La littérature caribéenne d’expression anglaise et française se caractérise aujourd’hui par une véritable remise en question voire une déconstruction des normes occidentales imposées. Née dans un contexte de violence et de dénigrement de l’être noir, cette littérature est marquée par une forme de résistance qui s’enracine dans le marronnage historique. Ainsi, l’objectif général de cette étude est de montrer que les processus de créativité contemporains font usage du passé, notamment du marronnage, comme démarche émancipatrice de l’art et de la littérature caribéenne. Il conviendra de présenter le phénomène du marronnage dans la Caraïbe comme une dynamique discursive dans trois romans d’Earl Lovelace The Schoolmaster, The Dragon Can’t Dance et The Wine of Astonishment, auquel s’ajoute le roman Abeng de Michelle Cliff et Un dimanche au cachot de Patrick Chamoiseau.Ces fictions s’inscrivent dans un mouvement de résistance à l’occident et d’agentivité du personnage afro-descendant qui se manifeste par un renouvellement des tactiques et des stratégies crées par l’esclave fugitif : le nègre marron. Ainsi, la structure narrative déconstruit, la langue d’écriture subvertit, les thématiques liées à la résistance et la rébellion symbolisent la présence d’un marronnage littéraire. Ces récits plongent le lecteur dans une atmosphère chaotique où l’Afro-descendant doit lutter pour s’affranchir des griffes du colonialisme. C’est ainsi que les auteurs ont choisi de mettre en scène des personnages contemporains nourris de l’esprit de résistance et de rébellion qu’ils opposent à la politique coloniale. De plus, l’esthétique marronne permet aux écrivains du corpus de sortir de l’emprise occidentale et d’exprimer une certaine autonomie discursive. / Nowadays, Caribbean literature in English and French language challenges imposed Western norms. Originated from a context of violence and inferiority of black people, this literature is marked by a form of resistance that is rooted in historical marronnage. Thus, the general objective of this study is to show that contemporary creative practices use the past as an emancipatory approach to Caribbean art and literature. It presents the phenomenon of marronnage in the Caribbean as a discursive dynamics in three novels by Earl Lovelace The Schoolmaster, The Dragon Can’t Dance and The Wine of Astonishment, Abeng by Michelle Cliff and Un dimanche au cachot by Patrick Chamoiseau.These fictions are part of a resistance movement against Western codes. It deals with Black characters agentivity expressed by a renewal of maroon tactics and strategies in the novel. Thus, the deconstruction of the narrative structure, subverted written language as well as topics related to resistance and rebellion symbolize the presence of a literary marronnage. These stories bring the reader deeply into a chaotic atmosphere where the Afro-descendant struggles to free himself from colonial power. The authors have chosen to present contemporary characters fed by the spirit of resistance and rebellion thay they oppose to colonial policy. Moreover, marroon aesthetic allows writers to get away from Western influences and expresses a certain autonomy.

Cette thèse analyse les parcours des acteurs depuis la naissance de leur vocation jusqu’à leurs débuts professionnels, à partir de l’étude de leurs propres discours (récits autobiographiques, journaux personnels, correspondances, entretiens). La profession théâtrale est, depuis son apparition au XVe siècle, l’objet de considérations sociales ambivalentes pesant sur la décision de devenir acteur : longtemps accusé de moeurs dissolues mais acclamé par le public, le comédien est, par l’exercice professionnel d’une activité singulière, appelé à la fois à se marginaliser et à rejoindre une élite. S’il revendique, dès le XVIIIe siècle, une démarche désintéressée dans le but de réhabiliter sa fonction, l’apparition du metteur en scène comme protagoniste de l’entreprise théâtrale au tournant du XXe siècle, va imposer un idéal artistique commun à tous les membres de la troupe, derrière lequel doivent souvent s’effacer les motivations personnelles. À cette période, le Conservatoire d’Art Dramatique, seule école existante, est accusé d’inciter les élèves au cabotinage, aussi cet idéal devient-il un enjeu pour de nouvelles formations d’acteurs. Au sein des écoles et troupes d’avant-garde, l’élève-comédien est confronté à la démarche artistique et éthique de celui qui, à ses yeux, devient un maître. Puis, au cours du siècle, une très large offre de formation apparaît : des écoles supérieures aux espaces alternatifs d’expérimentation (théâtre étudiant, troupes semi-professionnelles), le parcours initiatique est aujourd’hui jalonné de confrontations avec des enseignants et metteurs en scènes différents. Si la démarche d’apprentissage et de création du jeune acteur implique qu’il accorde sa confiance à ces derniers et adhère aux expériences qu’ils lui proposent, elle doit également consister, à terme, à rompre avec