This thesis examines two topics related to the prevalence of unequal developmental outcomes among children of different socioeconomic backgrounds in Peru. The first topic focuses on the origins of these inequalities by measuring the relative importance of school and early childhood influences for the emergence of cognitive development gaps between urban and rural children. I use rich longitudinal information on cognitive achievement, household and school characteristics, and a novel decomposition strategy. Results reveal that observable school influences occurring between ages 6 and 8, account for a significant share (around 35% and no less than 28%) of the difference in cognitive skill. The share attributable to differences in the early childhood environment is important but no larger than 50%. I also discuss how the proposed decomposition strategy compares to other linear decomposition methods and why it is less prone to biases than those employed so far in the literature. The second topic is related to the effects and mechanisms behind early childhood development interventions that seek to improve the home environment through a change in parental behaviour. I use data on parenting practices and caregiver beliefs regarding the importance of parent-child interactions collected from the control and treatment groups of families randomized for the evaluation of a home-visiting programme recently launched at scale in rural Peru. I find that this intervention produced a positive effect on the quality of the home environment (d = 0.5; p < 0.01) and shifted caregiver behaviour increasing their participation in educational play activities with the child (d = 0.3; p < 0.01). I also explore the constraints that limit caregivers' behavioural change. I find that treatment effects are not significant among the poorest caregivers and that they exhibit a positive wealth gradient. Further, I find evidence suggesting that caregiver beliefs condition their responses to treatment.

Made available in DSpace on 2015-05-14T16:53:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-22Bitstream added on 2015-05-14T16:58:37Z : No. of bitstreams: 1 000829096.pdf: 1749660 bytes, checksum: 4f39f584313c8cc5bdcc377486b10188 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A partir da constituição de 1988, com a implantação do Sistema Único de Saúde (SUS), o Brasil reorganiza um conjunto de ações públicas de saúde com a premissa de construção de um novo modelo de atenção, valorizando a atenção primária à saúde (APS). A Estratégia de Saúde da Família (ESF) passa a ser desenvolvida, a partir dos anos de 1990, tendo a visita domiciliar (VD) como uma das suas ações prioritárias. Atribui-se ao SUS responsabilidade pela formação profissional na área de saúde. Na mesma direção, buscando contribuir à superação do abismo entre a formação médica especializada e fragmentada e a concepção da integralidade do cuidado humano, foram homologadas pelo Ministério da Educação (MEC) as Diretrizes Curriculares Nacionais (DCN) da Graduação em Medicina, em 2001, e reformuladas e novamente aprovadas pelo MEC, em 2014. Em ação conjunta, desde 2002, os Ministérios da Saúde e da Educação fomentam políticas destinadas à reforma curricular das escolas médicas, objetivando a implantação das DCN e a maior aproximação do ensino médico às necessidades do SUS. Destacam-se, entre outros, nessa perspectiva, dois programas: o Programa de Incentivo às Mudanças Curriculares nos Cursos de Medicina (PROMED) e o Programa de Reorientação Profissional em Saúde (PRO-Saúde). O presente trabalho compreende a necessidade de estabelecimento de uma agenda ampla, longitudinal e complexa para qualificar a produção de saúde, com a participação de usuários, famílias, trabalhadores da saúde, gestores, estudantes, professores universitários e sociedade civil e nesse sentido assume a visita domiciliar na APS, como um ponto, nas redes de atenção, que pode tensionar o modelo de atenção que abstrai a doença da vida de cada ser singular ou do coletivo e como uma possível ferramenta que pode ampliar o olhar, a escuta e a possibilidade de desenvolvimento de relações mais horizontais entre todos ... / From 1988's constitution, with the implementation of the health system (SUS), Brazil reorganizes a group of public health actions, with the presupposition of the formation of a new model of attention, giving value to primary health attention. The family health strategy begins to be developed, from 1990's, having the home visit with one of its priorities actions. Assigning to SUS the responsibility for professional formation on the health area. At the same direction, looking for contributing to overcome the abyss between fragmented specialized medical formation and the conception of the integrality of the human care, It was approved by Education's Ministry the National Curriculum Guidelines of the medical graduation, in 2001, this guidelines was reformulated and approved by Education's Ministry again, in 2014. Complementing, since 2002, the Health's Ministry and Education's Ministry, both are bringing up policies aimed for curricular reform of medical schools, looking for the implementation of the National Curriculum Guidelines and approaching the second grade to the health system's necessities. This academic work understanding the necessities to set up of a broad agenda, complex enough to qualify the health production, with the participation of the users, families, health workers, managers, students, universities' teachers and civil society, assuming the home visit at the primary health attention, as main point of attention, that can lead to tensioning the attention model that abstracts the disease of the each human being life, singular or collective and as a possible tool that might provide the necessary magnification to looking, listening and possibility to develop relationship more horizontal between all people involved in it. Therefore, the objective of this study is analyzing the process of teaching and learning at the action of realizing of the home visit during the medicine course, from conceptions of the teachers of medical ...

