Clinical practice, public health, and policy guidelines should be developed based on a systematic approach that uses the best available evidence. The advent of the Grading of Recommendations Assessment, Development and Evaluation (GRADE) framework has facilitated this, resulting in a transparent approach to guideline development. GRADE suggests that guideline developers seldom make strong recommendations based on low or very low confidence in effect estimates (strong l/vl). The World Health Organization (WHO) produces recommendations that guide public health policy and, in 2003, WHO adopted the GRADE approach to guideline development. Initial anecdotal evidence suggested that WHO issues a large number of strong recommendations and particularly strong l/vl. Our research team evaluated the nature of WHO recommendations and conducted a qualitative study using interviews of guideline panel members. Key findings included: i) WHO makes a large proportion of recommendations as strong l/vl ii) many strong l/vl are inconsistent with GRADE guidance iii) reasons guideline panel members offered for strong l/vl included skepticism about the value of making conditional recommendations; political considerations; a high confidence in benefits despite formal ratings of low confidence; and long-standing practices, funding, and policy; iv) methodologist interviewees indicated panelists’ lack of commitment to conditional recommendations; a perceived tension between methodologists and panelists due to resistance to adhering to GRADE guidance; both financial and non-financial conflicts of interest among panel members as explanations of strong l/vl; and the need for greater clarity of, and support for, the role of methodologists as co-chairs of panels. The understanding of when and why strong l/vl are formulated at WHO is an important methodological issue that has implications not just for WHO, but for a wide range of guideline developers elsewhere. Our findings offer insights that may guide interventions to enhance trustworthiness of practice guidelines. / Thesis / Doctor of Philosophy (PhD)

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Les connaissances décisionnelles sont un type particulier de connaissances dont le but est de décrire des processus de prise de décision. En cancérologie, ces connaissances sont généralement regroupées dans des guides de bonnes pratiques cliniques. Leur publication est assurée par des organismes médicaux suite à un processus d'édition collaboratif complexe. L'informatisation des guides a conduit à la volonté de formaliser l'ensemble des connaissances contenues de manière à pouvoir alimenter des systèmes d'aide à la décision. Ainsi, leur édition peut être vue comme une problématique d'acquisition des connaissances. Dans ce contexte, le but de cette thèse est de proposer des méthodes et des outils permettant de factoriser l'édition des guides et leur formalisation. Le premier apport de cette thèse est l'intégration des technologies du Web social et sémantique dans le processus d'édition. La création du wiki sémantique OncoLogiK a permis de mettre en oeuvre cette proposition. Ainsi, un retour d'expérience et des méthodes sont présentés pour la migration depuis une solution Web statique. Le deuxième apport consiste à proposer une solution pour exploiter les connaissances décisionnelles présentes dans les guides. Ainsi, le framework KCATOS définit un langage d'arbres de décision simple pour lequel une traduction reposant sur les technologies du Web sémantique est développée. KCATOS propose en outre un éditeur d'arbres, permettant l'édition collaborative en ligne. Le troisième apport consiste à concilier dans un même système les approches pour la création des guides de bonnes pratiques informatisés : l'approche s'appuyant sur les connaissances symbolisée par KCATOS et l'approche documentaire d'OncoLogiK. Leur fonctionnement conjoint permet de proposer une solution bénéficiant des avantages des deux approches. De nombreuses perspectives sont exposées. La plupart d'entre elles visent à améliorer les services aux utilisateurs et l'expressivité de la base de connaissances. En prenant en compte le travail effectué et les perspectives, un modèle réaliste visant à faire du projet Kasimir un système d'aide à la décision complet est proposé / Decision knowledge is a particular type of knowledge that aims at describing the processes of decision making. In oncology, this knowledge is generally grouped into clinical practice guidelines. The publication of the guidelines is provided by medical organizations as a result of complex collaborative