Sobre a ação do docente: os sentidos dados ao planejamento e formação continuada por professores de uma escola pública municipal de Natal

Este trabajo tiene como objetivo comprender los sentidos dados a la relación entre el planeamiento y el proceso de formación continuada por profesores de una escuela pública municipal de la ciudad de Natal (RN). La conjetura guía es la percepción de que los profesores parecen no concebir el planeamiento escolar como espacio de formación colectiva y continuada. Así, esta conjetura es motivo de reflexión a medida que el planeamiento puede ser visto como un proceso cargado por tensiones y conflictos estructurales reprimidos en la escuela. Nuestro principio teórico metodológico es una interpretación de múltiples referencias que parte de conceptos en diferentes modelos de análisis en la comprensión de una realidad en que diferenciadas dimensiones están entremezcladas. Adoptamos como metodología de investigación la Entrevista Comprensiva, en que el objeto de la investigación se construye por medio de la elaboración teórica de las hipótesis surgidas en el campo de la investigación. El investigador busca dominar y personaliza los instrumentos y teoría a un proyecto concreto de investigación, cuya imagen más cercana es lo que se denomina de artesanía intelectual . En el proceso de construcción comprendemos la necesidad de entender el registro de un saber social incorporado por los individuos a su historicidad, a sus orientaciones y definiciones de su acción en relación al conjunto de la sociedad. En este sentido, los profesores entrevistados comentan su entendimiento revelando sentidos sobre cómo hacer efectivo un planeamiento que atienda las realidades del cotidiano de los alumnos. Observamos en nuestros análisis que parte del grupo de profesores tiene consciencia de hacer del planeamiento como base del trabajo docente no apenas dirigido al aspecto práctico elaboración y ejecución -, sino relacionado a un proceso de otros aspectos simultáneos como la reflexión acción-reflexión sobre la acción. De este modo, existe la posibilidad de mejorar el planeamiento transformándolo en más dinámico y participativo a través de los proyectos de trabajo como alternativa de enseñanza y de acercar la práctica pedagógica a la realidad de los alumnos, por ese motivo el planeamiento diario es de fundamental relevancia, ya que el espacio escolar es complejo y dinámico. Sin embargo, percibimos que existe incomprensión del planeamiento como espacio de formación continuada en la escuela en consecuencia de prácticas sin reflexión, y por eso, el proceso de planeamiento tiende a ser visto apenas como técnico y no un proceso político que apunta hacia la acción reflexiva. Por estas razones surgen tensiones externas e internas, unidas a las incertidumbres del trabajo docente en el cotidiano escolar, asociada a los sentimientos antagónicos que pueden ser elementos que dificultan y limitan el trabajo profesional de los docentes, llevándolos a la improvisación. Los profesores sugieren la construcción de la propuesta pedagógica dirigida a la formación continuada, coligada a la introducción de una práctica reflexiva que considere a la colectividad, siendo incluidas la autonomía, la flexibilidad y la abertura del planeamiento, y resaltan la actuación mediadora del coordinador pedagógico como de fundamental importancia para fortalecer el trabajo colectivo en la escuela y de enfatizar practicas reflexivas

Educação ambiental em Natal/RN: um olhar sobre a implementação de práticas em uma escola da rede municipal de ensino

This work provides a discussion involving the development of practices in Environmental Education (EE) in Natal-RN city, taking as reference the Programa Vamos Cuidar do Brasil com as Escolas (PVCBE). The EE is emphasized by importance it takes within the context of the reforms carried out in Brazil to formal education, especially from the decade of 1980. The investigations focus the effect of PVCBE in promoting the EE. We take as theoretical - methodological base the global/national guidelines on EE, carried out the non-participant observation, document analysis, and application of questionnaires and use of statistical techniques in the data tabulation. The results indicate that there has been reasonable progress to the achieving of an implementation policy of EE clearly qualitative, with a better coordination among municipal policymakers and the schools involved. It has been also noticed that there is a gap between what the law provides for a formal EE and what is carried out in practice. Despite the limitations noted, we must remember that actions have been achieved. Even considering that they are isolated action; they already show that there are possibilities of follow ways to processes based on the criteria of integration, reflexive action, quality and autonomy

Modelo institucional do processo de estruturação de empresas de desenvolvimento de software: um estudo de múltiplos casos

