Made available in DSpace on 2016-08-17T13:54:05Z (GMT). No. of bitstreams: 1 simara torres.pdf: 1034076 bytes, checksum: 8b7184997938c42b3960d4f1252250e9 (MD5) Previous issue date: 2006-04-10 / This study renders problematic the Learning Program, (Law 10097/2000) developed by SENAC in São Luís-Ma in the period from 2002 to 2004, which has as a goal to prepare teenagers to enter the marketplace. The learning policy concerned to this age group in Brazil is retaking in its historical determinations with recent outline as from the 1990s as a consequence of the deep changes of the contemporary capitalism. Therefore, the analysis is out of way of the tendency that points out the precocious vocational training as something natural and common presented as an innovating solution to face questions that refer to social inequality. It deals with the constitution of institutions that historically played an important function in the teenagers learning system. The goal is to question the policies and ideological determination that gave them an important role. The methodology chosen was the search for the object apprehension in its objective and subjective conditions taking into account a quantitative and qualitative. With a descriptive and critical-analytical approach are presented the specific aspects that constitute the program with the purpose of setting up a possible relation between the learning and the program effects to the teenagers in order to compose a portrait of the learners. It is insignificant the teenagers employment, although important part expresses positive changes in view of knowledge and apprehended attitudes even though this knowledge does not set up favorable relations with the marketplace and with the work position. It is noticed contradictorily the functioning of the precocious vocational training in the scope of the minor apprentice s program developed by SENAC. / Este estudo problematiza o Programa de Aprendizagem (Lei 10097/2000) desenvolvido pelo SENAC de São Luís/MA, no período de 2003 a 2004, destinado à preparação do adolescente para sua inserção no mercado de trabalho. A política de aprendizagem voltada para este grupo etário no Brasil é retomada em suas determinações históricas, com recorte temporal recente, a partir dos anos de 1990, em razão das profundas transformações do capitalismo contemporâneo. Deste modo, a análise se posiciona na contramão da tendência que destaca a profissionalização precoce como algo natural e normal, apresentada como solução inovadora no enfrentamento de questões decorrentes da desigualdade social. Aborda a constituição das instituições que historicamente tiveram importante função no sistema de aprendizagem do adolescente, com o objetivo de pôr em questão as determinações políticas e ideológicas que fizeram com que a elas fosse atribuído preponderantemente esta função. Do ponto de vista metodológico, o caminho escolhido foi a busca pela apreensão do objeto em suas condições objetivas e subjetivas, tendo em conta dimensões quantitativas e qualitativas. Com uma abordagem descritiva e crítico-analítica estão expostos os aspectos específicos que constituem o Programa buscando estabelecer possível relação entre a aprendizagem e efeitos do programa para os adolescentes, de modo a constituir também um retrato dos próprios aprendizes. É inexpressiva a empregabilidade dos adolescentes, embora parte significativa manifeste alterações positivas do ponto de vista do conhecimento e atitudes apreendidas, ainda que este saber não estabeleça relações favoráveis com o mercado e com o posto de trabalho ocupado, verificando- se, então, contraditoriamente, a funcionalidade da profissionalização precoce no âmbito do Programa do Menor Aprendiz desenvolvido pelo SENAC.

