The purpose of this paper is an attempt to show the development, growth, and some of the outstanding accomplishments with methods used in control of communicable diseases in Tyler's School Health Program from 1931-1944.

This study is a retrospective evaluation of the Coordinated Approach To Child Health (CATCH) coordinated school health program. An abundant amount of research has been conducted concerning CATCH, but no data exist that represents the characteristics and attitudes of individuals implementing the program. This study looked to examine organizational readiness, commitment to change, leadership, implementation barriers, innovation perceptions and their influence on the diffusion of CATCH. The primary purpose of this study is to describe and explain why schools in the same area that receive the same CATCH training result in different implementation practices. This study included a retrospective evaluation that evaluated school employees' motivation of CATCH implementation over the 2011-2012 school year. A survey of 284 school employees and health department partners consisting of 33 school administers, 197 classroom teachers, 27 physical education teachers, 21 cafeteria supervisors, and 6 health department partners at elementary school located in the southernmost counties of southern Illinois was conducted. Particular attention was focused upon the differences between classroom teachers, physical education teachers, cafeteria supervisors, and health department partners. Degree of CATCH implementation was the best among cafeteria supervisors and physical education teachers while classroom teachers implemented roughly 50% of the CATCH classroom curriculum. Organizational readiness was a significant predictor of classroom teacher degree of implementation while school leadership served as a significant predictor of degree of implementation by physical education teachers. The study utilizes CATCH; however, this study could be helpful concerning other school health programs to enhance program implementation practices and delivery. The significance of these data provide health educators with evidence of why schools have different implementation practices, what constructs influence degree of implementation, and how addressed constructs that influence implementation can be rectified through school preparation and training protocols to enhance degree of implementation. Additional variables are also discussed that could account for further variation in school employee degree of implementation.

Abstract Dawn Arlotta (The Effects of HealthMPowers on the Levels of Physical Activity among Students in 13 Georgia Public Schools) (Under the direction of Dr. Marshall Kreuter and Dr. Derek Shendell) Objectives. This study evaluated a school based health and physical education program conducted in nine elementary and four middle schools in seven Metro-Atlanta school districts in Georgia. HealthMPowers served 5,644 students last year and approximately 15,000 students over the 3 year intervention. Methods. Quantitative programmatic data were collected by HealthMPowers before the intervention started (pre, 2004) and again three years later (post, 2007). HealthMPowers worked with these schools for the entire three year period and collected post Program Design and post-intervention fitness data in spring 2007. Results. The nine participating elementary schools each demonstrated an increase in student fitness levels for the fourth and fifth grades. The four middle schools demonstrated an increase in student fitness levels in at least one grade, which varied by school. Conclusion. Our findings suggested school programs can be effective in increasing physical activity and fitness scores and supports broader implementation of known successful programs. INDEX WORDS: Physical Activity, Youth, School Health Index, Coordinated School Health Program, Obesity, FITNESSGRAM, Physical Fitness Testing, Physical Education.

ABSTRACT Lifestyle factors related to overweight, obesity, and Type 2 diabetes are currently in the forefront of health issues affecting children and adolescents. Schools have been considered important venues for disseminating health education and promotion programs. Some investigators, however, contend that school-based programs have only seen modest success over the last two decades. Typically short-term, school-based interventions do not address program sustainability or larger social issues such as socioeconomic status (SES). A growing body of literature suggests there is value in collaborative efforts between university researchers and communities as these relationships can help build the capacity of the school and community. The Coordinated School Health Program (CSHP) model was developed as a mechanism to build the organizational capacity of schools to facilitate, integrate and sustain health education and promotion efforts to improve the health of youth in our nation. The purpose of the current