents, besides the lack of ability of teachers in this subject . This finding was supported by the literature, in which expert authors of the education sector and Environmental Education, as Sauvé , Layrargues , Sorrentino and Reigota , among others cited in the development of this study, who propose a critical environmental education, confirm the importance of this topic, the need to work it properly in school and the lack of preparation of teachers for this purpose, because it is their duty to educate students about the urgency of behavioral changes, starting with children in the early school years .

The investigation subject, conceptions on learning) originated from identified current ideas along our personal and professional trajectory in Early Childhood Education schools. By this search we aim to investigate learning conceptions of children, parents and teachers of Early Childhood Education and first year of Basic school. We aim also to identify the learning conceptions in National Curriculum Guidelines for Early Childhood Education- NCGECE (2010) and their probable implications to the conceptions of the children, their parents and teachers in a federal public school in Uberlândia-MG, Brazil, named ESEBA1. The study was structured based on qualitative approach and case study. We used Focus Group and document analysis as research instruments. The focus group allowed us to hear and to observe interactions between the participants in order to know their conceptions on learning in Early Childhood Education. We applied psychopedagogical diagnosis technique, named as educative pair as a point of departure in the study. We carried out a general interpretation on drawings, with psychopedagogical look and listening, so that we could achieve the research goals. Analyzing the NCGECE (2010) gave us clues to understand the guidelines of the current policies for Early Childhood Education. Methodological trajectory guided our look to organize data in thematic categories and subcategories. The first one, named as Learning is interacting by means of a mediator, we tried to specify the role of a mediator teacher in the children s development and learning. The second one, called Learning is living with different contexts and space, we studied the learning conceptions in different contexts, spaces and scenarios in school. The third category, Learning is experiencing and sharing experiences with family and school, we express the distinct experiences in school, the interaction to the families and teachers. The fourth category, Learn in kindergarten and first year of elementary school: isolated steps or process?, the complexity of the data triggered the organization of three thematic subcategories, named with extracts of the participants: in the first one, named as Did you know that my mum is teaching me to read and write? , we discuss the anticipation of learning processes in Early Education, due to social and politic pressure and expectations. In the second one, called Playtime is over. Now you\'ll have to study!, we expose the dichotomy between playing and studying. And in the last subcategory, The multiple languages that we are all connected to, we present ideas for the distinct forms of learning. However, we point out that the conceptions on learning are permeated with images and concepts originating from both the traditional and the interactionist paradigm. Both paradigms constitute the ideas and actions of each one, from the interactions to each other and to the knowledge objects. There is not a homogeneous and linear conception on what learning is. The conceptions are not static, but they are modified along lifetime according to the form of interacting to the world. There is not a right paradigm or a wrong one. There are conjectures on the need of dialogue, exchanging knowledge by means of the continuous formation of the families and teachers.

The aim of this study was to understand the professional development of the medical professor at the Federal University of Uberlândia, based upon their professional experiences in teaching. The questions that guided the research were: How does the professional development process occur for medical professors? What are the main complaints, challenges and strategies used by professors in the medical field when teaching in tertiary education? What are the main factors that contribute to the formation of the teaching identity process? What is the knowledge of the medical professors, how have they built it up and how do they deploy it? How does the teaching learning process occur? This is a Case Study with a qualitative approach. To guide analysis, we have used the scientific production in the area such as Marcelo (2009), Tardif (2002), Melo (2007), Cunha (2004, 2007), Pimenta (2005, 2002), as well as documents that depict the history of the institution, laws and guidelines related to higher education and medical courses. Data was collected through two questionnaires, a simplified and an in-depth one. The analysis indicated that the professional development of the medical professors of UFU occurs throughout their teaching career, which involves specific demands from the area, mentoring and aspects related to the following dimensions: personal and professional. The teaching practice of the medical professors is predominantly underpinned by experiential knowledge. The main complaints and challenges faced by medical professors are related to working conditions, such as the overload of activities, which makes it difficult to balance between teaching, research and University extension, lack of incentives for participation in continuing educational courses for professors in the medical field and not to mention low salaries due to the devaluation of the teaching career. Among the strategies identified by the medical professors to overcome these difficulties are: the search for continuing education in medical teaching, stimulating postgraduate degrees, research and policies for teaching appreciation, as well as institutional support. Regarding the identity process of the medical professor, there is a direct link to his/her life story, which involves both the personal and professional dimensions in a way that the phases of life and profession intertwine at a variety of moments. In this sense, the study points toward the need for institutional training policies, appreciation and professional enhancement of the medical professors, which is certainly reflected in the constant improvement of the educational process developed in the undergraduate courses.

