Em busca de novas territorialidades pedagógicas para a identidade da Educação Física no Ensino Médio integrado: uma perspectiva pós-crítica

Cet étude s agit du domaine de l Éducation Physique comme composante curriculaire dans le contexte de l Ensino médio integrado (l enseignement secondaire professionnel intégré) dans le IFRN, Campus Natal Zona Norte (Régio Nord). Son objectif principal est sur le plan éducatif des actions de l enseingant au procès des convivialités avec la culture corporale à partir des expériences, désires, besoins et volontés des apprenants dans la perspective de l imersion dans le monde de la créativité, de la recherche, de la connaissance et de la transformation de l identité pédagogique de la composante curriculaire. Dans ce sens, l étude a eu comme objectif l élaboration d une propisition pédagogique, fondamentée sur la Théorie Post-critique de l éducation qui contribue pour la configuration de l identité de l Éducation Physique dans les cours téchniques intégrés de niveau secondaire. La recherche s est configuré dans une intervention pédagogique fondamenté sur les préssuppositions methodologique d une expérience empirique du genre recherche-action apliqué dans l univers scolaire des cours thécniques intégrés de l enseignement secondaire de l IFRN, Campus Natal Zona Norte. Les sujets qui ont participé de la recherche, sont les apprenants des groupes de la première année du cours de Commerce et Éléctronique de la soirée (13h à 18h), inscrit à partir de l année 2012. Les instruments utilisés pour la recherche ont été deux questionaires et une cahier de bord. Les résultats obtenus sont disposés dans des graphiques qui représentent les paroles des sujets après le procès d intervantion et les analyses réalisées sous l étude-recherche, qui ont été faites por l analyse de contenu, de l image principale de la population recherchée. On considère que les résultats de la recherche ont été plausibles à la mesure que au-delà du support et de la participation dans la recherche, les réponses obtenues ont démontré que le procès d intervantion pédagogique a été pertinent pour les apprenants des cours téchniques intégrés de niveau secondaire de Commerce et Électronique de l IFRN, Campus Natal Zona Norte. Le sense essentielle de cette thèse s est concentrée dans la dimension interculturelle pour l Éducation Physique dans le secondaire intégré, comme un travail fondamenté à partir des temoignage des apprenants et par la conception post-critique du curriculum qui refuse les explications évidentes et instituées comme des véritées finales dans l objectif de réguler et controler les sujets de l éducation. L option faite par cet abordage de thèse a été pour rompre avec l établi à partir de la proposition d un dialògue, avec les apprenants, à la recherche de nouveaux territoires pédagogiques pour l Education Physique à l enseignement intégré de l IFRN, Campus Natal Zona Norte. Des territoires qui occupent des espaces dans la culture scolaire, dans une dynamique dialogique avec les apprenants, qui se défine politique et pédagogiquement pour la diversité culturelle du mouvement, qui aborde le concept de mouvement dans la proximité des actions corporales cotidiennes et qui propose de nouvelles possibilités et de recréations pour les pratiques de la culture corporale. La perspective post-critique ouvre des possibilités pour de nouvelles langages en fortifiant les narratives de ce qui ont toujours entendu et cependant ont silencié ses voix et ainsi, la thèse a confirmé que, l étude présent et la recherche supporté par la théorie post-critique du curriculum ont possibilité une nouvelles configuration pour l identité pédagogique de l Éducation Physique dans la condition de composant curriculaire des cours téchniques intégrés de niveau secondaire de l IFRN au Campus Natal Zona Norte

Novos espaços da política: a dinâmica das lutas locais

The dynamics of social fights in Santa Maria district, Aracaju, represents, in this study, the search process for understanding and analyzing the articulations of the social movements, their victories, and their ways of practicing politics, it proposes, therefore, a search for explanations and to reflect upon some issues such as: what are the dynamics of social fights and victories of the popular social movements is Santa Maria District? How do they work to solve their problems and to answer the demands along with the institutions that are responsible for the public policies in the district? With the answers to these and other questions, an analysis of the population‟s fights with the support of local social movements will be conducted. It will be done based on the historical-critical perspective of the social movements within the context of social live, through a qualitative approach based on semi=structured interviews applied to people who are close observers of the district‟s reality, and on the analysis of News contents that were published in two newspapers from Aracaju in previous years, especially from 2004 to 2008. In face of the material studied about the News from newspapers and the contents of magazines, it is evident that the local popular movements began as a new way of practicing politics that was characterized by a reproductive practice of the status quo. There is one perspective left for the population from Santa Maria District, that they demand the local leadership to take actions in face of their dynamic of fights

As relações entre o público e o privado no processo de expansão do ensino superior no Brasil: democratização ou mercantilização?