eux afin d’emprunter le chemin de l’autonomie artistique. / This thesis analyzes the path of actors from the moment their vocation started until their first steps as professional actors, on the basis of their own words (autobiographical stories, personal journal, letters, interviews). Since its appearance in the 15th century, acting as a profession has been subject to ambivalent social interests when it comes to deciding to become an actor. The actor used to be highly touted by the audience despite his being considered as a person of loose values. By choosing an unusual professional path, the actor inevitably needs to marginalize himself and to join an elite. Starting from the 18th century, the actor would claim his choice to be selfless to restore the image of this occupation. But the appearance of the director within the theatrical organization during the 20th century would impose an artistic ideal which needed to be common to all members of the theater company, who thus had to put their personal motivations aside. At the time, the only school in this area, the Academy of Dramatic Arts, was accused of inciting its students to showing off. This ideal thus became a concern for the next generations of schools and trainings. Within avant-garde schools and companies, when learning how to be a professional actor, the student faced the artistic and ethical approach of the person he saw as his teacher. Later on, various schools and trainings appeared: with higher schools or alternative experimental areas (student theater, semi-professional companies), the student now has to deal with several teachers and directors throughout his learning path, who all have their own approach. On the one hand, the teaching approach and the creation process of the young actor implies that he trusts these teachers and directors and accepts to take part to the experiences they offer him. But on a longer term, he/she should also learn to put those aside in order to reach his/her artistic emancipation.

This thesis investigates the social and economic history of slavery in Libya in the period between 1800 and 1950. Focusing on Tripoli and the trading centres of Ghadames and Fezzan, it uses a combination of sources including legal records, travel accounts, commercial correspondence, memoirs and oral interviews to examine the impact of the slave trade, the economic and social lives of the enslaved, and their experiences of emancipation. Examining the trading of slaves in Ghadames, the thesis reveals how merchants considered slaves one commodity among others. It analyses how the slave trade continued until the Italian occupation of Libya in 1911, long after the formal prohibition of the trans-Saharan slave trade in 1856. Despite a long-term decline, caravan trading networks remained somewhat resilient and continued with alternative commodities such as ivory and ostrich feathers. This thesis then moves to analyse the social and economic lives of the enslaved, and the legal status of slavery in Libya. It explores the dynamics of employment, resistance by slaves and master-slave relations by analysing two major categories of slaves, who were treated considerably differently; those who worked in the caravan trade in Ghadames, and those slaves who worked as domestic servants in Tripoli. Many existing sources showed the differences in social relationship between slaves and masters. Different occupational categories, such as caravan workers and domestic servants, had different access to patronage, or experiences of abuse and violence. Oral interviews reveal that slaves in Tripoli experienced less violence compared to those in Ghadames and Fezzan in the nineteenth century. However, mistreated slaves had the right to a court hearing. The court provided a platform for slaves to challenge abuse, with some slaves seeking to push these boundaries further by going to court to assert their rights to better treatment by their owners. The third chapter explores the patterns of religious and economic manumission that existed in Libya before the abolition of slavery, It also traces changes of policies of emancipation that pursued by Ottoman and Italian governments. Finally, the thesis explores the social history of emancipation through examining the economic and social lives of communities of freed slaves. Through surveying a large number of legal cases, the thesis argues that slavery in Libya was marked more by continuities than change across the period of study. The legacy of slavery has persisted over time as relations of clientship between ex-slaves and ex-masters replaced direct relations of ownership. This thesis shows the difficulties faced by slaves in negotiating for clientship (al-wala’) from their former masters. Some ex-slaves unquestionably improved their status with a substantial minority experiencing social mobility as caravan workers and agents, while others remained ill-treated, with irregular work and subsistence wage labour; living on the margins of Libyan society.