Some authors have shown the need of understanding the technological structuring process in contemporary firms. From this perspective, the software industry is a very important element because it provides products and services directly to many organizations from many fields. In this case, the Brazilian software industry has some peculiarities that distinguish it from other industries located in developed countries, which makes its understanding even more relevant. There is evidence that local firms take different strategies and structural configurations to enter into a market naturally dominated by large multinational firms. Therefore, this study aims to understand not only the structural configurations assumed by domestic firms but also the dynamic and the process that lead to these different configurations. To do so, this PhD dissertation investigates the institutional environment, its entities and the isomorphic movements, by employing an exploratory, descriptive and explanatory multiple cases study. Eight software development companies from the Recife's information technology Cluster were visited. Also, a form was applied and an interview with one of the main firm s professional was conducted. Although the study is predominantly qualitative, part of the data was analyzed through charts and graphs, providing a companies and environment overview that was very useful to analysis done through the interviews interpretation. As a result, it was realized that companies are structured around hybrids business models from two ideal types of software development companies, which are: software factory and technology-based company. Regarding the development process, it was found that there is a balanced distribution between the traditional and agile development paradigm. Among the traditional methodologies, the Rational Unified Process (RUP) is predominant. The Scrum is the most used methodology among the organizations based on the Agile Manifesto's principles. Regarding the structuring process, each institutional entity acts in such way that generates different isomorphic pressure. Emphasis was given to entities such as customers, research agencies, clusters, market-leading businesses, public universities, incubators, software industry organizations, technology vendors, development tool suppliers and manager s school and background because they relate themselves in a close way with the software firms. About this relationship, a dual and bilateral influence was found. Finally, the structuring level of the organizational field has been also identified as low, which gives a chance to organizational actors of acting independently

Política pública e educação digital no ensino fundamental em Natal/RN: análise de eficácia da atuação dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital rérumé by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Relações de cooperação em consórcios públicos de regiões metropolitanas: análises do CONDIAM/PB e consórcio grande Recife

With the disorganized decentralization occurred in Brazil after the 1988 Constitution, municipalities have risen to the level of federal entities. This phenomenon became known as "municipalism" also brought some negative effects such as low capacity financial, economic and political of these entities. In the face of this reality , the municipalities sought in models of collaborative features to address public policy issues ultrarregionais, one of these models are the Public Consortia. Characterized as the organization of all federal entities that aim to solve public policy implementation alone that they could not, or spend great resources for such. This reality of the municipalities have an aggravating factor when looking at the situation in Metropolitan Regions (MRs). This is because the RMs has a historical process of formation that does not encourage cooperation, since that were created top-down during the military regime. Furthermore, the metropolitan municipalities have significant power asymmetries, localist vision, rigidity earmarked revenues, different scenarios conurbation, difficulty standardization of concepts and others that contribute to the vision of low cooperation of these metropolitan areas. Thus, the problem of this work is in the presence of collaborative arrangements, such as the Public Consortia in metropolitan areas, which are seen as areas of low cooperation. To elucidate this research was used for analysis the cases of CONDIAM/PB and Consórcio Grande Recife/PE, because they are apparently antagonistic, but with some points of similarity. The cases has as foundation the Theory of Common Resources, which provides the possibility of collective action through the initiative of individuals. This theory has as its methodology for analyzing the picture IAD Framework, which proposes its analysis based on three axes: external variables, the arena of action and results. The nature of the method of this research was classified as exploratory and descriptive. For the stage of date analysis, was used the method of document analysis and content, Further than of separation of the cases according to theur especificities. At the end of the study, noted that the CONDIAM/PB was a strategy of municipal government of Joao Pessoa to attract funds from the Federal Government for the purpose of to build a landfill, and over the years the ideology of cooperation was left aside, the prevailing view localist municipalities. In the case of Consórcio Grande Recife/PE, members act with some degree of cooperation, especially the collaborative aspect of the region, however, still prevails with greater strength the power of the state of Pernambuco in the decisions and paths of the consortium. Thus, was conclude that the Public Consortia analyzed are an experience of collaborative arrangement, from the initiative of members, as the theory of common resources says, but has not actually signed as a practice of collective action to overcome the dilemmas faced by metropolitan areas

Gestão democrática nas escolas: a atuação dos diretores escolares e os desafios para sua consolidação na rede municipal de Natal/RN