The present study analyzes the expansion of Brazilian superior education, investigating how the public and the private sectors are inserted in this process, taking as analysis dimensions the philanthropic actions, the democratization and the mercantilism. The study had for general objective to analyze the dynamics of the expansion of superior education in Brazil, investigating how it configures the overlap between the public and the private in this process. More specifically was tried: a) to understand the process of participation of the non-state public, state and private sectors with lucrative goals in the expansion of superior education; b) to analyze the limits between the democratization and mercantilism in the process of expansion of superior education; c) to analyze the mechanisms that express the privatization in the process of expansion of superior education; d) to investigate, in a program of the government, how is materialized the overlap between the public and the private, in the expansion of superior education. In the development of the study, was adopted as theoretician and methodological way a historical and critical perspective, because is considered it allows to understand the mediations between the inquiry subject and the historical context in which it is developed, allowing, this way, the true explanation of the studied object. About the technician procedures, it was adopted documentary and bibliographical research. Also, secondary data were searched on the main governmental web sites (INEP, SISPROUNI, INEP, PNUD; IBGE) which produce statistics on superior education and sponsors of private institutions of superior education, as example ABMES and the Court of Accounts of the Union, amongst others. The study results had delineated a picture that allows to evidence that has been occurring, in the country, a process of expansion of superior education, marked for the articulated participation of the public state, private with lucrative ends and private without lucrative ends sectors, but it is distinguished in recent years the prevalence of the private sector with lucrative ends. In result, it is concluded that this process of expansion cannot be considered as dimension of the democratization because it occurs by means that move it away from the education as a right to be placed in the scope of the market, changing the right into a service that is appropriated by mercantile relations

O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

A política nacional de educação ambiental: limites e desafios para a sua efetivação na Universidade Federal do Rio Grande do Norte

The Environmental Education is a plural and diversified knowledge field, composed by a group of social agents of specific State, government and civil society sectors, with different world views and theoretical matrices that exercised and influenced its genealogy and constitutive dynamic. The Environmental Education – while specific knowledge field – has been produced, systematized and diffused in Brazil in the last decades by official State organisms, through public policies, as well as by social movements of popular education, and constitutes a large and historical movement about the environmental question, that was worldwide projected in the 1960 decade (the environmentalist movement). Concerning the creation of public policies and specific programs to the Environmental Education, in the scope of the governmental initiative, the approval of the National Policy of Environmental Education, by means of the Law n. 9.795/99 – together with its regulatory decree, the Decree nº 4.281 – represents the consolidation of a inclusion process of the environmental dimension in the educational field. These normative acts, beyond charging the public power with the incumbency to define public policies that incorporate the environmental dimension and to promote the Environmental Education in all education levels, also charge the educational institution with the duty of promoting this component in an integrated and articulated way with the educational programs that such institutions develop. In this context, it is aimed to identify and analyze under the light of the dialectical and historical materialism, the practices and concepts developed under the Federal University of Rio Grande do Norte (UFRN), with regard to its institutional policy on Environmental Education, relating it to establishing the Pnea. The analysis by means specific legislation on the subject and institutional documents UFRN. The research showed that, in general, the National Environmental Education Policy has limits to its effectiveness given the absence of specific funding for this purpose and the little government involvement in that the Brazilian State assumes, by through effective policies, the material conditions of financing actions with respect to this field of education. The fragmented and disjointed way the analyzed actions are developed constitutes a limit to the challenge for the UFRN implement, consistently and objectively, an Environmental Education policy, which can be monitored and evaluated as an effective public policy, both landmarks major goal of own Pnea as the demands of development whose agenda a critical environmental perspective.

