Background: In Vietnam, problems of high out-of-pocket payments for health, leading to catastrophic health expenditure and resulting impoverishment for vulnerable groups, has been at focus in the past decades. Since the beginning of the 1990’s, the Vietnamese government has launched a series of social health insurance reforms to increase prepayment in the health sector and thereby better protect the population from the financial consequences of health problems. Objective: The objective of this thesis is to contribute to the discussion in Vietnam on how large the problems of catastrophic health expenditure are in the population as a whole and in a special subgroup; the elderly households, and to assess important aspects on health insurance as a means to reduce the problems. Methods: Catastrophic health expenditure has been estimated, using an established and common method, from two different data sources; the Epidemiological Field Laboratory for Health Systems Research (FilaBavi) in the Bavi district, and Vietnam Household Living Standards Survey (VHLSS) 2010. Results from two cross-sectional analyses and a panel study have been compared, to gain information on whether the estimates of catastrophic health spending may be overestimated when using cross-sectional data. Then, the size of the problem for one group, the elderly households; hypothesized to be particularly vulnerable in this context, has been estimated. The question of to what extent a health insurance reform; the Health Care Funds for the Poor (HCFP), has offered protection for the insured against health spending is being assessed in another study over the period 2001 – 2007, using propensity score matching. The value that households attach to health insurance has also been explored through a willingness to pay (WTP) study. Results: Comparing results from two cross-sectional studies with a panel study over a full year in which the respondents were interviewed once every month, the estimates of catastrophic spending vary largely. The monthly estimates in the panels study are half as large as the cross-sectional estimates; the latter also having a recall period of one month. Among the elderly households, catastrophic health spending and impoverishment are found to be problems three times as large as for the whole population. However, household health care expenditure as a percentage of total household expenditure was affected by the HCFP, and significantly reduced for the insured. In the study of household WTP for health insurance, it was iiifound that households attach a low value to this insurance form; WTP being only half of household health expenditure. Conclusions: Cross-sectional studies of catastrophic spending with a monthly recall period are likely to be affected by recall bias leading to overestimations through respondents including expenditure in the period preceding the recall period. However, such problems should not deter researchers form studying this phenomenon. If using the same method, estimates of catastrophic spending and impoverishment can be compared between different groups – as for the elderly households – and over time; e.g. studying the protective capacity of health insurance. It should be used more, not less. The VHLSS rounds offer the Vietnamese a possibility to regularly study this. The HCFP were found to be partly protective but important problems remain to be solved, e.g. the fact that people are reluctant to use their health insurance because of e.g. quality problems and possible discrimination of the insured. The findings of a low WTP for health insurance may be another reflection of this.

This research provides one account of the complex relationship between differentiated experiences of deprivation and the dominant poverty construct in the Jamaican context. It is based on research conducted over a period of nine months in a Jamaican 'squatter' community, Windsor, in the Parish of St. Ann. The study is organised into two 'positional' chapters (conceptual framework and methodology) and four direct 'response' chapters that demonstrate the ways in which the official poverty approach (from concept to policy) resonates with the living experiences of individuals. The 'response' chapters step back from debates on the measurement of poverty so as to critically and reflexively consider the construct's conceptual and definitional antinomies. This is done through: (i) an excavation of a partial social history of poverty discourses in Jamaica; (ii) an evaluation of problems with knowledge production in the participatory method; (iii) an examination of the implications of the abstraction of the poor from spatial relations; and (iv) an exploration of different ways in which individuals 'picture' living in their surroundings. The conclusion drawn is that it is necessary to begin engaging in a multidisciplinary project which accounts for difference within the poverty construct. This is because, insofar as it is possible, the removal of the most extreme forms of deprivation is not in itself sufficient for the eradication of the social relations that give rise to these privative 'conditions'. There instead needs to be critical engagement with relations of deprivation as resident in the social body as a whole in conceptualising poverty.

