Even though the Cold War ended almost 30 years ago, it has been one the most discussed phenomenon not only among IR scholars but also within the public. The whole Cold War discourse addresses many controversial question and who ended the Cold War is one of these questions. Basically, there are two schools of thought, one of which gives the credit to General Secretary of the Communist Party of the Soviet Union Mikhail Gorbachev and his reform policies. The second one perceives the US President Ronald Reagan and his unapologetic foreign policy as the most decisive factor in the End of the Cold War. By employing the methodology of analysis, this thesis aims to assess the impact of Ronald Reagan and his foreign policy on the End of the Cold War. This thesis tests the hypothesis that Ronald Reagan and his foreign policy were the most decisive factor in the End of the Cold War.

Made available in DSpace on 2016-04-27T16:32:50Z (GMT). No. of bitstreams: 1 Giordano Goncalez Robba.pdf: 713383 bytes, checksum: ab6e037e84f7172d150e6ded51f48ddb (MD5) Previous issue date: 2013-09-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research analyzes the transformations undergone by the sociology curriculum, existing in the state high school of São Paulo, between 1986 and 1992. Based on the Marxist theory of social consciousness and the social-constructionist theory of curriculum, we verified if the changes in the curriculum of sociology were consequences of economic, political and ideological changes in Brazilian society, which occurred in that period. To achieve this goal, we studied two sets of documents. One of the clusters is formed by the following documents: the Proposal for a syllabus for the sociology course high school, from 1986, and the Curricular proposal for the teaching of sociology high school, from 1992, produced, published and introduced by the Coordination of Pedagogical Standards and Studies of the Department of Education of Sao Paulo State. Another set is composed of academic texts that address the social relations existing in Brazil in 1986 and 1992. Analyzing the two sets of documents, we checked if the definition of the contents of each curriculum was conditioned by the emergence of certain social movements and forms of social consciousness (especially among the working class) in Brazilian society. We verified by this way if the rise of certain political and ideological propositions and social movements had an influence on the production of the proposals and the selection of curriculum content. We also examined if the development of those forms of consciousness and social movements resulted from the economic situation existing in the country in 1986 and 1992. Thus, we look for evidence that the presence of certain content and the absence of other in the analyzed proposals resulted from the social context in which the documents were produced. We noticed by that way if replacing the 1986 proposal for the 1992 proposal was due to a transformation of social relations in Brazil, that is, the emergence of a new social context. The analysis indicated that the transformation of the sociology curriculum, existing in state high school of Sao Paulo, was conditioned by the transformation of social relations that occurred in Brazil in the early 1990s, linked to the end of the Cold War, on the global level / Nesta pesquisa, são analisadas as transformações por que passou o currículo de sociologia, em vigor no ensino médio das escolas estaduais de São Paulo, entre 1986 e 1992. Partindo da teoria marxista da consciência social e da teoria sócioconstrucionista do currículo, verificamos se as transformações do currículo de sociologia foram conseqüências de transformações (econômicas, políticas e ideológicas) da sociedade brasileira, ocorridas naquele período. Para atingir esse objetivo, são estudados dois conjuntos de documentos. Um conjunto está formado pela Proposta de conteúdo programático para a disciplina sociologia 2º grau, de 1986, e a Proposta curricular para o ensino de sociologia 2º grau, de 1992, produzidas, publicadas e instituídas pela Coordenadoria de Estudos e Normas Pedagógicas da Secretaria da Educação do Estado de São Paulo. Outro conjunto está formado por textos acadêmicos que abordam as relações sociais existentes no Brasil em 1986 e 1992. Analisando os dois conjuntos de documentos, averiguamos se a definição dos conteúdos de cada proposta curricular foi condicionada pela emergência de determinados movimentos sociais e formas de consciência social (especialmente entre a classe trabalhadora) na sociedade brasileira. Verificamos assim se a ascensão de determinadas proposições políticas e ideológicas e movimentos sociais exerceu influência sobre a produção das propostas e sobre a seleção de conteúdos curriculares. Examinamos também se o desenvolvimento daquelas formas de consciência e movimentos sociais decorreu da situação econômica existente no país, em 1986 e 1992. Desta maneira, procuramos indícios de que a presença de determinados conteúdos e a ausência de outros nas propostas curriculares analisadas resultaram do contexto social em que foram produzidos os documentos. Averiguamos, assim, se a substituição da proposta de 1986 pela de 1992 decorreu de uma transformação das relações sociais no Brasil, isto é, do surgimento de um novo contexto social. A análise indica que a transformação do currículo de sociologia, vigente no ensino médio estadual de São Paulo, foi favorecida pela transformação das relações sociais ocorrida no Brasil, no início da década de 1990, ligada ao fim da Guerra Fria, no plano mundial

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