The democratic management is a challenge for education, on the one hand for its actualization needs a link between the government and the educational institution. From that, research aims to understand the main challenges faced by the school administration to consolidate the management of public schools in Natal/RN. Against this context the methodology used was multiple cases, qualitative approach in which respondent were manager (director, deputy director and coordinator) of the four municipal schools and two representatives of the Democratic Management Commission of a Government departament of Education, Natal/RN. The analysis was made by peers, between schools that had grade superior IDEB that average stipulated by the federal government and two that had grade lower and between managers and representatives of the Secretary. Were used techniques of categorization and content analysis of the speeches of respondents. Was note that managers understand the importance of the participation about whole community in the democratic management, however only one school highlighted means of attracting the parents against to the difficulty of representing these. The lack of knowledge about the democratic management is evident mainly in the pair of schools with lower IDEB. That schools with a lower IDEB adhere to this management as a way to meet rules. So unanimous, the broad role of director hampers knowledge about the legislation. About relationship of the Government department with managers, there are some contradictions between the understanding of the role of the coordinator by managers and representatives of the Government department. It was perceptible the no uniformity about a good relationship between managers and Government department. It was notable features of democratic management in all school units, well as the efforts of the Government department in this scope. However there are also undemocratic features that deserve further study

Muitas histórias, uma imagem: a percepção sócio-ambiental de alunos residentes da Escola Agrícola de Jundiaí

Tendo como base os conceitos de espaço, lugar, ambiente e imagem, sob as vertentes da Arquitetura e Urbanismo, Geografia e Psicologia Ambiental, esta pesquisa teve como objetivo averiguar a percepção de estudantes da Escola Agrícola de Jundiaí (EAJ UFRN) a fim de identificar aspectos das interrelações pessoa-ambiente que diferenciam tal escola de outras instituições. A coleta de dados utilizou multimétodos e investigou um grupo de alunos residentes na Escola que cursavam o ensino médio e técnico em agropecuária em 2006, analisando seus discursos, comportamentos e atitudes de modo a identificar os principais elementos da imagem sócio-ambiental da EAJ. Os resultados apontaram locais, práticas sociais e símbolos representativos da instituição, indicando espaços (construídos e naturais) adequados/inadequados às necessidades/expectativas dos estudantes incluindo a ampliação da interdisciplinaridade no conjunto de suas atividades. Além disso, a fim de incrementar a análise sócio-ambiental em instituições que promovem experiências exitosas, recomenda-se que os aspectos cotidiano e tempo sejam mais profundamente investigados em estudos futuros na área

O ouro branco abre caminho: o algodão e a modernização do espaço urbano da Cidade da Parahyba (1850-1924)

The present research deals with the modernization process of the Cidade da Parahyba2, between 1850 and 1924, and its relation with the cotton economy, which represented the main source of wealth accumulation for both the private and the public sectors throughout the First Republic. This study on urban history was developed by focusing on the understanding of the city s spatial formation, and despite its emphasis on the economic aspects involved, other factors that also contribute to the development of the social life were not put aside. The modernization process of the Cidade da Parahyba was also analyzed during the period established for the study according to a chronological and thematic approach that established comparisons with the financial situation of the State, whenever this was necessary, with special attention to the contribution of the cotton economy to the State´s revenues. It was possible to detect a lack of financial help and loans from the federal and municipal administrations for finishing several public works already underway in the capital, since the federal funds allocated to the State of Parahyba do Norte were rather employed in emergency works against droughts and in agricultural development. One can then conclude that the financial resources required for the urban interventions were withdrawn from the State s treasury itself, resources that were collected mainly from activities such as cotton exportation and cotton trading. Another factor shows the interdependence between the urban remodeling and the cotton economy: during the years marked by great droughts or by hard plagues on the cotton plantations, cotton production decreased, as well as the State s finances. The first measures taken by the State s administrators were to halt all projects of urban remodeling in progress in the Cidade da Parahyba, which was, clearly, the most privileged city by the State s presidents during the period analyzed. 2 The city of João Pessoa was named Cidade da Parahyba, a designation that remained until September 1930, when it received its present-day name in order to pay homage to the president of the State, João Pessoa Cavalcanti de Albuquerque, murdered in the city of Recife in August of that same year. At that time, the State of Paraíba was known as Parahyba do Norte. Since this work is limited to a period of time comprised within the First Republic, the names employed respect the terms used in those days

O processo avaliativo institucional de desempenho do sistema público municipal de Teresina-PI (2001 a 2005): entre a lógica da excelência e a lógica da aprendizagem