O presente estudo objetiva analisar a relação entre práticas discursivas e subjetivação de professores, a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. O estudo utiliza as categorias de práticas discursivas (FOUCAULT, 2012b) e subjetivação (FOUCAULT, 2010). Através dessas caracterizações, pensa-se de que forma as práticas discursivas articulam-se na ocorrência do Projeto + Alfabetização e operam sobre os indivíduos, nesse caso, os professores + alfabetizadores, produzindo modos de subjetivação. Desse modo, utiliza-se de abordagem de inspiração genealógica, centrando-se na análise de saberes e na maneira como estes se manifestam por meio de práticas discursivas alfabetizatórias, valoradas como verdadeiras. Do mesmo modo, compreendem-se os efeitos de poder e subjetivação que tais práticas discursivas colocam em funcionamento, produzindo sujeitos alfabetizadores, possuidores de determinados valores e não outros. As análises se dão a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul, política pública de educação implantada no ano de 2011, cujo objetivo é a alfabetização de todos os alunos com até oito anos de idade (terceiro ano do Ensino Fundamental), e que tem na formação do professor alfabetizador um de seus eixos fundamentais. Assim, é importante considerar que, nesse contexto de alfabetização, alguns saberes e diretrizes são propagados como legítimos, constituindo uma rede de discursos situados na ordem do verdadeiro. Dessa forma, ao falar-se sobre ingresso obrigatório das crianças com seis anos de idade nas instituições escolares, concepções de alfabetização e letramento, bem como sobre o alcance de um nível total de alfabetização para os anos iniciais do Ensino Fundamental, moldam-se os protagonistas desse contexto, suas maneiras de constituir, compreender e falar sobre o mundo. Os professores protagonistas desse processo são tomados como objetos de conhecimento e vão sendo produzidos, cria-se a identidade do sujeito + alfabetizador, afinal, o sujeito não é a causa, mas o efeito desses discursos. A presente pesquisa estrutura-se em três capítulos, e seus resultados contribuem socialmente, pois investiga e reflete acerca do modo como os sujeitos professores constituem-se e subjetivam-se, na ocorrência do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-02-05T12:46:12Z No. of bitstreams: 1 Dissertacao Caren Cristina Sasset.pdf: 1266679 bytes, checksum: 25e5957afd4cca4bee76f5707b2eec18 (MD5) / Made available in DSpace on 2015-02-05T12:46:12Z (GMT). No. of bitstreams: 1 Dissertacao Caren Cristina Sasset.pdf: 1266679 bytes, checksum: 25e5957afd4cca4bee76f5707b2eec18 (MD5) / The purpose of this study is to analyze the relationship between discursive practices and subjectivity of teachers, from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul. The study uses the categories of discursive practices (Foucault, 2012b) and subjectivity (Foucault, 2010). Through such characterizations, it is believed how the discursive practices are articulated in the occurrence of Project + Literacy and operate on individuals, in this case, teachers + literacy, produce subjectivity's ways. Thus, we use the inspiration of genealogical approach, focusing on knowledge's analysis and in the way these manifest themselves through literacy's discursive practices, evaluated as true. Likewise, the effects of power and subjectivity that such discursive practices put into operation are understood, producing literacy subjects, owners of certain values and not others. The analyzis are given from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul, public education policy implemented in 2011, whose goal is literacy for all students up to the age of eight (third year of Elementary) and has in the formation of the literacy teacher one of its fundamental pillars. Thereby, it is important to consider that, in this litearcy context, some wisdom and guidelines are propagated as legitimate, forming a discourses network placed in the order of the true. In this way, when talking about mandatory admission of children under six years of age in schools, conceptions of literacy, as well as on the scope of a total literacy for the early years of elementary school, molding the protagonists in this context, their ways of constituting, understand and talk about the world. The protagonists teachers of this process are taken as knowledge objects and it will be produced, it creates the identity of subject + literacy, after all, the subject is not the cause but the effect of these speeches. This present research is structured in three chapters and their results contribute socially because investigates and reflects about the way how subjects teachers are constituted and subjectivated in the happening of Pilot Project + Literacy of Municipal Schools of Caxias do Sul.