study was to assess a mid-western middle school's capacity to sustain a previously implemented Type 2 diabetes prevention program. An instrumental case study design was utilized. A total of 19 interviews were conducted. Additionally, observations and documents related to school policies and procedures were reviewed. The four infrastructures of the CSHP framework were used as predetermined categories into which data were coded. This study found that there was potential for the school to sustain the Type 2 diabetes program within the framework of the CSHP Model. The school already had in place five of the eight CSHP components. The three remaining components could be implemented if several issues were addressed. First, there were many myths and misconceptions regarding the purpose and costs of a CSHP. Education for district administrators, school faculty and staff, as well as the community, would be vital. Concerns regarding personnel to implement a CSHP were expressed. A dedicated health course would also need to be implemented. When planning health related interventions that will be implemented in school-based settings researchers should seriously consider implementing a CSHP prior to employing their short-term programs. If programs can be planned with sustainability in mind, there is potential for greater health outcomes for school-aged children and adolescents.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-19T12:22:33Z No. of bitstreams: 2 daniele _dondoni2016.pdf: 1556891 bytes, checksum: 1352ecfc5c2b08e97169c2ff56cbaaad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-19T12:22:33Z (GMT). No. of bitstreams: 2 daniele _dondoni2016.pdf: 1556891 bytes, checksum: 1352ecfc5c2b08e97169c2ff56cbaaad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-06-13 / The School Health Program (PSE) was established in the year 2007, and as an Interministerial Program of the Health and Education sectors, aimed to promote actions to improve the quality of life and the health and education conditions of children, adolescents and youngsters from the public school system in the country. For the achievement of its components I, II, III, the program envisioned the use of school space for the practices of promoting and preventing health, as well as building a culture of peace, citizenship development and qualification of Brazilian policies (BRAZIL, 2012a). This research therefore sought to answer the following question: What is the intention underlying the health and education intersectoriality in the School Health Program (PSE) proposed from the Booklets issued by the Ministries of Health and Education? In order to answer the research problem the following PSE Booklets were selected: Primary Care Booklet No. 24: Health in School (2009); Step by Step PSE - School Health Program: Weaving paths for intersectoriality (2011a); Health in School (2012e); Instructive Manual Health in School (2013c); and PSE Manager‟s Booklet (2015a). The methodological approach to the PSE Booklets‟ analysis involved reading to understand the categories of study related to the intention underlying the Health and Education Intersectoriality. With the research, it was possible to identify that the concept of Health and Education Intersectoriality in the PSE ranges from the process of Federal Management to the health and education actions carried out in schools. Intersectorial activities related to health and education required the study of the PSE and its relation with the concept of Health Promotion and the expanded and restricted concepts of health. Thus, it was concluded that although the Health and Education Intersectorial work approach in the PSE supports the practice of Health Promotion with an enlarged view, there is individual responsibility for incorporating health practices through the concepts of empowerment and autonomy, as recommended by the analyzed Booklets / O Programa Saúde na Escola (PSE) foi instituído no ano de 2007 e, enquanto Programa Interministerial dos setores de Saúde e de Educação, teve o intuito de promover ações para a melhoria da qualidade de vida e das condições de saúde e educação de crianças, adolescentes e jovens da rede pública de ensino do país. Vislumbrou, para a realização de seus componentes I, II, III, o aproveitamento do espaço da escola para as práticas de promoção, prevenção da saúde e construção de uma cultura de paz, desenvolvimento da cidadania e da qualificação das políticas brasileiras (BRASIL, 2012a). Esta pesquisa, portanto, visou responder à seguinte problemática: Qual a intenção subjacente à Intersetorialidade Saúde e Educação do Programa Saúde na Escola (PSE), proposta a partir dos Cadernos emitidos pelos Ministérios da Saúde e da Educação? Para responder ao problema de pesquisa, foram selecionados os seguintes Cadernos do PSE: Caderno de Atenção Básica nº 24: Saúde na Escola (2009); Passo a Passo PSE - Programa Saúde na Escola: Tecendo caminhos da intersetorialidade (2011a); Saúde na Escola (2012e); Manual Instrutivo Saúde na Escola (2013c); e o Caderno do Gestor do PSE (2015a). O percurso metodológico de análise dos Cadernos do PSE envolveu a leitura para apreender as categorias de estudo referentes à intenção subjacente à Intersetorialidade Saúde e Educação. Com a investigação, foi possível identificar que o conceito de Intersetorialidade Saúde e Educação do PSE compreende desde o processo de Gestão Federal até as ações de saúde e educação realizadas nas escolas. As atividades intersetoriais relativas à saúde e à educação demandaram o estudo do PSE e sua relação com o conceito de Promoção de Saúde e com os conceitos ampliado e restrito de saúde. Com isso, pode-se concluir que, embora a abordagem do trabalho intersetorial em saúde e educação do PSE sustente a prática da Promoção de Saúde com uma visão ampliada, há a responsabilização individual pela incorporação das práticas de saúde por meio dos conceitos de empoderamento e autonomia, conforme preconizados pelos Cadernos analisados.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-06-28T14:10:50Z No. of bitstreams: 2 Manoela_Mello2018.pdf: 2917178 bytes, checksum: 4fa0c7b70a92d6ccdcb100bf072cc690 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-28T14:10:50Z (GMT). No. of bitstreams: 2 Manoela_Mello2018.pdf: 2917178 bytes, checksum: 4fa0c7b70a92d6ccdcb100bf072cc690 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-16 / The School Health Program was established by Presidential Decree No 6,286 issued on December 5th, 2007, which aims to organize and implement health care for school children through health promotion actions and prevention of oncoming diseases based on strategies agreed between educators and health professionals who have searched for the development of intersectoral actions that may boost practices concerning the integral development and facing any vulnerabilities that may affect the development of these individuals. This program is based on three components: in component I, actions regarding the evaluation of the health conditions of the students are developed. Further, in component II, actions about health promotion and disease prevention are dealt with and lastly there is component III, which concerns training manager and the health and education staff that has conducted the program. The main question of this term paper intends to uncover the actions carried out by the School Health Program in a city located on the West of Paraná in the year of 2015 presenting the health diagnosis of the school population, the actions dealing with health promotion, the prevention of injuries and the specific training for action in this program.As for the specific objectives, these would achieve the overall goal: 1. to identify the actions developed by the School Health Program; 2. to describe health problems that have been found throughout evaluations; 3. to identify activities to promote health and prevent severe diseases; 4. to describe the measures taken in order to prepare the individuals involved in the program. For the development of this research, a descriptive study with a quantitative approach has been conducted. The research was carried out in the City of Cascavel-PR and it was led according to the data obtained by the School Health Program in 2015, therefore accessed in the database of the Municipal Health Department, where the corresponding actions for component I and the Simec website, which shares information related to components II and III, are registered. As stated in the data provided by SESAU, city of Cascavel, 28.930 students agreed to be assisted by activities related to component I. It has been shown that 24,084 out of these went through health assessments. Regarding nutritional diagnosis, Cascavel presented that 1.33% of the individuals were underweight, 4.49% were considerably underweight, 70.73% of the individuals were eutrophic, 21.64% were overweight and 1.75% of the data were not sampled. In relation to oral health, the municipal index of oral alterations was on 36.88%. Regarding eye health, 12.81% of the students had vision problems. As we analyze the results of component II, the mandatory subjects to be worked on health promotion have been offered to more than 90% of the students involved in the research. It has been confirmed that the actions related to component III were not carried out or were not registered in the Simec website. Thus, there is a need for measures to promote health and prevent diseases, so that the rates of change may decrease. Hence, it is suggested that the school health policy would be expanded in order to reach higher numbers of schoolchildren. Finally, especially important will be the investment in training and training for the program, and these should be planned and executed with the expectation that the program will reach its objectives and will effectively be applied. / O Programa Saúde na Escola (PSE) foi instituído pelo Decreto Presidencial