Cette thèse concerne les codes utilisés pour les télécommunications sans-fil multi-antennes. Les résultats portent notamment sur des constructions explicites ainsi que sur des bornes numériques et théoriques pour les cardinaux de ces codes. Le premier chapitre introduit brièvement les différents contextes multi-antennes et les modélisations qui leur sont associées. Les chapitres 2,3 et 4 traitent respectivement des codes dans les espaces grassmanniens, des codes dans les matrices unitaires et des codes dans les algèbres à division. / This thesis deals with codes used for multi-antennas wireless telecommunications. The results concern explicit constructions and bounds on the cardinalities of such codes (analytical and numerical bounds) . The first chapter introduce various modelisations of the multi-antennas wireless system and the related mathematical problems. Chapters 2,3,4 deal respectively with codes in Grassmannian spaces, code in unitary matrices and code in division algebras.

P. Broussous and S. Stevens studierten für die Konstruktion einfacher Typen unitärer p-adischer Gruppen Abbildungen zwischen erweiterten Bruhat-Tits-Gebäuden, die die Moy-Prasad-Filtrierungen respektieren (CLF). Im ersten Teil der Doktorarbeit wird deren Arbeit zu solchen Abbildungen um den Quaternionenalgebrafall erweitert. Genauer, es sei k0 ein p-adischer Körper mit einer von 2 verschiedenen Restcharakteristik und beta ein eine halbeinfache k0-Algebra erzeugendes, k0-rationales Element der Lie-Algebra einer über k0 definierten unitaren Gruppe G=U(h) zu einer epsilon-hermitischen Form h. Es sei H der Zentralisator von beta in G. Es wird bewiesen, dass eine affine H(k0)-equivariante CLF-Abbildung j vom erweiterten Bruhat-Tits-Gebäude B^1(H,k0) nach B^1(G,k0) existiert. Wie von Broussous vermutet, stellt sich in der Doktorarbeit heraus, dass j durch die CLF-Eigenschaft eindeutig bestimmt wird, falls kein Faktor von H k0-isomorph zur isotropen orthogonalen Gruppe vom k0-Rank 1 ist und alle Faktoren unitäre Gruppen sind. Desweiteren wird bei abgeschwächter Äquivarianzeigenschaft bewiesen, dass j als affine und bezüglich dem Zentrum von H^0(k0) equivariante CLF-Abbildung bis auf eine Translation von B^1(H,k0) eindeutig bestimmt ist. Im zweiten Teil wird der von Broussous und M. Grabitz studierte Einbettungstyp mit Hilfe einer CLF-Abbildung entschlüsselt. Wir betrachten einen Schiefkörper von endlichem Index und p-adischem Zentrum F. Die Konstruktion einfacher Typen für GLn(D) nach der Methode von Bushnell und Kutzko bedurfte der Analyse sogenannter Strata, die eine Starrheitseingenschaft erfüllen mussten. Teil eines Stratums ist insbesondere ein Paar (E,a) bestehend aus einer Körpererweiterung E|F in Mn(D) und einer erblichen Ordnung a, welche von E^x normalisiert wird. Broussous und Grabitz klassifizierten diese Paare mit Hilfe von Invarianten. Im zweiten Teil werden diese Invarianten mit Hilfe der Geometrie einer CLF-Abbildung berechnet. / P. Broussous and S. Stevens studied maps between enlarged Bruhat-Tits buildings to construct types for p-adic unitary groups. They needed maps which respect the Moy-Prasad filtrations. That property is called (CLF), i.e. compatibility with the Lie algebra filtrations. In the first part of this thesis we generalise their results on such maps to the Quaternion-algebra case. Let k0 be a p-adic field of residue characteristic not two. We consider a semisimple k0-rational Lie algebra element beta of a unitary group G:=U(h) defined over k0 with a signed hermitian form h. Let H be the centraliser of beta in G. We prove the existence of an affine H(k0)-equivariant CLF-map j from the enlarged Bruhat-Tits building B^1(H,k0) to B^1(G,k0). As conjectured by Broussous the CLF-property determines j, if none of the factors of H is k0-isomorphic to the isotropic orthogonal group of k0-rank one and all factors are unitary groups. Under the weaker assumption that the affine CLF-map j is only equivariant under the center of H^0(k0) it is uniquely determined up to a translation of B^1(H,k0). The second part is devoted to the decoding of embedding types by the geometry of a CLF-map. Embedding types have been studied by Broussous and M. Grabitz. We consider a division algebra D of finite index with a p-adic center F. The construction of simple types for GLn(D) in the Budhnell-Kutzko framework required an investigation of strata which had to fulfil a rigidity property. Giving a stratum especially means to fix a pair (E,a) consisting of a field extension E|F in Mn(D) and a hereditary order a which is stable under conjugation by E^x, in other words we fix an embedding of E^x into the normalizer of a. Broussous and Grabitz classified these pairs with invariants. We describe and prove a way to decode these invariants using the geometry of a CLF-map.

