Terceirização versus agenda do trabalho decente : estudo de caso a partir do Banco do Brasil s.a. na Paraíba

This Dissertation examines outsourcing in Bank of Brazil SA, the state of Paraiba. The central research question is to what extent this flexibility of labor relations incorporates items claimed by ´recent´ Decent Work Agenda of the International Labour Organization (OIT) or, on the contrary, the ´epidemic´ of outsourcing makes it even more challenging the world of work in the third millennium. The research hypothesis is that the Bank of Brazil has a growing subcontracting / outsourcing of labor (companies and individuals) and that not only contributes to the deterioration of working conditions, but also opposes the Work Agenda decent. Aiming to prove or disprove the hypothesis, the study includes a survey and secondary field. The literature review focuses on the trend towards casualization of labor in capitalism, and yet, in an effort to systematize data and analysis on ´outsourcing´ from the viewpoint of different actors. This theoretical framework is anchored in important classical sources and present that address the topic in the world and in Brazil. The field research was conducted with the actors related to the theme of ´outsourcing´ the Bank of Brazil - Paraiba, precisely branch managers, permanent employees of the bank, union representatives (bank workers), union bank and outsourced. The results confirm, in part, the study hypothesis, by demonstrating that there are several meanings and forms of precariousness that the contractors surveyed are submitted, highlighting the issue of salaries, the work environment, union representation and health worker. All these themes, each for himself, are contemplated by the Decent Work Agenda of the ILO and show, according to field research, rather fragile

As aulas régias da Capitania da Bahia (1759 1827): pensamento, vida e trabalho de nobres professores

Simultanément à l' expulsion des jésuites du contrôles de l' éducaton formeI du royaume portugais, l'Ordre du 28 juin 1759 a décrété une reforme générale aux études, comme une des partie d'un ensemble de mesures modernisatoires qui ont été établisent dans le Royaume et dans ses domaines à la période comprise entre 1750 et 1777, pendant le royaume de D. José I et sous la direction de son principal ministre, Sebastião José Carvalho e MeIo, plus connu par le titre de noblesse de Marquis de Pombal. Notre thèse, locaIisée notament à la Capitanie de Bahia (Capitanie - division politique administrative du Brésil Colonie) entre les années de 1759 à 1827, a comme objet d'études les singularités du magistère bahianais et comme objectif, à partir de Ia référence théorique de l'histoire sociale des idées, comprendre comment les membres de cette nouvelle catégorie professionelle, crée pour préparés des cadres professionels mais bien qualifiés pour exercer leurs fonctions de burocratie de l'État, ont pris contact avec la pensée reforniste ilustré portugais du siècle XVIII, ont été véhiculé autant par des étrangérisés, comme par la législation pombalina (du Marquis de Pombal) et comme cet ensembIe théorique rapporté à la pensée, la vie et le travail d'enseignant de ces premiers représentants du magistère bahianais. L' analyse de la documentation (des lettres, et des ordres royals, des licences officielles pour exercer la fonction, et des serments des professeurs royal pour les plusieurs villages et capitanies; registres de correspondence reçues et envoyées par les chambres des villages; registres et correspondences expédiées par plusieurs autorités; provisions; tous les types de licences et autorisations; désignation; testament et inventaires) montre que les professeurs royals, malgré la quantité pas très nombreuses de membres, ont été extremement actifs sur les décisions les plus importantes de la période de celle qui est connue comme la crise du système colonial, qui, en Bahia, a eu ses particularités dans un mouvement d' émancipation politique seulement au mois de juillet 1823. Finallement, on a le but, dans le contenu de cette thèse de doctorat, d'offrir une connaissance sur l'histoire de l'éducation brésilienne et bahianaise qu' on retrouve encore entouré de doutes, préjugements et imterpretations équivoques qui insistent d'anaIyser le Brésil sous un stigmate du retard du royaume portugais, malgré sa production récente dans l'historiographie

A Formação de Padres no Nordeste do Brasil (1894-1933)