Esta pesquisa buscou desenvolver um estudo em antropologia simbólica sobre o processo de autoformação do sujeito a partir da análise de um material de ficção autobiográfica. Este material foi elaborado com base no resgate e registro escrito de memórias da própria autora da pesquisa e teve seu início na escrita do memorial acadêmico, que forneceu elementos propícios para a compreensão do processo de formação de um eu-aprendiz. A ficção autobiográfica analisada, escrita anteriormente à pesquisa, tem como personagem principal a menina Alice, que vive suas aventuras em narrativas fantásticas, cujo simbolismo propicia uma análise fenomenológica sobre as emoções e experiências que, ao longo da vida, permitiram a formação do sujeito-autor deste trabalho, considerando-o mais do que um produto do meio social ou ambiental, mas um ser em constante formação, fruto também das suas escolhas e de suas próprias leituras do mundo. As experiências vividas e representadas no mundo simbólico de Alice consideram como parte de sua criação o contato com alguns mestres, que por meio da palavra e do convívio orientaram desejos e influenciaram escolhas ao longo da vida da autora. Para compreender a relação entre mestre e aprendiz vivida por Alice, partimos para o resgate de histórias de vida de dois mestres que tiveram papéis decisivos para a autora. Buscamos encontrar na autobiografia ficcional conexões entre estas histórias de vida, por via da mitohermenêutica, tentando entender como estas vidas foram sendo construídas e em que momento estas pessoas passaram a ser mestres e a autora, aprendiz. Uma busca sobre o eu e o outro que se constitui em mim. / This research aimed to develop an anthropological study about the subject`s self-formation process from the analysis of an autobiographical fiction. This material was elaborate based on the very author`s rescue and written record of memories and had its beginning on the writing of an academic memorial, providing favorable elements for the comprehension of the self-learner formation process. The autobiographic fiction analyzed was written before the research, has as its main subject the girl called Alice, that lived her adventures in fantastic narratives, whose symbolism foments an phenomenological analysis in the experiences and emotions that, during life, allowed the formation of this author-subjects work, considering herself more than a social and environmental media, but someone in constant formation, also a result of her choices and her own readings of the world. The experiences lived and represented in Alice`s symbolic world, consider, as part of her creation, the contact with some masters that through orality and acquaintanceship, determined desires and influenced choices along the authors life. To understand the relation between master and apprentice played by Alice, we start from the rescue of life stories of two masters that had decisive parts for the author-subject. We seek to find connections between these life stories in the fictional autobiography, via mitohermeneutics, trying to understand how these lives were being constructed and in what moment these people passed to be masters, and the author, apprentice. A search about the self, and the other that is constituted in me.

Subject of this paper are possibilities of pedagogical impact on improvement of performance and social skills of apprentices at vocational school. The theoretical part describes a definition of social climate, specifies factors, which form social climate. Each subchapter focuses on the role of social climate and school class as an important group for school climate. It describes the role and tasks of class teacher and his/her significance for positive motivation of apprentices, creating positive social climate of the class and his/her possibilities of improving social skills and performance of apprentices. Another important factor for the climate are the apprentices. Next part draws conclusions about means, which a teacher may use to have an impact on apprentice performance, such as motivation, evaluations, forms and method of work with apprentices. This paper describes the relevance of key competences and functional literacy in education of vocational school apprentices. The practical part is focused on case studies of apprentices. It is carried out in a form of semi-structured interviews with selected apprentices and the results of their interviews are compared, after the beginning in the 1st year and at the end of the school year. The apprentices talk about their motivation for study,...

This is a study of trade education and apprentice training in the United States with special reference to certain corporation training programs.

我國公務人員實務訓練制度，從1986年實施迄今已逾二十餘年，在公務人員保障暨培訓委員會成立之後，期間多次修改相關訓練規定，目的無非是希望本制度可以越做越好。本論文的研究目的即是為了瞭解我國公務人員實務訓練在2002年加入輔導員規定及2006年加入第一個月不具名的作法之後，對整個實務訓練的成效有何影響？如果未來加入師徒制，是否可行？ 本研究訪談2002年到2008年曾受過實務訓練之中央與地方初任人員，及同時期曾擔任過輔導員之中央與地方基層主管，進行中央與地方訪談結果之分析，並參考國內與本研究相關之文獻。發現應從法制面、實務面及理論面加以改進實務訓練： 一、法制面：第一個月不具名之作法，雖然可以保護新人不會在初進入機關懵懂無知時，就具名負責，可是卻相對增加輔導員工作負擔，無法達到做中學的目的，而且以要點來規範不具名之規定，並不具任何法律效力。 二、實務面：實務訓練雖分為實習階段與試辦階段，在某些機關來說，那一階段根本不分，一律由新人自行承辦案件及核章，此規定對其並無拘束力。 三、理論面：輔導獎勵誘因不足，造成科室主管指派輔導員之困難，且產生輔導效果打折之情況。 另外，本論文的目的是分析中央與地方機關初任人員與基層主管對本訓練之看法及建議，研究結果發現： 一、初任人員因各機關實施作法不一，對於實務訓練第一個月 二、基層主管對於輔導獎勵抱持鼓勵大於懲罰之態度，主要原因為現行輔導員制度並未核發獎金，行政獎勵誘因太小，加上第一個月不具名之規定，使得輔導員責任相對加重，資深人員缺乏擔任輔導員之動機。 三、主管機關對於實務訓練掌握情況有限，只能以紙本審查來瞭解各機關表面上所做的實務訓練，實際上情形不得而知。雖然有心建構培訓我國文官之健全訓練制度，卻又無法對各機關形成拘束力，只能以法規規範或以勸說方式請各機關配合。 因此，從這些研究發現及分析結果可得到結論是我國現行實務訓練無法有效落實乃因相關配套措施不夠周全所致，建議從法制面、實務面及理論面三方面來做改進： 一、法制面：修改公務人員考試錄取人員訓練辦法及公務人員考試錄取人員實務訓練輔導要點，刪除與現行狀況名實不符之規定。 二、實務面：加入師徒制與認知師徒制之概念，並落實做中學的理念。 三、理論面：主管機關應深入研究先基礎訓練後實務訓練或先實務訓練後基礎訓練之相關配套措施及考試錄取人員權利義務之維護，並運用激勵理論改變組織氣候。 綜合上述建議，期有效建構我國文官完整實務訓練制度，俾利培訓傑出人才，厚植我國文官素質。 