This dissertation is placed in the area of the History and Historiography of the Education, it contemplates the history of the teaching institutions with the purpose of analyzing the function of the sport in the consolidation and propagation of the Esaviano Spirit in the High School of Agriculture and Veterinary (ESAV), located in Viçosa/MG, that later on became Federal University of Viçosa (UFV). The Esaviano Spirit and the sport are the themes of this dissertation. The research confirmed the existence of some practices - general meetings, publication of newspapers, accomplishment of parties and incentive to the sport - as form of materializing the Esaviano Spirit in the institution - an invented tradition - looking to homogenize the different speeches and existent actions in that academic middle. The accomplishment of the research served of documental sources - newspapers of the time - Reviewed Seiva , Newspaper O Bonde and Newspaper of Viçosa ; historical documents - books of 1939, proceedings, statute, regulations of the institution; literature of the area; and images, mainly pictures. The sources indicate that the institution was born amid a big cultural diversity, due to presence teachers, students and employees of several parts of Brazil and of the exterior. With that cultural diversity, we have different behaviors, habits, aspirations, actions, virtue. That ESAV engaged in the task of creation of a unit feeling, identity. It was evident that the intention of the institution, at the beginning, was not the formation of a national identity, but the creation of the identity place, institutional identity, so that students, teachers and other employees contributed with the best than they could to enlarge the name of ESAV. It is in that context that Esaviano Spirit function in the institution was developed: to form souls esavianas. The Esaviano Spirit diffused for the institution with the function of forming morally everybody that were part of the School, spreading virtue - such as solidarity, love to the institution, honesty, leadership, humility - that constituted in bases for the formation that the institution believed to be important for the professional that was being prepared. The sport came to contribute for the popularization of that spirit, however nor all the sporting practices were aligned with the objectives of the institution. I found 3 groups of physical activities in the institution: Modern sport, Modern Games and Traditional Games, and the ones that occupied prominence place were those that more they approached of the modern virtue longed for by the School, once the same appears to be symbol of progress in the agrarian area. Thus, the modern sports were the most motivated and practiced in the institution; proceeded by the modern games, which were used to rest the students of the intellectual work that the institution transmitted through the disciplines of the curriculum. The popular games didn't find its place for they be practiced, being for restricted a lot of time to the recreational activities during the national holidays; already the bad luck games were prohibited by regulation, probably for inciting the fraud that was not part of the virtue longed for by the School. However, in elapsing of the research it is patent that the Sport and the Esaviano Spirit didn't act separately, but existed a relationship between those two. Virtue as cooperation, honesty, leadership, defense of the colors of the institution, they were virtue that passed through the discussions found in the sources, be when they refer to Esaviano Spirit, be when they refer to the Sport, strengthening the actions and aspirations of the esavianos in the consolidation of the institution.

This research questions the sexuality discourses presented by Biological Sciences undergraduates and is embedded in the Education in Science and Mathematics of the Master Course in the Education Postgraduate Program study line at the Federal University of Uberlândia. The following core questions move the research: Wich undergraduates speeches of the Biological Sciences Course active in PIBID/UFU, in the subproject \"Biology\" in the Umuarama Campus and Pontal Campus presents about sexuality? The undergraduates articulate their speeches with their future role as teachers in the primary education? To answer these questions, we propose the following objective: to present the similarities and differences between the discourses on sexuality of a group of undergraduates in Biology Sciences, as well as possible connections that they make between these discourses and their future role teaching. It is a qualitative nature research, since it brings a kind of intrinsic approach that considers the complexity of the search field, sexuality, and socio-cultural, power and knowledge relations that constitutes it. The people under the research are 28 undergraduates in the Biological Sciences, Federal University of Uberlândia, Umuarama Campus and Pontal Campus, scholarships of PIBID, subproject \"Biology\". The theoretical reference was based on the works of Foucault, in particular in the History of Sexuality and studies in the fields of sexuality, gender and education. The information was obtained from questionnaire, interviews and two focus groups. The analysis structure is based upon the notion of discourse of Michel Foucault and, therefore, focused to the location of the subject of the statements, the location of the statements, speech places and the possible relationship between the discourses on sexuality. The analysis indicates that the undergraduates, bring in their speeches the perception that sexuality must be understood beyond biology, but they can not break away from the plot of the hegemonic discourse and its speech place is strongly grounded in their process academic training, ie, the biological dimension of sexuality. About articulate their discourses with future teaching practice, by one side, the undergraduates doesn\'t escape the biological dimension of sexuality and by the other, they doesn\'t seem to realize this entanglement where they live.