The thesis proposes that Strategic Planning for Information Systems (SPIS) has become ineffective through a tendency to focus on the information technologies involved. The thesis argues that the dominant rational, reductionist epistemology of SPIS methods, tools and techniques limits the effectiveness of SPIS through methodological impoverishment. The thesis proposes that a humanistic, sociotechnical perspective of SPIS accommodates the use of complementary tools and techniques that improve the process. This thesis advances a new Framework to improve the process of SPIS based on the propositions; first that the lack of sufficient knowledge of both the internal and external environment is a root cause of many of these insufficiencies, and second that this knowledge is held within the stakeholders of this process. An ernancipatory information systems research programme (Klein and Hirschheim, 1987) is used to advance a framework that overcomes the insufficiency and inadequacy of the process of strategic planning for information systems in organisations that permits information systems to fail. The framework is tested on two organisations and shows that the proposed Framework has significant potential to improve the SPIS process. The case research investigates the role of stakeholders, knowledge, and boundaries in the process of SPIS in order to develop more sufficient methods for the process of SPIS that address the perceived inadequacies in current processes, and thus provide an improved strategic planning process for information systems. Two novel tools are introduced: the Stakeholder Web and the Interaction Matrix. Their evolution is a major contribution of this research. The collection of tools presents a practical research contribution for the SPIS process and as generic (methodological) research tools. A new definition for the term 'stakeholder' is formulated and used to supply clarity in understanding for this study - and would prove useful for the field of IS.

Magister Artium - MA / As the title indicates, this research is concerned about the displacement and resettlement situation in Arada sub-city, Addis Ababa. The City Administration is implementing an urban redevelopment program to improve the poor infrastructural facilities, service provision,sewerage, sanitation, housing quality and supply. The implementation of these projects displaces households from their residential area exposing them to various impoverishment risks. The Impoverishment Risks and Reconstruction Model (Cernea, 2000), which is a tool used for managing risk identification, prevention and mitigation, stipulates displaced people could encounter one or more of the eight potential risks of landlessness, joblessness, homelessness, social disarticulation, marginalization, increased morbidity and mortality, food insecurity and loss of access to common property resources. Thus many development practitioners advocate the importance of democratization of the displacement and resettlement processes to reduce potential risks.The purpose of the research is to investigate how the displacement and resettlement process has been undertaken and to describe the impoverishment risks displaced households faced.This will contribute to the improvement of the program and other similar programs in the future as it is implemented with short, medium and long term plans. Thus it will indicate more constructive ways of implementing the displacement process that reduces risks by informing concerned agencies of more sustainable ways to configure and implement their work.Academically, the research will test the feasibility of the risk variables described by the IRR model to an inner area of urban context.Therefore, the research will answer the following questions: What impoverishment risks do the households face due to displacement and resettlement to the temporary and condominium houses? What coping mechanisms do households employ to adapt to the new circumstances? Was there access to information? Was the displacement and resettlement process participatory? The research noted that the displaced residents are exposed to impoverishment risks of homelessness, marginalization, lack of services, health hazard and economic impacts.The construction of the Condo house is of a much better standard than the temporary shelters.As a result the transfer of households to the Condo house has relieved them from the risks they had faced at the temporary shelter. However, the design of the Condo building, omission of basic facilities like a customary kitchen and the adopted communal neighborhood regulations imposes new type of risks such as the discontinuation of informal business and unsuitability to daily and cultural practices. The discontinuation of informal business both at the temporary shelter and later at the Condo house severely affected household income generation potential of poor households. These households are afraid that they may end up homeless as they are unable to pay the much more expensive house rental fee.The research concludes the impoverishment risks that displaced households faced could be mitigated by making the displacement and resettlement process participatory, transparent and by coordinating the activities of the implementing agencies. Moreover, this can be achieved by curbing the “demolish and relocate” approach used in the displacement and resettlement process to “relocate and demolish”. This will help to avoid housing the displaced in temporary shelters and associated governance shortcomings from the process which occurred due to the “demolish and relocate” approach.

