A política de humanização e a estratégia saúde da família: visões e vivências

This study approaches the topic of humanization in health that involves the set of policies implemented by the Ministry of Health in Brazil. Its aims are directed towards a reflection on the guiding theoretical and organizing axes of the National Humanization Policy (NHP) and their repercussions on municipal health policy of Natal, Brazil; an analysis of the results of the policy at the local level; knowledge of the views and experiences of the humanization agents in the daily work process and identification of the main challenges of the policy. The empirical field of investigation was the Family Health Strategy (FHS) of the city of Natal. The assumption of the study is that the FHS has produced local experiences with potentialities that must not be wasted, in which there are difficulties and discrepancies between the real and proposed model. The contradictions and challenges in the social and political context of Brazil in the early XXI century and their consequences in the field of health reflect anti-utilitarian aspects anchored strongly in the theoretical concepts of Boaventura de Sousa Santos about the sociology of privations and emergencies as well as of the work of translating. The predominantly qualitative approach collects some complementary quantitative data. The study procedures used were the following: bibliographic research; documental research; interviews; and direct observation. Interpretation of the information obtained was based on documental analysis and on the symbolic cartography of the social representations. Cartographic evidence suggests that practices still take place under dehumanizing conditions that compromise the quality of care given. However, there is a movement aimed at changing the work process that has been strengthening the link and widening the measures developed, incorporating new directions in diversity, integrality and solidarity. The map drawn shows a reality manifested by explicit intentions in a political agenda, by concrete solutions marked by an assortment of difficulties and expressed in the words of the agents and by latent clues identified in successful local experiences, posing many challenges for the consolidation of the proposed changes

Habitus, representações sociais e construção identitária dos professores de Maracanaú

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu’s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracanaú, state of Ceará, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group’s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room – during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school – a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracanaú’s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as “sacramental”. However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

Dos tempos de escola aos dias atuais: reminiscências duradouras da experiência escolar

Este estudo trata sobre as marcas da experiência escolar no processo de individuação do sujeito e tem como objetivo geral conhecer de que forma essas experiências, a despeito das questões curriculares e pedagógicas, influenciam esse processo. Buscou-se interpretar as experiências reforçadas durante a escolarização e as trajetórias de enfrentamento das diversas situações vividas na escola. Tentou-se, também, compreender o sentido dos acontecimentos escolares críticos e igualmente como o meio familiar pode influenciar nas escolhas e formação dos sujeitos através do investimento pedagógico. Ademais, refletiu-se sobre os motivos que levaram alguns a permanecerem no ambiente escolar seja como estudante ou mais tarde, do lado de lá, como professor. Para tanto, foi realizada uma pesquisa qualitativa de inspiração fenomenológica utilizando-se de entrevistas narrativas com quatro sujeitos, a partir das quais se identificou as principais características, estrutura, condições de origem, o contexto social, as estratégias escolares, as formas como foram manejadas e suas conseqüências. A análise dos relatos deixou claro dois eixos fundamentais da experiência escolar que se destacam na constituição dos sujeitos: de um lado a dinâmica do ambiente escolar vivido deixou marcas indeléveis na memória que foram determinantes para as escolhas pessoais; por outro lado, a referência familiar, através das suas várias formas de investimento pedagógico, teve uma influência decisiva. As marcas combinadas da escola e da família deixaram um legado importante para formação dos sujeitos e para as escolhas que fizeram durante as suas vidas, especialmente no direcionamento da suas carreiras profissionais. Invariavelmente, percebeu-se na investigação, que muito do aluno que se foi persiste no adulto e profissional de hoje. Assim, o Eu escolar é parte do Eu profissional que existe em cada um. O cidadão, a pessoa e o profissional são derivados dos processos de socialização e individuação, os quais em grande parte se definem durante a vida escolar. E é com o uso desse "capital escolar" , adquirido nos tempos de escola, que temos condições de desenvolver os muitos papéis sociais nos dias atuais.