The Nossa Senhora da Conceição Seminary, installed in 1894, by Dom Adauto Aurélio de Miranda Henriques, first Paraíba Bishop, and the Episcopal Seminary of the Sagrado Coração de Jesus, implanted in 1913, by Dom José Thomas Gomes da Silva, first Aracaju s Bishop diocese, were created as a result of lack of an official religious process proposed by the Brazilian Republic Proclamation, in 1889. With the appoint to enlarge the number of priests and change the image of the priest married and unrolled who used to identify the Catholic Church in the colonial and imperial Brazil. Such bishops developed into intellectuals in the government, dioceses and formation priest houses. I take as a study object, for this doctorate paper, the academic formation and priesthood developed in theses seminaries, from 1894 to 1933, once 1894 the year of João Pessoa Creation Seminar that was implied the Minor Course (preparation) and the Major one (built by Philosophy and God related studies) and the research limit year of 1933, is concerned about the Major Sergipe Seminary ending, which was created and has worked offering the Minor and Major courses, from 1913 to 1933. Showing the teaching models that guided and leaded the priest formation, referred as Seminaries, and the application result is the objective of this investigation. To comprehend the teaching models seminaries studied, my research line is the Catholic Church theme and priest formation in Brazil. In front of the object and the objective desired, I chose the historical comparative method and the scholars modals notions of Araujo de Barros (2004) and the Sirinelli intellectuals (1996). Such references allowed me to analyze the formation given in the seminary and seminarian participation and actions, included the sequence after the scholars formation. The thesis defended is that the teaching model developed in the Brazilian Seminaries, created after a non official religious process in the Brazilian government, deal with a model of one unique center (Seminary formation and aim pre arranged by Santa Sé), although adapted, presuming the local reality and formation structure (privileged not only spiritual and moral speaking, but intellectual also), was it responsible for intellectuals generations (teachers priests, educationalist priest, journalists priests and so on) that boost the education in Brazil. During the Republic first three decades, when, in thesis, the Government was becoming free religion, i.e., the government did not subsidize the Church anymore, and the Government, among others aspects, did not received any Church care to help the public teaching in the country. The investigation reveled accede, by bishops and their followers, such as by the Concílio de Trento pre concept, or by the others ideas, leading by the priests formation in Seminaries. By creating and stalling diocese Seminary, Bishop Dom Adauto and Dom José went further their functions, by the time they built inside themselves a teaching model thought from the main pedagogic logic, based on several religious exercises, moral and ethic, considered by themselves several knowledge connected to humanity, philosophy and God related studies). Following clearly rationalism principle (the way of teaching, which each subject has its own teacher and this class get together students with the same knowledge, regardless of age) and efficiency (trying to teach the whole content in each class), the Seminaries researched developed a whole education, allowed the structure of a spiritual education, moral and intellectual, for a quality developed by priests, including different levels that they used to performance. Their bottom line, actions and priest matter achievement allowed their broad fulfillment, in the way that priests matter were associated with cultural, educational, welfare assistance, at last, intellectuals

Avaliação do programa escola ativa como política pública para escolas do campo com turmas multisseriadas: a experiência em jardim do seridó/rn (1998-2009)