La doctrine oppose traditionnellement deux modèles de séparation verticale des pouvoirs : l'État unitaire et l'État fédéral. Il est en outre admis que la structure fédérale de l'État est intrinsèquement favorable à l'autonomie locale. Les récentes et nombreuses réformes de l'organisation territoriale des compétences menées en France et en Allemagne obligent à questionner la pertinence de cette présentation doctrinale désormais classique et à réviser l'état des connaissances sur les droits positifs de ces deux pays. Pour cela, l'étude opte pour un angle de vue original car elle propose de saisir le fédéralisme par le prisme de l'autonomie locale, en comparant la situation constitutionnelle des «collectivités locales», respectivement dans un État unitaire et dans un État fédéral. D'autre part, cette recherche comparative démontre l'intérêt de s'appuyer sur la typologie de la décentralisation élaborée par Hans Kelsen afin de dépasser les classifications doctrinales classiques surdéterminées par le référentiel national. Il est alors possible de constater une convergence entre la France et l'Allemagne au regard des garanties formelles et matérielles du droit à l'autonomie locale, en particulier suite à la constitutionnalisation du droit des collectivités territoriales en France. Ce constat se confirme au regard du « pouvoir de surveillance » de l'État sur les actes des collectivités locales, les possibilités des autorités étatiques d'interférer dans la vie juridique locale étant plus limitées en France qu'en Allemagne. Il en ressort que la structure fédérale de l'État n'est pas nécessairement plus respectueuse des libertés locales que la structure unitaire de l'État. / The legal doctrines distinguish traditionally two different models of vertical separation of powers: the unitary state and the federal state, France being supposed to represent the first, Germany the second. Moreover, it is generally acknowledged that federal states are more respectful of local freedoms. However, the decentralization reforms carried out in France and in Germany oblige to question the relevance of this doctrinal assumption and to review the current state of knowledge on the legal systems of both countries. This research is based on an original approach seizing the federalism by the prism of local autonomy and comparing the legal situation of the "local government authorities", respectively in a unitary state and a federal state. ln addition, this comparative research is based on the decentralization theory of Hans Kelsen. This allows avoiding the use of the traditional doctrinal classifications that remain largely determined by the national reference frame. This examination of the legal relationship between central and local authorities allows to note a significant convergence between France and Germany regarding the formal and material protection of the right to local autonomy, in particular due to the constitutionalization of local government law in France. This first research result is confirmed by taking into consideration the "power of surveillance" of the central state on the local authorities, the legal opportunities to interfere in the self-government being even more restricted in France than in Germany. This reveals that federal states are not necessarily providing a greater legal protection of local autonomy than unitary states.