editing processes. The computerization of guides has led to the desire of formalizing the knowledge so as to supply decision-support systems. Thus, editing can be seen as a knowledge acquisition issue. In this context, this thesis aims at proposing methods and tools for factorizing editing guides and their formalization. The first contribute on of this thesis is the integration of social semantic web technologies in the editing process. The creation of the semantic wiki OncoLogiK allows to implement this proposal. Thus, a feedback and methods are presented for the migration from a static web solution. The second contribution consists in a solution to exploit the knowledge present in the decision-making guides. Thus, KcatoS framework defines a simple decision tree language for which a translation based on semantic web technologies is developed. KcatoS also proposes an editor of trees, allowing collaborative editing online. The third contribution is to combine in a single system approaches for the creation of clinical guidelines: the approach based on the knowledge symbolized by KcatoS and the documentary approach symbolized by OncoLogiK. Their joint operation can propose a solution benefiting from the advantages of both approaches. Many future works are proposed. Most of them aim at improving services to users and the expressiveness of the knowledge base. Taking into account the work and prospects, a realistic model to create a decision-support system based on clinical guidelines is proposed

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Was bedeutet Barrierefreiheit im Internet? Welche Elemente auf einer Website werden zur Barriere für Menschen mit Sehbehinderungen oder Blindheit? Was sind Barrieren für gehörlose Menschen und was sind Barrieren für körperlich eingeschränkte Menschen? Und wie können diese Barrieren erkannt und abgebaut werden? Welche Lösungsmöglichkeiten gibt es und mit welchem Aufwand sind diese umzusetzen? Die Arbeit zeigt am Beispiel einer Plattform für Studierende mit Behinderungen an der TU Dresden Barrieren im täglichen Umgang mit elektronischen Dienstleistungen für betroffene Nutzer auf. Dafür wird die Anwendung verschiedener anerkannter Evaluationsmethoden am Praxisobjekt demonstriert und mit echten Nutzer-Interviews ergänzt. Auf der Grundlage der erhobenen Daten wird das der Plattform zugrundeliegende Kontextszenario qualifiziert und erweitert und ein Redesign durchgeführt. Die erfolgreiche Anwendung und Umsetzung der Richtlinien für Barrierefreiheit und Gebrauchstauglichkeit wird anschließend dokumentiert und demonstriert.

Background: Hispanics are the largest minority group in the U.S. and by the year 2060 the number of Hispanics is projected to double. They are disproportionately affected by obesity and chronic diseases which translate into decreased quality of life, loss of work opportunities and perceptions of injustice for the Hispanic population. The Dietary Guidelines (DG) provide information to help Americans make healthy food and physical activity choices and if followed can be a means of reducing the health disparity gap. However, culturally relevant recommendations specific to Hispanics’ health and nutritional habits are often lacking. The purpose of this study was to examine Hispanics’ knowledge, perceptions, benefits and barriers to the recommendations in the DG for Americans, Choose MyPlate, and the Department of Health and Human Services physical activity guidelines. Methods: A qualitative research design was used. Focus groups were conducted in Spanish and audiotapes were transcribed and then, translated into English. Thematic analysis was used to identify different key concepts subgrouping these topics according to common emergent themes. Results: A total of 24 participants took part in the study. Participants viewed healthy eating in terms of portion sizes. They viewed the DG as helpful but felt they needed more information to follow the guidelines. Several barriers were identified in following the MyPlate: lack of availability of healthy, fresh, inexpensive grocery options in Hispanic neighborhoods. Participants described the benefits of physical activity as related to improved mental health and quality of life such as looking and feeling better. Conclusion and Implications: Promoting nutrition education that is culturally and linguistically appropriate for Hispanics might help facilitate the adoption of the DG and MyPlate recommendations. Also, improving the design of existing low-income neighborhoods is still a challenge to improve participation in physical activity among Hispanics’.