This work aims at developing an evaluation of the implementation of the Program Escola Ativa as a public policy for rural schools with combined grade classrooms in Jardim do Seridó RN (1998 2009) focusing on the following dimensions: school s physical environment, training, follow up, and didactic usage of the methodology. In order to develop this research we refer to the literature that analyzes the cycle of policies (FREY, 2000). In this approach, evaluation represents an important step in the process of analyzing the implementation of public policies, as a way of measuring up their performance, as well as a guide for realignments and redefinitions (PRESSMAN; WILDAVSKY, 1998). In order to accomplish this function, the evaluator of policies must be acquainted with scientific concepts and methods that consist of describing, interpreting and analyzing the policies in the governmental sphere (MENY; THOENIG, 1992; LIMA JÚNIOR, 1978). In this perspective, we intend to investigate whether in its proposition of minimizing the blanks in the Brazilian educational system, the implementation of the Program would be contributing to the improvement of the political-pedagogical practices in the rural schools with combined grade classrooms in Jardim do Seridó RN. In order to do this research, we have developed a theoretical-methodological matrix made of analysis dimensions, variables, indicators and instruments, such as literary revision, documental analysis, semi-structured interviews with four teachers and three supervisors that work and/or have worked in Escola Ativa in that town in the period comprised among 1998 2009, besides notes taken from field observation and photographs from four rural schools with combined grade classrooms. With this research we have identified that the Program, at a national level, has gone through different phases in its implementation process, for the town was not ready to fully take the responsibilities of the autonomous expansion, in 2002. From that period on, the execution of Escola Ativa has suffered several discontinuities, such as the lack of professional training and supervising. It is also noted that the methodology contributes to the dynamization of the didactic-pedagogical activities and promotes the cooperation and autonomy of the students in the organization and the applicability of the components of the curriculum, especially of Governo Estudantil and Cantinhos de Aprendizagem. Although the directions of the Program (BRASIL, 2005) point out that Escola Ativa has among its principles social transformation, we identified that, isolated, the initiative is not capable of promoting the changes that the rural schools need, namely investments in the physical, material, pedagogical and technological infra-structure, besides the estimation and a career plan for the teachers. In a general draft of the results of this research, we realized that some aspects presented about the peculiarities of Escola Ativa in Jardim do Seridó as a governmental Program, reinforce the need for the public policies to be evaluated, in order to confront critic and operationally the planning with the practice, revising action, whenever necessary

Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranhão - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vitória do Mearim in Maranhão. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vitória do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

A política de formação continuada de professores do ensino médio no RN: limites e possibilidades

El trabajo titulado La Política de Formación Continua de Profesores de Enseñanza Media en RN: límites y posibilidades tiene como objetivo analizar la política de formación continua de profesores de Enseñanza Media implantada en Río Grande del Norte. Parte del supuesto de que las directrices de formación continuada se articulan conforme a los organismos internacionales que desde la década de 1990 extendieron por América Latina un modelo homogéneo de formación, que tiene como principales características la de constituir un servicio a través de la modalidad a distancia y teniendo a la escuela como principal locus. En Brasil, estas características se apoyan en la Ley de Directrices y Bases de Educación Nacional nº. 9.394/96. Este trabajo es parte de un estudio que se desarrolla desde 2004 por la base de investigación Políticas y Gestión de Educación llamada Factores que influyen en la productividad de la Escuela Media: un estudio en Río Grande del Norte. El estudio en cuestión se centra en la dimensión pedagógica de la referida investigación y analiza la política de formación continua del personal docente, y considera como dimensiones de análisis la formación continua promovida en el ámbito escolar, ofrecida por la SECD/RN en el marco de la autoformación. Para la realización del estudio se hizo una búsqueda bibliográfica y documental que permitió la comprensión del objeto de estudio. La investigación empírica se realizó mediante la aplicación de cuestionarios, con preguntas abiertas y cerradas, a los maestros de Enseñanza Media de RN, y a través de entrevistas, semi-estructuradas de naturaleza complementaria, a las coordinadoras estatales de programas dirigidos a la Enseñanza Media. El análisis de los datos obtenidos muestra que no hay en SECD/RN una programación específica para la formación continua de los docentes de ese nivel educativo. Los programas implantados son de carácter nacional, de índole focalizada y no prestan atención a la mayoría de los docentes. La formación continua desarrollada en el âmbito escolar es prácticamente inexistente, y se limita a reuniones y algunos seminarios, sin mucha repercusión en la práctica docente. En cuanto a la autoformación son pocos los profesores que tratan de mejorar su práctica pedagógica con cursos de capacitación. Por lo tanto, se percibe una laguna en la formación de esos profesores y la necesidad de implementar acciones generales de formación continua que favorezcan una mayor y mejor articulación entre la formación inicial y continua, entre la teoría y la práctica, desde una perspectiva transformadora, en el sentido de superar modelos tradicionales de formación que no han tenido repercusión en la práctica docente

PLANFOR: política compensatória para a inclusão na informalidade?