This research provides one account of the complex relationship between differentiated experiences of deprivation and the dominant poverty construct in the Jamaican context. It is based on research conducted over a period of nine months in a Jamaican ¿squatter¿ community, Windsor, in the Parish of St. Ann. The study is organised into two ¿positional¿ chapters (conceptual framework and methodology) and four direct ¿response¿ chapters that demonstrate the ways in which the official poverty approach (from concept to policy) resonates with the living experiences of individuals. The ¿response¿ chapters step back from debates on the measurement of poverty so as to critically and reflexively consider the construct¿s conceptual and definitional antinomies. This is done through: (i) an excavation of a partial social history of poverty discourses in Jamaica; (ii) an evaluation of problems with knowledge production in the participatory method; (iii) an examination of the implications of the abstraction of the poor from spatial relations; and (iv) an exploration of different ways in which individuals ¿picture¿ living in their surroundings. The conclusion drawn is that it is necessary to begin engaging in a multidisciplinary project which accounts for difference within the poverty construct. This is because, insofar as it is possible, the removal of the most extreme forms of deprivation is not in itself sufficient for the eradication of the social relations that give rise to these privative ¿conditions¿. There instead needs to be critical engagement with relations of deprivation as resident in the social body as a whole in conceptualising poverty.

Donation is not only a transfer of property, but it is a proof of certain relationship between the donor and the donee, which results from the liberality and altruism of the donor. Therefore it is understandable that majority of donations take place in the frame of family relations, they appear almost every day and they present a highly used contractual type in all legal orders. The legal regulation of donation has been significantly extended by the new civil code (Act no. 89/2012 coll. civil code) compared to the previous regulation and therefore is more compact and detailed, it has been also extended of another reason for revocation of donation, namely for impoverishment of the donor, furthermore the donatio mortis causa, which has been forbidden by the previous civil code has returned to the current regulation. In spite of enactment of new regulation some questions remain unsolved or new questions arise which will have to be answered by the currently non-existent specialized literature and judicial decisions. The aim of the submitted diploma thesis was to evaluate, whether the current legal regulation of donation contract can stand in comparison with the other European regulations, contained it civil codes with long-standing tradition whether it exceeds them in some directions, which deficiencies...

Background: Non-communicable diseases (NCDs) are the leading causes of morbidity and mortality among adults in Vietnam. Little is known about the magnitude of socioeconomic inequalities in NCDs and other NCD-related factors in urban areas, in particular among the poor living in slum areas. Understanding these disparities are essential in contributing to the knowledge, needed to reduce inequalities and close the related health gaps burdening the disadvantaged populations in urban areas.  Objective: To examine the burden and health system responsiveness to NCDs in Hanoi, Vietnam and investigate the role of socioeconomic inequalities in their prevalence, subsequent healthcare utilization and related impoverishment due to health expenditures.  Methods: A cross-sectional study was conducted among 3,736 individuals aged 15 years and over who lived in 1211 randomly selected households in 2013 in urban Hanoi, Vietnam. The study collected information on household’s characteristics, household expenditures, and household member information. A qualitative approach was implemented to explore the responsiveness of commune health stations to the increasing burden of NCDs in urban Hanoi. In-depth interview approach was conducted among health staff involved in NCD tasks at four commune health stations in urban Hanoi. Furthermore, NCD managers at relevance district, provincial and national levels were interviewed.  Results: The prevalence of self-reported NCDs was significantly higher among individuals in non-slum areas (11.6%) than those in slum areas (7.9%). However, the prevalence of self-reported NCDs concentrated among the poor in both slum and non-slum areas. In slum areas, the poor needed more health care services, but the rich consumed more health care services. Among households with at least one household member reporting diagnosis of NCDs, the proportion of household facing catastrophic health expenditure and impoverishment were the greater in slum areas than in non-slum areas. Poor households in slum areas were more likely to face catastrophic health expenditure and impoverishment. The poor in non-slum areas were also more likely to face impoverishment if their household members experienced NCDs. Health system responses to NCDs at commune health stations in urban Hanoi were weak, characterized by the lack of health information, inadequate human resources, poor financing, inadequate quality and quantity of services, lack of essential medicines. The commune health stations were not prepared to respond to the rising prevalence of NCDs in urban Hanoi.  Conclusion: This thesis shows the existence of socioeconomic inequalities in the prevalence of self-reported NCDs in both non-slum and slum areas in urban Hanoi. NCDs associated with the inequalities in health care utilization, catastrophic health expenditure and impoverishment, particular in slum areas. Appropriate interventions should focus more on specific population groups to reduce the socioeconomic inequalities in the NCD prevalence and health care utilization related to NCDs to prevent catastrophic health expenditure and impoverishment among the households of NCD patients.  The functions of commune health stations in the urban setting should be strengthened through the development of NCDs service packages covered by the health insurance.