Value and character education possess the inherent building blocks for the preservation of a healthy society. It is the art of life that keeps the environment friendly, free and safe allowing earth's inhabitants to play, to live and to work in peace. Value and character education possess values that remove evil from society and institutions such as schools, colleges, universities, etc. One of the primary aims of value and character education is to allow learners to experience life at its' fullest. The main purpose of this study is the development of an effective character building program for a specific further education and training college. It is obvious from the available literature that society is experiencing a crisis regarding values, character and morality. The decline of human and societal values portrayed in the media has compelled the current government to initiate a value educational program in schools. The values of the government however, are focused on nation building, democracy and human rights with the purpose of overcoming the inequalities and injustices of the apartheid system. However, the inhabitants of South Africa seek more than aspects based on democracy, nation building and human rights. They seek values that promote moral behaviour, values of work ethics and values that are aimed at developing their full potential. Value and character education could probably ensure the provision of a successful life and future for today's youth. The researcher has therefore investigated and analysed the precise meanings of the following terms: values, norms, principles, standards, ethics, character education, values education. Various character educational programs that succeeded in oversees countries were also studied. Focus was also given to educational guidelines including principles, outcomes and promising practices that the lecturer could use in the classroom to stimulate the students and to promote character education. To determine what the present value orientation of the students are, a questionnaire was compiled for further education and training colleges in the North-West Province. To ascertain the opinions and contributions of values education and character education, semi-structured interviews were held with the student council, the head of the support services and an official of the student support services. The overall aim of the study is: To create a character-building program for further education and training colleges after establishing the value orientation of the students. This empirical research has pointed out specific problem areas and has shown that it is not only essential but also urgent to implement a value and character educational program for further education and training colleges. Guidelines for such a program have been set on the basis of this study. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

O foco do estudo é uma política pública educacional curricular do estado de Mato Grosso: as orientações curriculares para a educação básica. O objetivo geral da tese é analisar as orientações curriculares para a educação básica do estado de Mato Grosso, com o intuito de compreender como foram elaboradas, considerando-se os contextos de influência, de produção do texto e da prática, bem como dar visibilidade aos discursos produzidos pelos sujeitos/atores envolvidos nestes contextos. A questão de pesquisa assim foi definida: “como foram elaboradas as orientações curriculares para a educação básica do estado de Mato Grosso, quais sujeitos/atores participaram de quais etapas e que discursos foram produzidos por estes nos contextos de influência, de produção do texto e da prática”. O estudo compreende o dispositivo teórico, composto pela análise de política pública, ciclo de políticas, proposto por Sthephen Ball, Richard Bowe, considerando deste os três contextos – de influência, de produção do texto e da prática – e a análise de discurso de linha francesa, tendo como principais referências obras de Michel Pêcheux e Eni Orlandi, bem como o dispositivo analítico, que contou com documentos da Secretaria de Estado de Educação (Seduc), das escolas e dos centros de formação e atualização dos profissionais da educação (Cefapros), além das orientações curriculares (texto da política), entrevistas e narrativas escritas dos sujeitos/atores que participaram da pesquisa, que somaram um total de 17, sendo estes representantes da Seduc, das assessorias pedagógicas, dos Cefapros e das escolas dos municípios de Barra do Garças e Rondonópolis – MT e um representante do Sindicato dos Trabalhadores do Ensino Público. A política foi analisada desde a colocação na agenda até sua implementação, buscando também dar visibilidade aos sujeitos/atores que participaram das etapas de produção do texto da política, por meio da análise de seus discursos, sendo então analisada como texto e discurso. Ao ser elaborada, a política pública teve influências globais/internacionais, nacionais e locais e estas estão evidenciadas no texto da mesma, como também aparecem nos discursos dos sujeitos/atores. O processo