Study about the national politics on the professional education, under responsibility of the brazilian Work Department in 1990 years. Purposes to apprehend the results of the actions of the professional education in a basic level, offered by the National Plan of the worker qualification ( PLANFOR ), as well as the effects on the assisted exits, starting from the experience appreciated on the Plan of Qualification developed in the state of Maranhão between 1996 to 2000. It adopts a theoretical-methodological conception by an ontological nature, if being worth of categories as the one of totality and of mediation that together, makes possible the apprehension of a dialectical movement that happens among the analysis object, the professional education politics in a basic level, performed by PLANFOR and your context, the underdevelop and heterogeneous Brazilian capitalism and the consequent job market generalized precarious and informal, making possible that the reality investigated become to understood rationally. This paper uses the indirect documentation technique, instruments of the bibliographical research and documental research. This study is based on those that aren´t part of PLANFOR, qualified by professional education courses in basic level,they didn't get to be inserts at the formal job market, just occupying precarious occupations in the informal job market. Aims to presents and discusses the productive process and your restructuring globally in progress. It focuses at the impacts on the workers, the precariousness of the work that appears like a new phenomenon calls new informality. Talks about the particularity process of productive restructuring assumed in Brazil highlights, showing that the informality, was always a structural phenomenon in the country. Discusses about the professional qualification in the contemporary capitalism, specifying some of your theses. Shows in a historical view the process of appearance of the employment notions and competence, and the influence that it exercised on the reforms of the basic and professional education, as well as the implications of both in the politics of professional education in the country. Rescues the process of creation of PLANFOR, your official formulations and your organized bases, starting from the second half of the 1990 decade. Shows yet the continuos changes in the job market of Maranhão state, for after, starting from the reports expresses at the Plans of Qualification from the state, elaborated by the Group of Evaluation and Studies of the Poverty and the Politics addressed to the poverty from the Master degree Program in Public Politics, from the Federal University of Maranhão, analyzing the acting of PLANFOR in the State, your probable deficiencies, as results the changes verified in the conditions of occupation and the gains of the exits from the professional education courses in basic level

Processo de trabalho na estratégia saúde da família: potencialidades e fragilidades da atuação do enfermeiro

The present study aims to analyze the nurse s work process at Family Health Strategy, considering its basic elements and dynamic, and searching to identify aspects that may constitute strengths and weaknesses in its development. This is an analytical case study, with qualitative approach and theoretical-conceptual mark grounded in Dialectic Hermeneutics. Empirical research fields were the Family Health Units of Natal, RN, Brazil. The subjects are nurses working in this Strategy. Data collection was conducted through semi-structured individual interviews combined with field observation. The research was initiated after approval by the Ethics Committee of Universidade Federal do Rio Grande do Norte, according to the guidelines and rules for research involving humans (Resolution 466/12), ensuring proper ethical precepts. The project was approved by register number 398.929, CAAE 19588813.7.0000.5537. From the 9 interviewed nurses, 8 were female and 1 male, average age of 52 years, average graduation time of 27 years and average time they stayed at the same Family Health territory of 7 years. It was found that it is up to the professional nurse in the Family Health care the important role of taking care of human beings in their life, family and community contexts, producing conditions to meet their needs through therapeutic act in health, using for such purpose both materials and immaterial instruments. It was possible to relate aspects that characterize strengths and weaknesses in the work process of nurses in the ESF, according to the speech of the interviewed workers, including the meanings and contradictions. Among the potentialities observed, it was possible to highlight the wide role of the nurse at Family Health; the perception of nurses about teamwork; the relative autonomy of nurses; the commitment of professionals to work; Humanization as a technology; the presence of other agents at work, such as directors and officers at the primary health units; the professional s experience time and contract type in the case studied. As weaknesses in the work process of nurses at Family Health Strategy, were highlighted the limited skills of the workforce; the difficulty in 10 identifying specific limits of the work of nurses in this scenario; the disturbances that occur in the process, the existing gaps in multiprofessional teams; Structural deficits of the units in the studied case, the low coverage of the Family Health in the county, and the political vulnerability of the work conditions. It is considered necessary to understand the dilemmas experienced in everyday life of nurses at Family Health Strategy as part of multiprofessional teams, facing actual achievement of changes in work processes necessary for the reorientation of health care in Brazil. In accordance, it is necessary to promote proper working conditions and welfare of labor agents which are protagonists the work at the United Health System

Um estudo do perfil de formação dos técnicos de segurança do trabalho no Brasil na perspectiva de sistemas de gestão de segurança e saúde ocupacional

