PSEUDO: uma análise sociocognitiva sobre insinceridades, mentiras e crimes de fraude

The objective of this work is to analyze the phenomenon of lying, highlighting some uses and social consequences. Lies are a ubiquitous phenomenon, and in many cases they even promote social harmony. Furthermore, telling lies is an expression of individuality: it is the expression of relative autonomy that the subject has towards their social environment allowing them to defend their most personal interests. The work also aims to examine the concept of habitus applied to the social production of lies. Thus, the liars produce their lies aiming to obtain certain effects on their audiences. There are certain social cognitive principles that structure the kind of lie that is usually told to the public. Finally, the perpetrators of crimes of fraud and other deceptive practices may suffer a criminal prosecution because the damage they cause affects important social values recognized by the state, and are not restricted to the victim‟s chagrin. In the most common forms of fraud, the crooks make tempting offers to victims exploiting some of their standardized behaviors and reactions. To understand the fragility of the victims to scams is an attempt to understand how a social phenomenon as usual as is the lie can still surprise and cause perplexity

Do controle de constitucionalidade dos atos jurisdicionais transitados em julgado

The following study aims to verify in which hypothesis res judicata, when it comes of an unconstitutional decision, shall not prevail over Constitution. It displayed the characteristics of formal and material constitutional systems. It debated the concepts of existence, validity and efficacy of juridical rules and acts. It dissertated about the idea of Constitution s superiority and about the birth of the judicial review of constitutionality. It focused some contemporary models of this judicial review and its historical evolution in Brazil, showing its effects towards the current Constitution. It sustained that the decision given by Supremo Tribunal Federal during abstract control of rules must bind even legislative bodies, preventing them to produce the same rules previously declared unconstitutional. It held up that all parts of the decision of Supremo Tribunal Federal oblige, even the juridical arguments employed, in both diffused and concentrated reviews. It showed that, despite these models of review live together in Brazil, our constitutional system preferred the concentrated one, considering one only court over the other constitutional organs. It discussed about res judicata with the purpose of clarifying its juridical nature, its objective and subjective limits and its regulation in collective demands. It explained that the material res judicata is an effect of a decision which cannot be reviewed, which makes the law s will free of discussion, binding the contendants and avoiding that other courts, judging future demands about the same object, may decide differently. It showed how the regulation of res judicata in collective demands, in respect oh their subjective limits, is useful to demonstrate that it is not the material law who must adapt itself to res judicata as traditionally thought, but res judicata, as a warranty of juridical certainty and security, who must be shaped from the debated rule. It presented to view the main doctrinal conceptions about res judicata s review in the hypothesis of unconstitutional judgement. It concluded that the decisions forged by unconstitutional rules or interpretations reputed not compatible to the Constitution by Supremo Tribunal Federal, in spite of it can make res judicata, may be reviewed beyond the term to file a recissory claim, since while the debated law is still valid, no matter if its decision was before or after the res judicata. At the end, it asserted that, when it is not legally authorized, the judicial review of res judicata is not admissible, after the term to file a recissory claim, under the argument that there was no direct violation to the constitutional principle or rule

O desenvolvimento sustentável na ordem constitucional e sua promoção através do planejamento urbano

The man, being subject and object of their changes, has passed by many process to find a better life way. Since your existence, he finds to live in groups for make easy your life and make concrete yours desires. All by history, when the individual´s rights was establishment, collectives and lonely way, contribute for evaluate the relationship between individuals and they own, and them and state, which has a duty to those, positive or negative, depending on the case. The circle of fundamentals rights has been sustainable development and the concept of growth economy associated to the environment protection. This association reflect a apparent conflict between values very distinct, but the constitutional interpretation can be reunite both of them and make it live in harmony; values of environmental order and economical order can be exist together, as long as the state contribute to this. On the city, where the most of relationships happening, the urban plan appear how a effective way of sustainable development, finding the harmony between the growth economy and environment protection. To effective the socials functions of the city (inhabit, circulate, work and entertainment) and the citizen´s life quality, the city is the scenery that show how the urban plan, across established previously legal instruments, like the governmental public politics, to effective the right to development, right of third generation. The director plan how effective tool for local needs - obligation defined by Citizen Statute that contribute for the program linked defined by the urban plan. The state´s intervention on the private sector of citizen, and the restriction on their rights are be justified by the collective´s rights and their quality of life. So, in front the urban scenery has been the plan to make social functions of city, the healthy way of life, which is the sustainable development