nº 6.286, de 5 de dezembro de 2007, visando organizar e implementar a assistência à saúde de escolares, por meio de ações de promoção da saúde e da prevenção a possíveis agravos, fundamentadas por estratégias pactuadas entre educadores e profissionais de saúde no desenvolvimento de ações intersetoriais, impulsionando práticas voltadas ao desenvolvimento integral, objetivando o enfrentamento das vulnerabilidades que possam comprometer o desenvolvimento desse público. O PSE se desenvolve estruturado em três componentes. No componente I, são desenvolvidas as ações de avaliação das condições de saúde dos escolares; no componente II, as de promoção da saúde e da prevenção de agravos, e o componente III está relacionado à formação de gestores e de equipes de educação e saúde envolvidos no programa. A questão central deste trabalho intenciona revelar as ações realizadas pelo PSE em um município do Oeste do Paraná, no ano de 2015, expondo o diagnóstico de saúde da população escolar, as ações de promoção da saúde, prevenção de agravos e as de formação para atuação no PSE. Apresenta como objetivos específicos: identificar as ações desenvolvidas pelo PSE; descrever os problemas de saúde encontrados nas avaliações; identificar as atividades de promoção a saúde e prevenção de agravos desenvolvidos; caracterizar as ações realizadas para formação dos sujeitos envolvidos no PSE. Para o desenvolvimento desta pesquisa, foi realizado um estudo descritivo com abordagem quantitativa. A pesquisa foi realizada no Município de Cascavel-PR, utilizando dados produzidos pelo PSE em 2015, que foram acessados no Banco de dados da Secretaria Municipal de Saúde (SESAU), em que estão registradas as ações correspondentes ao componente I e no site do Simec, no qual estão registradas as ações correspondentes aos componentes II e III. Segundo dados fornecidos pela Sesau de Cascavel, 28.930 alunos foram pactuados para serem atendidos por atividades referentes ao componente I, destes 24.084 passaram por avaliações em saúde. No caso do diagnóstico nutricional, Cascavel apresentou 1,33% dos indivíduos com muito baixo peso, 4,49% com baixo peso, 70,73% dos indivíduos se encontravam eutróficos, 21,64% estavam com peso elevado e 1,75% dos dados não foram amostrados. Com relação à saúde bucal, o índice municipal de alterações bucais foi de 36,88%. No que compete à saúde ocular, 12,81% dos alunos avaliados apresentaram problemas de visão. Compreendendo resultados do componente II, os temas trabalhados sobre promoção da saúde, foram ofertados para mais de 90% dos alunos pactuados. Verifica-se que as ações relacionadas ao componente III não foram realizadas ou não foram registradas no site do Simec. Constata-se a necessidade de medidas de promoção a saúde e prevenção de agravos, para que os índices de alterações encontrados diminuam. Sugere-se que haja a ampliação desta política de saúde escolar com intuito de alcançar números maiores de escolares. Especialmente importante será o investimento na formação e treinamento para a atuação no programa, devendo estas, serem planejadas e executadas na expectativa de que o programa atinja seus objetivos e, de fato seja efetivado.

This research was focused social policies in Brazil with educational interface, in particular the Health Program at school - PSE, which is presented as an intersectoral policy coordination between health and education guided through a process of ongoing formation activities education in schools proposing interventions in the organization of the pedagogical work of schools and teachers. Developed a research on the concepts of education, training and organization of pedagogical work of this policy, explaining that the historical project is concatenated. Thus, we analyze the contradictions between such concepts advocated in the documents that served as the empirical sources (presidential decree establishing the PSE and instructional manuals) and the possibilities of its development in the reality of school education. This analysis was developed with dialectical historical approach by reference to the class struggle, as a category that helps us understand reality by contradiction, given that historically the capitalist mode of production forge a fragmented human existence into classes that are expressed the contradictions between capital and labor, bourgeoisie and proletariat, which are, in turn, expression of exploitation of man by man. In this context, we stand for an analysis from the perspective of the working class, used the method of dialectical historical materialism. For its realization we developed the following scientific problem: what are the links between the design and determinations of permanent training and the design of the school´s pedagogical work organization and teacher contained in the School Health Program? We conducted a theoretical research (literature) having bounded to analyze the Presidential Decree 6,286 / 2007 and the 2011 PES instructional