Ensino de matemática, história da matemática e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educação Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

Projeto político-pedagógico: instrumento de ação educativa na Escola Municipal Ascendino de Almeida Natal-RN (2002-2003)

In this dissertation, we investigate the process of elaboration of the Political-Pedagogical Project in the Municipal School Ascendino de Almeida , situated in the west zone of Natal city, in Rio Grande do Norte State, Brazil. We performed a qualitative research, using information provided by several sources as: interviews carried out in the Municipal Department of Education and also in the mentioned School, document analysis, and literature reviews, mainly with the objective of knowing more about the complexity of this particular reality. This was done in order to establish a mediation between the actual reality and the social, political, and economic context that surrounds it. We analyze the Political-Pedagogical Project according to the visions of Education theoreticians, under the political-normative plan, and also as a process of educational planning that can collaborate significantly for the introduction of changes in school Education. This instrument of the educative action, as a fruit of the participation of the school community, may constitute itself in an important learning instrument of the participation in the social sphere, demanding from the educators the development of complex abilities so that they can construct the Project. In the data analysis, we describe and analyze the process of elaboration of the Political-Pedagogical Project of the mentioned School. We also determine how participation of the school community was constructed as well as the consequences of this envolvement. We also discuss the abilities they needed to develop, the process of studies and dialogues that gave support to the whole process, and the democratic participation in the school decisions, including a dialogical interaction

Dos tempos de escola aso dias atuais reminiscências duradousras da experiência escolar

This study it treats on the marks of the school experience in the individuation process of the subject and has as general aim to know of that it forms these experiences, the spite of the curricular and pedagogical questions, influences this process. It searched to interpret the experiences strengthened during the school education and the trajectories of confrontation of the diverse situations lived in the school. It was tried,also,to understand the direction of the critical school events and equally as the familiar way can influence in the choices and formation of the citizens through the pedagogical investment. Furthermore, it was reflected on the reasons that had taken some to remain in the school environment are as student or, later, of the side of there ,as teacher. For in such a way, it realized a qualitative research with a phenomenological inspiration using narratives interviews carried with four subjects, from which if it identified the main characteristics, structure, conditions of origin, the social context, the school strategies, the forms as they had been managed and its consequences. The analysis of the stories clearly left two basic axles about the school experience that if detach in the constitution of the subjects: in a hand, the dynamics of the lived school environment left undeleted marks in the memory that had been determinative for the personal choices; on the other hand,the familiar reference, through its different forms of pedagogical investment,had a decisive influence. The agreed marks of the school and the family had left an important legacy for formation of the subjects and the choices that had made during their lives, especially in the aiming of its professional careers. Invariably, it was perceived in the inquiry, that much of the pupil who if was persists in the adult and professional of today. Thus, the school I it s part of professional I that it exists in each one. The citizen, the person and the professional are derived from the processes of socialization and individuation, which to a large extent are defined during the school life. And it s with the use of this school capital , acquired in the school times, that we have conditions to develop the many social roles in the current days

Luta pela terra, luta pela palavra: história de vida e formação de duas educadoras populares do campo

This project has resulted from a reunion between me and two teachers with whom I had already worked, pedagogically counseling them during the execution of the Project of Youngsters and Adults Schooling at the Agrarian Reform Settlements in the State of Sergipe (PAJA/PRONERA) between 2002 and 2003. The matter that really motivated the research was related to the essential principle that guided the accomplishment of the PAJA s teachers education and professionalization: understanding their reality and knowing their needs, promoting the dialogue between scientific and common sense knowledge. Taking as a reference the fact that the teachers education is not restricted to the academic qualification, that is, that it is a part of the educational process, which, in turn, is a result of each one s personal background, dialectically individual and collective, the access to the teachers reality and needs was accomplished by studying their backgrounds, especially their school and professional career. They, inevitably, focused themselves on the country life s social and cultural context, that could be better understood by living together with the teachers during the twenty-seven days I stayed in the Golfo s settlement, located in the town named Pacatuba/SE. The approach to the teachers lives through their stories and the daily contact proved how much Science is still distant from the peasants routine, sometimes being presented to them as a finished product . That way, the dialog between those two categories and the expectation of the country life s social and cultural conditions, together with the education, in which teachers have an essential role, still remain as a challenge