This doctoral project considers the conceptual and practical articulation of emancipation through examination of two temporally, culturally and politically distinct working-class community-led children's school movements in Britain. Attesting to a different history of working-class relationships to education than that offered in long-held dominant gendered and raced discourses of working-class inactivity and deficiency, examination of the Socialist Sunday School (SSS) and Black Saturday (BSS) movements has offered a significant opportunity to explore the genealogy of radical working-class education. Challenging the contemporaneous dominant tropes of 'empowerment', SSSs and BSSs rearticulated the existing emancipatory intent found in their respective radical political fields (socialist and Black) in the formation of children's educational cultures. In depth analysis of these two movements, and comparison across them, has provided the opportunity to discover similarity and difference in complex cultural processes ofeducational resistance in very different working-class communities. Mobilising methodological praxis, this project places the notions of class and emancipation at the centre of the research itself. Thus, following the literature review and the explication of the methodology, this dissertation turns to a theoretical examination of the notions of class and emancipatory education in order to develop these concepts for the research, and at the same time open them to further investigation in the historical cases. Attending to the unsettling of class by poststructuralist excursions, a conception of class is developed embedded in the Gramscian concept of hegemony, with attention to class' constitutive diversity and fragmentation, and its interaction with other oppressions. Exploring the public and common enterprise of education, this discussion also considers emancipatory education as a public space through an examination of Nancy Fraser's notion of 'counterpublics'. Following this, the dissertation explores the inception and periods of growth of the SSS and BSS movements in turn (1892-1930 & 1968-1990 respectively). Drawing on oral history testimony, school records, minute books, personal correspondence, and national and local press, this project develops understanding of the ways in which these school movements understood and expressed their purpose. Giving due attention to their surrounding social and political contexts, the ways in which these schools created childhood educational cultures, developed curriculum and pedagogies, connected with their broader radical fields, and interacted with the wider public sphere - including the State and mainstream education, is explored. Here complex (gendered and 'raced') expression and understanding of both class and emancipation is found within the diverse voices of the teachers and students of these highly localised school movements. Finally, returning to the conceptual frames with which this research began, this dissertation compares and contrasts across these cases to explore the differences and similarities intheir development of educational cultures of resistance. Borrowing from the knowledge traditions of their respective communities, proving capability of existing dominant knowledge, and creating hope for a different future, the SSS and BSS experience reveals complexity and ambiguity in their relationships to their radical political milieus and mainstream educational institutions, and within the educational counterpublics themselves.

Gaston Defferre aura été ministre de la France d'outre-mer en 1956/1957 sous la IVème République et ministre de l'intérieur et de la décentralisation de 1981 à 1984 sous la Vème République. Si les événements de la guerre d'Algérie - départements qui ne relevaient pas de sa compétence ministérielle - ont « balayé » le régime constitutionnel de la IVème République, la loi-cadre restera comme une initiative éphémère, sauf dans les autres territoires de la France d'outre-mer qui n'accéderont pas à l'indépendance dans les années 1960. Vingt-cinq ans plus tard, Gaston Defferre qui avait prédit en 1957 que s'il revenait au pouvoir dans l'appareil de l'Etat, il décoloniserait la province par rapport à Paris, sera chargé dès la mise en place du gouvernement de Pierre Mauroy en juillet 1981 de conduire avec l'appui remarqué du premier ministre, « la grande affaire du septennat de François Mitterrand ». Centrée sur les débats parlementaires des deux périodes étudiées, la recherche démontre qu'il n'est pas anodin de voir derrière ces deux textes, une ambition continue, une capacité d'anticipation incontestable et une parfaite maîtrise des débats parlementaires. A l'heure ou l'acte III de la décentralisation paraît s'enliser dans les méandres et les renoncements, l'acte I de 1982 a montré qu'un homme d'Etat pouvait par la force de ses engagements et sa personnalité, conduire à leurs termes deux réformes législatives majeures dans des contextes très différents, mais puisant toutes les deux dans la promotion des libertés locales / Gaston