Democracia brasileira: fortalecimento da participação popular

A democracia tem representado ao longo da História o mais perfeito mecanismo político de convivência social, encontrando na soberania popular seu fundamento e legitimidade. De berço grego, instituiu-se sob princípios que radicavam o poder político no povo, exercido diretamente na ágora ateniense. O iluminismo dos séculos XVII e XVIII reacendeu o ideal democrático, encontrando no positivismo sua base teórica. O poder passou a ser exercido por via de representantes eleitos periodicamente. O locus da atividade política era o parlamento, ambiente fechado e refratário à participação popular, cingida, à época, ao voto do cidadão nos períodos eleitorais. O distanciamento entre governantes e governados gerou déficit de legitimidade no modelo liberal clássico, levando o constitucionalismo do século XX a abandonar o rigor formal positivista, para adotar uma nova hermenêutica, de base axiológica e centrada na participação direta do povo nas instâncias do poder. A Constituição Federal de 1988 compendiou a democracia participativa em seu texto, declarando no parágrafo único, de seu artigo 1º, que todo o poder emana do povo. Consagrou como base da soberania popular o sufrágio universal, o voto direto, secreto e de igual valor, além do plebiscito, do referendo e da iniciativa popular de leis. Garantiu ainda a ação popular como ferramenta de cidadania. A participação popular foi restringida com o advento da Lei nº 9.907/98, que impôs bloqueios processuais para seu exercício, gerando déficit de legitimidade no sistema representativo brasileiro. O propósito desse trabalho é demonstrar a necessidade de se estabelecer um novo espaço público na ordem constitucional do Brasil, de textura aberta e dialógica e de perspectiva emancipatória, que customize a participação do povo nas instâncias do poder, a partir da desburocratização dos instrumentos de soberania popular já existentes e da adoção de outros institutos democráticos semidireto, notadamente a iniciativa popular de emenda à Constituição, a revogação de mandato eletivo e o veto popular

Autoconhecimento e práticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação física

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

Influência do tipo e da quantidade de resíduos vegetais associados a herbicidas residuais no desenvolvimento da cultura da soja

O objetivo do trabalho foi avaliar, em condições de campo e na região originalmente sob cerrado, os efeitos de resíduos vegetais [sorgo de cobertura (híbrido Cober Exp), milheto forrageiro (var. BN2), capim pé-de-galinha (Eleusine coracana) e capim braquiária (Brachiaria brizantha)] e duas quantidades de palha (3,0 e 5,5 t ha-1, no primeiro ano do estudo, e 3,5 e 5,8 t ha-1, no segundo), associados a herbicidas residuais (diclosulam a 35 g ha-1 e imazaquin a 140 g ha-1) aplicados em pré-emergência, no desenvolvimento da cultura da soja. Para tal, foi desenvolvido experimento no ano agrícola 2003/2004 e repetido em 2004/2005, na Fazenda Três Marcos, em Uberlândia (MG). No primeiro ano, após a instalação da cultura da soja, plantas de Eleusine coracana tornaram-se as principais infestantes na cobertura de capim pé-de-galinha. Devido à ausência de controle dessa espécie pelos herbicidas testados, a convivência entre ela e a cultura refletiu negativamente nas plantas de soja. O herbicida imazaquin afetou, indiretamente, as plantas de soja, em virtude do seu controle insatisfatório das plantas daninhas. Nas plantas de soja crescidas sobre cobertura de capim braquiária (nos dois anos) e de capim pé-de-galinha (no segundo ano) observaram-se maior produtividade de grãos, acúmulo de massa e altura de plantas. Os resíduos vegetais de sorgo influenciaram negativamente no desenvolvimento das plantas de soja, nos dois anos. Quanto aos níveis de palha, houve diferença entre eles para milheto forrageiro (no primeiro ano) e sorgo (no segundo ano). O menor nível de milheto forrageiro e o maior de sorgo ocasionaram prejuízos às plantas de soja.