The present dissertation aims to further study the radio as a way of distance education in Brazilian history and contributions from Roquette-Pinto, first to organize this experience and create the first radio station in Brazil, carrying forward this new technology that profoundly changed Brazilian society in the twentieth century. Fabio Prado Pimentel author of The Educational Radio in Brazil examined education by radio in Brazil featuring the main projects undertaken in this area. According to the author, simultaneously the creation and development of the Educational Broadcasting Service / SRE, some particular stood out experiments in educational broadcasting being alternatives to the official system. The first was to be held at Air University, the National Radio of Rio de Janeiro, created in 1941 by the director of the Issuer, Gilberto Andrade, under the supervision of the Division of Secondary Education of the Ministry of Education and Culture (MEC ), directed by Professor Lucia Magalhães. The pedagogical purpose was to provide high school teachers a new methodology for the submission of disciplines. The reading of this work raised the question about what the intent, territorial coverage, ie regions which the program has achieved and how was this educational phenomenon destined for high school teachers and that it was offered in distance mode via radio with the program University of the Air broadcast by Radio Nacional of Rio de Janeiro. The specific objectives are: to bring a brief discussion of the major studies on the problem of the means of mass communication, emerged during the twentieth century; a brief introduction to the ideas of Brazilian modernity to better understand the context in which the radio was inserted as a vehicle of mass communication; analyze the evolution of the insertion of radio in everyday Brazilian society between 1930-1950; provide distance education as an educational modality emphasizing its history and the first steps of teaching radio in Brazil; assess how have the political and economic discussions of the educational field during the Estado Novo influencing the initiative of Air University program broadcast by Radio Nacional Rio de Janeiro; analyze contributions Roquette Pinto for the insertion of educational radio in Brazil. The methodology was based on qualitative and bibliographic research through the analysis of books and articles of digital media, beyond the critical analysis of documentary sources found in the National Archives of Rio de Janeiro.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The goal of this dissertation is to bring to attention the precariousness of teaching work that has been developing in Brazilian private higher education institutions since the 1990 s, arguing its materialization in Uberlândia/MG in the last five years, especially in one of the higher education institutes within the city. Supported by the referencial Marxist theoretical-methodology, the research pressuposes that the conditions verified in these institutions are not examples that occur solely within the city limits, but products of the contradictions and dialectic interfaces existing between the transformations of the world of work and the human formation through the access to science, a path that allows the understanding of the process of precariousness of this human activity in the contemporary period.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

The present research starts from the aim of analyzing the potential of the manga to the geography teaching. This intention is based on the perception that the comics, including manga, have been propagating in the reading of the young Brazilian audience, especially elementary school students. These young people attend school and interrelate in that place of education and socialization where the diversity of cultural elements and meaning production propose the construction of their identity characteristics, often influenced by the consumer industry. Thus, the manga as global media artefacts are gaining ground among the young people and their narratives show themselves in everyday school life, which leads us to investigate such audience, as well as their interpretations and reflections about the manga from a perspective to the teaching of Geography. So, we use different instruments to collect data, as the application of semi-enclosed questionnaires and the realization of focal groups, in order to analyze the notions / geographical comprehensions of these young students, through the reading and interpretation of the manga Naruto and Naruto Shippuden. As a result, we realized that the artifact by itself presents difficulties to adding basic knowledge of geography, since this does not specifically pedagogical or didactic intentions. However, he seduces as it is systematically assimilated by young people and, with a coherent intermediation by the teachers and changes in the school attitudes, may submit elements - in its origin, format and narrative - that could contribute to un effective teaching of Geography.

It is a research about the current Escola Estadual de Uberlândia within the period between 1937 and 1945. The aim of this study is to present the analysis related to culture in the school environment of Gymnasio Mineiro de Uberlandia, by means of the school subjects as a way of settling behavior patterns in the students during Estado Novo . By means of a survey on the taught school subjects and on the behaviors that were valued, it was identified the influence of Brazilian social, political and economical context on the state schools students background, especially Gymnasio Mineiro de Uberlandia; the part played by the school in materialization of the foundation of the State lead by Vargas, the connection between the organization of the school environment and the necessity to separate the genders were laid-out as well as the bodies disciplining and it was observed the influence of the contents of the taught subjects to sculpture the kind of citizen the school should shape. In order to accomplish such analysis, a bibliographical review was made to discuss the part played by educational institutions in the social scenario they belong to. This investigation is also anchored in official documents from Gymnasio Mineiro de Uberlandia correspondent to Estado Novo period and in articles about this institution on the local newspapers A Tribuna e O Reporter. The analysis also considered former teachers , student s and students inspector s statements who experienced the process, within the period 1937-1945. The educational legislations of the state and the country were other documents researched which supported the analysis. It was noticed that the school culture of Gymnasio Mineiro de Uberlandia was connected to a bigger social culture because contributed to shape a disciplined individual. The school environment of Gymnasio Mineiro de Uberlandia was projected to be a teaching, watching, ranking and rewarding machine by means of control and constant, subtle watching of bodies and minds, and mainly of strategic distribution of bodies in the environment. The time, the activities, the behaviors, the speeches, the body and the sexuality of the individuals were all controlled. Even though some students disobeyed the rules and were punished by the gratification-sanction device, which quantified, classified and punished or rewarded the individual, according to his behavior and his performance. This punishment aimed at the deviation reduction however it was verified that the penalties applied to the transgressors did not accomplish their goals thoroughly for there was a lot of resistance. The behaviors of some students were not remodeled and their consciences were not redirected, despite the culture and the school routine of Gymnasio Mineiro de Uberlandia at that time, being propitious to the disciplining of bodies and minds. In opposition to what was taught, some of the knowledge did not work to some students, therefore the existence of negative evaluations results and reprehensions to certain attitudes.