Defferre will have been a Secretary of overseas France in 1956/1957 under the IVth Republic and a Secretary of inside and the decentralization of 1981 in 1984 under the Vth Republic. If the events of the Algerian War - departments which did not raise his ministerial competence - "swept" the constitutional regime of the IVth Republic, outline law will stay as a short-lived initiative, except in the other territories of overseas France which will not reach the independence in the 1960s. Twenty five years, Gaston Defferre who had predicted in 1957 that if he returned to the power in the state apparatus, he would decolonize the province with regard to Paris, will be in charge from the implementation of the government of Pierre Mauroy in July, 1981 to lead with the support noticed by Prime Minister, " the big affair of the seven-year term of François Mitterrand ". Centered on the parliamentary debates of two studied periods, the search demonstrates that he is not harmless to see behind these two texts, an ambition continues, a capacity of indisputable anticipation and master's degree of the parliamentary debates. At the hour or the act III of the decentralization appears to sink into meanders and renunciation, the act I of 1982 showed that a statesman could by the strength of his commitments and his personality, to lead to their terms two major legislative reforms in very different contexts, but drawing both from the promotion of the local liberties

Cette thèse, écrite par un enseignant de judo, s’intéresse aux Professeures de judo en France. Elle relève d’abord les difficultés d’émancipation rencontrées par les femmes dans la société en général et dans le monde du sport en particulier, pour en arriver à la place des femmes dans le monde du judo, qui est un sport avant tout masculin. Les étapes de l’émancipation, du désassujétissement et de la féminisation des compétences sont ainsi abordées. On découvre la prise de conscience des enseignantes de judo de leurs qualités et la considération qu’elles ont de leur profession. Les enquêtes montrent la valeur judoïstique de ces enseignantes comme leur bon niveau d’études. La thèse démontre que les enseignantes interrogées, se répartissant entre niveau local et national, ont des conceptions, des analyses, des problématiques souvent discordantes. On remarque le fort degré d’implication de ces sportives qui ont décidé de transmettre leur passion en enseignant un sport où les résultats féminins sont probants, mais encore trop souvent masqués dans les médias par ceux des hommes. L’ensemble de la thèse s’articule donc autour de la considération apportée aux enseignantes de judo, de la considération propre que se portent ces enseignantes et du profond désir de lutter contre toute forme d’assujettissement, en démontrant qu’elles prennent progressivement conscience de leurs compétences, qui supportent aisément la comparaison avec celles de leurs homologues masculins, encore trop souvent détenteurs de tous les pouvoirs. / This thesis, written by a male judo master/coach, is about French female judo instructors. First, it deals with the difficulties facing women regarding their emancipation in society in general but also more particularly in sports, and especially their roles in the world of judo, which is predominantly male. Thus the different stages of their emancipation, their fight against submissiveness and the way in which the judo skills are becoming more and more female-oriented are discussed. The growing awareness by female judo instructors of their own skills and the regard they have for their profession are analysed. Studies have shown the quality of these female judo instructors as well as their good educational level. The thesis shows that the female instructors, ranging from local to national levels, who were questioned often have conflicting conceptions and analyses of the problems and of the ways to solve them. The high degree of involvement of these sportswomen, who have decided to share their passion through teaching a sport where the results obtained by women are convincing, but too often still concealed in the média by those of men, is noted. Central to the whole thesis is the recognition gained by female judo instructors as well as the awareness they have of their own skills and their deep desire to fight against any kind of disenfranchisement. It shows that they are progressively becoming aware of their own skills, which are easily on par with men’s, who are nevertheless still in a position of authority in the world of judo.

The thesis is focused on the influence of National Theatre on Czech national emancipation and creation of national identity. In the first chapter I analyze general meaning of national theaters in other countries and process of their development. Later I focus on circumstances of the development of Czech National Theatre. The next chapter concentrates on problems of the construction of the theatre and the meaning of decoration. The third chapter shows significant occasions of 20th century, when National Theatre played important role.