關鍵字：公務人員、實務訓練、師徒制 / The practical training system of civil servant of our country has been implemented for over twenty years since 1986. After the establishment of the Civil Servant Protection & Training Committee, relevant training provisions were amended many times during this period. The purpose was nothing but to hope that this system could become better and better. The research purpose of this thesis is to understand after the addition of the instructor provision in 2002 and the addition in 2006 on the method of not affixing the name in the first month, what kind of effect is on the result of the practical training? If the master and apprentice system is added in the future, it is feasible? This research conducted interview on central and local newly appointed personnel who received training from 2002 to 2008 and central and local basic level in-charges who took up the post of instructor during the same period. Also this research carried out analysis on the central and local interview results and reference was made on literature relevant to this research and discovered that practical training should be improved from the legal system side, practical side and theoretical side. 1. Legal system side: although the method of not affixing the name in the first month will protect new employee from affixing name to bear responsibility when such employee entered the authority newly and was ignorant of everything, yet correspondingly this will increase the responsibility of the instructor and cannot reach the purpose of learning while working. In addition, the utilization of essentials to standardize the provision of affixing name does not have any legal effect. 2. Practical side: although the practical training is divided into the practical training stage and trial processing stage, yet to some authority, such stage has no difference at all and uniformly the newly employee will handle the case and will approve with seal on its own. Therefore there is no binding force for this provision. 3. Theoretical side: the tempting factor of instruction reward is insufficient resulting difficulty of assigning instructor by the section in-charge and thereby resulting in lowering the guidance effect. In addition, the purpose of this thesis is to analyze the point of view on this training by the central and local authority newly appointed personnel and basic level in-charges. Suggestions and findings from the results of this research are: 1. As the implementation method of various authorities is different, the point of view on the provision of not affixing name during the first month of practical training by newly appointed personnel is different and not all authorities agree on this kind of provision. 2. In regard to the guidance reward, basic level in-charges hold the attitude that encouragement should be larger than punishment. The main reason is reward is not issued in the present instructor system and the tempting factor of administrative reward is too little. In addition, with the provision of not affixing the name in the first month, correspondingly the responsibility of the instructor is more and senior personnel is short of motive to take up the post of instructor. 3. In regard to practical training, condition that the competent authority can master is limited as it can only base on written document to examine and understand the practical training on the surface of various authorities and the actual condition is not known. Although there is intention to establish a sound training system to train civil servant of our country, yet the binding force on various authorities cannot be established. The central authority can only use laws and regulations to standardize or to use the persuasion method to ask various authorities to cooperate. Therefore, from these research findings and analysis result, the conclusion obtained is that the present practical training of our country cannot be brought into practice effectively and this is because relevant matching measures are not complete. It is suggested that improvement should be made based on the legal system side, practical side and theoretical side. 1. Legal system side: amend the Civil Servant Examination Recruited Personnel Training Method and Civil Servant Examination Recruited Personnel Practical Training Guidance Essentials and delete provision that cannot conform to the present condition both in name and practice. 2. Practical side: add in the master and apprenticeship system and the concept of perception on the master and apprenticeship system and bring the philosophy of learning while working into practice. 3. Theoretical side: competent authority should conduct in-depth research on relevant matching measures including basic training first and practical training afterwards or practical training first and basic training afterwards and the maintenance of the rights and obligations of the examination recruited personnel. In addition, motivation theory shall be employed to change the climate of the organization. Summarizing the above suggestions, it is hoped to establish a complete practical trainings system for civil servant of our country so as to facilitate cultivation of outstanding talents and to enrich the quality of civil servant of our country Key word: Civil servant, practical system, master and apprentice system

This diploma thesis entitled "The history of guild crafts in a town Krupka" aims to bring the origin, development and functioning of craft guilds which operated in the town Krupka. The main aim of this diploma thesis is to analyze the content of guild orders, guild books and file material from different perspectives, which are described in detail in the chapters, in which the work is divided. The chapter sources and literature reflects the important archival sources related to guilds in a general scale for the territory of Krupka and the chapter also informs about the basic issued publications, that are thematically bind to the guild organizations, their development and functioning. The following section outlines the administrative development in the town Krupka. At the core is the chapter dealing with the guild craft in Krupka from different angles and perspectives. The annexes attached to this thesis is complemented with information referred to in the text of the work, and are composed mainly of namespaces of craftsmen.