O processo de aprendizagem de professores do ensino fundamental: apropriação da habilidade de planejar situações de ensino de conceitos

La investigación fue realizada con profesores de los años iniciales de la enseñanza básica, alumnos de la carrera de Pedagogía Licenciatura Plena del PROBÁSICA de Ceará-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiación de esa habilidad, segundo las siguientes perspectivas teóricas: históricocultural, de L.S. Vygotsky, teoría de la actividad, de A.N. Leontiev, y la teoría de la asimilación por etapas mentales, de P. Ya Galperin. La metodología se desarrolló organizándose en tres etapas: el diagnóstico inicial, con el análisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientación del aprendizaje, el control y la evaluación del desarrollo; y el diagnóstico final, con el análisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterización de los sujetos de la investigación, el planeamiento de enseñanza de los profesores y el diario de clase, donde se registraba lo que ocurrió en cada orientación y realización del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de enseñanza de los conceptos. Durante el proceso de enseñanza y aprendizaje, los profesores han expresado sus dificultades, pero también las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el análisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de enseñanza con la definición y con la identificación, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos lógicos y las categorías del planeamiento (objetivos, contenidos, estrategias de enseñanza, control y evaluación). En cada etapa surgieron obstáculos, pero también aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiación de nuevos fundamentos teóricos. La práctica docente se constituyó en un elemento que facilitó la comprensión y la apropiación de las habilidades de planear situaciones de enseñanza de conceptos mediante la definición y la identificación

Educação ambiental: mediações sociais e políticas e a indolência do Poder Público à sua inclusão no ensino formal

As a result of the prediction of irreversible changes on necessary conditions to maintain life, including human, on the planet, environmental education got the spotlight in the political scenario, due to social pressure for the development of individual and collective values, knowledge, skills, attitudes and competences towards environmental preservation. In Brazil, only in 1999 the right for environmental education was officially granted to people, having the status of essential and permanent component in the country s education. Since then, it has been Government s duty, in each federal branch, to plan actions to make it happen, in an articulate way in all levels and modalities of the education process, both formally and informally. This work of research has environmental education in the school as subject matter, and aims on analyzing social and political mediations established between this National Environmental Education policy and the contexts associated to the legislative production process, the political nature of the conceptions about environmental education that underlie Law 9.795/99 (Brazil, 2009c) and also Rio Grande do Norte Government s actions and omissions related to the imperative nature of the insertion of environmental education in the schools ran by the state, during the ten years this law has been in force. The investigation of the subject matter was led by a social and historical understanding of the social and environmental phenomena, as well as of the education system as a whole, considering that only through a dialectical view we can see the real world, by destroying the pseudo-concreteness that surrounds the topic. While analyzing, we assumed that in face of the dominance of a social organization in which market regulations rule on environmental ones, by developing individual and collective critical conscience, environmental education can become a threat to dominant economical interests in exploiting natural resources. The results of this research suggest that as an educational practice to be developed in an integrated, continuous and permanent fashion in all levels and modalities of formal education, environmental education has not yet come to pass in the state of Rio Grande do Norte, due to the neglect and disrespect of the government when facing the need of promoting the necessary and legally appointed measures to make it present in the basic education provided by the state. The legislators silence when it comes to approving a regulation on environmental education essential to define policies, rules and criteria to teaching the subject in the state and the omission from the public administration regarding critical actions in order to integrate in public schools the activities related to the National Environmental Education Policy, represent a political decision for not doing anything, despite the legal demand for an active position. This neglecting attitude for the actualizing of strategically concrete actions, urgent and properly planned for the implementation of environmental education in schools in a multidisciplinary way, exposes the lack of interest the predominant classes have in such kind of education being made available, as it could be developed based on a critic political view, becoming a political and educational action against dominance. When analyzing the basic principles and fundamental goals in Law 9.795/99 (Brazil, 2009c) the development of a critic environmental education is really possible and concurs with the National Environmental Education Policy, reflecting the social and political mediations established between this public policy and the contexts associated to its legislative production process, which are responsible for approving a regulation which also represents the mind of the people about environmental protection above anything else

Gestão democrática da educação: a eleição direta para dirigentes de escolas públicas de educação básica do Rio Grande do Norte (2003-2006)