We have fully classified the momentum polytopes of the SU(3) action on CP(2)xCP(2) and CP(2)xCP(2) xCP(2), both actions with weighted symplectic forms, and their corresponding transition momentum polytopes. For CP(2)xCP(2) the momentum polytopes are distinct line segments. The action on CP(2)xCP(2) xCP(2), has 9 different momentum polytopes. The vertices of the momentum polytopes of the SU(3) action on CP(2)xCP(2) xCP(2), fall into two categories: definite and indefinite vertices. The reduced space corresponding to momentum map image values at definite vertices is isomorphic to the 2-sphere. We show that these results can be applied to assess the dynamics by introducing and computing the space of allowed velocity vectors for the different configurations of two-vortex systems.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-22T11:22:56Z No. of bitstreams: 1 JÚLIO CÉZAR GARCIA.pdf: 2705284 bytes, checksum: b7f2638bec5ae99f91284cf1208f5a23 (MD5) / Made available in DSpace on 2017-11-22T11:22:57Z (GMT). No. of bitstreams: 1 JÚLIO CÉZAR GARCIA.pdf: 2705284 bytes, checksum: b7f2638bec5ae99f91284cf1208f5a23 (MD5) Previous issue date: 2017-09-13 / The present study, conceived in the Post-Graduation Program in Education of PUC - Goiás, in the Line of Research "State, Policies and Educational Institutions", had as object of research the Integrated High School (EMI). This modality of teaching presents itself as a possibility of emancipatory education capable of transforming the lives of thousands of young people and adolescents assuming the possibility of an integral and omnilateral formation of the human being. The general objective of this work was to identify and analyze the teachers' perception about the design of the EMI in the Federal Goiano Institute, having this institution as the locus of the research and its teachers as subjects. In its methodological course the principles of the qualitative research were adopted having as investigative referential the dialectical historical materialism. In the techniques for data collection, questionnaires were applied to the 630 teachers of the institution where the return of 149 responses was obtained. Another technique used was documentary analysis through the examination of the PPCs of the integrated technical courses of informatics and agriculture. In the elaboration of the theoretical reference, the study started from the analysis of work as a creative activity of man and as the central category of the process of its humanization, in order to understand how the transformation of the biological being into social being occurs through the mediation of work with nature. We were also interested in understanding how the capitalist mode of production transforms the creativity of work through a process that involves the relation between things, with predominance of the object over the subject. Polytechnic education is also discussed as the possibility of breaking school as an instrument of alienation of man by the new social relations of production imposed by capitalism. The historical elements that determined the educational policies regarding professional education and its relationship with society in the historical context of Brazilian education and the presentation of the general guidelines that guided the Professional Education Reforms undertaken by the governments FHC and Lula are analyzed, focusing, in particular , which implied the structural separation between high school and technical education, revealing the historical, political and social process in which they were built. The results found regarding the teachers' perception about the EMI indicated that there is, for the most part, an ignorance of the principles and foundations that govern this modality of teaching, prevailing still a vision of training for the labor market to the detriment of an omnilateral formation , indicating the necessary continuing education of teachers. It is emphasized in the research findings that the consolidation of an integral human formation involves questions that pervade the institution's pedagogical organization, involving political, economic and social impasses characteristic of a class-divided society and which are challenges to be faced for the establishment of an omnilateral educational proposal as a "crossing" to an equitable society that breaks with the logic of the capitalist system. / O presente estudo, concebido no Programa de Pós-graduação em Educação da PUC – Goiás, na Linha de Pesquisa “Estado, Políticas e Instituições Educacionais”, teve como objeto de pesquisa o Ensino