This work provides great contribution to the documental study of the Work Safety courses offered by CEFETs in Brazil, under the perspective of safety management and occupational health, using as a referential the specification OHSAS 18001 (BSI, 1999), as well as directions provided by OIT (ILO, 2001). The theoretical research compares technical and managing competences of the projects of Work Safety courses at CEFETs with the international legislation mentioned above. For field research, questionnaires containing open and close questions were answered by teachers and students aiming at identifying the importance of technical and managing competences for the formation of Work Safety technicians, besides trying to identify which level of minimal formal knowledge should be required to perform managing activities in the area of Work Safety Management Systems and Occupational Health (SGSSO, in Portuguese). The results of the theoretical research point out differences between the projects of the Work Safety technical courses at CEFETs under the perspective of SGSSO. The field research shows that students and teachers opinions converge about most technical and managing competences. In relation to academic formation, the research suggests divergences to the criterion stated by the norm ISO 19011(ABNT, 2002)

Modelagem de arranjos institucionais para implementação da diretriz de sistema de gestão de segurança e saúde ocupacional da organização internacional do trabalho ILO/OSH 2001 no brasil

The commitment assumed by Brazil to ILO in order to pursue actions toward the ILO/OSH-2001 adoption in the country poses the issue of modeling the institutional arrangement the set roles and relationship between government, standards organizations, health and safety organizations, professionals and other institutions to deploy the ILO/OSH-2001. This Thesis develop institutional arrangement models based on the current model and also in the ISO 9000 scheme and others. It is studied the US case with OSHA and VPP, the OHSAS 18001 and ANSI/AIHA Z-10, in addition to actual context of the regulating norms NR s. The scenarios developed are put to evaluation on feasibility, potential changes and effects on current MTE auditors work scheme. The main results are five scenarios developed and that the MTE auditors tend to be reactive to the change toward the ILO/OSH-2001.

Política, canção e teatro: o conto Aqueles Dois de Caio Fernando Abreu reverberando no cotidiano brasileiro

Quand on se plonge sur l‟oeuvre de Caio Fernando Abreu, on est forcement mené à faire une profonde analyse social qui résulte dans une grande bataille entre l‟amour, la société et la politique. Cette Memoire de Master, Politique, chanson et théâtre : Le conte « Ces deux-là » de Caio Fernando Abreu répercute au quotidien brésilien, montre que la plongé faite ici cherche à analyser, à partir d‟une perspective comparative, les angles observés par l‟auteur dans son oeuvre écrite pendant les années de la Dictature Militaire brésilienne, l‟influence des Beatles et du musicien/poète Caetano Veloso avec le mouvement du Tropicalismo. Dans ce travail, on observe le rôle du narrateur au sein du développement du conte comme représentation de la société irrémédiable et comme cette narrative s‟ajuste en mode théâtral. La lecture de cette memoire est basée sur l‟analyse du conte « Ces deux-là », du livre Fraises Moisies, et l‟influence de la musique Strawberry Fields Forever, des Beatles chez l‟écriture de l‟auteur, ainsi que les discussions sur les images présentent dans la narrative comme la structure essentielle pour le processus du montage du spectacle homonyme par la Cia. Luna Lunera, Minas Gerais, à partir du mécanisme de la traduction, du littéraire au scénique, appuyée sur les idées de Patrice Pavis

A formação graduada em psicologia no Brasil: reflexão sobre os principais dilemas em um contexto pos-DCN

Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses

O comprometimento no trabalho e o significado do trabalho :um estudo com os funcionários do Banco do Nordeste do Brasil S/A