Este trabajo es el resultado de un análisis de la política de gestión de la educación básica en el estado de Rio Grande do Norte (RN) y tuvo como objetivo presentar un estudio sobre la construcción e implementación del proceso de elección directa para elegir a los dirigentes de escuelas públicas de educación básica en las escuelas públicas durante el período 2003 a 2006. Partió de la suposición de que las elecciones para la escoja de los líderes escolares mediante el voto directo de la comunidad se presenta como un importante instrumento a través del cual se debe garantizar el derecho de participación a los diferentes segmentos de la escuela contribuyendo con el proceso de consolidación del proceso democratización de la gestión de escuela pública en ese Estado. Optamos por realizar una búsqueda dentro de un enfoque histórico-crítico, basado, teórico-metodológicamente, en el materialismo dialéctico. A partir de los objetivos y de los temas que guiaron el proceso de investigación, se consideró adecuado adoptar procedimientos de estudio y de recogida de informaciones y análisis bibliográfico y documental y, la realización de entrevistas semi-estructuradas. Los resultados muestran que la construcción del Documento de la Gestión Democrática definiendo la elección directa como una opción de los administradores de la escuela bien como su implantación ante las escuelas del estado sucedió basado en los principios democráticos. Además, los líderes elegidos directamente de las escuelas, la creación del Consejo Escolar (CE) y la institución de la Asamblea General de la Escuela demuestran la adopción de un modelo de gestión de la educación pública del estado que contribuye con el proceso de democratización de la gestión escolar. Por último, es evidente la necesidad de cualificación en el proceso democrático y la participación de varios sujetos involucrados en el proceso de gestión también incluidos los miembros del Consejo Escolar

Concepões e práticas pedagógicas de professoras da educação infantil na inclusão de alunos com deficiência

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam (2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation and divergence of perceptions and expectations about the issues surrounding inclusion in childhood education. The results shaved that teaching strategies, affective ties, sensitivity and own routine of childhood education are factors that can promote inclusive proposal, but also needs a greater fulfillment individual differences of each child in order to their potentiality. The study also shaved that the negative of pedagogic support to teacher, the ignorance of them as guidelines and strategies that include the student s diversity, the importance having positive conceptions about the learning and development of student with severe learning disabilities and the need for a pedagogic training and of a collective work at school which everybody collaborates : parents, direction, coordination getting inclusive school. Believe that this study pointed relevant issues to be focus new research, since the theme is still lacking in study, therefore emphasize, the importance of conducting research that continuous this job

Fundef (1996-2006): a remuneração dos professores do ensino fundamental da rede pública municipal de Natal/RN

This work discusses about the teacher salary in the primary school after the creation of the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério (Fundef), in the public schools in Natal/RN, from 1996 to 2006. The salary is considered one of the politic dimensions of the valorization of teaching. We aim to analyze the implication of this fund to the teacher remuneration, with different levels of training, in the early career, comparing it to the annual minimum salary, during the same period. This study has a historic-critic approach, establishing the relationship between the elements into a particular context (valorization of teaching/ teacher salary) and the elements from general contexts (financing/ Fundef). Analyzing data of the teacher remuneration from municipal payroll and comparing them to the annual national minimum salary gave us the result that the teachers, in their early career, do not have remuneration with a satisfactory evolution. Teachers that finished high school received until three minimum salaries before the creation of Fundef (1996-1997), after that (in 1998) they received under two minimum salary. In addition to this, independently of the level of the teacher training, their remuneration is under three minimum salaries. Hence, we can infer that the politic of funds is distant from the ideal to valorize the professional of the municipal teaching

O trabalho do gestor escolar: intensificação e implicações administrativas e pedagógicas na gestão da escola