Made available in DSpace on 2016-03-22T17:26:33Z (GMT). No. of bitstreams: 1 roseo.pdf: 699123 bytes, checksum: 9ddf6a35d98957296d0f78f8be92f65f (MD5) Previous issue date: 2011-06-27 / This work deals with the Youth National Policy, emphasizing the development of youth participation in the Young Apprentice Program PJA from SENAC-Pelotas. It has as a legal framework the Youth National Policy, the Federal Constitution of 1988 and the Child and Adolescent Stature. It studies the genesis of the Youth National Policy, the views attributed to the youth in the scenario of the latest decades, as well as the condition, the situation and the youth participation in the contemporaneity. It presents a research carried out in the PJA, from SENAC Pelotas, on the repercussions of this Program in the development of the participation of people in the 18-24 age group in2010. In a specific way, it aimed at understanding the concept of participation of the current Youth National Policy dealt in the PJA; checking how the PJA, developed by SENAC, in Pelotas, in 2010, promoted the participation involving the participants; analyzing the PJA effects in the development of participation of the program members; finding the PNJ contributions and limitations in the development of participation among apprentice young people. Based on a qualitative approach, a research using documents and semi-structured interviews was used as an instrument to have the opinion from the young participants involved in the PJA/2010 collected. It was noticed, in the PNJ, the effort to create spaces for an interlocution between the Government and Youth Representation, although with no consequence in the practice developed in the PNJ programs. The analysis of interviews showed a significant lack of knowledge concerning the existence of the PNJ and the programs, projects and actions under development. The PJA evaluation points out the emphasis on encouraging the joint participation and the placement in the labor market. The activities to prepare the Young people for an efficient professional performance also present an improvement in their self-esteem, critical point of view and argumentative capacity, highlighting the possibilities within the training routes in the PNJ programs, to develop a major role of young people in public policies. Thus, it can be seen as the main contribution from PJA encouraging the participation of young people: the carrying out of educational activities to develop the skills of communication, expression and interpersonal relationships and motivation to joint participation besides the existing potential within the training routes for the PNJ programs to promote the discussion concerning the PNJ and its effectiveness among the Brazilian people in the age group studied. However, this Program, as it is being developed, tends to, contradictorily, reinforce the identification of a social policy as a responsibility of the private sector, hiding the public character of the youth policy / Este trabalho trata da Política Nacional de Juventude, enfatizando o desenvolvimento da participação juvenil no Programa Jovem Aprendiz-PJA do SENAC-Pelotas. Tem, como marco legal, a Política Nacional de Juventude, a Constituição Federal de 1988 e o Estatuto da Criança e do Adolescente-ECA. Estuda a gênese da Política Nacional de Juventude; os sentidos atribuídos à juventude no cenário das últimas décadas; a condição, a situação e a participação juvenil na contemporaneidade. Apresenta uma pesquisa realizada no PJA, do SENAC-Pelotas, no ano de 2010, sobre as repercussões deste Programa no desenvolvimento da participação dos jovens da faixa etária de 18 a 24 anos. Específicamente, buscou conhecer o conceito de participação da atual Política Nacional de Juventude traduzida no PJA; verificar como o PJA, desenvolvido pelo SENAC-Pelotas, em 2010, promoveu a participação entre os seus participantes; analisar os efeitos do PJA no desenvolvimento da participação dos integrantes do programa; descobrir as contribuições e limites da PNJ no desenvolvimento da participação entre jovens aprendizes. Como uma abordagem qualitativa, utilizou pesquisa documental e entrevistas semiestruturadas como instrumento para a escuta dos jovens envolvidos no PJA/2010. Constatou-se, na PNJ, o esforço na criação de espaços de interlocução entre Governo e Representação Juvenil, porém, sem reflexo na prática desenvolvida nos programas da PNJ. A análise das falas dos jovens entrevistados evidenciou um significativo desconhecimento da existência de uma PNJ e dos programas, projetos e ações em desenvolvimento. A avaliação do PJA aponta para a ênfase no fomento da participação solidária e na inserção no mercado de trabalho. As atividades de preparação dos jovens para um desempenho profissional eficiente também apresentam reflexos no aumento da autoestima, da criticidade e da capacidade argumentativa deles, sinalizando as possibilidades dentro dos itinerários formativos dos programas da PNJ, para desenvolver maior protagonismo dos jovens nas políticas públicas. Assim, entende-se como contribuição principal do PJA para fomentar a participação dos jovens: a realização de atividades educativas para desenvolver as habilidades de comunicação, expressão e relações interpessoais e de motivação à participação solidária, além das potencialidades existentes dentro dos itinerários formativos dos programas da PNJ para promover a discussão sobre a PNJ e a sua efetividade entre os jovens brasileiros. Porém, contraditoriamente,este Programa tende a reforçar a identificação de política social como responsabilidade do setor privado, ocultando o caráter público da política da juventude

