M.Ed. / Human rights in education in South Africa in general and in Reiger Park in particular has become an area of contention. This is reflected by the lack of understanding of human rights by teachers, parents and pupils alike. The teachers, parents, as well as pupils have different interpretations of what human rights mean to them and often create feelings of complacency and sometimes indolent behaviour of some teachers, parents as well as pupils. The teachers. parents and pupils need to be made aware of the importance of human rights as a means to achieve a democratic society rather than working against it.(see 4.8.2) This study wishes to address the above-mentioned issues by seeking answers to the following questions: Do people know about human rights ? What are their attitudes towards human rights? What are their attitudes towards discipline along human rights principles? -Is there a necessity to include human rights education in the school curriculum ? How human rights education ought to be introduced in the school ? The aim of the research is to look at overseas countries to see if there are patterns or trends in human rights education and whether these global problems are are experienced in a local context. To find out whether people know about human rights, their attitudes towards human rights as well as their attitudes towards discipline along the principles of human rights. The research also aims to find out how human rights would be incorporated in the school curriculum.

D.Ed. / The past four decades will probably be remembered as revolutionary in South-Africa - years of unrest during which attempts were made to change and reform the system of education in South-Africa, particularly in the black and brown areas. The South-African education system did not respond to the demands and needs of the black and brown pupils. The education system was caught in the web of a political spider spun by the dictates of the apartheid system. The structure and organization of the education system, as well as the influence of political, social and economic factors promoted the development of a system which was primarily aimed at benifitting a minority group (the whites) of the population. The inequality, underlined by the system of apartheid led to the segregation of and rebellion against this system by black and brown pupils, their parents and teachers. The school has been the focus of political-ideological conflict and the black schools became an instrument for revolution. In the past few years and particularly since 1994 a new generation of pupils has emerged to claim equal education for all, where all pupils, regardless of race or colour are entitled to the same quality of education. After the first democratic election on 27 April 1994, South-Africa has chosen to follow a new road where equality for all people has become the most important focus. In the search for "freedom, equality and brotherhood" which promotes integration and non-racism in schools, it has become essential to examine and revise existing educational theory and practice. Creative solutions must be found and applied in order to create a climate of learning in the schools, in order that pupils, irrespective of their colour, heredity, language, religion, sosio-economic background or gender may find optimal benefit.

Orientador: Luis Enrique Aguilar / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T11:55:06Z (GMT). No. of bitstreams: 1 Benck_SimonePereiraCosta_D.pdf: 3652992 bytes, checksum: f2e6b9ad7f079aacf67a0860d3f5bd03 (MD5) Previous issue date: 2014 / Resumo: O propósito da pesquisa foi analisar a academia e a política de Pós-Graduação, para estabelecer relações entre aquela, representada por intelectuais que lidam com a construção do conhecimento, e a política pública de pós-graduação do Estado brasileiro, aqui significada pelos objetivos e interesses disseminados e implementados nos Planos Nacionais de Pós-Graduação (PNPG), nos governos FHC (1995-2002) e LULA (2003-2010). O foco recaiu sobre a participação, na perspectiva da formulação dos Planos Nacionais de Pós-Graduação, pensados à luz do discurso de intelectuais. Para tanto relacionou a presença ativa de intelectuais da comunidade científica como atores políticos na elaboração dos PNPG, no período de 1995-2010. A problemática questionou: i) é possível acreditar que atores políticos e sociais, primordialmente intelectuais ligados à comunidade acadêmica, de professores/pesquisadores, membros nas comissões de elaboração dos PNPG, influenciaram diretamente a política pública de Pós-Graduação, logo não haveria como desatrelar a história da Pós-Graduação da