The current study analyses the relation between commitment (focusing on organization, career and syndicate) and the meaning of the work for 123 employees from a bank of mixed economy, crowed in agencies located in the Northeast capitals and also in four capitals out of this region: Belo Horizonte-MG, Brasília-DF, Rio de Janeiro-RJ and São Paulo-SP. It explores the commitment variability in the work of participants, as well as the score combination in foci, generating the commitment patterns, having used as an instrument a questionnaire consisting: a reduced version of OCQ Organizational Commitment Questionnaire (09 items), which measures the organizational commitment; the reduced Gordon s Scale (10 items), which measures the syndicate commitment; and the Blau s Scale, which measures the commitment to the career/occupation. It speculates, likewise, the meaning of work variability to the sample, seeking for the value attributes (what work should be), descriptive attributes (what work is) and its hierarchy, for which the ISMT-Inventário do Significado e Motivação no Trabalho has been applied; the work centrality, for which two specific inquires were used. The answers were registered in data at SPSS-Statically Package for Social for Windows, and from this point the statistical analyses were accomplished. Eight commitments to work patterns and six from the meaning of work were identified (Cluster analyses). The relation between both constructs was confirmed, corroborating other studies

A Psicologia do trabalho e das organizações na formação do psicólogo no Brasil

This research has aimed to analyze the presence of the Work and Organizational Psychology (WOP) at the psychologist s undergraduate education after 2004 s National Curricular Guidelines in Brazil. It has investigated in 43 Brazilian undergraduate courses of Psychology how their Course Pedagogical Projects (CPPs) approach the WOP issues. For that investigation, the CPPs, the subjects programmes related to the WOP and the curriculum grid have been accurately read and analyzed. Categories created by similar studies have also been used. The studied knowledge field has been cited by 41 courses, mainly on the definition of the egress s professional profile, on the expected competences and on the psychologist s formation process lines. Moreover, 28 courses have disposed curricular emphasis on the WOP and 12 have provided professional practices on that Psychology s field. All the courses have displayed, at least, one subject related to the WOP and in 29 cases there have been found between two and six subjects concerned to that field of Psychology, occupying nearby 10% of the whole courses credit hours. It has been verified that the Work and Organizational Psychology is allied to discussions about Quality of Life and Health of the Worker, bonded to work prescriptions at the Personnel Management departments and in other places such as syndicates. Additionally, 37% (147) of the WOP s subjects concerns to the contents of the Work Psychology, 21% (81) relates to the Organizational Psychology, 18% (71) are about Industrial Psychology s topics and 14% (55) debates the field generically. The most often issues are: Recruitment and Selection (25 courses); Training, Development, Learning and Education (24); and Work and Mental Health (24). Those topics have assumed three functions: providing principles for the acting at the WOP field; tutoring psychologists to analyze their own workplaces; and offering a comprehension of the human being mediated by the Work. It has been concluded that the WOP is incorporated on the psychologist s undergraduate education by considering the increasing of its presence and the occurrence of its traditional and emergent topics

Entre a hegemonia e a polissemia: a Política de Educação e Desenvolvimento para o SUS no contexto do Brasil contemporâneo

The proposal of the Unified Health System Policy (SUS) has been considered one of the most democratic public policies in Brazil. In spite of this, its implementation in a context of social inequalities has demanded significant efforts. From a socio-constructionist perspective on social psychology, the study focused on the National Policy for Permanent Education in Health for the Unified Health System (SUS), launched by the Brazilian government in 2004, as an additional effort to improve practices and accomplish the effective implementation of the principles and guidelines of the Policy. Considering the process of permanent interdependencies between these propositions and the socio-political and cultural context, the study aimed to identify the discursive constructions articulated in the National Policy for Permanent Education in Health for the Unified Health System (SUS) and how they fit into the existing power relations of ongoing Brazilian socio-political context. Subject positionings and action orientation offered to different social actors by these discursive constructions and the kind of practices allowed were also explored, as well as the implementation of the proposal in Rio Grande do Norte state and how this process was perceived by the people involved. The information produced by documental analyses, participant observation and interviews was analyzed as proposed by Institutional Ethnography. It evidenced the inter-relations between the practices of different social actors, the conditions available for those practices and the interests and power relations involved. Discontinuities on public policies in Brazil and the tendency to prioritize institutional and personal interests, in detriment of collective processes of social transformation, were some of obstacles highlighted by participants. The hegemony of the medical model and the individualistic and curative intervention practices that the model elicits were also emphasized as one of the drawbacks of the ongoing system. Facing these challenges, reflexivity and dialogism appear as strategies for a transformative action, making possible the denaturalization of ongoing practices, as well as the values and tenets supporting them