<p>The national curriculum and the School Act emphasize the importance of establishing partnerships between schools and local businesses. The formation of partnerships was expected to be facilitated by the decentralization reforms that took place in the beginning of the 1990’s. These reforms gave schools and municipalities greater scope for adjusting education to meet local circumstances. However, central government has not made financial resources available for stimulating the establishment of school-business partnerships, nor does it penalize municipalities that do not set up such partnerships.</p><p>The questions in focus in this study are: why do partnerships arise, how are they organised and what factors are important in achieving a partnership which can function in practice? Urban regime theory is applied to explain why collaborations occur and policy network theory is used to analyse how they are organised. A further aim of the study is to examine whether the partnerships can be defined as urban regimes.</p><p>The study was based on case studies of four upper secondary schools in Sweden, each in a different municipality. These municipalities are all industrialized, but the structure of their industrial base varies. Two are dominated by one or a few major companies whereas the others are characterized by the predominance of many small businesses. The study focuses on how three vocational study programmes – industry, electricity and building - collaborate with local businesses.</p><p>The study shows that the main explanation of why a partnership arises is that both partners believe that they can gain something by collaborating. For schools, the main reason for establishing a partnership with business is a belief that this will make the vocational education programmes more attractive for pupils. Through partnerships, schools can get access not only to practical experience for their pupils, but also help from business with developing the content of courses and some financial contributions. However, the economic benefits are of limited importance compared with the perceived gains in terms of the development of the educational content of the courses. This goes against results from studies in other countries.</p><p>For business, it is particularly important to be able to influence decisions about the content of local education. By doing so, they hope to ensure that the pupils, after having completed their education, will enter the local labour market with more relevant qualifications.</p><p>My research shows that several requirements have to be present for a successful partnership to be established. First, there must be a commitment and firm intentions from both partners. Second, size of the businesses involved in the partnerships is important for how they are organized. Larger businesses tend to see the partnership from a more long term perspective. However, it is also possible to organize collaborations with smaller businesses if they can be united under a common organisation. Third, specific actors make a difference in the partnerships. Devoted and interested key actors who are closely associated with the partnership are very important for the continuity of the partnership</p><p>The study suggests that urban regime theory and policy network theory are useful for understanding why and how partnerships between schools and businesses are established and retained. However, it can not be concluded that these collaborations in themselves are urban regimes at a more local level. This would require that their focus was much more long-term.</p>