intelectualidade que a constitui? ii) de que maneira intelectuais influíram para a consolidação do modelo vigente de Pós-Graduação dependente dos critérios de avaliação estipulados pela CAPES? Com base em análise de documentos oficiais e das entrevistas semi-estruturadas com intelectuais brasileiros das grandes áreas do conhecimento: Ciências Exatas e da Terra, Multidisciplinar, Ciências Agrárias, Engenharias, Ciências da Saúde, Ciências Biológicas, Ciências Sociais Aplicadas, Ciências Humanas e Linguística, Letras e Artes. Para compor amostra por conveniência, utilizada no estudo, foram selecionados intelectuais que participaram, primordialmente, como membros das Comissões de Elaboração do V PNPG (2005-2010) e do PNPG 2011-2020 ou, ainda, por atuação como membros representantes de áreas nos Conselhos Superiores da CAPES entre 1995 e 2010, de forma a garantir representação de cada uma das 09 (nove) grandes áreas do conhecimento definidas pela agência. Quanto aos resultados destacou-se o processo significativo de equilíbrio nas relações entre as diversas áreas do conhecimento, a comunidade científica e os documentos relativos à política de pós-graduação. Os resultados alertam, ainda, para a predominância de certo estrangulamento da pós-graduação; a necessidade de fortalecimento da relação entre a PG e outros segmentos educacionais, a exemplo da experiência iniciada com a Educação Básica com o PNPG 2011-2020; o enfoque de produção de conhecimento baseado em culturas individualistas e em criações insólitas; a perpetuação de assimetrias históricas; a urgência em avigorar experiências de internacionalização; e, a mecanização do processo de avaliação em relação à qualidade desejada e necessária à PG. Dentre as conclusões obtidas é possível afirmar que no período examinado houve a efetiva contribuição dos intelectuais da comunidade acadêmica na elaboração das diretrizes pensadas por meio dos PNPG, bem como para o desenvolvimento e consolidação da pós-graduação no Brasil. Ao se comparar o sistema de avaliação da Pós-graduação no Brasil ao de outros países reconhece-se o modelo brasileiro como um modelo híbrido. Além disto, a comunidade acadêmica reiterou o efetivo empenho da CAPES no processo de criação, desenvolvimento e consolidação da pós-graduação brasileira devido ao envolvimento das comunidades científicas. Entretanto, o discurso dos intelectuais em relação à PG explicita as demandas históricas como: redução de assimetrias; a interdisciplinaridade; a internacionalização; o modelo de avaliação imperante no Sistema Nacional de Pós-Graduação ¿ SNPG e a necessidade do acompanhamento dos PNPG como política pública / Abstract: The purpose of the research was to analyze relationships between the academy and national policies for graduate study, in an effort to establish connections between the former, represented by intellectuals who deal with knowledge construction, and the latter, dealing with graduate education promoted by the Brazilian State, here signified by the goals and interests disseminated and implemented in National Plans for Graduate Study (PNPG) promulgated during the presidential terms of FHC (1995-2003) and LULA (2003-2010). The study focused on the participation of members of the academy in the formulation of National Plans for Graduate Study, based on the speech of the intellectuals involved. It therefore viewed the participating intellectuals of the scientific community as political actors in the elaboration of the PNPG, in the period of 1995-2010. The research problematic addressed the following questions: (i) did political and social actors, primarily intellectuals connected to the academic environment, directly influence the public policy of graduate education, considering that the history of graduate study cannot be uncoupled from the intelligentsia of which it is constituted? (ii) in what way did intellectuals influence the consolidation of the prevailing model of graduate education dependent on assessment criteria stipulated by CAPES? The investigation was of a qualitative nature based on the analysis of official documents and of semi-structured interviews with Brazilian intellectuals, representing the following fields of knowledge: Exact and Earth Sciences, Multidisciplinary Study, Agrarian Sciences, Engineering, Health Sciences, Biological Sciences, Applied Social Sciences, Human Sciences and Linguistics, and Arts and Languages. To compose the sample of convenience used in this study, intellectuals were selected who participated either as members of the drafting committees for the V PNPG (2005-2010) and the VI PNPG (2011-2020) or as area representatives on the