Saberes e práticas em experiência de construção da sustentabilidade no meio rural nordestino

The purpose of this work is to analyze the knowledge relationships that articulate in projects of maintainable rural development construction for the paraiban semi-arid, analyzing the farmers daily practices and their relationship with the technological practices spread by ONGs. We took as empirical object the rural community of Lajedo de Timbaúba, municipal district of Soledade-PB, located in the very small region of paraiban Curimataú. It is a community where registers one of the first cases of maintainable rural development planning in the state of Paraíba. The analysis was centered on the farmers experiences of life in sustainability experience, trying to understand how they acquire new knowledge and how they interact with them. In methodological terms, it was considered feasible to place the knowledge interaction between the farmers and technicians from ONGs by placing the analysis according to Paulo Freire s questioning (2006): extension or communication? To understand the farmers daily practices, it was resorted to the theoretical contribution by Michel de Certeau (2008) in order to discern a microresistance movement of inversion/rejection/changing by the farmers in relation to their external knowledge. Just from the theoretical point of view and resorting to the imaginary social by Cornelius Castoriadis (1982), it was considered the way of living of the farmers researched, having as reference the experience in the material and symbolic production of their lives. It became indispensable, therefore, not to dissociate the knowledge relationships between farmers and technicians from ONGs from the sustainability concepts, maintainable rural development, and rural extension. The results of the study revealed that the farmers from Lajedo de Timbaúba while dealing with the technological practices proposed by ONGs that work in the community, express those practices from their daily logic, and they constitute them in survival strategies that are inserted in their own idiosyncrasy. It was verified, therefore, that the external knowledge presented by the proposals of sociability alternatives with the droughts in the perspective of maintainable development while placed in the farmers daily relationship, they are judged as advantageous or disadvantageous when they are confronted with their peculiar way of doing their daily work. The technological practices are incorporated, denied, or recreated starting from evaluative criteria related to the preservation of the soil and to the economical and social reproduction of the unit of production of family agriculture

Histórias de idosos: sementes para cultivarmos uam educação para uma velhice bem-sucedida

We understand that the successful old age is not confined only in the analysis of quantitative aspects concerning the economic situation of the subject that gets old, but this special way of aging is related to other values, such as dignity, happiness, self-esteem, willingness, autonomy, independence, social involvement with family and friends, among others. Thus, this study aimed to investigate the human aging process, considering the history of life of ten seniors who fit the profile of successful old age, seeking to identify elements that contribute to educational thinking in order to get a successful aging. In this perspective, we argue in this study, the idea that we need to learn to engage in experiences that more than providing satisfaction and well-being in the moment in which we conducted, serve as a potentiating to a successful old age. Thus, throughout this thesis we question: what are the present indicative in the histories of life of elderly people, considered successful, which may contribute to an education that people experiencing their age more satisfactorily. This is a qualitative study, that took as universe a methodological oral history, in which we used as a technique of research a semistructured interview as a part of their life history, with emphasis on consideration of the following categories: diary routine, with emphasis on social harmony in the family, at work and in friendship groups of leisure and physical activity, self-knowledge and the learning experiences throughout life. To get the objectives outlined, as well as lectured on the categories analyzed, we support our reflection on the theory of the course of life, which includes human aging as a historical and cultural contextual reality. Our research revealed, among other things, that successful aging is coupled to an active lifestyle, where the involvement in physical activities, recreational and social experiences throughout life is important for increasing self-esteem, autonomy and joy of living, conditions that enable successful old age. Our study also revealed that the educationfor successful old age is linked with the consumption along the life, educational activities which broaden the possibilities of social interaction between people, even among different generations, since the interaction is important to learn and accept our possibilities and limits.