de elaboração das orientações contou com a participação de sujeitos/atores das instituições de ensino do estado nas diferentes etapas e nestas também foram produzidos discursos diversos, os quais, a partir da formação discursiva a que se filiam, evidenciam os sentidos a ideologia de seus produtores. Esta etapa foi coordenada pela Seduc e consultores, como a professora Acácia Kuenzer e professores da Universidade Federal de Mato Grosso e Universidade do Estado de Mato Grosso. Sujeitos/atores dos Cefapros e das assessorias pedagógicas também auxiliaram neste processo, conduzindo as discussões junto às escolas e, especialmente, no “Dia D”, que é tratado como acontecimento. A implementação tem ocorrido de maneira gradativa, havendo algumas resistências de alguns educadores em relação aos orientativos, o que denota a necessidade de ações que fomentem a implementação da política curricular. / The focus of the study is the public curricular educational policy from the Estate of Mato Grosso: the curriculum guidelines for basic education. The general objective of the thesis is to analyze the curriculum guidelines for the basic education from the estate of Mato Grosso, aiming to comprehend how they were elaborated, considering the influence contexts of text production and practices, and give visibility to the discourses produced by the subject/actors involved in those contexts, as well. The question of the research was this way defined: “how the curriculum guidelines for the basic education in the estate of Mato Grosso were elaborated, which subject/actors took part in each steps and which discourses were produced by them in the influence contexts, of text production and practice”. The study comprises a theoretical device, comprising the analysis of public policy, policy cycle, proposed by Sthephen Ball, Richard Bowe, considering the three contexts: of influence, of text production and of practice – and discourse analysis of the French approach, having as main references the work of Michel Pêcheux and Eni Orlandi, as well as the analytical device, which counted on documents of Estate Department of Education (Seduc), schools and centers for the training and updating of basic education professionals (Cefapros), besides the curriculum guidelines (policy text), interviews and narratives written by the subjects/actors which participated of the research, totalizing 17, being those the representatives of Seduc, pedagogical advisors, Cefapros and schools of the cities Barra do Garças e Rondonópolis – MT, and a representative of Union of the Public Teaching Workers. The policy was analyzed since its placement on the agenda until its implementation, also trying to give visibility to the subjects/actors which took part of the steps of production of the policy text, by means of analysis of their discourse, being analyzed as texts and discourse. While being elaborated, the public policy suffered global/international, national and local influence, which are evident in the text. There are also discourses of subjects/actors. The process of elaboration of the guidelines was supported by the participation of subjects/actors of teaching institutions of the estate in different steps, and during this process diverse discourses were produced, which, from the discursive formation to which they are affiliated, evince the senses and the ideology of its producers. This step was coordinated by Seduc and its consultants, as example the teacher Acácia Kuenzer and the professors of Federal University of Mato Grosso and Estate University of Mato Grosso. Subjects/Actors of Cefapros and from pedagogical advice also helped out during the process, conducting discussions with the schools, and especially, on the “D Day”, which is treated as an event. The implementation has occurred in a gradual manner, causing some resistance from a few educators in relation to the guidelines, what demonstrates the need of actions which promote the implementation of the curricular policy.

O foco do estudo é uma política pública educacional curricular do estado de Mato Grosso: as orientações curriculares para a educação básica. O objetivo geral da tese é analisar as orientações curriculares para a educação básica do estado de Mato Grosso, com o intuito de compreender como foram elaboradas, considerando-se os contextos de influência, de produção do texto e da prática, bem como dar visibilidade aos discursos produzidos pelos sujeitos/atores envolvidos nestes contextos. A questão de pesquisa assim foi definida: “como foram elaboradas as orientações curriculares para a educação básica do estado de Mato Grosso, quais sujeitos/atores participaram de quais etapas e que discursos foram produzidos por estes nos contextos de influência, de produção do texto e da prática”. O estudo compreende o dispositivo teórico, composto pela análise de política pública, ciclo de políticas, proposto por Sthephen Ball, Richard Bowe, considerando deste os três contextos – de influência, de produção do texto e da prática – e a análise de discurso de linha francesa, tendo como principais referências