Superior Councils of CAPES between 1995 and 2010. This approach ensured that each of 09 (nine) large areas of knowledge, as defined by the agency, were represented in the study. The results of the research highlighted the significance of balanced relations between the various areas of knowledge, the scientific community and the documents pertaining to the policy of graduate education. One of conclusions obtained from the study is that is it possible to affirm that in the period under review there was an effective contribution on the part of the national scientific community to the preparation of the guidelines expressed in the PNPG and to the overall development and consolidation of graduate study in Brazil. In addition, the community that was consulted emphasized that the effectiveness of CAPES in promoting graduated education can be attributed to the involvement of the scientific communities. On the other hand, the discourse of intellectuals in relation to graduate study reiterate and reinforce historic demands with respect to graduate study, such as the need to reduce asymmetries, by area and by knowledge, to promote interdisciplinarity and internationalization, the attenuate the vices of the evaluation model prevalent in the national graduate system, and to view and monitor the National Plans for Graduate Study as a public policy of the State and not merely of governments / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutora em Educação

Made available in DSpace on 2017-06-01T18:24:21Z (GMT). No. of bitstreams: 1 Fernanda Griz de Goes Cavalcanti.pdf: 615871 bytes, checksum: 426a6331d2bf9fe34145e18bfa80a8ae (MD5) Previous issue date: 2007-07-06 / This study cares about the analysis of the speech, manifest by the Brazilian educators, in the context of the National Movement by the educator s Formation which is unchained in educational political scenery of the country, into the climate of the political pro opening actions, at the end of 70 s. Comprehending the historical paper that the action occupies in the current scenery of the Brazilian education, it arouse the interest of trying to explain and evaluate critically, the production processes, circulation and consumption of the senses bound to those debates, through the analysis of the speech of their protagonists. In a first approach, we analyzed educators speech boarding them as part of the social practice, inserted in the context of the Action and the wider Brazilian society, when its participants start to act at the double sense of submitting themselves to determinations of context and agents of the production actions, circulation and consumptions of the texts. We took as corpus of the analysis one of the main flags of the movement the matter of the national common base that crosses the entire trajectory of the discussion in the investigated period 1983 to 2004. The research was accomplished through the referring data collection to the content expressed on the matter, in the final documents from the National Encounters promoted by the Movement, in their different phases. For materialization of the analysis, we were supported, principally, in the studies on the analysis of the speech AD, from the French school on the critical perspective of the analysis of speech ACD, with the dialogic conception of the language, according the formulation of Bakhtin, as convergence and expression dot of some studies about this area in the field of the language. The study, reveals that the examined discursive manifestations denote a new speech emergence of which ideological component of aims at the social transformation they present a technical nature and overall a political one, when they announce an educator conception as he education is compromised on changes in education/society field of action, expliciting, overall, teacher s and professor s formation and professionalization evaluation, which means rupturing the educational politics arisen from official political speech and, this, producing means / Este estudo trata da análise do discurso, manifesto pelos educadores brasileiros no contexto do Movimento Nacional pela Formação do Educador, que se desencadeou no cenário político educacional do país, no clima dos movimentos pró-abertura política ao final do período de 1970. A compreensão do papel histórico que o movimento ocupa no atual cenário da educação brasileira despertou o interesse de procurar explicar e avaliar criticamente os processos de produção, circulação e consumo dos sentidos vinculados àqueles debates, por meio da análise do discurso dos seus protagonistas. Numa primeira aproximação, analisamos o discurso dos educadores, abordando-o