Médio Integrado (EMI). Tal modalidade de ensino apresenta-se como uma possibilidade de uma educação emancipatória capaz de transformar as vidas de milhares de jovens e adolescentes, assumindo a possibilidade de uma formação integral e omnilateral do ser humano. O objetivo geral do trabalho foi identificar e analisar a percepção dos professores sobre a concepção do EMI no Instituto Federal Goiano tendo essa instituição como o lócus da pesquisa e seus professores como sujeitos. Em seu percurso metodológico adotou-se os princípios da pesquisa qualitativa tendo como referencial investigativo o materialismo histórico dialético. Nas técnicas para coleta de dados, foram aplicados questionários aos 630 professores da instituição pesquisada, tendo obtido o retorno de 149 respostas. Outra técnica utilizada foi análise documental por meio do exame dos PPCs dos cursos técnicos integrados de informática e agropecuária. Na elaboração do referencial teórico, o estudo partiu da análise do trabalho como atividade criativa do homem e como categoria central do processo de sua humanização, de modo a compreender como ocorre a transformação do ser biológico em ser social, pela mediação do trabalho com a natureza. Interessou-nos, ainda, perceber como o modo de produção capitalista transforma a criatividade do trabalho por meio de um processo que envolve a relação entre as coisas, com predomínio do objeto sobre o sujeito. Discute-se ainda a educação politécnica como possibilidade de rompimento da escola como instrumento de alienação do homem pelas novas relações sociais de produção impostas pelo capitalismo. São analisados os elementos históricos que determinaram as políticas educacionais referentes ao ensino profissional e sua relação com a sociedade no contexto histórico da educação brasileira e apresentação das linhas gerais que orientaram as Reformas da Educação Profissional, empreendidas pelos governos FHC e Lula, enfocando, em particular, as que implicaram separação estrutural entre o ensino médio e o técnico, revelando o processo histórico, político e social nas quais foram construídas. Os resultados encontrados quanto à percepção dos professores sobre o EMI, indicaram que há, na sua maioria, um desconhecimento dos princípios e fundamentos que regem essa modalidade de ensino, prevalecendo ainda uma visão de formação para o mercado de trabalho em detrimento a uma formação omnilateral, indicando a necessária formação continuada dos docentes. Ressalta-se nos achados da pesquisa, que a consolidação de uma formação humana integral envolve questões que perpassam a organização pedagógica da instituição, envolvendo impasses políticos, econômicos e sociais próprios de uma sociedade cindida em classes e que são desafios a serem enfrentados para o estabelecimento de uma proposta educacional omnilateral enquanto “travessia” para uma sociedade equânime que rompa com a lógica do sistema capitalista.

Made available in DSpace on 2017-07-10T16:28:02Z (GMT). No. of bitstreams: 1 FICANHA_KATHIANE.pdf: 1862884 bytes, checksum: fd28bcc93486b2e229ccf7eb443808df (MD5) Previous issue date: 2015-02-24 / This reasearch aims to discuss the comprehension of integral formation presents in education proposal of full time in Brazil, on tha basis that as more time passes at school, institution whose essencial social function is to teach the foundations of knowledge historically produced and accumulated by humanity, more easily can create conditions for an emancipatory education. Provided the importance that the full-time education achieved in education for popular classes, we verified the necessity to understant it better, in an attempt to overcome the limits of assistentialism towards unilateral trainings. For that, we developed this search by which we intend to analyze the history of full-time education in Brazil, delimiting the discussion of the necessity in expansion of school time according to a given education model for working class children, for, from the whole, understand the particularity of this type of education located in the municipal school system of Francisco Beltrão since 1994, in relation to expansion of school time for an integral formation of students who stay longer at school, observing their limits and possibilities. Then comes the necessity of studies with a methodological theoretical foundation that propitiates the basement about a full-time education that focuses the formation of autonomous and active socially subjects, able to think and analyze historical, political and social knowledge under the light of a critical theory, articulated