Períodos de interferência das plantas daninhas na cultura do arroz de terras altas. II - cultivar Caiapó

Os experimentos foram desenvolvidos nos anos agrícolas 2003/2004 e 2004/2005, em área experimental da Universidade Estadual Paulista, Campus de Jaboticabal (SP), com o objetivo de se determinarem os períodos de interferência das plantas daninhas na cultura do arroz de terras altas, cultivar Caiapó. O delineamento experimental foi em blocos ao acaso com quatro repetições e 16 tratamentos. Os tratamentos foram constituídos por períodos crescentes de controle ou de convivência das plantas daninhas após a emergência da cultura: 0-10, 0-20, 0-30, 0-40, 0-50, 0-60, 0-70 dias e 0-colheita. Nos dois anos, as famílias predominantes eram Poaceae, Asteraceae, Amaranthaceae e Malvaceae e as principais plantas daninhas presentes foram: Cyperus rotundus L., Cenchrus echinatus L., Digitaria spp Heist., Echinochloa crus-galli (L.) P. Beauv., Brachiaria decumbens Stapf., Eleusine indica Gaertn e Alternanthera tenella Colla. A cultivar de arroz de terras altas Caiapó deve ser mantida sem plantas daninhas nos 30 dias após a emergência.

Períodos de interferência das plantas daninhas na cultura do arroz de terras altas: I - Cultivar IAC 202

O trabalho foi conduzido com o objetivo de determinar os períodos de interferência e de controle das plantas daninhas na cultura do arroz de terras altas. Os experimentos foram instalados nos anos agrícolas de 2003/04 e 2004/05 em área experimental da Universidade Estadual Paulista, campus de Jaboticabal/SP, situado a 21º 15' 22 de latitude sul e 48º 18' 58 de longitude oeste. O cultivar utilizado foi o IAC 202, semeado, respectivamente, em 18 de novembro de 2003 e 24 de novembro de 2004. O delineamento experimental foi em blocos ao acaso, com os tratamentos constituídos por períodos crescentes de controle ou de convivência das plantas daninhas com a cultura. Os períodos iniciais de controle ou de convivência após a emergência da cultura foram: 0-10, 0-20, 0-30, 0-40, 0-50, 0-60, 0-70 dias e 0-colheita. As principais plantas daninhas em 2003/04 foram Cyperus rotundus, Cenchrus echinatus, Digitaria spp. Echinochloa crus-galli e Brachiaria decumbens. No ano agrícola de 2004/05, destacaram-se Digitaria spp., C. echinatus, Raphanus raphanistrum e Alternanthera tenella. Considerando 5% de tolerância na redução da produtividade do arroz nos anos agrícolas de 2003/04 e 2004/05, concluiu-se que os períodos anteriores à interferência (PAI) foram de 12 e 26 DAE, respectivamente; os períodos totais de prevenção à interferência (PTPI), de 40 e 42 DAE; e os períodos críticos de prevenção à interferência (PCPI), de 12 a 40 DAE e de 26 a 42 DAE, respectivamente.