Nestor lima e a modernização conservadora da gestão educacional no Rio Grande do Norte entre 1924-1928

This study attempts to investigate the school administration in the Department of Education of Rio Grande de Norte, in the period 1924 to 1928, in the context of conservative modernization in its management, implemented by Nestor Lima dos Santos. Addresses the trends of administrative Nestor Santos Lima and sequence of these variables so that we can correlate and monitor the development of various economic, social, cultural and political, to show how influenced and even determined the direction of education, not only the state of RN, but throughout the country. For this purpose, it is the recapitulation of the history of life, experiences of work and travel reports of this important figure, including administrative concepts, aiming to identify the school administration, introduced by him in the 1920s, as those who received influence of characters that included the social and historical context of the time, reconstituting the ways following the education. It was developed by Nestor shares in Lima on the administration of public schools, their way of management, and can see how was the process of modernization of education in Rio Grande do Norte state and how it followed the rapid changes, experienced by Brazil, during this period. Show up on the design aspects of modernizing Nestor Lima in the Department of Education, the Director General of Administrative Acts, the internal record of school groups, Isolated Schools, Schools rudimentary and the newly created Board of Education, highlighting the Internal Rules of Council but the General Regulations of the Department of Education. This work also highlights the proposed administrative Nestor of Lima, while educational model of an operating system of the organization, training and education, which is present in the area of production of discourse, through body practice, characteristic of the record established levels of policy development and implementation of educational instruction in all state. Key-words: school administration. Conservative modernization. Public Education

As condições de trabalho e a satisfação profissional: dimensões do profissionalismo docente no ensino médio

The dissertation is developed in the Research Base of Teacher Training and Professionalization of Universidade Federal do Rio Grande do Norte as a way to discuss the professionalization of High School teachers in Natal. It is a study linked to the research The context of teaching practice and professionalism: the case of high school teachers and sponsored by CNPq, with the objective of characterizing working conditions and job satisfaction as dimensions to the teacher professionalism in high schools. In this study we prioritized the focus on professionalization in national and international discussions, which combines the aspects of teaching in its historical, social, political and economical path, in order to reflect about its evolutional elements in the hierarchy of professions and establish a relation to high school teaching. To develop this relation we elaborated some questions that are considered relevant, such as: How does the high school teacher evaluate his/her working conditions to his/her professional practice? What level of satisfaction does the high school teacher have regarding his/her professional practice? What expectations does the high school teacher have in relation to his/her professional development? The answers to those questions were according to the high school teachers considerations shown in the questionnaire, which was structured with open and closed questions. These questions gave better adequacy to the teachers evaluations about their working place and the situations they experience in their working conditions, provoking job satisfaction and expectations for professional growth. The description of the teachers perception about working conditions, job satisfaction and expectation of professional development can explain the distinct factors that characterize these categories in the working context, although the conclusive results, in general, do not show a direct relationship between the categories studied. Some factors that teachers attribute as causes of bigger difficulties in working conditions and work activity itself are: working time, salary, professional status, school s infrastructure, and school s social context. These factors are similarly related to the degree of job satisfaction, without showing interference in the professional expectations

Habitus, representações sociais e construção identitária dos profesores de Maracanaú

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracanaú, state of Ceará, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracanaú s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as sacramental . However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

Potencialidades do uso do blog em educação.

This research is an interpretative analysis of the type participatory research, developed in a qualitative and quantitative use of the blog as a support to a specific discipline, in order to identify the potential evident from its use. The report discusses the changes that have occurred in contemporary society, relating to the development of information technologies and communication (ITC s), presents a brief review of the historical background of the Internet and its use as an aid to education, emphasizing some environments inserted media the Internet, focusing on the main blog - its concept, origin and categorization, and analyzes the concepts of using the blog from the dialogues with teachers and students of pedagogy course at the Federal University of Rio Grande do Norte. Started from the assumption that the use of technological resources, such as blogging, with strictly educational purposes, can extend the knowledge beyond the walls of the classroom, thus creating a dialogic and interactive environment. Using data collected through interviews, questionnaires and observation, we seek to understand the object of study as a supportive environment for the teaching of a subject, raising some theoretical and methodological questions about its application to educational practice, and possible contributions to the construction of knowledge. The results indicate that there are several capabilities that make the blog a space conducive to teaching and learning process, and relates the concepts of the study participants about their use, highlighting the most important places to be solved, so that teachers and students to take ownership of knowledge necessary for capacity building required by the contemporary social context, due to the advancement of science and technology.