to the capitalist social context, considering the close relation among education and society. In this way, it is necessary to analyze the society as a historical whole and socially constructed and then we understand the specific reality in which includes the scholl full-time.So, we search a historical reference based on historical materialism dialectical, in an attempt to get to the synthesis about histoy of full-time education in Brazil, its influence in the city of Francisco Beltrão and the possibilities of overcoming the liberal perspective. In that perspective, we organized our research in three chapters, in which we search achieve the specific aims of this research, whether they are: 1) to know the history of education implementation in full time in our country, in relation to the way of organization of the extended time and the held formation for children in four great experiences (Escola-Parque, CIEPs, PROFIC and Programa Mais Educação); 2) the influence of that history in experiences of extension of educational time in Francisco Beltrão and the ways in which they relate the possibilities of full training of the students; 3) Understand how could emancipatory formation from full-time education based on Marxist perspective of omnilateral training and having work as an educational principle. Finally, we analyzed the necessity of surpassing the liberal model, taking full-time education as na important tool in the formation of popular classes. / Esta pesquisa pretende discutir a compreensão de formação integral presente nas propostas de educação em tempo integral no Brasil, partindo do pressuposto de que quanto mais tempo se passa na escola, instituição cuja função social precípua é a de ensinar os fundamentos dos conhecimentos historicamente produzidos e acumulados pela humanidade, mais facilmente se podem criar as condições para uma formação emancipatória. Dada a importância que a educação em tempo integral adquiriu na educação para as classes populares, constatamos a necessidade de compreendê-la melhor, numa tentativa de superar os limites do assistencialismo rumo à formação onilateral. Para isso, desenvolvemos esta pesquisa, através da qual pretendemos analisar a história da educação em tempo integral no Brasil, delimitando a discussão na necessidade da ampliação do tempo escolar em função de um determinado modelo de formação para as crianças da classe trabalhadora, para, a partir da totalidade, compreender a particularidade dessa modalidade de ensino implantada na rede municipal ensino de Francisco Beltrão desde 1994, no que se refere à ampliação do tempo escolar para uma formação integral dos alunos que permanecem mais tempo na escola, observando seus limites e possibilidades. Eis que surge a necessidade de estudos com uma fundamentação teórico-metodológica que propicie o embasamento sobre uma Educação em Tempo Integral que privilegie a formação de sujeitos autônomos e ativos socialmente, capazes de refletir e analisar os conhecimentos históricos, políticos e sociais sob a luz de uma teoria crítica, articulada ao contexto social capitalista, haja vista a estreita relação entre a educação e a sociedade. Desse modo, é preciso fazer uma análise da sociedade como um todo histórico e socialmente construído, para então entendermos a realidade específica na qual se insere a escola de tempo integral. Por isso, buscamos um referencial teórico baseado no materialismo histórico dialético, numa tentativa de chegar à síntese sobre a história da educação em tempo integral no Brasil, sua influência no município de Francisco Beltrão e as possibilidades de superação da perspectiva liberal. Nessa perspectiva, organizamos nossa pesquisa em três capítulos, nos quais buscaremos atingir os objetivos específicos da pesquisa, sejam eles: 1) conhecer a história de implantação da educação em tempo integral no país, em relação à forma de organização do tempo ampliado e a formação defendida para as crianças em quatro grandes experiências (Escola-Parque, CIEPs, PROFIC e Programa Mais Educação); 2) a influência dessa história nas experiências de ampliação do tempo escolar em Francisco Beltrão, e as formas com as quais se referem às possibilidades de formação integral dos alunos; 3) compreender como se daria a formação emancipatória a partir da educação em tempo integral com base na perspectiva marxista de formação onilateral e tomando o trabalho como princípio educativo. Por fim, analisamos a necessidade de superação do modelo liberal, tomando a educação em tempo integral como importante ferramenta na formação das classes populares.