Orientador: Eliana Goldfarb Cyrino / Coorientador: Alice Yamashita Prearo / Banca: Janete Pessuto Simonetti / Banca: Tiago Rocha Pinto / Banca: Mara Regina Lemes de Sordi / Banca: Gustavo Tenório Cunha / Resumo: A partir da constituição de 1988, com a implantação do Sistema Único de Saúde (SUS), o Brasil reorganiza um conjunto de ações públicas de saúde com a premissa de construção de um novo modelo de atenção, valorizando a atenção primária à saúde (APS). A Estratégia de Saúde da Família (ESF) passa a ser desenvolvida, a partir dos anos de 1990, tendo a visita domiciliar (VD) como uma das suas ações prioritárias. Atribui-se ao SUS responsabilidade pela formação profissional na área de saúde. Na mesma direção, buscando contribuir à superação do abismo entre a formação médica especializada e fragmentada e a concepção da integralidade do cuidado humano, foram homologadas pelo Ministério da Educação (MEC) as Diretrizes Curriculares Nacionais (DCN) da Graduação em Medicina, em 2001, e reformuladas e novamente aprovadas pelo MEC, em 2014. Em ação conjunta, desde 2002, os Ministérios da Saúde e da Educação fomentam políticas destinadas à reforma curricular das escolas médicas, objetivando a implantação das DCN e a maior aproximação do ensino médico às necessidades do SUS. Destacam-se, entre outros, nessa perspectiva, dois programas: o Programa de Incentivo às Mudanças Curriculares nos Cursos de Medicina (PROMED) e o Programa de Reorientação Profissional em Saúde (PRO-Saúde). O presente trabalho compreende a necessidade de estabelecimento de uma agenda ampla, longitudinal e complexa para qualificar a produção de saúde, com a participação de usuários, famílias, trabalhadores da saúde, gestores, estudantes, professores universitários e sociedade civil e nesse sentido assume a visita domiciliar na APS, como um ponto, nas redes de atenção, que pode tensionar o modelo de atenção que abstrai a doença da vida de cada ser singular ou do coletivo e como uma possível ferramenta que pode ampliar o olhar, a escuta e a possibilidade de desenvolvimento de relações mais horizontais entre todos ... / Abstract: From 1988's constitution, with the implementation of the health system (SUS), Brazil reorganizes a group of public health actions, with the presupposition of the formation of a new model of attention, giving value to primary health attention. The family health strategy begins to be developed, from 1990's, having the home visit with one of its priorities actions. Assigning to SUS the responsibility for professional formation on the health area. At the same direction, looking for contributing to overcome the abyss between fragmented specialized medical formation and the conception of the integrality of the human care, It was approved by Education's Ministry the National Curriculum Guidelines of the medical graduation, in 2001, this guidelines was reformulated and approved by Education's Ministry again, in 2014. Complementing, since 2002, the Health's Ministry and Education's Ministry, both are bringing up policies aimed for curricular reform of medical schools, looking for the implementation of the National Curriculum Guidelines and approaching the second grade to the health system's necessities. This academic work understanding the necessities to set up of a broad agenda, complex enough to qualify the health production, with the participation of the users, families, health workers, managers, students, universities' teachers and civil society, assuming the home visit at the primary health attention, as main point of attention, that can lead to tensioning the attention model that abstracts the disease of the each human being life, singular or collective and as a possible tool that might provide the necessary magnification to looking, listening and possibility to develop relationship more horizontal between all people involved in it. Therefore, the objective of this study is analyzing the process of teaching and learning at the action of realizing of the home visit during the medicine course, from conceptions of the teachers of medical ... / Doutor

Reconhecendo a importância que o solo tem na manutenção dos ecossistemas é essencial que esse tema seja trabalhado no contexto ambiental pelas instituições de ensino fundamental, levando em consideração o conhecimento que os alunos já possuem inter-relacionando-os ao conhecimento científico. Assim, o presente trabalho teve como objetivo identificar as representações sociais de solo por parte dos professores das séries iniciais de Ensino Fundamental da rede municipal de Pato Branco – PR, buscando relacioná-las a prática pedagógica em educação em solos e educação ambiental. Para atingir os objetivos da pesquisa, a metodologia foi construída com base na utilização de questionários, análise dos subsídios escolares (planejamento e livro didático) e realização de grupo focal. Os resultados apontados pela pesquisa indicaram que existem falhas e erros conceituais nos subsídios escolares, não estando de acordo com o que é proposto pelos Parâmetros Curriculares Nacionais de Ciências Naturais e Meio Ambiente. Com relação as representações sociais de solo e educação ambiental, identificadas por meio dos questionários e do grupo focal, verificou-se que existe diferença entre as representações dos professores, o que ocasionou a formação de dois grupos