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M.Ed. / External relations is a product of the twentieth century and at school it should also be regarded as a worthy management concern, apart from other management functions. The term external relations (public relations) needs to be closely defined. It refers to relations between an organisation (a school, in this instance) and all persons and institutions outside the organisation. The organisation's attitude towards instances outside itself, is of the utmost importance. In this respect the school's task is important as it has to establish and maintain relations with the community. The community's image of a school is either positive or negative depending on its experiences with the school. The contribution of participants to the external relations programme, i.e. principal, teacher, pupil and the community (especially the parent), is of cardinal importance. The principal is the key communicator and through effective management activities he has to establish the necessary communications network, to ensure community trust in the school. It is of utmost importance to inform all those concerned of school activities which concern them. Dialogue strengthens public trust and promotes public participation. Due to this the school has to identify its most important relations (both internal and external), as it is necessary to maintain positive relations with certain persons and institutions. Oral and written communications procedures should be thoroughly utilised by the school to convey information concerning the school to parents and the community. A few guidelines for effective feed back, without which the school's external relations programme certainly won't succeed, are introduced. Effective management is any organisation's key to success. The principal's influence in the inisiation, planning, implementing and execution of the external relations programme is of cardinal importance. An open climate should be created and the school should be characterised as being healthy. Therefore moving out, pupil participation in community projects and, above all, the principal's contact with community leaders are important. The principal should continuously remind teachers and pupils of the importance of external relations. The relationships between principal and teacher and teacher and pupil cannot be disregarded as they definitely influence the image portrayed by the school and the promotion of external relations. Basic guidelines for successful communication with the community have to be set and each principal should evaluate these according to his school's specific situation. Suggestions on how to promote awareness of the importance of external relations at school and in the community, are submitted. The principal and teacher must be equipped with the necessary knowledge of communication with the external community. The principal should realise the importance of external relations. It is a time consuming process which has to be maintained

This research brings up the topic of ideology in advertising school of seven establishments in the private school, located in Aracaju-SE. Advertising is carried on the billboard. The study is based on the theoretical analysis of the speech the French line, specifically the ideas of Pecheux (1988) and Orlandi (2007) on discursive formation and ideological training.The choice of this line is the theoretical justification in the fact that AD French conceive that the study of human language is always tied to time socio-historical and ideological as it is produced speech. This study examines the various discourses produced and served in that medium of mass communication in order to explain the ideology that is reproduced through the voices (institutional, society, etc.) materialized in discourse. To do this, it starts with a concept of advertising that is tied to the ideology of consumption, to realize that education has become a commodity in society controlled by the capitalist and consumer goods. Next, we present a brief history of discourse analysis of the French line, and their categories, which are essential tools for the analysis undertaken in this research. Subsequently, outline some considerations on the production of speech and education in order to demonstrate how the discourse is tied to socio-historical context in which it is produced and how it is part of meaning. After the steps above, proceed to review the body: the advertisements from private schools were collected during November and December 2008 to November and December 2009, when registration for the following year. At this time, are brought to the fore the voices that are latent in the materiality of advertising discourse and the ideology that they reproduce. There was, after analysis, that the schools reproduce in their speeches advertising ideology of consumption and legitimizes the power relationship between classes. / Esta pesquisa traz como tema a ideologia na publicidade escolar de sete estabelecimentos da rede particular de ensino, situados em Aracaju-SE. A publicidade é veiculada por outdoor. O estudo fundamenta-se nos pressupostos teóricos da Análise de Discurso de linha francesa, especificamente, nas ideias de Pecheux (1988) e Orlandi (2007) sobre formação discursiva e formação ideológica. A escolha dessa linha teórica encontra justificativa no fato de a AD francesa conceber que o estudo da linguagem humana deve sempre estar relacionado ao momento sócio-histórico e ideológico em que é produzido o discurso. O trabalho analisa os diferentes discursos produzidos e veiculados nesse suporte de comunicação de massa com o objetivo de explicitar a ideologia que é reproduzida por meio das vozes (institucional, da sociedade etc.) materializadas no discurso. Para isso, parte-se de uma concepção de publicidade que está atrelada à ideologia do consumo, por perceber que a educação tem se tornado uma mercadoria na sociedade controlada pelo processo capitalista de bens e consumo. Em seguida, expõe-se um breve histórico da Análise do Discurso de linha francesa, bem como as suas categorias; as quais são ferramentas essências à análise empreendida nesta pesquisa. Posteriormente, esboçam-se algumas considerações sobre produção do discurso e educação com o fim de demonstrar como o discurso está atrelado ao contexto sócio-histórico em que é produzido e como isso faz parte da significação. Após as etapas descritas acima, procede-se a análise do corpus: peças publicitárias de escolas da rede privada, coletadas nos meses de novembro e dezembro de 2008 a novembro e dezembro de 2009, período de matrícula para o ano subsequente. Nesse momento, são trazidas à tona as vozes que estão latentes na materialidade do discurso publicitário, bem como a ideologia que elas reproduzem. Observou-se, após a análise, que as escolas reproduzem em seus discursos publicitários a ideologia do consumo e legitimam a relação de poder entre as classes.

There is a common belief that the special situation one encounters in restrooms is likely to evoke negative associations between the setting and a potential product, and that these presumed associations make advertising in restrooms incompatible with the objectives of advertisers. This general proposition was questioned on theoretical grounds. It was argued that the specific situation in a restroom would be conducive to advertising goals in a number of ways. In addition, while negative associations may occur with certain kinds of products, others were hypothesized to be unaffected. In particular, the potential value of restrooms for communicating public education issues such as AIDS and Cholesterol was examined.