manuals and 2013, which contain concepts of training and organization of pedagogical work. We use as technical content analysis guided by the analytical categories: Reality and Possibilities. With the research argue that the theoretical concepts (educational and pedagogical) present in that educational materials and in-person training and distance proposals do not consider the socio-historical determinations and contradictions concerning the theory and practice of concrete reality in which will be operationalized intervention revealing thus not critical theoretical trends, that is, they are not linked to the needs of working. These determinations and contradictions are explained, (1) the proposal of continuing education and distance as the main route of capillarity; (2) the dichotomy between theory and practice in performing their activities; (3) the impracticability of the principle of intersectionality with planning and implementation of joint activities between education and health professionals within schools; and (4th) in funding, which has the health network as a resource management route. In addition, (5) consider that the PSE has come up with a proposal to meet the needs of adolescents and youth who are in school, however, the questions (problems) by the program are not connected to the real needs of the school, but needs to reach demands of public health, with the school as privileged locus. Thus, falls on the school and on teachers, responsibilities that are not genuinely yours. / Esta pesquisa tem como objeto as políticas sociais no Brasil com interface educacional, em especial, o Programa Saúde na escola PSE, que se apresenta como uma política intersetorial de articulação entre saúde e educação orientando, por meio de um processo de formação permanente, atividades educativas nas escolas propondo intervenções na organização do trabalho pedagógico das escolas e dos professores. Desenvolvemos uma investigação sobre as concepções de educação, formação e organização do trabalho pedagógico dessa política, explicitando a que projeto histórico está concatenada. Assim, analisamos as contradições existentes entre tais concepções preconizadas nos documentos que nos serviram como fontes empíricas (decreto presidencial que instituiu o PSE e os manuais instrutivos) e as possibilidades do seu desenvolvimento na realidade da educação escolar. Essa análise desenvolveu-se com enfoque histórico dialético tomando como referência a luta de classes, enquanto categoria que nos ajuda a compreender a realidade por contradição, tendo em vista que historicamente o modo de produção capitalista forja uma existência humana fragmentada em classes sociais que se expressam pelas contradições entre capital e trabalho, burguesia e proletariado, que são, por sua vez, expressão da exploração do homem pelo homem. Nesse contexto, nos posicionamos para uma análise a partir da perspectiva da classe trabalhadora, utilizado o método do materialismo histórico dialético. Para sua realização elaboramos o seguinte problema científico: quais os nexos e determinações entre a concepção de formação permanente e a concepção de organização do trabalho pedagógico da escola e do professor contidas no Programa Saúde na Escola? Realizamos uma pesquisa teórica (bibliográfica) tendo delimitado para análise o decreto presidencial 6.286/2007 e os Manuais instrutivos do PSE de 2011 e 2013, os quais encerram concepções de formação e organização do trabalho pedagógico. Utilizamos como técnica a análise de conteúdo orientado pelas categorias de análise: Realidade e Possibilidades. Com a pesquisa defendemos que as concepções teóricas (educacionais e pedagógicas) presentes no referido material didático e nas propostas de formação presenciais e à distância não consideram as determinações sócio-históricas e contradições concernentes à teoria e prática da realidade concreta na qual será operacionalizada a intervenção revelando, assim, tendências teóricas não críticas, ou seja, que não estão atreladas às necessidades da classe trabalhadora. Essas determinações e contradições explicitam-se (1º) na proposta de formação permanente e à distância como principal via de capilarização; (2º) na dicotomia teoria-prática para realização das atividades; (3º) na inviabilidade do princípio da intersetorialidade com planejamento e execução de atividades conjuntas entre profissionais de educação e saúde no âmbito das escolas; e (4ª) no financiamento, que tem a rede de saúde como via de gestão do recurso. Além disso, (5º) consideramos que o PSE surgiu com uma proposta de atender as necessidades de uma população adolescente e jovem que está na escola, porém, as perguntas (os problemas) formuladas pelo programa não estão conectadas às necessidades reais da escola, mas sim às necessidades de atingir demandas da saúde pública, tendo a escola como lócus privilegiado. Deste modo, recai sobre a escola e sobre os professores, responsabilidades que não são genuinamente suas.