Il existe, entre la Serbie et la France, une véritable communauté scientifique en ce qui concerne le droit public. En effet, depuis le XIXe siècle, si l’on se penche sur l’histoire, les publicistes serbes et français s’interrogent sur les mêmes problèmes relatifs à l’État et sa pérennité. Ceci n’a rien d’étonnant car la Serbie, comme la France, a sa place dans le cadre de l’espace européen contemporain et répond à ses modèles. Les concepts de droit public que nous connaissons, par rapport au cas étudié, sont de deux types : nous pouvons distinguer les concepts de processus, qui témoignent d’une dynamique particulière, et les concepts de cas, qui nous amènent à une analyse statique. Concernant les premiers, il est question de transition démocratique, transition constitutionnelle, succession d’États, dislocation, sécession, séparation d’États et internationalisation du droit public. Pour les seconds, il s’agit des concepts d’État, personnalité morale, d’État constitutionnel, souveraineté, État composé (état fédéré, régional, autonomies), État de droit, démocratie et administration internationale. Il ne nous a pas semblé nécessaire de créer d’autres concepts. En effet, la plupart des points problématiques rappellent les grandes théories, plus ou moins directement. Dans le cadre de notre recherche il a bien été question de faire un bilan de ces théories, au regard d’un cas concret : la République de Serbie depuis, 1990, au moment de l’introduction du pluripartisme, dans la Yougoslavie titiste mourante. Le but de cette analyse est de proposer notre contribution car nous n’avons pas la prétention de fonder une nouvelle théorie de l’État. Mais au vu des mécanismes du droit, comme outil nous permettant de penser l’État, le cas de la Serbie, depuis 1990, et ses données spécifiques, nous amènent à engager une piste de réflexion sur l’État tel qu’il peut être pensé et critiqué, en ce début de XXIe siècle. / The nineteenth century, if one looks at History, French and Serbian publicists have questioned the same problems with regard to the issue State and its future. This is not surprising as Serbia, like France, has its place in the framework of the European contemporary public Law. The concepts of public Law that we know from the cases studied are of two types: we can distinguish between concepts of process, which has proven to be particularly dynamic, and concepts of case law that leads us to a static analysis. The former relates to a democratic transition, constitutional transition, succession, dislocation, secession, separation of state and internationalization of public law. The latter, pertains to concepts of state, legal status, sovereignty, state compound (federal state, regional autonomies), Rule of law, Democracy and international administration. It did not seem necessary to create other concepts. Indeed, the most problematic issues involve the major theories, more or less directly. Part of our research has included a review of these theories, in terms of a concrete case: the Republic of Serbia since 1990, when the introduction of multipartism in Tito's Yugoslavia came to end. The purpose of this analysis is to offer our contribution ; we do not pretend to find a new theory of the state. Indeed in view of the mechanisms of Law as a tool to consider the question of state, in the case of Serbia, since 1990, with its specific circumstances, leads us to initiate a line of reflexions on the issue of state that may be thought as criticism, in the early twenty-first century.

The coding and feedback inaccuracies of the channel state information (CSI) in limited feedback multiple-input multiple-output (MIMO) wireless systems can severely impact the achievable data rate and reliability. The CSI is mathematically represented as a Grassmann manifold or manifold of unitary matrices. These are non-Euclidean spaces with special constraints that makes efficient and high fidelity coding especially challenging. In addition, the CSI inaccuracies may occur due to digital representation, time variation, and delayed feedback of the CSI. To overcome these inaccuracies, the manifold structure of the CSI can be exploited. The objective of this dissertation is to develop a new signal processing techniques on the manifolds to harvest the benefits of MIMO wireless systems. First, this dissertation presents the Kerdock codebook design to represent the CSI on the Grassmann manifold. The CSI inaccuracy due to digital representation is addressed by the finite alphabet structure of the Kerdock codebook. In addition, systematic codebook construction is identified which reduces the resource requirement in MIMO wireless systems. Distance properties on the Grassmann manifold are derived showing the applicability of the Kerdock codebook to beam-forming and spatial multiplexing systems. Next, manifold-constrained algorithms to predict and encode the CSI with high fidelity are presented. Two prominent manifolds