Depuis 2000, par la Déclaration du Millénaire, les peuples sont invités à opter pour ce qu’il est convenu d’appeler le « développement humain durable », considéré comme un défi du 21ème siècle. Plusieurs années après, en matière de développement en Afrique, les résultats obtenus restent très en deçà des aspirations. Il s’impose alors une réflexion sur les facteurs qui conditionnent le succès d’un effort pour le « développement humain durable » en terre africaine. Notre hypothèse est que, le « burkĩndlem » moaaga, informé des exigences de l’éthique chrétienne, peut devenir le lieu d’une herméneutique pour un développement humain efficient. Dans la perspective chrétienne, le fondement anthropologique à la base du développement humain durable se trouve dans le concept d’« imago Dei » attribué à l’homme dans la Révélation biblique. Informer le burkĩndlem moaaga de l’enseignement de la Révélation chrétienne au sujet de l’homme considéré comme« image de Dieu », tel est l’objectif de notre démarche. / In 2000, through the Millennium Declaration, peoples are invited to opt for what is called the "sustainable human development". Several years later, in matter of development in Africa, the results are far below expectations. Then, it is necessary to lead reflection on the factors that influence the success of an effort to a "sustainable human development" on African soil. Therefore, our hypothesis is that whenever the Moaaga "burkĩndlem" is informed of the requirements of Christian ethics, it can become the place of a hermeneutics for efficient human development. In the Christian perspective, the anthropological foundation at the base of sustainable human development is the concept of "imago Dei" attributed to man in the biblical Revelation. In this regard, the Christian burkĩndlem appears as highly significant in the African context and is more than suggestive. The objective will be, for the burkĩmba Christians, to attain their full capacity as human beings in order to be open to the salvation that Christ, Son of God and fully man, has brought by grace.

nÃo hà / Esta dissertaÃÃo sob o viÃs do materialismo histÃrico-dialÃtico, objetiva analisar as contradiÃÃes do PARFOR - Plano Nacional de FormaÃÃo de Professores da EducaÃÃo BÃsica, instituÃdo pela PolÃtica Nacional de FormaÃÃo de Profissionais do MagistÃrio da EducaÃÃo BÃsica, apÃs o editado Decreto n 6.755, de 29 de janeiro de 2009, mediante o contexto histÃrico-educativo de reformas; que se configura, dentro das polÃticas educacionais do governo Lula (2003-2010), e, posteriormente, no governo Dilma (2011-2016). O PARFOR oferta formaÃÃo inicial e continuada para os profissionais da EducaÃÃo BÃsica, emergencialmente para aqueles que nÃo tÃm formaÃÃo superior na Ãrea em que atuam, para atender as exigÃncias da LDB 9394/96. A pesquisa traz um esboÃo histÃrico sobre o Programa a nÃvel nacional e local; por conseguinte, problematiza por meio de entrevistas a narrativa sobre as condiÃÃes objetivas/subjetivas de formaÃÃo/trabalho das professoras/discentes em exercÃcio, bem como, os possÃveis reflexos/influxos da pauperizaÃÃo e precarizaÃÃo do trabalho docente para a formaÃÃo de professores da EducaÃÃo BÃsica do PARFOR. Esta investigaÃÃo se dà a partir da metodologia de estudo de caso, o locus desta pesquisa à a Universidade Estadual do CearÃ- UECE, os sujeitos foram as professoras/discentes e as coordenadoras do Curso de Pedagogia do PARFOR, alÃm da contribuiÃÃo da pesquisa autobiogrÃfica como fonte de dados. Tem-se por fio-condutor as categorias Trabalho Docente, PauperizaÃÃo e PrecarizaÃÃo; FormaÃÃo de Professores; CondiÃÃes objetivas e subjetivas de trabalho; PolÃtica Educacional, necessÃrias para anÃlise/reflexÃo do objeto de pesquisa. Dialoga-se com diversos autores, como: Saviani (2003); Freitas, Helena (2003); Kuenzer (2016); Arroyo (1991); Basso (1994); Marx (2004); Tonet (2012); MeszÃros (2008); Gentili (1995/2015); Shiroma (2011); Silva (1995), dentre