como parte da prática social inserida no contexto do movimento e da sociedade brasileira mais ampla, quando os seus participantes assumem o papel de sujeitos no duplo sentido de assujeitados às determinações do contexto e de agentes das ações de produção, circulação e consumo dos textos. Tomamos, como corpus da análise, uma das principais bandeiras do movimento a Base Comum Nacional , que atravessa toda a trajetória da discussão no período investigado 1983 a 2004. A pesquisa foi realizada mediante a coleta e análise de dados sobre a questão, nos documentos finais dos Encontros Nacionais promovidos pelo Movimento dos Educadores. Para concretização da análise, apoiamo-nos, principalmente, nos estudos sobre a análise do discurso (AD) da escola francesa e na perspectiva crítica da análise do discurso (ACD), com a concepção dialógica da linguagem, conforme formulação de Bakhtin, como ponto de convergência e expressão de alguns estudos sobre essa riquíssima área no campo da linguagem. O estudo revela que as manifestações discursivas examinadas indicavam a emergência de novo discurso cujo componente ideológico visava à transformação social. Apresenta uma natureza técnica e, sobretudo, política, quando anuncia a concepção de educador comprometido com mudanças no âmbito da educação/sociedade, explicitando, sobretudo, a valorização da formação e profissionalização dos professores e professoras, o que significa romper com as políticas educacionais advindas do discurso político governamental, por isso, produz sentidos

The purpose of this study is to present a historical account of the Dallas County Community College District and to analyze and interpret the role of the political process in the District's relations with governmental agencies and civic groups. On May 25, 1965, the voters approved a $41.5 million bond issue, established a county-wide junior college district, and appointed a seven-member Board of Trustees. Secondary accounts were consulted, but the emphasis was on such primary sources as official documents of the District, publications of the District, newspaper accounts, interviews, and relevant materials from the Office of Public Information. It may be concluded that the Dallas District is a recognized leader in the community college movement. A key to its success is that it is student- and community centered. The district has experienced a rapid and tranquil growth but there may be a greater diversity of views expressed with the change in the composition of the Board.

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No description available.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-23T12:20:16Z No. of bitstreams: 1 MARINA PIASON BREGLIO PONTES.pdf: 2992452 bytes, checksum: 5fc109171cc6942e951aae275796ab23 (MD5) / Made available in DSpace on 2018-02-23T12:20:16Z (GMT). No. of bitstreams: 1 MARINA PIASON BREGLIO PONTES.pdf: 2992452 bytes, checksum: 5fc109171cc6942e951aae275796ab23 (MD5) Previous issue date: 2017-12-15 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / In the last six decades, tourism had experimented a continuous development and diversification, becoming one of the most extensive and expansive economic sectors in the word, demanding labor professionalization that as consequence rethink the Course of Tourism, focused in supply the new demands. In this point, are accomplished one of the most important issues of the education public policies, in higher education, affecting the country economic development and the career of professionals: evaluate the Tourism Course and point necessary changes. Evaluate a social practice oriented, based on renowned authors, as Jos? Dias Sobrinho and Almerindo Afonso, mostly to produce questions and generate interventions. In Brazil, the National Exam of Courses, the ?Prov?o?, was implemented in 1996 as the first large-scale evaluation of higher education, being replaced in 2004 by a more comprehensive system, the National System of Evaluation of Higher Education, ?SINAES?. Since then, state regulation and control of higher education may be producing effects in the existing courses and generates the guiding question of this research: what are the effects of SINAES in the Tourism Course of PUC-Campinas through the perception of managers, professors and graduates? The research objects to investigate, with the perception of managers, professors and graduates, the effects of SINAES in the Tourism Course of PUC-Campinas. The methodological option, in a qualitative approach, without ignoring the quantifiable data, includes a specialized literature revision, documentary analysis of the Tourism Course of PUC-Campinas