are considered; the Grassmann manifold and the manifold of unitary matrices. The Grassmann manifold is a class of manifold used to represent the CSI in MIMO wireless systems using specific transmission strategies. The manifold of unitary matrices appears as a collection of all spatial information available in the MIMO wireless systems independent of specific transmission strategies. On these manifolds, signal processing building blocks such as differencing and prediction are derived. Using the proposed signal processing tools on the manifold, this dissertation addresses the CSI coding accuracy, tracking of the CSI under time variation, and compensation techniques for delayed CSI feedback. Applications of the proposed algorithms in single-user and multiuser systems show that most of the spatial benefits of MIMO wireless systems can be harvested. / text

After fifty years of challenges to the color line in Montgomery, Alabama, the Metropolitan Statistical Area is more integrated now than it was in 1950. Through exploring the effects of Brown v. Board of Education, the bus boycott, school integration court cases, re-segregation of schools in city and suburban districts, and federal open-housing policies, the volatile transformation appears to shows how, after fifty years, Montgomery has moved from a segregated dual society to a partially integrated society in spite of the massive resistance to integration.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho tem por objetivo problematizar a concepção de Ensino Médio Integrado que fundamentou a revogação do Decreto n. 2.208/07 do governo Fernando Henrique Cardoso pelo de n. 5.154/04, promulgado durante a gestão presidencial de Luis Inácio Lula da Silva. Para isto, situa o tema no contexto das reformas educacionais dos anos de 1990 e 2000 à luz das transformações que marcam o capitalismo contemporâneo. Em seguida, considerando que a concepção de Ensino Médio Integrado afirma estar fundamentada sobre os conceitos de educação politécnica, escola unitária e formação omnilateral, busca resgatar os autores originais dessas ideias, quais sejam, Karl Marx, Antonio Gramsci e, no Brasil, principalmente Dermeval Saviani. Além disso, com base em Karl Marx e György Lukács, propõe uma breve discussão das premissas filosóficas sobre as quais o pensamento educacional desses autores se sustenta, a saber, a concepção de homem como ser social que se produz pela mediação do trabalho; e a concepção de ciência e/ou conhecimento como teleologias secundárias que se constituem na história como condição sine qua non para o contínuo desenvolvimento do gênero humano e da sociedade. Por fim, com base em textos oficiais do Ministério da Educação e em alguns textos acadêmicos de autores que estiveram diretamente envolvidos com este ministério, problematiza a concepção de Ensino Médio Integrado que atravessou o debate político sobre a revogação do Decreto n. 2.208/97. À guisa de conclusão, propõe algumas reflexões a respeito dos limites e possibilidades do Ensino Médio Integrado enquanto proposta de travessia para uma sociedade que tenha superado a divisão de classes, bem como suas virtudes e tensões frente à proposta de educação politécnica. / This dissertation aims to discuss the concept of Integrated Secondary Education that justified the repeal of Decree n. 2.208/07 of the Fernando Henrique Cardoso government by the Decree n. 5.154/04, passed during the administration of president Luis Inacio Lula da Silva. For this, the theme is located in the context of the educational reforms of the '90s and 2000s in the light of the changes that mark the contemporary capitalism. Then, considering that the concept of the Integrated Secondary Education claims to be based on the concepts of polytechnic education, unitary school and omnilateral education, seeks to rescue the original authors of these ideas, namely, Karl Marx, Antonio Gramsci, and in Brazil, especially Dermeval Saviani. In addition, based on Karl Marx and György Lukacs, proposes a brief discussion of the philosophical premises that support the educational thought of these authors, namely, the concept of man as a social being produced by work mediation, and the concept of science and / or knowledge as secondary teleologies that are constituted in history as a sine qua non condition for the continued development of the humankind and society. Finally, based on official texts of the Ministry of Education and in some academic texts by authors who were directly involved with this ministry, discusses the concept of Integrated Secondary Education that crossed the political debate on the repeal of Decree n. 2.208/07. As a conclusion, it suggests some reflections on the limits and possibilities of the Integrated Secondary Education as a proposal of "passage" to another society that has overcome the division of social classes, as well as its virtues and tensions in relation to the proposal of polytechnic education.