outros. Nas hipÃteses, o PARFOR como programa de formaÃÃo de professores, desnuda em seu contexto real, as paupÃrrimas condiÃÃes de formaÃÃo e trabalho das professoras/discentes, revelando a incompetÃncia do Estado capitalista em gerir uma polÃtica nacional de formaÃÃo de professores de qualidade. Em termos de abrangÃncia o Programa revela nÃmeros satisfatÃrios, consegue atingir nacionalmente as regiÃes mais pobres do PaÃs (Norte e Nordeste). Refiro-me, aqui, tanto ao aspecto socioeconÃmico quanto educacional dessas regiÃes. Existe uma maior carÃncia por formaÃÃo superior nas regiÃes Norte 47,62%, e Nordeste, em seguida com 37,64%. Esses dados apontam Ãndices elevados de descumprimento de exigÃncias legais mÃnimas na qualificaÃÃo de professores na EducaÃÃo BÃsica, como tambÃm, refletem o fracasso de democratizaÃÃo do acesso ao Ensino Superior, por parte das classes historicamente excluÃdas desse nÃvel de ensino. No Estado do CearÃ, ante a mencionada realidade nordestina, o PARFOR/UECE atende professores/discentes de municÃpios vizinhos a Fortaleza, em que a inadequaÃÃo na formaÃÃo à mais expressiva. Por fim, a formaÃÃo em exercÃcio reforÃa polÃticas aligeiradas de (re) qualificaÃÃo do docente, que vinculadas Ãs exigÃncias internacionais, ditam as normas sobre um novo perfil de educador pautado na formaÃÃo de competÃncias. / This masters dissertation aims to analyze, within the historical-dialectic materialism approach, the contradictions of PARFOR â Plano Nacional de FormaÃÃo de Professores da EducaÃÃo BÃsica, created by the bralizilian program PolÃtica Nacional de FormaÃÃo de Profissionais do MagistÃrio da EducaÃÃo BÃsica, after the edited decree number 6755, from January 29th, 2009, based on the historical-educational context of reforms; this is configured during the educational politics on LulaÂs government and, after that, on Dilma RoussefÂs (2011-2016). PARFOR offers initial and continuing educational training for professionals of EducaÃÃo BÃsica, firstly for those who doesnÂt have any university background in the field they teach, which meets the demands of LDB 9394/96. This research presents a historical sketch of this program in a national and local perspective; consequently, it questions, by interviews, the narratives about objective and subjective conditions of education and labour for these teachers-students, as well as the possible effects-inflows of impoverishment and precariousness on teachersÂs jobs and formation at EducaÃÃo BÃsica in PARFOR. This investigation uses case study methodology, its locus is placed at Universidade Estadual do Cearà â UECE and its subjects are the teachers-students as well as the coordinators of PARFORÂs Pedagogy Course, besides the contribution of autobiographical research as data source. It has some leading categories of themes, such as teachersÂs jobs, impoverishment and precariousness; teachersÂs formation, objective and subjective conditions of labour; educational politics; all of them are necessary to analyze and reflect on the object of this research. It dialogues with the ideas of authors like: Saviani (2003); Freitas, Helena (2003); Kuenzer (2016); Arroyo (1991); Basso (1994); Marx (2004); Tonet (2012); MeszÃros (2008); Gentili (1995-2015); Shiroma (2011); Silva (1995), among others. According to its hypotheses, PARFOR as a program of teachersÂs formation unvails in the reality context the extremely poor conditions of teachersÂs formation and their work both as teachers and students, revealing the incompetence of the capitalist state to manage a quality teachersÂs formation national program. In terms of coverage the program reveals satisfactory numbers, it reaches nationally the poorest regions of the Country (North and Northeast). I mean to both the socioeconomic and educational aspects of these regions. There is a greater shortage due to higher education in the North 47.62%, and Northeast, followed by 37.64%. These data point to high