pedagogical project, semi-structured interview with the management team, focus group of professors and questionnaire with graduates. The analysis of the data had considered the diversity of techniques and instruments for the production of empirical material, in a triangulation effort. Consequently, this research first identified the theoretical-methodological assumptions of SINAES, course and student assessment, and has created indicators that have led to a polarization of the National Student Performance Examination (ENADE), with administrative and pedagogical repercussions in graduation courses. Created from the 1970s decade onwards, the tourism courses in Brazil presented themselves diverse on the employed methodology, being crystal its multidisciplinary and complex aspect in face of the challenges imposed. The analysis of the perceptions of managers, professors and graduates, participants of the research, made it possible to verify that SINAES, even though not considered the unique catalyzer of actions in favor of the Tourism Course of PUC-Campinas, has produced effects. Among the indicated effects are: incentive for the capacitation of the professors, improvements of the infrastructure, changes in format of the tests, reformulation of the curriculum, and PPC discussion. It was possible to verify that the graduates have knowledge only of the ENADE, without knowing the system as a whole. It was also evidenced that, managers, professors and technical-administrative staff must to be aware of their role in the formation of professionals and citizens, in order to, in addition to the results expressed by the evaluation systems, move towards the integral and ethical development. It is intended that this study, composed with other researches, contribute to the reflection of educators about the effects that SINAES produces, in the direction of questioning this public policy of evaluation and improvement of the quality of Higher Education in Brazil. / Nas ?ltimas seis d?cadas, o turismo experimentou uma cont?nua expans?o e diversifica??o, convertendo-se em um dos setores econ?micos de maior envergadura e crescimento do mundo e exigindo uma profissionaliza??o que implica repensar o Curso de Turismo para que atenda a essa realidade. Aqui se cumpre um dos principais pap?is das pol?ticas p?blicas em educa??o, no ensino superior, com reflexos no desenvolvimento econ?mico do pa?s e na carreira de seus profissionais: avaliar o Curso de Turismo e apontar as mudan?as necess?rias. Avaliar como pr?tica social orientada, ? luz de Jos? Dias Sobrinho e Almerindo Afonso, sobretudo, para produzir questionamentos e gerar interven??es. No Brasil, o Exame Nacional de Cursos, o Prov?o, foi implantado em 1996 como a primeira avalia??o em larga escala no ensino superior, sendo substitu?do em 2004 por um sistema mais abrangente, o Sistema Nacional de Avalia??o da Educa??o Superior, SINAES. Desde ent?o, a regula??o e o controle do Estado podem estar produzindo efeitos nos cursos existentes, fato que nutre o problema norteador desta pesquisa: quais os efeitos do SINAES no Curso de Turismo da PUC-Campinas na percep??o dos gestores, professores e egressos? A pesquisa tem como objetivo geral investigar, na percep??o dos gestores, professores e egressos, os efeitos do SINAES no Curso de Turismo da PUC-Campinas. A op??o metodol?gica se deu por uma abordagem qualitativa, sem desprezar os dados quantific?veis, incluindo revis?o da literatura especializada, an?lise documental do projeto pedag?gico do Curso de Turismo da PUC-Campinas, entrevista semiestruturada com a equipe de gest?o, grupo focal com professores e question?rio com egressos. A an?lise dos dados considerou essa diversidade de t?cnicas, em um esfor?o de triangula??o. Assim, esta pesquisa primeiramente identificou os pressupostos te?rico-metodol?gicos do SINAES, que opera, nos ?mbitos da avalia??o institucional, a avalia??o de cursos e a avalia??o de estudantes, e tem criado indicadores que levaram a uma polariza??o do Exame Nacional de Desempenho do Estudante (ENADE), repercutindo na gradua??o tanto no ?mbito administrativo quanto no pedag?gico. Criados na d?cada de 1970, os cursos de turismo no Brasil mostraram-se diversos quanto ? metodologia de ensino, com claro aspecto multidisciplinar e complexo frente aos crescentes desafios da ?rea. A an?lise das percep??es de gestores, professores e egressos participantes da pesquisa possibilitou constatar que o SINAES, ainda que n?o seja considerado o ?nico mobilizador de a??es em prol do Curso de Turismo da PUC-Campinas, tem produzido efeitos. Entre estes, destacam-se o incentivo ? capacita??o docente, as melhorias