[pt] O presente estudo se propõe a problematizar o monitoramento da imple-mentação do Programa Saúde na Escola (PSE) executado no município do Rio de Janeiro - PSE Carioca. Trata-se de uma política intersetorial municipal derivada de uma política federal com potencial para se constituir em instrumento efetivo na construção de uma Rede de Proteção Integral principalmente para as crianças da Educação Infantil. O trabalho apresenta a trajetória histórica da relação entre saú-de e escola para discutir o conceito de intersetorialidade utilizado no Programa Saúde na Escola e a relevância de sua implementação na Educação Infantil. Anali-samos os dados disponibilizados publicamente para avaliação e monitoramento do Programa em uma região específica do município do Rio de Janeiro. Trata-se de uma pesquisa documental e bibliográfica que conclui que o referido programa dentro da cidade do Rio de Janeiro, em especial na Educação Infantil, tem pro-blemas no registro de suas informações, o que prejudica a avaliação e o monito-ramento do Programa. Com base nas informações disponíveis também pudemos notar indícios de desigualdades em sua implementação, o que seria justamente o oposto do objetivo do Programa. Os dados obtidos em consonância com a literatu-ra sobre o tema nos levam a questionar se estamos diante de um programa de fato intersetorial ou se o que existe é apenas uma ação de saúde pontual que ocorre no espaço físico da escola. / [en] This study aims to problematize the monitoring of the implementation of the Health at School Program (PSE) in the municipality of Rio de Janeiro - PSE Carioca. This is an intersectoral municipal policy derived from a federal policy with the potential to become an effective instrument in the construction of a Com-prehensive Protection Network, especially for children in Early Childhood Educa-tion. The paper presents the historical trajectory of the relationship between health and schools in order to discuss the concept of intersectoriality used in the Health at School Program and the relevance of its implementation in Early Childhood Education. We analyzed publicly available data for evaluating and monitoring the Program in a specific region of the municipality of Rio de Janeiro. This is a doc-umentary and bibliographical study which concludes that this program in the city of Rio de Janeiro, especially in Early Childhood Education, has problems in re-cording its information, which hinders the evaluation and monitoring of the Pro-gram. Based on the information available, we also noticed signs of inequalities in its implementation, which would be the exact opposite of the program s objective. The data obtained, in line with the literature on the subject, leads us to question whether we are dealing with a truly intersectoral program or whether what exists is just a one-off health action that takes place in the physical space of the school.

Submitted by Micheli Abreu (mabreu@fiocruz.br) on 2014-11-24T17:49:35Z No. of bitstreams: 1 Roberto_Brandão_EPSJV_Mestrado_2014.pdf: 2054232 bytes, checksum: 3f71960eeb6aadaad05a526c91804c77 (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-24T18:04:41Z (GMT) No. of bitstreams: 1 Roberto_Brandão_EPSJV_Mestrado_2014.pdf: 2054232 bytes, checksum: 3f71960eeb6aadaad05a526c91804c77 (MD5) / Made available in DSpace on 2014-11-24T18:04:41Z (GMT). No. of bitstreams: 1 Roberto_Brandão_EPSJV_Mestrado_2014.pdf: 2054232 bytes, checksum: 3f71960eeb6aadaad05a526c91804c77 (MD5) Previous issue date: 2014 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. / O presente estudo analisa as estratégias para implementação do Programa Saúde na Escola (PSE) no território de Manguinhos, no período de 2008 a 2013, buscando compreendê-lo enquanto uma política pública ligada aos campos da Educação e da Saúde. Trata-se de uma pesquisa exploratória, pautada em uma abordagem crítico-dialética, onde são apontadas e discutidas contradições que envolvem o PSE neste território, através de análise documental, à luz das reflexões sobre o Estado neoliberal e as políticas públicas, fundamentadas principalmente em Marx e Engels, Grasmci e Poulantzas. A pesquisa aponta que a implementação do referido programa, realizado através de contrato de gestão da Prefeitura da Cidade do Rio de Janeiro com organizações sociais, nos permite evidenciar, em Manguinhos, uma política de atendimento a uma pequena parcela da população pobre (focalização), de gestão privada do Estado (privatização), e de uma intersetorialidade incompleta (prevalência do setor saúde), perpetuando, assim, as determinações da sociedade capitalista. Enfatiza-se, portanto, a relevância de se expor as contradições de forma clara, a fim de que a classe trabalhadora caminhe, cada vez mais, na direção da consciência de classe necessária para superar a pobreza e eliminar as desigualdades sociais. / This study analyses the strategies used for implementing the Health in School Program (PSE) in Manguinhos territory between 2008 and 2013 and seeks to understand it as a public policy connected to both education and health field. It’s an exploratory research, guided by a dialectical-critical approach, in which we detach and discuss the contradictions that involve the PSE in Manguinhos through the documental analysis. It does it in the light of the reflections about the neoliberal State and the public policies, based specially in Marx and Engels, Gramsci and Poulantzas. The research points out that the implementation of this program, carried out through a management contract between the Rio de Janeiro City Municipal Government and social organizations, allows us to identify, in Manguinhos, an assistance policy directed to a small number of the poor (targeting), a private management of the State (privatization), and an incomplete relation between the sectors (prevalence of the health one), perpetuating the determinations of the capitalist society. It focuses therefore the importance of exposing the contradictions in a clear way so that the working class goes increasingly in the direction of the class consciousness necessary to overcome the poorness and eliminate the social inequalities.