Orientador: César Apareciddo Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T11:04:06Z (GMT). No. of bitstreams: 1 Alberto_Simao_D.pdf: 1290972 bytes, checksum: 1024c845a4d505ff6aac2f17e311195c (MD5) Previous issue date: 2015 / Resumo: A presente pesquisa tem como objetivo discutir as relações entre Política, Educação e Sociedade, sob a perspectiva freireana de ensino, visando à superação dos estigmas autoritários das relações escolares no Brasil atual. A pesquisa é bibliográfica e documental, realizada com base nas referências disponíveis no acervo geral de pesquisa na área da Educação, sobretudo em algumas obras de Paulo Freire e na literatura de outros autores que estudam a temática. Aborda os fundamentos filosóficos e históricos da educação brasileira, contextualizações políticas da conjuntura brasileira (1958-1996), período da atuação efetiva de Paulo Freire nas discussões da educação e as implicações da relação autoritária na escola e no autoritarismo político, econômico e cultural. Justifica-se o resgate histórico da trajetória da educação brasileira, definindo a educação emancipatória, educação bancária e alienação. Descreve analiticamente a biografia de Paulo Freire, com a intenção de compreender o significado de seu pensamento pedagógico na tradição política da educação brasileira. Enuncia e esclarece os conceitos como política, educação, sociedade, desmitificando o estigma da relação autoritária na educação escolar brasileira e seus fundamentos. Parte da questão: Por que somos organicamente autoritários? O pensamento freireano ajudou no entendimento e na análise dos movimentos sociais e dos novos sujeitos emergentes. Apresenta perspectivas e contradições da relação política, educacional e curricular na conjuntura brasileira, com o enfoque nas conquistas sociais e políticas advindas das legítimas e justas reivindicações populares, bem como os inegáveis avanços e limites da educação brasileira recente (1996-2014), uma fase de vida caracterizada pela debilidade física que impossibilitou Paulo Freire de participar intensamente nos debates educacionais e a luta dos diferentes movimentos sociais. Constitui a tipologia da relação pedagógica democrática e participativa, a partir das obras de Paulo Freire e sua contribuição diante da relação autoritária na escola e sociedade / Abstract: This research aims to discuss the relationship among Policy, Education and Society in the education of Freire's perspective, in order to overcome the authoritarian stigmas school relations in the actual Brazil. The research is literature and documents held on the basis of references available in the general library of Education, especially in the works of Paulo Freire and literature of other authors who deal with the subject. Discusses the philosophical and historical foundations of Brazilian education, political contextualization of the Brazilian situation (1958-1996), period of effective action of Paulo Freire in educational discussions and the implications of the authoritarian relationship in school and the political, economic and cultural authoritarianism. Justifies the historical rescue of the trajectory of Brazilian education setting the emancipatory education, banking education and alienation. Describes analytically Paulo Freire's biography, aiming understand his pedagogical thinking in the political tradition of Brazilian education. Lists and clarifies concepts such as politics, education, society, demystifying the stigma of authoritarian relationship in Brazilian school and its grounds. Part of the question: Why we are organically authoritarian? The Freire's thought helped in the analysis and understanding of social movements and the new emerging subjects. Intend to present the perspectives and contradictions of political relations, educational and historical in the Brazilian context, focused in the social and political achievements resulting legitimate and fair popular demands, and also the undeniable progress and limits of recent Brazilian education (1996-2014), a phase of life marked by physical weakness precluding Paulo Freire to participate actively in educational debates and the struggle of different social movements. It constitutes the type of democratic and participatory pedagogical relationship, from the works of Paulo Freire and his contribution facing the authoritarian relationship in school and society / Doutorado / Filosofia e História da Educação / Doutor em Educação

Orientador: César Apareciddo Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:15:10Z (GMT). No. of bitstreams: 1 Vaz_FabianaMarquesJeremiasLeite_D.pdf: 1375260 bytes, checksum: 90debdd98e5f046b408a221a95974e0d (MD5) Previous issue date: 2015 / Resumo: Trata-se de uma pesquisa bibliográfica e histórica da formação teórico-prática do Designer na tradição institucional, profissional e acadêmica na Modernidade e no Brasil, a partir do método materialista histórico e dialético de compreensão da realidade. Debate a atualidade da Pedagogia Histórico-Crítica e sua potencialidade como referencial teórico-metodológico a ser apropriado na área de pesquisa e de formação do Designer. Apresenta os movimentos e ideias de uma conjuntura de absorção e de representação social de novos direitos civis e de novos sujeitos sociais no Brasil. Articula esse bloco histórico com a formação e os condicionantes filosóficos, epistemológicos