na infraestrutura, a altera??o no formato de provas, a reformula??o do curr?culo e a discuss?o do PPC. Foi poss?vel verificar que os egressos t?m conhecimento somente do ENADE, avalia??o ? qual s?o submetidos, desconhecendo o sistema como um todo. Evidenciou-se, ainda, que gestores, docentes e corpo t?cnico-administrativo precisam estar conscientes de seu papel na forma??o de profissionais e cidad?os, para al?m dos resultados expressos pelos sistemas avaliativos, no sentido de caminhar para uma forma??o integral e ?tica. Pretende-se que este estudo, somado a outras pesquisas sobre o tema em quest?o, possa contribuir para a reflex?o de educadores como um todo sobre os efeitos do SINAES, na dire??o da problematiza??o dessa pol?tica p?blica de avalia??o e da melhoria da qualidade da Educa??o Superior no Brasil.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-04T12:32:44Z No. of bitstreams: 1 Angélica Riello de Souza.pdf: 1813366 bytes, checksum: fb9e95b8d037f6b8684ce633d22947da (MD5) / Made available in DSpace on 2018-06-04T12:32:44Z (GMT). No. of bitstreams: 1 Angélica Riello de Souza.pdf: 1813366 bytes, checksum: fb9e95b8d037f6b8684ce633d22947da (MD5) Previous issue date: 2018-02-27 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This researching studies the performance of Paulo Freire as Secretary of Education of the Municipality at São Paulo, between 1989 and 1991, in the management of the mayor of the party “Partido dos Trabalhadores”, Luíza Erundina. It investigates the experience of Paulo Freire and what he represented in his career as an intellectual of education, as well as the possible motivations for his withdrawal. For that, the broader concept of the organic intellectual as actor of the politician, found in Gramsci's (2001) considerations and the concept of experience proposed by E. P. Thompson (1981), was considered. In its course at the Municipal Department of Education, there are evidences of internal tensions in the municipal administration and next to the party “Partido dos Trabalhadores”. The methodology of analysis of the trajectory, generation and network of sociability is present in the studies of Sirinelli (2003). The tensions are associated with the clashes around the construction of his memory as an intellectual of education and the criticisms and praises that his works have aroused, reaching the memory consecrated and defended by a cohesive group of Freireans and critics, according to the considerations of Pollack (1992). Through the analysis of documents of the Municipal Secretariat of Education in the period and publications of the magazine “Teoria e Debate” of the Perseus Abramo Foundation, between 1988 and 1992, the main guidelines and changes in municipal education management, besides the conflicting elements and of dispute in the party and in the secretariat. The results show advances in a popular public education system with democratic aspirations and also show varying relationships of resistance / Este trabalho estuda a atuação de Paulo Freire como secretário da educação do município de São Paulo, entre período entre 1989 e 1991, na gestão da prefeita do Partido dos Trabalhadores, Luíza Erundina. Investiga-se a experiência de Paulo Freire e oque ela representou em seu percurso como intelectual da educação, assim como aspossíveis motivações de sua desistência. Para tanto, considerou-se o conceito mais ampliado de intelectual orgânico como ator do político, encontrado nas considerações de Gramsci (2001) e o conceito de experiência proposto por E. P. Thompson (1981). No seu percurso na Secretaria Municipal de Educação, notam-se evidências de tensões internas na administração municipal e junto ao Partido dos Trabalhadores. A metodologia de análise da trajetória, da geração e rede de sociabilidade está presente nos estudos de Sirinelli (2003). As tensões estão associadas aos embates em torno da construção da sua memória como intelectual da educação e das críticas e elogios que suas obras suscitaram, alcançando a memória consagrada e defendida por um grupo coeso de freireanos e críticos, de acordo com as considerações de Pollack (1992). Por meio da análise de documentos da Secretaria Municipal de Educação do período e publicações da revista Teoria e Debate da fundação Perseu Abramo, entre 1988 e 1992, busca-se revelar as principais pautas e mudanças na gestão da educação municipal, além dos elementos conflitivos e de disputa no partido e na secretaria. Para proceder na análise dos documentos utilizou-se a Análise do Discurso que toma a conceituação de discurso e enunciados responsivos de Backtin (2010). Os resultados alcançados revelam avanços de um sistema de educação pública popular, com aspirações democráticas e também mostram variadas relações de resistência