This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piauí (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection, as a culture practice established between excellence of logic and learning. The evaluation history has been construct on the evaluation actions dialectics, joint simultaneously between the Institutional Evaluation Performance and the learning evaluation. The senses, meanings and actions bipolarity is a interaction process product sustained between the institutional evaluation, under the scholar ranking application, and the learning evaluation. In this relativity, the teacher evaluation practice is found, ruled by interesting, thoughts and actions on the school evaluation, allowing a higher security and support to the learning results. Grounded in the researched reality, its possible to say that the teacher s evaluation practice is diversified, with different characteristics, when it is done in the learning search and in the learning intention. In the first case, reflects, rearranges and constructs new actions that lead the student to produce learning. In the second, shows the will, the wish of learning, but is a weak action, producing a not really significant learning and development; as a result, remains the mark approach as a determinant in the student future. The work s hope is to contribute not just to rethink these two evaluations dimensions the institutional and the learning ones but also to organize the school and to improve the pedagogic process

A participação dos sujeitos e a reflexão coletiva das práticas na formação docente

Cet article propose, à partir d'une analyse de trois expériences différentes de la formation des enseignants, voir la pratique de l'enseignant comme une réalité et la comprendre, dans cette perspective, dynamique, génératrice de contenu et possible d être transformée. Une étude menée par un groupe de chercheurs de Sao Paulo do Potengi / RN avec des enseignants des écoles municipales dans les années 70, la mise en oeuvre du projet de réorientation curriculaire par le Bureau d Éducation de la ville de São Paulo - SP en 1989, et le cours Pédagogie de la Terre à l UFRN créée en 2002 sont pris en compte dans ce travail, comme des références dans la formation des enseignants qui démontrent à la fois les référentiel théorique et les actions développées sur la pertinence des réflexions par rapport à l'enseignement pratique comme point de départ quand on cherche à transformer l'école. Du matériel de lecture sur la manière dont ces processus de formation des événements a été possible de détecter la présence de deux éléments qui semblent être importants: la participation des personnes concernées et le reflet de leurs pratiques. Nous avons cherché à comprendre comment ces éléments apparaissent dans la pratique de deux étudiants du cours de Pédagogie de la Terre au cours de leurs classes de stage, en cherchant à identifier la façon dont ils font avancer ce point de vue de ce qui se passe dans le processus de formation. L'étude fait remarquer que la participation des sujets comme la réflexion collective des pratiques peuvent être cruciale pour la compréhension d'un enseignement qui peut être dynamique et de transformation des sujets, et qu elle peut se passer dans un processus de construction collective du savoir marquée par une refléxion et d une manière critique de faire et réflexive d'elle-même dans l'autonomie scolaire, améliorer la qualité de l'enseignement et le renforcement de l'enseignant et de l'élève comme des sujets actifs dans la reconstruction de leurs connaissances

Entre cristo e o diabo:o ideário do Colégio Americano Batista do Recife (1902-1942)

Due to lack of work on the history of Baptist schools in the Northeast region of Brazil, it is important to understand through a historical reconstruction of the Baptist Protestant education. We embarked on this venture as a chance to understand the presence of Protestant schools, and his ideas on Brazilian soil. Our goal is to promote a reflection which has the axial dimension of the Baptists Protestant education, in time, we will place the debate between 1902-1942. The temporal boundaries of 1902-1942 was because 1902 was when he started the American Baptist College of Recife in 1942 and that ends the cycle of managing directors of Americans. Understand the functionality of time a school is justified when we realize that the history of education is the story of a work of self and formation within a framework that has the school as the main support that can enable a reading of reality. We also intend to examine the school culture brought to Brazil by American missionaries and their applicability in the Brazilian cultural-historical context. And just to demonstrate the hypothesis that the educational contribution of Baptists added to the participation of other Protestants promoted advances in Brazilian society. Possibly taking for granted that the Baptists were in possession of the democratic ideals of religious freedom, taken by many representatives and religious version of the republican regime. In addition to promoting a model in Brazil to make different methodological schools, based on the ideals of new school and ethics of the Bible. Our proposed research aims at understanding how North American missionaries settled in Brazil and what were the purposes of adding to the efforts of evangelization to formal education, binomial that justified the establishment of schools. A vision of saving men for evangelization and education of the Devil attack victims over the ethics of Christ