rates of noncompliance with minimum legal requirements in the qualification of teachers in EducaÃÃo BÃsica, but also reflect the failure of democratization of access to Higher Education by the historically excluded classes of this level of education. In the State of CearÃ, before the aforementioned Northeastern reality, PARFOR/UECE attends teachers-students from municipalities neighboring Fortaleza, where the inadequacy in training is more significant. Finally, the in-service training reinforces soft (re) qualification policies for teachers, which, linked to international requirements, dictate the norms about a new educator profile based on skills training.

SOTERO, Nayara de Araújo. Plano Nacional de Formação de Professores da Educação Básica (PARFOR): as contradições da profissionalização em tempos de pauperização e precarização do trabalho docente. 2016. 113f. - Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-18T10:56:18Z No. of bitstreams: 1 2016_dis_nasotero.pdf: 2348507 bytes, checksum: 05959df50a7cdff90e09550b0dc78a60 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-01-25T14:11:47Z (GMT) No. of bitstreams: 1 2016_dis_nasotero.pdf: 2348507 bytes, checksum: 05959df50a7cdff90e09550b0dc78a60 (MD5) / Made available in DSpace on 2017-01-25T14:11:47Z (GMT). No. of bitstreams: 1 2016_dis_nasotero.pdf: 2348507 bytes, checksum: 05959df50a7cdff90e09550b0dc78a60 (MD5) Previous issue date: 2016 / This masters dissertation aims to analyze, within the historical-dialectic materialism approach, the contradictions of PARFOR – Plano Nacional de Formação de Professores da Educação Básica, created by the bralizilian program Política Nacional de Formação de Profissionais do Magistério da Educação Básica, after the edited decree number 6755, from January 29th, 2009, based on the historical-educational context of reforms; this is configured during the educational politics on Lula´s government and, after that, on Dilma Roussef´s (2011-2016). PARFOR offers initial and continuing educational training for professionals of Educação Básica, firstly for those who doesn´t have any university background in the field they teach, which meets the demands of LDB 9394/96. This research presents a historical sketch of this program in a national and local perspective; consequently, it questions, by interviews, the narratives about objective and subjective conditions of education and labour for these teachers-students, as well as the possible effects-inflows of impoverishment and precariousness on teachers´s jobs and formation at Educação Básica in PARFOR. This investigation uses case study methodology, its locus is placed at Universidade Estadual do Ceará – UECE and its subjects are the teachers-students as well as the coordinators of PARFOR´s Pedagogy Course, besides the contribution of autobiographical research as data source. It has some leading categories of themes, such as teachers´s jobs, impoverishment and precariousness; teachers´s formation, objective and subjective conditions of labour; educational politics; all of them are necessary to analyze and reflect on the object of this research. It dialogues with the ideas of authors like: Saviani (2003); Freitas, Helena (2003); Kuenzer (2016); Arroyo (1991); Basso (1994); Marx (2004); Tonet (2012); Meszáros (2008); Gentili (1995-2015); Shiroma (2011); Silva (1995), among others. According to its hypotheses, PARFOR as a program of teachers´s formation unvails in the reality context the extremely poor conditions of teachers´s formation and their work both as teachers and students, revealing the incompetence of the capitalist state to manage a quality teachers´s formation national program. In terms of coverage the program reveals satisfactory numbers, it reaches nationally the poorest regions of the Country (North and Northeast). I mean to both the socioeconomic and educational aspects of these regions. There is a greater shortage due to higher education in the