Made available in DSpace on 2016-04-27T16:33:03Z (GMT). No. of bitstreams: 1 Praticas Reforco Recup Escola Fund Est Ciclo II SP.pdf: 17839696 bytes, checksum: ec36c9d3b2c55c9c00955a3e98e74271 (MD5) Previous issue date: 2005-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study is to contribute for the best knowledge of how public politics acts educational system. The main question that had to be answered was what schools had done to avoid the failure of the cycle regime with continuous progress, considering reinforcement and recuperation. In this sense, the practices adopted in reinforcement classes in cycle II schools 5th to 8th grade of São Paulo State public schools was studied. The search was made from 2003 2004 by means of documental analysis: educational lows from 60 s decade to the beginning of 2000 decade, schools papers, student and teacher papers. A series of observations was conducted during the reinforcement classes, interview with teachers and school staff also was made. The reinforcement process analyzed was focused on Portuguese language matter in 5th, 6th and 8th grades. The empiric data obtained for analysis was organized in three ways: selecting students for class s composition, learning process in the reinforcement class and evaluation process for pupils return to regular classes. This study was based in concepts proposed by Viñao Frago, Dominique Julia, Anne Marie Chartier, Gimeno Sacristan and Pérez Gómez that states the confirmed hipotesys in which educational system works with formal and bureacratic legal exigencys for reinforcement as well as recuperation but isn t free from teachers interference and from solutions like the statement of a recuperation week in the bimester end. Further more, it was also confirmed that the used practices for recuperation and reinforcement had only reproduce the established practices consolidated by the traditional school and teacher culture of learning, mainly due to the extensive use of training exercises as for 5th grade, that was in alphabetization stage, as for the other grades, using a variety of lecture texts, It was also observed that the concepts of reinforcement and recuperation isn t well understood in all levels of the educational hierarchy. / Este estudo teve como finalidade contribuir para a compreensão do modo pelo qual as políticas públicas se efetivam dentro da escola. A questão central orientadora do estudo foi a de saber como a escola vem operando no que diz respeito ao reforço e recuperação para evitar o fracasso no regime de ciclos com progressão continuada. Para tanto decidiu-se por um estudo das práticas em sala de reforço em escola de Ciclo II 5ª a 8ª séries na rede estadual paulista. A pesquisa foi realizada durante os anos de 2003 e 2004 utilizando-se pesquisa documental: legislação desde a década de 1960 até início da década de 2000, documentação da escola, dos alunos e professores. Foram realizadas observações nas aulas de reforço e entrevistas com professores e equipe técnica da escola, localizada em São Paulo. O processo de reforço analisado centrou-se em Português para 5ª, 7ª e 8ª séries. Os dados empíricos obtidos foram analisados organizando-se três chaves de análise: seleção de alunos para composição das classes, processo de ensino na sala de reforço e processo de avaliação e retorno para a classe regular. O estudo teve como referencial de análise conceitos de cultura escolar propostos por Viñao Frago e Dominique Julia, dispositivos escolares abordados por Anne Marie Chartier, atividades práticas e cultura conceituados por Gimeno Sacristan e Pérez Gómez. Tais conceitos levaram a estabelecer a hipótese, confirmada, de que as escolas, por um lado fazem um atendimento formal, burocrático das exigências legais quanto ao reforço e recuperação, mas que, por outro lado não é possível negar a interferência do professor nesse processo e em certas inovações que, nessa escola, se materializaram por providências para criação de uma semana pedagógica para os alunos com dificuldades ao final dos bimestres. Além disso, confirmou-se a hipótese de que as práticas utilizadas para recuperação e reforço reproduzem as práticas de aulas sedimentadas constituidoras da cultura da escola e dos professores, sobretudo por meio dos exercícios de treinamento, tanto para os alunos da 5ª série que estavam se alfabetizando como para os das demais séries com tipos de textos variados. Verificou-se, ainda, a incongruência dos conceitos de reforço e recuperação em diversificadas instâncias da rede escolar.