obras de Michel Pêcheux e Eni Orlandi, bem como o dispositivo analítico, que contou com documentos da Secretaria de Estado de Educação (Seduc), das escolas e dos centros de formação e atualização dos profissionais da educação (Cefapros), além das orientações curriculares (texto da política), entrevistas e narrativas escritas dos sujeitos/atores que participaram da pesquisa, que somaram um total de 17, sendo estes representantes da Seduc, das assessorias pedagógicas, dos Cefapros e das escolas dos municípios de Barra do Garças e Rondonópolis – MT e um representante do Sindicato dos Trabalhadores do Ensino Público. A política foi analisada desde a colocação na agenda até sua implementação, buscando também dar visibilidade aos sujeitos/atores que participaram das etapas de produção do texto da política, por meio da análise de seus discursos, sendo então analisada como texto e discurso. Ao ser elaborada, a política pública teve influências globais/internacionais, nacionais e locais e estas estão evidenciadas no texto da mesma, como também aparecem nos discursos dos sujeitos/atores. O processo de elaboração das orientações contou com a participação de sujeitos/atores das instituições de ensino do estado nas diferentes etapas e nestas também foram produzidos discursos diversos, os quais, a partir da formação discursiva a que se filiam, evidenciam os sentidos a ideologia de seus produtores. Esta etapa foi coordenada pela Seduc e consultores, como a professora Acácia Kuenzer e professores da Universidade Federal de Mato Grosso e Universidade do Estado de Mato Grosso. Sujeitos/atores dos Cefapros e das assessorias pedagógicas também auxiliaram neste processo, conduzindo as discussões junto às escolas e, especialmente, no “Dia D”, que é tratado como acontecimento. A implementação tem ocorrido de maneira gradativa, havendo algumas resistências de alguns educadores em relação aos orientativos, o que denota a necessidade de ações que fomentem a implementação da política curricular. / The focus of the study is the public curricular educational policy from the Estate of Mato Grosso: the curriculum guidelines for basic education. The general objective of the thesis is to analyze the curriculum guidelines for the basic education from the estate of Mato Grosso, aiming to comprehend how they were elaborated, considering the influence contexts of text production and practices, and give visibility to the discourses produced by the subject/actors involved in those contexts, as well. The question of the research was this way defined: “how the curriculum guidelines for the basic education in the estate of Mato Grosso were elaborated, which subject/actors took part in each steps and which discourses were produced by them in the influence contexts, of text production and practice”. The study comprises a theoretical device, comprising the analysis of public policy, policy cycle, proposed by Sthephen Ball, Richard Bowe, considering the three contexts: of influence, of text production and of practice – and discourse analysis of the French approach, having as main references the work of Michel Pêcheux and Eni Orlandi, as well as the analytical device, which counted on documents of Estate Department of Education (Seduc), schools and centers for the training and updating of basic education professionals (Cefapros), besides the curriculum guidelines (policy text), interviews and narratives written by the subjects/actors which participated of the research, totalizing 17, being those the representatives of Seduc, pedagogical advisors, Cefapros and schools of the cities Barra do Garças e Rondonópolis – MT, and a representative of Union of the Public Teaching Workers. The policy was analyzed since its placement on the agenda until its implementation, also trying to give visibility to the subjects/actors which took part of the steps of production of the policy text, by means of analysis of their discourse, being analyzed as texts and discourse. While being elaborated, the public policy suffered global/international, national and local influence, which are evident in the text. There are also discourses of subjects/actors. The process of elaboration of the guidelines was supported by the participation of subjects/actors of teaching institutions of the estate in different steps, and during this process diverse discourses were produced, which, from the discursive formation to which they are affiliated, evince the senses and the ideology of its producers. This step was coordinated by Seduc and its consultants, as example the teacher Acácia Kuenzer and the professors of Federal University of Mato Grosso and Estate University of Mato Grosso. Subjects/Actors of Cefapros and from pedagogical advice also helped out during the process, conducting discussions with the schools, and especially, on the “D Day”, which is treated as an event. The implementation has occurred in a gradual manner, causing some resistance from a few educators in relation to the guidelines, what demonstrates the need of actions which promote the implementation of the curricular policy.