e políticos da sociedade civil brasileira recente. Aponta elementos pedagógicos e filosóficos que materializam a possibilidade de uma estética emancipatória na prática social do Designer / Abstract: t is a bibliographical and historical research of theoretical and practical training of Information in the institutional tradition, professional and academic in Modernity and Brazil from the historical and dialectical materialist method of interpreting reality . Debate the relevance of the Historical- Critical Pedagogy and its potential as a theoretical and methodological framework to be appropriate in the area of ??research and training of Information . It presents the movements and ideas in a climate of absorption and social representation of new civil rights and new social subjects in Brazil. Articulates this historical bloc with the formation and philosophical constraints , epistemological and political aspects of recent Brazilian civil society. Points pedagogical and philosophical elements that materialize the possibility of an emancipatory social practice aesthetics in the Designer / Doutorado / Filosofia e História da Educação / Doutora em Educação

Submitted by Adriana Martinez (amartinez@unoeste.br) on 2017-06-05T20:56:41Z No. of bitstreams: 1 Geisiane.pdf: 2574154 bytes, checksum: b5d54f173b6b19db6d91c3b1760407f4 (MD5) / Made available in DSpace on 2017-06-05T20:56:41Z (GMT). No. of bitstreams: 1 Geisiane.pdf: 2574154 bytes, checksum: b5d54f173b6b19db6d91c3b1760407f4 (MD5) Previous issue date: 2017-03-31 / The goal of this research is to understand how and if the Pé de Galinha School is part of the regional development of Pontal do Paranapanema. A qualitative and qualitative research were essential fieldwork to collect the necessary information, as well as the historical redemption through literature aiming to know how has been occupied the region and its evolutionary stages. Within these steps if emphasizes the development of the agrarian question which relate to the capital and the peasantry. Therefore, the capital advance boosted the class struggle for dominance and control of the territory aimed at the use of natural resources, among which the land is the most important. In the center of the class struggle is the peasantry as a historical force always present in the history of this region, within which built recreation strategies as a way to develop within capitalism without, however, be part of it. Reflections on the schools of the peasantry and regional development will always have these conceptual boundaries before which rise some questions aimed at understanding the importance and the role of the peasantry schools. From these discussions we sought to broaden the understanding of the concepts of teaching and school model. As geographical boundaries of the study area used the Hydric Resources Management Unit (HRMU) in number 22. To analyze the reality of education offered to the regional peasantry were carried out field work in the State School Fazenda São Bento - Foot School Chicken. From this analysis it was found that the current model of education contributes to the development and expansion of the capital to form citizens only for the labor market. The developed educational structure is hegemonic and city side, where the peasantry has no autonomy to intervene and ensure an education that gives you complete emancipation. / O objetivo dessa pesquisa consiste em compreender como e se a Escola do Pé de Galinha faz parte do desenvolvimento regional do Pontal do Paranapanema. Como pesquisa qualitativa foi imprescindível o trabalho de campo para recolher as informações necessárias, como também o resgate histórico através de pesquisa bibliográfica visando conhecer de que forma vem sendo ocupada a região e suas etapas evolutivas. Dentro dessas etapas se ressalta o desenvolvimento da questão agrária onde se relacionam o capital e o campesinato. Por conseguinte, o avanço do capital impulsionou a luta de classes para o domínio e o controle do território visando à utilização dos recursos naturais, dentre os quais a terra é o mais importante. No centro da luta de classes encontra-se o campesinato como força histórica sempre presente na história dessa região, no interior da qual construiu estratégias de recriação como forma de se desenvolver dentro do capitalismo sem, contudo, fazer parte dele. As reflexões sobre a escola do campesinato e o desenvolvimento regional terão sempre esses contornos conceituais diante dos quais se levantam alguns questionamentos visando compreender a importância e a função da escola do campesinato. A partir dessas discussões buscou-se ampliar a compreensão sobre as concepções do modelo de ensino e de escola. Como delimitação geográfica da região estudada utilizou-se a Unidade de Gerenciamento de Recursos Hídricos (UGRHI) de número 22. Para analisar a realidade da educação oferecida ao campesinato regional, foram realizados trabalhos de campo na Escola Estadual Fazenda São Bento – Escola do Pé de Galinha. Dessa análise constatou-se que o atual modelo de ensino contribui para o desenvolvimento e a expansão do capital ao formar cidadãos apenas para o mercado de trabalho. A estrutura educacional desenvolvida é hegemônica e de vertente citadina, onde o campesinato não tem autonomia para intervir e garantir uma educação que lhe proporcione total emancipação.