The matter and source of this research is the cinematographic work Pixote, a lei do mais fraco, produced by the Argentine director Hector Babenco. The official casting of this work was in 1980 during the final stage of the Brazilian military dictatorship (1964-1985), in the period of (re)-democratization. The research attempts to demonstrate how the government practices, control and disciplinarization of the categorized marginal childhood occurred in the reformatory school and in Brazilian big cities. The movie scenes, journalistic reports of printing press and expert‟s report of military censorship, produced when the film was originated and exhibited, allowed us to enter the historical meanders of that context and also to better understand the conditions, power relationships and counter-power which reached the little unfortunate kids‟ lives in Brazil. Theoretical and methodological references which subsidized and guided the analyses were based on categories and notions of Foucault‟s thoughts, and it significantly aided to better understand social practices destined to the subjectification of this social category. Not only the understanding of power practices on the marginalized childhood was provided through this research, but it was also possible to perceive the strategic use of those entities in order to set up repressing and disciplinary mechanisms, such as judicial, police, discursive and pedagogical mechanisms extensible to the entire social corpus, cooperating to become the attempts of controlling childish populations more efficiently. It was possible through the sources to understand that representations and identities of the so-called minor transgressors, reflected in large scale in the press, aided to reassert and (re)-signify the ideation and conceiving of minor transgressors. Finally, we defend that the movie Pixote and the printing press reports work as pedagogical mechanisms, supporting the establishment of abnormality and normality standards, since in a binary system the ugly helps to compose what is beautiful; the undesirable, what is desirable; and the bad, what is good, as well as interdependent patterns.

The present study fits into the Line of Educational Policies and Management of the Post Graduate Program in Education of the Federal University of Uberlândia, and its central theme is to investigate the scope, assimilation, conflicts and resistances in the process of implementing the pro-quality program Programa Proqualidade within the public school, which was implemented in the teaching system of the State of Minas Gerais, between the years 1994 and 1999. The broad aim was to analyze the implications for the pro-quality program within the Minas Gerais State public school, from the perspective of three of the five priorities of the program: School Autonomy, Strengthening the Board, Qualification, Improvement and Assessment. The intention furthermore, was to understand the changes that occurred in the educational policies in Minas Gerais, within the context of the neoliberal State reform; analyze the pro-quality program from the nexus and interfaces with the changes in the workday world and state the problems of the implications and outlines of educational reforms in Minas Gerais in the 1990s, inside the school, from the perspective of the proquality program. To achieve these objectives, the effectuation of the Neoliberal State was discussed, as from the 1970s, perceiving its characteristics and the possible mediations between the neoliberal policies and education; total Quality Management and the transformations in the workday world, seeking to approach the technological, organizational and managerial innovations that impacted on the production sector and also on the school. Furthermore, through empirical study, it was sought to learn of the perceptions of school subjects with regard to the theme under analysis. As regards the methodological aspect, this study fits into the field of qualitative research, because it is believed that conducting research in this field enables the researcher to construct and overall and articulated view of the investigated object and its relation with political and economic aspects. The institution investigated forms part of the state public teaching network situated in the municipality of Uberlândia/MG, Brazil and serves the basic and middle teaching levels. In the data collection process, the instrument used was the semi-structured interview, and analysis of school documents, such as: collegiate minutes, correspondence sent to the company, videos and others. In the final considerations, it was concluded that the educational reform of the proquality program ( Programa Proqualidade ) for school autonomy attributed responsibilities that previously were the State s to the school, but without providing conditions for the subjects of education to be in a position to work, because the resources continued to be insufficient to fill all the needs in this space, while at the same time it assessed the school for good work. This being so, the professionals resisted at various times, but without being in a position to deny a program based on the search for quality. In spite of this, the reform for quality did not achieve the object, as educators wished; educators tried to construct their autonomy by articulating political, professional and pedagogic interests: but the school must extrapolate the rules and regulations and make use of the space that is granted to it to seek solutions compatible with its difficulties. It is necessary for education to be participative, transformational and revolutionary.