Em nome da república: escolas e tradições modernas

Our research aims to analyze some institutions of primary education in so-called First Republic in Natal/RN, when they were considered high standard institutions on training, dissemination and creation of national identity and republican traditions. Thus, we investigated to try to understand the creation of the new man and the invention of new traditions to confirm the status of republican modernity in two schools in Natal, the Colegio Americano, a private one, and a standard model of school, Augusto Severo, which is a public one. As a basis we have the history of institutions to analyze, paying close attention to consider the use of imitation in cultural patrimony as well as the use of strategies to distinguish. The concept of ownership follows, for present purposes, their focus of study on observation of diverse and contrasting use of these cultural objects, texts, readings and ideas from research institutions. For analysis of the link which occurs within the school environment, in every period of its history, we used the concept of school culture as a set of rules and practices which define knowledge to teach and conduct the introject. A culture that incorporates the school to keep a set with other religious cultures, political and popular of its time and space. In this sense, the educational institutions which we studied while showing what kind of in this work by preparing cultures, codes, different practices, and specific individuals they have, they were in important locations to provide modern cultural appropriation as a strategy for educational innovation and a factor of rationality and efficiency which could be observed and controlled, so gradually the modern school education was organized to produce its own society. As a challenge of affirmation and incorporating diverse social experiences to produce the modern, civilized man of the Republican time, the school, as part of the social life, which is singular in its practices, not only the set of reforms, decrees, laws and projects, but also as expressions of concept about life and society in terms of material, symbolic and cultural symbols in the social context in modernization. We focused on these two schools, because inside the wide cultural and material status of the city, they were the first republic schools which had the goal of having men and woman together culturally , with a view to adapting them to the modern movement to make them civilized / educated / rational . On this view, we would emphasize that this statement needs a reinvention as a new way through what is made at the schools which production of new spaces, practices, rites and what represents school, making and expressing a new identity, modern, different of the old symbols of the Empire. For this, nothing better than the organization of schooling, emphasizing on educating the individual and his/her responsibilities with the order and progress. We need to understand the past as a result of conflicts, including strengths and limitations within the historical and social context, and the invention of tradition as a process of formalization and ritualization of acts which want to perpetuate, as a reference to a group identity. These are practices and social educative representations which support the understanding of pedagogical and educational ideas at this historical moment, making a new way of being and doing in the Republican universe

Robótica e educação: uma possibilidade de inserção sócio-digital

This paper presents a reflection on the use of robotics in education technology and the fostering of social and digital inclusion, unveiling a new field that has been outlined today. Robotics constitutes a tool still little known and not regulated at national level in education, there is little experience involving the tool in the Northeast. This research aims to reveal one of the first experiments with educational level robotics in Rio Grande do Norte. We present a field research conducted in a public school chancellor for a major institute of science and technology education of the state from seeking review of the robotics course, understand how they work and show their use in school and shows that contributions were generated for digital inclusion category students, based on speeches by teachers, engineers, management and students. As part of gathering information, we used the focus group technique, applied in two stages, one with groups of students, teachers and other school administration, as well as comments directed to the times when the robotics course was being finalized. As a result, we found that the school, through the robotics course is a provider of social and digital inclusion, since it awakens in the sample of students in this research knowledge enabler of social change. And that despite the student category do not understand the depth of meaning of inclusion, the same report in daily actions that integrate technology into their social context in harmony, enjoying its cultural citizenship in full

Grupo Escolar Duque de Caxias festas escolares: uma celebração de múltiplos significados - 1949 1962