North 47.62%, and Northeast, followed by 37.64%. These data point to high rates of noncompliance with minimum legal requirements in the qualification of teachers in Educação Básica, but also reflect the failure of democratization of access to Higher Education by the historically excluded classes of this level of education. In the State of Ceará, before the aforementioned Northeastern reality, PARFOR/UECE attends teachers-students from municipalities neighboring Fortaleza, where the inadequacy in training is more significant. Finally, the in-service training reinforces soft (re) qualification policies for teachers, which, linked to international requirements, dictate the norms about a new educator profile based on skills training. / Esta dissertação sob o viés do materialismo histórico-dialético, objetiva analisar as contradições do PARFOR - Plano Nacional de Formação de Professores da Educação Básica, instituído pela Política Nacional de Formação de Profissionais do Magistério da Educação Básica, após o editado Decreto nº 6.755, de 29 de janeiro de 2009, mediante o contexto histórico-educativo de reformas; que se configura, dentro das políticas educacionais do governo Lula (2003-2010), e, posteriormente, no governo Dilma (2011-2016). O PARFOR oferta formação inicial e continuada para os profissionais da Educação Básica, emergencialmente para aqueles que não têm formação superior na área em que atuam, para atender as exigências da LDB 9394/96. A pesquisa traz um esboço histórico sobre o Programa a nível nacional e local; por conseguinte, problematiza por meio de entrevistas a narrativa sobre as condições objetivas/subjetivas de formação/trabalho das professoras/discentes em exercício, bem como, os possíveis reflexos/influxos da pauperização e precarização do trabalho docente para a formação de professores da Educação Básica do PARFOR. Esta investigação se dá a partir da metodologia de estudo de caso, o locus desta pesquisa é a Universidade Estadual do Ceará- UECE, os sujeitos foram as professoras/discentes e as coordenadoras do Curso de Pedagogia do PARFOR, além da contribuição da pesquisa autobiográfica como fonte de dados. Tem-se por fio-condutor as categorias Trabalho Docente, Pauperização e Precarização; Formação de Professores; Condições objetivas e subjetivas de trabalho; Política Educacional, necessárias para análise/reflexão do objeto de pesquisa. Dialoga-se com diversos autores, como: Saviani (2003); Freitas, Helena (2003); Kuenzer (2016); Arroyo (1991); Basso (1994); Marx (2004); Tonet (2012); Meszáros (2008); Gentili (1995/2015); Shiroma (2011); Silva (1995), dentre outros. Nas hipóteses, o PARFOR como programa de formação de professores, desnuda em seu contexto real, as paupérrimas condições de formação e trabalho das professoras/discentes, revelando a incompetência do Estado capitalista em gerir uma política nacional de formação de professores de qualidade. Em termos de abrangência o Programa revela números satisfatórios, consegue atingir nacionalmente as regiões mais pobres do País (Norte e Nordeste). Refiro-me, aqui, tanto ao aspecto socioeconômico quanto educacional dessas regiões. Existe uma maior carência por formação superior nas regiões Norte 47,62%, e Nordeste, em seguida com 37,64%. Esses dados apontam índices elevados de descumprimento de exigências legais mínimas na qualificação de professores na Educação Básica, como também, refletem o fracasso de democratização do acesso ao Ensino Superior, por parte das classes historicamente excluídas desse nível de ensino. No Estado do Ceará, ante a mencionada realidade nordestina, o PARFOR/UECE atende professores/discentes de municípios vizinhos a Fortaleza, em que a inadequação na formação é mais expressiva. Por fim, a formação em exercício reforça políticas aligeiradas de (re) qualificação do docente, que vinculadas às exigências internacionais, ditam as normas sobre um novo perfil de educador pautado na formação de competências.