distintos. O grupo da área rural apresentaram características de envolvimento com o solo no contexto ambiental voltado as questões de preservação para plantio e colheita, o que demonstra uma forte relação de sobrevivência estabelecida por esses sujeitos em relação ao solo e meio ambiente. Já os professores da área central e periférica indicaram que o solo é um recurso natural para utilização do ser humano. Esses indicativos possuem forte influência na maneira com que cada um desses grupos utiliza e percebem o solo em sua vivência social e comunitária. Foi identificado que a representação social dos professores influencia na prática pedagógica, isto é, na maneira como conduzem as atividades e valorizam esse recurso natural. De maneira geral, os professores manifestaram ter dificuldades de compreender o solo e ensiná-lo com coerência, pois expressaram possuir pouco conhecimento para desenvolverem esse tema aliado ao contexto ambiental. / Recognizing the importance that the soil has in maintaining ecosystems, becomes essential that this issue be worked in the environmental context by the elementary education institutions, taking into account the knowledge students already possess interrelating them to scientific knowledge. Thus, the present study aimed to identify the social representations of soil by teachers of initial grades of elementary school in the city of Pato Branco - PR, trying to relate them to pedagogical practice in soils and environmental education. To achieve the research objectives, methodology was based on the use of questionnaires, analysis of education allowances (planning and textbook) and conducting focus groups. The results presented by the research indicated that there are failures and misconceptions in education allowances, not agreeing with what is proposed by the National Curriculum Standards of Natural Sciences and Environment. Regarding the social representation of soil and environmental education, identified through questionnaires and focus group, it was found that there is difference between the representations of teachers, resulting in the formation of two distinct groups. The group of the rural area has presented characteristics of involvement with the ground in the context of environmental oriented preservation issues for planting and harvesting, which demonstrates a strong relationship of survival established by them in relation to the soil and the environment. Teachers from the central and peripheral area has indicated that the soil is a natural resource for human use. These indications have strong influence on the way that each of these groups perceive and use the soil in your social and community life. It was identified that the social representation of teachers influences the teaching practice, ie, , in the way they conduct their activities and valorize this natural resource. Overall, teachers expressed having difficulty in understanding the soil and teach it consistently, considering they have expressed little knowledge to develop this theme together with the environmental context.

Reconhecendo a importância que o solo tem na manutenção dos ecossistemas é essencial que esse tema seja trabalhado no contexto ambiental pelas instituições de ensino fundamental, levando em consideração o conhecimento que os alunos já possuem inter-relacionando-os ao conhecimento científico. Assim, o presente trabalho teve como objetivo identificar as representações sociais de solo por parte dos professores das séries iniciais de Ensino Fundamental da rede municipal de Pato Branco – PR, buscando relacioná-las a prática pedagógica em educação em solos e educação ambiental. Para atingir os objetivos da pesquisa, a metodologia foi construída com base na utilização de questionários, análise dos subsídios escolares (planejamento e livro didático) e realização de grupo focal. Os resultados apontados pela pesquisa indicaram que existem falhas e erros conceituais nos subsídios escolares, não estando de acordo com o que é proposto pelos Parâmetros Curriculares Nacionais de Ciências Naturais e Meio Ambiente. Com relação as representações sociais de solo e educação ambiental, identificadas por meio dos questionários e do grupo focal, verificou-se que existe diferença entre as representações dos professores, o que ocasionou a formação de dois grupos distintos. O grupo da área rural apresentaram características de envolvimento com o solo no contexto ambiental voltado as questões de preservação para plantio e colheita, o que demonstra uma forte relação de sobrevivência estabelecida por esses sujeitos em relação ao solo e meio ambiente. Já os professores da área central e periférica indicaram que o solo é um recurso natural para utilização do ser humano. Esses indicativos possuem forte influência na maneira com que cada um desses grupos utiliza e percebem o solo em sua vivência social e comunitária. Foi identificado que a representação social dos professores influencia na prática pedagógica, isto é, na maneira como conduzem as atividades e valorizam esse recurso natural. De maneira geral, os professores manifestaram ter dificuldades de compreender o solo e ensiná-lo com coerência, pois expressaram possuir pouco conhecimento para desenvolverem esse tema aliado ao contexto ambiental. / Recognizing the importance that the soil has in maintaining ecosystems, becomes essential that