El trabajo que aquí se presenta tuvo como objetivo investigar una institución escolar en la ciudad de Macau / RN. Esta institución, que fue innovadora en su contexto social y pedagógico, fue pesquisada a la luz de los parámetros de la historia cultural. Una escuela que fue creada en el siglo XX, en el año de 1923, cuando el país aún vivía la efervescencia de la implantación del nuevo ordenamiento político - la República. Elegimos como objeto de estudio las fiestas escolares, que tuvo lugar en esta institución durante el periodo 1949-1962, procurando aclarar cómo ocurría la realización de estas fiestas y cómo fueron fundamentales para el funcionamiento de las relaciones políticas, sociales y culturales en el ámbito escolar. El análisis y la interpretación de las fuentes documentales escolares, los documentos de otras instituciones, las entrevistas abiertas, la información oral, la legislación de la educación y de las escuelas, los periódicos y documentos oficiales de la época relacionados con la temática y que formaron el corpus documental, se basaron por obras de Souza (1998), Juliá (2001), Castro (1997), Kossoy (2001) Saviani (2005), Escolano (1992) y Carvalho (1990). Por tratarse de una institución de enseñanza, el análisis central es la cultura escolar y la historia de la educación brasileña es el campo de la investigación, haciendo una relación de las fiestas escolares. En el relato, se reconstituyen las festividades cívicas, solemnes y recreativas, además de los elementos de formación que se evidencian en el discurso de la educación moderna. Para ello, buscamos entender que, en las prácticas cotidianas de la escuela, había un método de actuación que seguía las directrices del Departamento de Educación. Estas directrices eran dadas por medio de las normas y decretos editados y se adentraban en el discurso en torno de las iniciativas emprendidas para difundir las nuevas prácticas pedagógicas, y dentro de ellas, en el momento apropiado, los profesores dedicaban un tiempo de sus clases para explicar acerca de los días festivos y sus organizaciones. Estas constataciones fueron certificadas por la documentación listada y por las entrevistas abiertas, y nos señaló para el modelo escolar propugnado por el Grupo Escolar Duque de Caxias, que era fruto del nuevo orden republicano

A educação no processo de trabalho da enfermagem: o caso do hospital de ensino

It is in the work environment that occurs the relations of production, economy, personal development and professional growth. Thus, this environment characterizes for being a propitious way to the intellectual development diligent them. In this context, this study it had as objective to analyze the possibilities and challenges of the education to consist integrant part of the process of work of the nursing, in an education hospital. One is about a research of analytical matrix and qualitative boarding, that had as collaborating fifteen professionals of the nursing, middle- and upper-level, of a hospital of education in Natal/RN. It followed the metodológicos estimated ones of the thematic verbal history, which looks for to promote the agreement or clarification of determined situations, catching experiences of made use people to say on aspects of its life, keeping a commitment with the social context. The information then had been gotten by means of a research instrument that made possible the accomplishment of interviews, which had been marked anticipatedly and counted on the assent of that in they had participated. The interviews had been recorded in proper equipment, so that you say them of the collaborators transcribing and they were analyzed with the support of pertinent literature. The content of you say them was classified in empirical categories, as the nuclei of felt that they presented. With the analysis of the data, one evidenced that the education in the process of work of the nursing is something possible to occur, but that diverse they are the challenges that the same one has that to face to promote this phenomenon in its daily one of work. The collaborators had affirmed that the worker is necessary to remain itself permanently in study so that, thus, it grows professionally and improves its assistance. They had still affirmed that she is possible to work and to study, but that this requires determination of who intends such intention. E also guarantees that the diverse forms of education directed toward the care in nursing can have resolution, since that has collective compromising of the institution. This, as education hospital, recognizes to be necessary to possess one politics of education for its workers and is if considering implementation the same one through a structuralized program already. Therefore, the results of this research show the necessity of changes in the current scene where if they find the workers of nursing of the institution in study. These changes can be reached through one politics of investment in the workers, allowing, beyond other benefits, the reach of new knowledge that take them to a significant learning in favor of the population, reflecting in the quality of the given assistance