O foco do estudo é uma política pública educacional curricular do estado de Mato Grosso: as orientações curriculares para a educação básica. O objetivo geral da tese é analisar as orientações curriculares para a educação básica do estado de Mato Grosso, com o intuito de compreender como foram elaboradas, considerando-se os contextos de influência, de produção do texto e da prática, bem como dar visibilidade aos discursos produzidos pelos sujeitos/atores envolvidos nestes contextos. A questão de pesquisa assim foi definida: “como foram elaboradas as orientações curriculares para a educação básica do estado de Mato Grosso, quais sujeitos/atores participaram de quais etapas e que discursos foram produzidos por estes nos contextos de influência, de produção do texto e da prática”. O estudo compreende o dispositivo teórico, composto pela análise de política pública, ciclo de políticas, proposto por Sthephen Ball, Richard Bowe, considerando deste os três contextos – de influência, de produção do texto e da prática – e a análise de discurso de linha francesa, tendo como principais referências obras de Michel Pêcheux e Eni Orlandi, bem como o dispositivo analítico, que contou com documentos da Secretaria de Estado de Educação (Seduc), das escolas e dos centros de formação e atualização dos profissionais da educação (Cefapros), além das orientações curriculares (texto da política), entrevistas e narrativas escritas dos sujeitos/atores que participaram da pesquisa, que somaram um total de 17, sendo estes representantes da Seduc, das assessorias pedagógicas, dos Cefapros e das escolas dos municípios de Barra do Garças e Rondonópolis – MT e um representante do Sindicato dos Trabalhadores do Ensino Público. A política foi analisada desde a colocação na agenda até sua implementação, buscando também dar visibilidade aos sujeitos/atores que participaram das etapas de produção do texto da política, por meio da análise de seus discursos, sendo então analisada como texto e discurso. Ao ser elaborada, a política pública teve influências globais/internacionais, nacionais e locais e estas estão evidenciadas no texto da mesma, como também aparecem nos discursos dos sujeitos/atores. O processo de elaboração das orientações contou com a participação de sujeitos/atores das instituições de ensino do estado nas diferentes etapas e nestas também foram produzidos discursos diversos, os quais, a partir da formação discursiva a que se filiam, evidenciam os sentidos a ideologia de seus produtores. Esta etapa foi coordenada pela Seduc e consultores, como a professora Acácia Kuenzer e professores da Universidade Federal de Mato Grosso e Universidade do Estado de Mato Grosso. Sujeitos/atores dos Cefapros e das assessorias pedagógicas também auxiliaram neste processo, conduzindo as discussões junto às escolas e, especialmente, no “Dia D”, que é tratado como acontecimento. A implementação tem ocorrido de maneira gradativa, havendo algumas resistências de alguns educadores em relação aos orientativos, o que denota a necessidade de ações que fomentem a implementação da política curricular. / The focus of the study is the public curricular educational policy from the Estate of Mato Grosso: the curriculum guidelines for basic education. The general objective of the thesis is to analyze the curriculum guidelines for the basic education from the estate of Mato Grosso, aiming to comprehend how they were elaborated, considering the influence contexts of text production and practices, and give visibility to the discourses produced by the subject/actors involved in those contexts, as well. The question of the research was this way defined: “how the curriculum guidelines for the basic education in the estate of Mato Grosso were elaborated, which subject/actors took part in each steps and which discourses were produced by them in the influence contexts, of text production and practice”. The study comprises a theoretical device, comprising the analysis of public policy, policy cycle, proposed by Sthephen Ball, Richard Bowe, considering the three contexts: of influence, of text production and of practice – and discourse analysis of the French approach, having as main references the work of Michel Pêcheux and Eni Orlandi, as well as the analytical device, which counted on documents of Estate Department of Education (Seduc), schools and centers for the training and updating of basic education professionals (Cefapros), besides the curriculum guidelines (policy text), interviews and narratives written by the subjects/actors which participated of the research, totalizing 17, being those the representatives of Seduc, pedagogical advisors, Cefapros and schools of the cities Barra do Garças e Rondonópolis – MT, and a representative of Union of the Public Teaching Workers. The policy was analyzed since its placement on the agenda until its implementation, also trying to give visibility to the subjects/actors which took part of the steps of production of the policy text, by means of analysis of their discourse, being analyzed as texts and discourse. While being elaborated, the public policy suffered global/international, national and local influence, which are evident in the text. There are also discourses of subjects/actors. The process of elaboration of the guidelines was supported by the participation of subjects/actors of teaching institutions of the estate in different steps, and during this process diverse discourses were produced, which, from the discursive formation to which they are affiliated, evince the senses and the ideology of its producers. This step was coordinated by Seduc and its consultants, as example the teacher Acácia Kuenzer and the professors of Federal University of Mato Grosso and Estate University of Mato Grosso. Subjects/Actors of Cefapros and from pedagogical advice also helped out during the process, conducting discussions with the schools, and especially, on the “D Day”, which is treated as an event. The implementation has occurred in a gradual manner, causing some resistance from a few educators in relation to the guidelines, what demonstrates the need of actions which promote the implementation of the curricular policy.