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O presente estudo aborda historicamente a formação elementar, profissional e militar dos aprendizes-marinheiros e aprendizes-artífices entre 1870 e 1910 na Marinha Militar do Brasil. Para compreender as experiências compartilhadas que os meninos e os jovens desenvolveram com os marinheiros nacionais e estrangeiros, com o oficialato e com os trabalhadores da cidade utilizamos o referencial teórico do historiador E.P. Thompson. A pesquisa sobre as Escolas de Aprendizes-Marinheiros e sua caracterização como uma instituição total e a análise de seus dispositivos disciplinares foi realizada com o aparato conceitual de Michel Foucault. As fontes históricas analisadas foram os Relatórios Ministeriais do Ministério da Marinha do período, os livros de ofícios do Arsenal de Marinha da Corte, o acervo da Revista Marítima Brasileira e documentos do Fundo/Coleção denominado Grupo de Identificação de Fundos Internos GIFI sob a guarda do Arquivo Nacional. Um dos objetivos foi compreender os fenômenos que envolveram essa instituição militar dentro das políticas de Estado no período localizado entre o fim da Guerra do Paraguai e a Revolta dos Marinheiros de 1910, e quais as mudanças qualitativas, contradições e conflitos na organização interna do trabalho concorreram para a produção de um modelo formativo dos futuros homens do mar. Buscamos compreender os mecanismos internos de recrutamento e controle dos sujeitos sociais dessa instituição permanente do Estado. A abordagem sobre o que seriam as experiências formativas dos aprendizes partiu da ideia de que a educação dos indivíduos acontecia em múltiplas dimensões da vida e não somente através de aulas ou programas de estudos oficiais, de compêndios ou de regras disciplinares repercutidas reiteradas vezes. Questões como o uso do tempo, o campo dos direitos como arena de conflitos, o dualismo no sistema educativo, a alimentação, o descanso, o alcoolismo, as deserções, as acomodações e as revoltas, compuseram a análise da formação dos meninos e jovens da Marinha. Verificamos como os embates em torno da temática da profissionalização e carreira, que passavam pelas discussões que envolviam aspectos como o mérito pessoal, a antiguidade e o bom comportamento interferiram na produção de uma consciência de direitos. Tudo isso fez parte das experiências formativas de meninos e rapazes daquela instituição chamada pelos oficiais de principal viveiro de homens do mar. Por fim, para entendermos aqueles chamados pelo referencial thompsoniano como os de baixo percorremos a dureza da hierarquia e disciplina militares e as concepções de mundo desenvolvidas a partir das classificações e apartações dos indivíduos pela raça, pela origem social, pela constituição física e pelo analfabetismo. / In historical bases, this work deals with elementary, professional and military formation of apprentice marines and novice artisans in Brazilian military navy, during the period between 1870 and 1910. E. P. Thompsons theorical references were used in order to understand the young boys shared experiences which resulted from their relations with Brazilian and foreign marines, naval officers and townsworkers. Michel Foucaults conceptions served to guide the investigation on apprentice marine schools, their distinguishing mark as a total institution and their discipline apparatus. The main historical sources in the studied period were the ministry of naval affairs written reports, the court dock yard trade books, the Brazilian Marine Magazine lot and the documents from the funds/collection named Identification Group of Inward Funds GIFI in Portuguese, in charge of Brazilian office of public records. The search aimed to understand this military institutions fenomena inside state politics during the period between the end of Paraguay war and mariners revolt in 1910, and also know which determining changes, incoherences and conflicts occurred in labor internal arrangement and produced an educational model for the coming seamen. We intend to understand this state permanent institutions inner processes of enlistment and social individuals control. In order to know the apprentices formative experiences, we considered the idea that peoples education happens in multiple dimensions of their lives, and not only through official study classes and programs, manuals or discipline rules repeated over and over. Some questions emerged in the analysis of young marines formation, such as use of time, rights field as arena of conflicts, duality on educational system, nourishment, resting, alcoholism, desertion, lodgment and revolts. We observed how the production of a rights consciousness was influenced by certain questions, like the impacts around the theme of profissionalization and career resulting from aspects as personal superiority, oldness and good manner. All of this discussion took place in young boys formative experiences inside that institution so called sailormen nursery. At last, trying to comprehend those from underneath and using a thompsonian reference, we run through hierarchic hardness, military discipline and world conceptions based on individuals arrangement and apartheid according to race, social origin, physical disposition and illiteracy.