Por uma educação ambiental corporalizada :a emoção em trilhas interpretativas

Prétendant contribuer au progrès sur le champ épistémologique de l éducation environnementale, nous avons défini l objetif principal de cette recherche visant construire et évaluer initialement des structures éco-vécues appliquées aux sentiers écologiques interprétatifs dans des zones de protection environnementale. Pour conduire la tâche de l investigation écophénoménologique, l objectif présent a été déplié spécifiquement de la façon suivante: 1. Approfondir la discussion sur le rôle de l émotion et du sentiment dans l éducation. 2. Démarquer un trajet de sentier écologique du Parque das Dunas en identifiant des aires éco-sensorielles pour le développement du vécu écologique. 3. Construire des structures des vécus écologiques pour les environnements préalablement définis dans un sentier du Parque das Dunas. 4. Vivre l expérience des structures éco-vécues en tant qu éducateurs, visant leur validation méthodologique. 5. Présenter la conception de l éducation environnementale corpororalisée qui valorise les émotions et les sentiments dans les structures des éco-vécus. Pour orienter notre investigation écophénoménologique à fin de construire et évaluer des structures des éco-vécues appliquées aux sentiers écologiques interprétatifs, quelques présupposés ont été définis pour agir comme une boussole pendant toute notre promenade écologique: Du point de vue biologique, l amour est l émotion qui constitue le domaine des actions dans lequel l autre est accepté comme il est dans le présent, sans attente par rapport aux conséquences de l intimité, même si c est légitime de les attendre (Maturana e Verden-Zöller, 2004). Éduquer dans la biologie de l amour est s occuper du développement, de la pensée et des intelligences et, au même temps, éduquer l écoute du sentiment et l ouverture du coeur (Moraes, 2003). La corporéité est le siège radiant, le premier et le principal le critère éducationnel (Assmann, 1995). Les activités qui fluent, proportionnent la sensation de découverte, un sentiment créatif qui transpose l individu vers une nouvelle réalité (Csikszntmihalyi, 1992). Ressentir le sentiment fait exalter la portée des émotions (Damásio, 2004). L ethnographie et l écophénoménologie ont été les approches méthodologiques utilisées dans l étude. Onze éducateurs ont participé du processus de l expérience vécue et de l évaluation des structures éco-vécues construites dans la perspective d une Education Environnementale Corporalisée. Le développement de la conception d une Education Environnementale Corporalisée à partir du vécu sur les sentiers écologiques du Parque das Dunas, à Natal-RN, nous a amenés à structurer un système autopoïétique pour proposer des propriétés ou des principes configurant les intentions fondamentales d une Éducation Environnementale Corporalisée. Telle conception considère la métaphore de la Toile de la Corporéité vécue dans la Base de Recherche Corporéité et Éducation BACOR/UFRN et le phénomène de la ludopoïèse capable de faire émerger la joie de vivre la vie avec le sens de luminescence humaine. Associés à la Biologie de l amour, nous espérons pouvoir contribuer à la présence des émotions et des sentiments pour une perspective transdisciplinaire et corporalisée pour l Education Environnementale. Nous présentons cinq principes de guidage pour la concrétisation d une Education Environnementale Corporalisée: Ecopréservation, Ecoterritorialité, Ecoconectivité, Ecovaleur, Ecojouissance

O papel das interações no processo de inclusão de crianças com síndrome de Down

La inclusión actual está siendo orientada por diversos principios, tales como la cooperación, aceptación de las diferencias individuales, valoración de cada individuo y convivencia dentro de la diversidad. En esta perspectiva, se entiende la educación como un proceso, en que todos los alumnos con necesidades educativas especiales tienen el derecho de escolarización en el salón de clase general, visando el desarrollo máximo de su potencial. Es en la interacción con los otros que los niños desarrollan efectivamente sus capacidades, aprenden a descubrir al otro como portador de valores y, como consecuencia de esa relación, a tener más confianza en sí mismo. Es por lo tanto necesario que las influencias educativas sean recíprocas y que en la convivencia escolar, puedan ser constantes las relaciones interpersonales. Así, haciendo con que cada niño sea introducido a la vivencia de la ciudadanía, al aprendizaje que va más allá de los contenidos escolares y envolviendo también la construcción de valores, hábitos y actitudes. Con base en estos aspectos, nuestro trabajo tuvo como objetivo la interacción entre niños con síndrome de Down y sus compañeros, en dos clases regulares de una escuela pública em el nível de educación infantil, en la ciudad de Natal/RN. En este sentido, realizamos un estudio de caso con dos niños, envolviendo observación, aplicación de entrevistas y cuestionarios, además de la utilización de la sociometría. Los datos analizados apuntan la existencia de un espíritu de cooperación entre los niños, del respeto a la diversidad y también a sus limitaciones. Estos son valores que están siendo construidos y que son percibidos claramente en lo cotidiano de la escuela. De igual modo, de esta convivência resulta la construcción de vínculos afectivos y sociales entre los niños que presentan el síndrome de Down y sus compañeros, siendo estos similares a los desarrollados entre los niños en general. Sin embargo, se evidencia todavía, la necesidad de un incentivo mayor por parte de la comunidad escolar para que sean establecidos vínculos más significativos