Trabalho e formação docente na rede municipal de ensino de natal

The study Teacher work and education in the municipal schools of Natal objectifies the analysis of the education and work conditions of the teachers in the municipal schools of Natal, placing them within the scenario of the public policies outlined for Basic Education (2005-2010). The thesis is based on the perspective that the educational reforms implemented by the Brazilian government in an attempt to answer to the new contextual demands originated from the world of work and globalization, demanding increasingly higher levels of qualification and constant extension of the teaching functions in school from the teachers, have been configured withal as a strategy for intensifying the teacher s work. The empirical field of study was constituded by thirteen municipal schools that offer basic education. Four hundred and seventeen teacher subjects that work in the municipal school system of Natal, two representatives of the Secretaria Municipal de Educação de Natal (SME)1 that work in the pedagogical team and one representative of the Sindicato dos Trabalhadores em Educação do Rio Grande do Norte2 took part in the study. The procedures/instruments used in the research were: bibliographic review, document research, questionnaires and recording of information in a field journal. The study confirmed that the majority of the teachers that work in the municipal school system were admitted by means of public entry exams, therefore meeting the requirements set by Law 9.394/96. Most of the teachers have the initial education demanded to work in basic education, although with some limitations due to the fact that they do not correspond to the needs of the educational system. The SME has a plan for continued training of the teachers in accordance to the current ideas defended by researchers of this field. There is, although, a disconnection between the purpose of the plan and the training strategies, because, in truth, predominate repetitive and specific actions that do not contemplate the training needs of the teachers, nor the demands of the system. Although the work conditions are evaluated, by the teachers, as relatively good, limits in relation to the physical structure of the schools are observed (dirty walls with holes in them, broken ceiling fans, old chairs and desks, old and stained black boards, inadequate restroom installations, poor maintenance of the computers, amongst other items). It was also verified the an increase in the functions of the teachers and an intensification of their work, materialized through an overburden of activities undertaken daily at school (and outside of it) and through the demand in taking part in activities that go beyond those inherent to the teaching process, such as the elaboration of political-pedagogical projects, participation in collegiate, registration of student information solicited by the SME and the participation in commissions, has been happening

Formando-se professor(a) da educação infantil: a escola com contexto

This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences as a teacher and how these issues were being gradually answered from the experience in a school . Guided by these experiences and studies of Oliveira-Formosinho (2002) on the training of kindergarten teachers in the school context, among others as: Barreto, Kuhlmann Jr. (1998), Vasconcelos et. al. (2000); Nóvoa (1992, 1995), Moita (1995), Freire (1996), Tardif (2002, 2009) Kramer (2005) and Hargreaves, Fullan (2000), built as study questions: what situations become in the context of professional training at an institution of early childhood education? Which subjects who took part? How involved? From this perspective the goal of our work is a: to investigate, from the perspective of teachers a public kindergarten, situations of professional interaction that become the context of teacher education. The research took the principles of qualitative approach and an intrinsic case study (STAKE, 1998), whose locus was a Municipal Center for Early Childhood Education, so defined by their peculiarities for training faculty in the context of practice. We built the data with a group of nine teachers CMEI this by conducting a questionnaire, interviews and document analysis. Data analysis, guided by the principles of content analysis, allowed to note that beyond the initial training and personnel, the school context contributes to its fundamental training for teachers of kindergarten, whereas their specificities. We conclude by confirming that systematic and unsystematic in situations developed in the school routine, interaction with peers and other members of the school, the teachers take ownership of specific knowledge specific to teaching in kindergarten

O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossoró/RN

This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossoró/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community

A autonomia da escola pública :um complexo movimento entre a outorga e a construção

The present research to explorer the configurations that come being given to the autonomy of the school, since the decade of 1990. We investigate the implementation of the principle of the autonomy in the public system of education of the State of Pernambuco and, specifically, in four school units and this schools its in the quarters of Stubborn Brasilia Teimosa and Casa Amarela, both located in Recife. We try to know if the implementation of the autonomy of the school is circumscribed in the process of productive reorganization, it was evidenced that the inclusion of this principle in the educational politics - in the scopes national and state - obeyed the dynamics of retraction that, in the neoliberal context, the performance of the State in relation to the public education and the school characterizes, with consequence impact in the investigated schools. From the empirical inquiry it was identified to the occurrence of a movement realized for the social actors of the schools research in direction to the construction of the pertaining to school autonomy; this movement presenting some limits and fragilities. It was evidenced despite this movement varied of intensity in the measure where the social actors of the schools had developed levels of dinamics processes (in greater or minor degree) related with the diverse expressions of democratic management that can occur into the school, such as: elaboration of the Politician-Pedagogical Project, institution and functioning of the Pertaining to school Advice, etc. The set of the carried through analyses made possible that it concluded that, in the context neoliberal and delimited to the investigated time and space, the implementation of the autonomy of the school comes if giving in way to a complex movement of construction