this issue be worked in the environmental context by the elementary education institutions, taking into account the knowledge students already possess interrelating them to scientific knowledge. Thus, the present study aimed to identify the social representations of soil by teachers of initial grades of elementary school in the city of Pato Branco - PR, trying to relate them to pedagogical practice in soils and environmental education. To achieve the research objectives, methodology was based on the use of questionnaires, analysis of education allowances (planning and textbook) and conducting focus groups. The results presented by the research indicated that there are failures and misconceptions in education allowances, not agreeing with what is proposed by the National Curriculum Standards of Natural Sciences and Environment. Regarding the social representation of soil and environmental education, identified through questionnaires and focus group, it was found that there is difference between the representations of teachers, resulting in the formation of two distinct groups. The group of the rural area has presented characteristics of involvement with the ground in the context of environmental oriented preservation issues for planting and harvesting, which demonstrates a strong relationship of survival established by them in relation to the soil and the environment. Teachers from the central and peripheral area has indicated that the soil is a natural resource for human use. These indications have strong influence on the way that each of these groups perceive and use the soil in your social and community life. It was identified that the social representation of teachers influences the teaching practice, ie, , in the way they conduct their activities and valorize this natural resource. Overall, teachers expressed having difficulty in understanding the soil and teach it consistently, considering they have expressed little knowledge to develop this theme together with the environmental context.

M.Ed. / Originally the aim of the study was to detemine the role of the African educator at home as well as at school. It was felt that this person has an extremely difficult task to accomplish, especially in view of the violence and the problems just before the 1994-elections. However, as the study progressed, the African concept, Ubuntu, proved to be an interesting topic and it was thought to be a possible solution to a country riddled with unique problems in education and the violence in particular. The term Philosophy of Life was briefly discussed, as it is always embedded in the way one educates one's child. Education as a concept was studied, in particular in the way it teaches a child to become more human. The Philosophy of Life that seemed of great importance is Humanism. Universal educational principles that seemed relevant, were identified to be used as criteria for the rest of the study. The term, human, and all the others related to it were analysed. Western Humanism, both Traditional and Neo-humanism, were studied. The educational implications of Western humanism were discussed, using the identified criteria for education as guidelines. In chapter four the African humanism, Ubuntu, was, via a literature study, analysed in great depth. There are as many versions of this term as there are people, but the most common characteristics of Ubuntu were identified. After a general discussion, the connotations usually given to the charateristics were listed. Afterwards the educational implications of Ubuntu were discussed. In chapter five an educational evaluation of the implications of African Humanism was undertaken. This study does not claim to be complete. It was merely an attempt to get a better grasp on reality. A literature study proved sufficient for this purpose, as very little was actually written about the concept Ubuntu, when the research was started. However, much has been said and written since.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

In a world replete with many views of education, it is perhaps easier to notice the differences amongst educational perspectives rather than the interconnections. The role of this thesis is to bring together some of these perspectives through a conceptual analysis of place and its links to education, self, and ESL. Place is a term used in environmental philosophy to refer to a particular space or region as experienced by a person, and to the relationships and responsibilities which connect that person to the world in which he or she lives. Environmental philosophers argue that the relationships bound up in place intimately shape who we are as individuals and the life choices that we make. I will differentiate further between four aspects of place, and address what it could mean to allow a sense of place to influence my life more deeply: what it means to be placeful. Investigation of the politics of place and the impact of race, class, power, and global inequalities on place experiences — areas I cannot explore deeply here - are important areas of research to continue to expand this conversation. The role of place in education is dynamic. I come to the classroom as an educator with two main passions: concern for the learners and concern for the environment. Through an understanding and awareness of place, environmental education and cornmunity/experience-based pedagogy can come together to develop an educational system which will address the needs of the learners, help them develop their understanding of self and place, and encourage care for and awareness of the environment. Jane McRae and Winnie Tarn, two educators of the Association for the Advancement and Promotion of Science Education (APASE), shared with me in a set of interviews their perspectives on place in ESL education. The discussion of APASE's Community Mapping Project which concludes the thesis is presented as an example of how one association has done this: a place-centred curriculum which incorporates feminist pedagogy, understanding and awareness of place, and the importance of addressing environmental issues. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

O presente estudo objetiva analisar a relação entre práticas discursivas e subjetivação de professores, a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. O estudo utiliza as categorias de práticas discursivas (FOUCAULT, 2012b) e subjetivação (FOUCAULT, 2010). Através dessas caracterizações, pensa-se de que forma as práticas discursivas articulam-se na ocorrência do Projeto + Alfabetização e operam sobre os indivíduos, nesse caso, os professores + alfabetizadores, produzindo modos de subjetivação. Desse modo, utiliza-se de abordagem de inspiração genealógica, centrando-se na análise de saberes e na maneira como estes se manifestam por meio de práticas discursivas alfabetizatórias, valoradas como verdadeiras. Do mesmo modo, compreendem-se os efeitos de poder e subjetivação que tais práticas discursivas colocam em funcionamento, produzindo sujeitos alfabetizadores, possuidores de determinados valores e não outros. As análises se dão a partir do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul, política pública de educação implantada no ano de 2011, cujo objetivo é a alfabetização de todos os alunos com até oito anos de idade (terceiro ano do Ensino Fundamental), e que tem na formação do professor alfabetizador um de seus eixos fundamentais. Assim, é importante considerar que, nesse contexto de alfabetização, alguns saberes e diretrizes são propagados como legítimos, constituindo uma rede de discursos situados na ordem do verdadeiro. Dessa forma, ao falar-se sobre ingresso obrigatório das crianças com seis anos de idade nas instituições escolares, concepções de alfabetização e letramento, bem como sobre o alcance de um nível total de alfabetização para os anos iniciais do Ensino Fundamental, moldam-se os protagonistas desse contexto, suas maneiras de constituir, compreender e falar sobre o mundo. Os professores protagonistas desse processo são tomados como objetos de conhecimento e vão sendo produzidos, cria-se a identidade do sujeito + alfabetizador, afinal, o sujeito não é a causa, mas o efeito desses discursos. A presente pesquisa estrutura-se em três capítulos, e seus resultados contribuem socialmente, pois investiga e reflete acerca do modo como os sujeitos professores constituem-se e subjetivam-se, na ocorrência do Projeto Piloto + Alfabetização, da Rede Municipal de Ensino de Caxias do Sul. / The purpose of this study is to analyze the relationship between discursive practices and subjectivity of teachers, from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul. The study uses the categories of discursive practices (Foucault, 2012b) and subjectivity (Foucault, 2010). Through such characterizations, it is believed how the discursive practices are articulated in the occurrence of Project + Literacy and operate on individuals, in this case, teachers + literacy, produce subjectivity's ways. Thus, we use the inspiration of genealogical approach, focusing on knowledge's analysis and in the way these manifest themselves through literacy's discursive practices, evaluated as true. Likewise, the effects of power and subjectivity that such discursive practices put into operation are understood, producing literacy subjects, owners of certain values and not others. The analyzis are given from the Pilot Project + Literacy of Municipal Schools of Caxias do Sul, public education policy implemented in 2011, whose goal is literacy for all students up to the age of eight (third year of Elementary) and has in the formation of the literacy teacher one of its fundamental pillars. Thereby, it is important to consider that, in this litearcy context, some wisdom and guidelines are propagated as legitimate, forming a discourses network placed in the order of the true. In this way, when talking about mandatory admission of children under six years of age in schools, conceptions of literacy, as well as on the scope of a total literacy for the early years of elementary school, molding the protagonists in this context, their ways of constituting, understand and talk about the world. The protagonists teachers of this process are taken as knowledge objects and it will be produced, it creates the identity of subject + literacy, after all, the subject is not the cause but the effect of these speeches. This present research is structured in three chapters and their results contribute socially because investigates and reflects about the way how subjects teachers are constituted and subjectivated in the happening of Pilot Project + Literacy of Municipal Schools of Caxias do Sul.