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

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

O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular

This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve the process of developing teaching-learning, in an inclusive perspective. For this, we use a qualitative approach, because we believe that the object of research is not a passive and neutral knowledge, since it has meanings and relationships whose can be better interpreted and understood by the researcher in a real and active situation. For the development of this research, a bibliographical review was made about the subject, and a case studied in two regular education schools, both of them at the city of Natal/RN, one public and another one particular. We work on these educational institutions with professionals and parents of Down syndrome students. As an instrument of building information we used a semi-structured interview and to analise the results a qualitative method. Crossing the stages, we noticed: the pedagogical coordinators who made up both analyzed schools showed interest about doing an effective work with parents, regardless of Educational Policy Project of each school, predict or not the participation on educational undertaken process; On teachers discourses, reporting the relationship with the family, we realize that one of those teachers try to keep a good relationship with parents, permeated by learning exchanges, guidance and knowledge, in relation to another one, even existing an apparent openness to dialogue, when parents have any suggestions or criticism, that attitude is not always well coming. From the parents interviews, we can emphasize, first of all, that both of them recognize the benefits of inclusion, with regard to socialization - in general from the coexistence with pairs and the process of teaching and learning, as shown in a consistent way. Regarding school meetings with teachers, the studied parents agree about importance of such appointments and try to attend them, besides the other events organized by the school, beyond keeping individual touch with the teacher, when necessary. They are always present, looking for get envolved in everything that happens at school, in order to know better what is being done, listening and may suggest alternatives to improving the educational process. We perceive, from the study undertaken, that although the school inclusion is not an easy process to be built, is something that could be achieved. For this, is necessary that professionals of education and families recognize their functions in the educational process and act jointly on this direction

Ginástica e ética na escola: Apontamentos para compreender a convivênca humana.

The daily teaching invokes us to answer questions that surround the educational action, they are ethic and political exercises of us teachers, considering the responsibility that is presented to us in circumstance of perspective that we create as for our students´ formation. Considering the public school Terezinha Paulino as stage of the daily teaching which we invested, and finally, the school gymnastic group (GGTP), as pedagogical practice specifically attended during this study, we launch the following questions: 1. What are the ethic indicators present in the experience lived by GGTP members? 2. What s the meaning of these indicators for the GGTP members? 3. Do these meanings configure a socio-political dimension of the individuals involved formation ? What socio-political dimension is that? And What is its contribution to think of Physical Education in school? From these issues, we highlight our goals in this research: investigate the educational experience lived in GGTP, with a focus on the ethical elements that characterize and reflect the relationship of these elements in the socio-political dimension of Physical Education in school. To answer the initial questions and achieve our goals, we use the Content Analysis (BARDIN, 2004) as a methodological contribution of this research. From this methodological contribution we got two strands of the discussion here related: relational behavior of living and undesirable relational conduct and non-social. typical examples of good living are: union, cooperation, solidarity, fraternity, conversation, dialogue, love, trust, responsibility, commitment, dedication, application, respect, partition, sharing, gratitude, companionship, kindness Correspond to undesirable behaviors conduct: intrigue, strife (dispute), vanity, arrogance, anger, rage, fury, nervousness, anxiety and fear. Permeates the categories discussion, The group of knowledge produced by different authors, Humberto Maturana predominate among them, sometimes related to some of its main partners, , José Varela, Gerda Verden-Zöller and Sima Nisis de Rezepka. Although less frequent, we broach other authors, including Edgar Morin and Paulo Freire, to enlarge, articulate, and thus contribute to support the notes, contents of this study. Besides the introductory chapter, is the content of this dissertation: ethics: textual understanding, the methodological way; relational behaviors of living; undesirable conduct relational and non-social; gymnastics as an ethical and political bet on training human. In ethics: textual understandings, we make a brief introduction to distinguish the ethical field which we are advancing; In the methodology way, we briefly describe the implementation of the analysis content (BARDIN,2007); in relational behaviors of living, as well as, in undesirable relational conduct and non-social, we point out the meanings discussing them supported on theoretical contribution of this research. Finally, in gymnastics as an ethical and political bet on training human, we point out some possibilities for the gymnastic practice and physical education at school, as well as to think about education by training human bias.