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O presente estudo aborda historicamente a formação elementar, profissional e militar dos aprendizes-marinheiros e aprendizes-artífices entre 1870 e 1910 na Marinha Militar do Brasil. Para compreender as experiências compartilhadas que os meninos e os jovens desenvolveram com os marinheiros nacionais e estrangeiros, com o oficialato e com os trabalhadores da cidade utilizamos o referencial teórico do historiador E.P. Thompson. A pesquisa sobre as Escolas de Aprendizes-Marinheiros e sua caracterização como uma instituição total e a análise de seus dispositivos disciplinares foi realizada com o aparato conceitual de Michel Foucault. As fontes históricas analisadas foram os Relatórios Ministeriais do Ministério da Marinha do período, os livros de ofícios do Arsenal de Marinha da Corte, o acervo da Revista Marítima Brasileira e documentos do Fundo/Coleção denominado Grupo de Identificação de Fundos Internos GIFI sob a guarda do Arquivo Nacional. Um dos objetivos foi compreender os fenômenos que envolveram essa instituição militar dentro das políticas de Estado no período localizado entre o fim da Guerra do Paraguai e a Revolta dos Marinheiros de 1910, e quais as mudanças qualitativas, contradições e conflitos na organização interna do trabalho concorreram para a produção de um modelo formativo dos futuros homens do mar. Buscamos compreender os mecanismos internos de recrutamento e controle dos sujeitos sociais dessa instituição permanente do Estado. A abordagem sobre o que seriam as experiências formativas dos aprendizes partiu da ideia de que a educação dos indivíduos acontecia em múltiplas dimensões da vida e não somente através de aulas ou programas de estudos oficiais, de compêndios ou de regras disciplinares repercutidas reiteradas vezes. Questões como o uso do tempo, o campo dos direitos como arena de conflitos, o dualismo no sistema educativo, a alimentação, o descanso, o alcoolismo, as deserções, as acomodações e as revoltas, compuseram a análise da formação dos meninos e jovens da Marinha. Verificamos como os embates em torno da temática da profissionalização e carreira, que passavam pelas discussões que envolviam aspectos como o mérito pessoal, a antiguidade e o bom comportamento interferiram na produção de uma consciência de direitos. Tudo isso fez parte das experiências formativas de meninos e rapazes daquela instituição chamada pelos oficiais de principal viveiro de homens do mar. Por fim, para entendermos aqueles chamados pelo referencial thompsoniano como os de baixo percorremos a dureza da hierarquia e disciplina militares e as concepções de mundo desenvolvidas a partir das classificações e apartações dos indivíduos pela raça, pela origem social, pela constituição física e pelo analfabetismo. / In historical bases, this work deals with elementary, professional and military formation of apprentice marines and novice artisans in Brazilian military navy, during the period between 1870 and 1910. E. P. Thompsons theorical references were used in order to understand the young boys shared experiences which resulted from their relations with Brazilian and foreign marines, naval officers and townsworkers. Michel Foucaults conceptions served to guide the investigation on apprentice marine schools, their distinguishing mark as a total institution and their discipline apparatus. The main historical sources in the studied period were the ministry of naval affairs written reports, the court dock yard trade books, the Brazilian Marine Magazine lot and the documents from the funds/collection named Identification Group of Inward Funds GIFI in Portuguese, in charge of Brazilian office of public records. The search aimed to understand this military institutions fenomena inside state politics during the period between the end of Paraguay war and mariners revolt in 1910, and also know which determining changes, incoherences and conflicts occurred in labor internal arrangement and produced an educational model for the coming seamen. We intend to understand this state permanent institutions inner processes of enlistment and social individuals control. In order to know the apprentices formative experiences, we considered the idea that peoples education happens in multiple dimensions of their lives, and not only through official study classes and programs, manuals or discipline rules repeated over and over. Some questions emerged in the analysis of young marines formation, such as use of time, rights field as arena of conflicts, duality on educational system, nourishment, resting, alcoholism, desertion, lodgment and revolts. We observed how the production of a rights consciousness was influenced by certain questions, like the impacts around the theme of profissionalization and career resulting from aspects as personal superiority, oldness and good manner. All of this discussion took place in young boys formative experiences inside that institution so called sailormen nursery. At last, trying to comprehend those from underneath and using a thompsonian reference, we run through hierarchic hardness, military discipline and world conceptions based on individuals arrangement and apartheid according to race, social origin, physical disposition and illiteracy.