Analyze the work of the school manager who now faces the changes experienced in school management for the last two decades. We propose that there have been changes in school management that have generated a larger number of activities to be developed by managers, causing both the intensification of work and a greater involvement of professionals in the financial-administrative dimension of their work in opposition to the political and pedagogical dimension. This study has a historic-critic approach. That is why we performed semi-structured interviews with school managers of the city schools in Natal RN, BR as a methodological procedure. We also analyzed the literature as well as the documentation relevant to this subject. From the study it was possible to conclude that changes in the field of school management and also teaching have led to an intensification of work of school managers and that such changes have not been followed by corresponding improvement in working conditions and teaching career of these professionals. They, as a rule, are considered by controlling agencies and by the school community as the primarily responsible for the school condition and for creating actions or projects that may improve the institutional objectives and results, including even the maintenance of the institution. Moreover, the growing number of administrative activities represents for obvious reasons extra work for these managers, who, when trying to cope with the growing bureaucratic situations, end up misplacing other political and educational aspects of school work, which may undermine the final purpose of school itself. We stress that we must broaden the discussions on the functions of the school manager, so that this worker can actualize a pedagogical project more committed to an emancipatory nature, despite all the challenge in keeping the school running in often-precarious conditions

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

A matemática sob a ótica do Tarô: Uma experiência com a educação de jovens e adultos

La recherche de la formation des citoyens critiques et participatifs, dans le travail pédagogique avec les jeunes et les adultes, a besoin d un entraînement pédagogique qui va au delà de l attitude traditionnelle d'apprendre avec des méthodes mécaniques et arbitraires qui, en insistant excessivement sur l image du professeur, donnent priorité à l'enseignement, au détriment de l apprentissage. Dans ce sens, la présente étude, cherchant la possibilité de réalisation d'un travail alternatif pour l'enseignement des Mathématiques, dans une perspective transdisciplinaire, dans le sens de développer l apprentissage significatif des étudiants jeunes et adultes du Projet Croire, présente les résultats d'une recherche-intervention qui a utilisé les lettres du tarot comme ressource didactique en salle de classe. On prétend, avec cela, montrer cet instrument comme facilité d apprentissage de contenus des Mathématiques comme systèmes de numération, nombres entiers et géométrie, en amenant les Mathématiques dans une perspective historique et culturelle et donnant un traitement global à l'acte complexe d'apprendre. Dans ce travail, le jeune étudiant et l étudiant adulte est pris comme individu concret, prenant en considération les aspects cognitifs et les aspects d attitude de son apprentissage, ce qui est favorisé par la nature des lettres du tarot et par la compréhension adoptée, des mathématiques comme système symbolique

As pessoas com deficiência no mercado de trabalho: expressão das desigualdades sociais

This work was developed in the extent of the Post Graduation Program in Social Service of the Federal University of Rio Grande do Norte. It talks about the process of inclusion of the disabled people in the Job market in Mossoró-RN, bringing for the academic debate relevant thematic for the Brazilian society, for the profession of Social Service and similar areas and for the people with deficiency. It has the objective to apprehend the determiners that make possible the process of the disabled people's inclusion in the Job market in Mossoró, having as parameter the National Politics for the Integration of People Bearers of Deficiency. The critical theoretical perspective is backed in Marx's ideas for the understanding concerning the work, as well as in Pochamann, concerning the job market, regarding the exclusion/inclusion category is based in Martins, Yasbek and Sposati and on deficiency in the National Politics for the Integration of the Disabled People. The research is of qualitative nature and it took as subjects 26 (twenty-six) people, being 09 (nine) people with deficiency, inserted in the formal job and regulated market, and 17 (seventeen) managers of private companies and public institutions of the city of Mossoró-RN. For the collection of data we used techniques of nonsystemic observation, semi-structured interview and documental analysis. The results of the research mark that any modality of the human workforce used in the current context, they are functional to the capitalism and they move forward towards exploration, alienation and subordination of the work to the capital; the National Politics for the Integration of the People with Deficiency expresses and reproduces the contradictory dynamics of the class society, it reflects the neo liberal shades through the selectivity and of the articulation among the federated beings and organizations of the civil society for its operational system; there is a misproportion between the percentages of the quotas and the amount of people with deficiency inserted in the job market, just corresponding to a tiny numeric magnitude; the developed activities are of low social status and it is expressive the amount of workers that receives between one and two minimum wages. These data drive us to infer that the mentioned politics make possible, partly, the inclusion of the disabled people in the job market, though, such inclusion is executed in the selective or focused dimensions, marginal, precarious and unstable

Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended