Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The objective of this article is to analyze the influence of work conditions in Family Health Nursing activities and the renormalizations they produce. It is a qualitative study carried out in a municipality in southern Brazil, involving an intentional sample of ten registered nurses. Methodological triangulation was used with the data collected through documental research, observation, and self-facing interviews. The software Atlasti 5 and the foundations of historical dialectic materialism, was used to treat and analyze the data, as well as ergology. The results demonstrate that inadequate work conditions such as insufficient workforce and precariousness in work instruments contradict or impede reaching the objectives of promoting health and integrity, as prescribed by the Family Health norms. We conclude that given these conditions, nurses renormalize their activities based on the values of one's right to health, access to health, and integrality, and become overloaded in their nursing work.

Arruda, Maria da Conceição Calmon. Democratização ou cerceamento? Um estudo sobre a reforma do ensino médio técnico dos anos 1990. 2013. Interciência, Rio de Janeiro: 170. 8571933537

Cardoso, Adalberto. Ensaios de sociologia do mercado de trabalho brasileiro. 2013. FGV, Rio de Janeiro: 264. 9788522512966

From the speeches regarding technology found in the most comprehensive lines about professional education, it is intended to bring understanding elements of the normative formulations within the scenario of the current National Education Bases and Guidelines Law (law n.º 9.394, as of December 20, 1996). Then it is carried out the speeches analysis regarding technology articulated on a 'technology' of the professional education discussion and proposition speeches and their repercussion in the legal formulation, from bill n.º 1.258/88 up to the resulting final writing that comprises law n.º 9.394, as of December 20, 1996. In conclusion, it is considered the research perspective, of reflexive debate, to build proposals that take into account the professional education as human education and as transforming praxis of the work-technology-profession-education relationships, in the concrete specificity of every situation and within the set of situations. A redemption perspective of the professional education as a fully public policy, aimed at the interests of the majority, the working class.

This report presents the 'big health bingo' activity as a differentiated proposal for participatory management and care, at a health care unit, in the context of the Family Health Strategy. The experience is combined with the assumptions of the humanization and popular health education policy, focusing on the democratization and decentralization of management and care, recognizing the citizen-users and subject-employees as agents of collective practices within the Community. Value is given to cooperation and collective willingness, which allow the sharing of knowledge and health practices. By means of the game called 'bingo,' themes, speeches, thoughts, and interactions are highlighted as a common means of community expression and meanings about the moments of health unit. This process has allowed the strengthening of the professional-user bond and the exchange of knowledge on health management in their local councils.

This text seeks to explain the conception of education and of society's project which is in the origin and development of the Polytechnic School of Health Joaquim Venancio, a theoretical task and a ethically based policy that imposes itself with the beginning of the Post-graduate program strictu sensu in Professional Education in Health. It is emphasized in this analysis that the historical time we live in is of regression in the social, political and educational fields and, therefore, the challenges of the master's program that is starting are more complex. It is intended to develop, based on theory, the understanding of the urgency to build educational processes that bring the new generations to understand capitalist's society's character which becomes more and more not viable and focused on competition, waste, consumption and violence, and, based on this understanding, to produce a collective understanding of the political imperative of a revolutionary approach to overcome the capitalist society.

This article aims to affirm the idea of the existence of a Marxist program of education in which work, school and praxis as a political-educational activity stand out. It is argued that the problem of Marxist education is a complex elaboration in which various elements are shown organically articulated. The Marxist Education program appears related to the Marxist elaborations made in light of three important elements of everyday life (educational) of the working classes: the educational character of the contradictory relations of work (even if related to abstract work), period of school education, preferably together with the work, and, lastly, the political-educational praxis developed at different associative moments of workers in unions, political parties, places of residence etc., when workers act politically and collectively as a social class defending its interests and strengthening its organization and its political education/training as a potentially revolutionary social class. Starting from a new conception of the work and praxis relationship, we seek to discuss the primacy of work and the neglect of the praxis carried out by previous studies of the area. It is considered that this neglect of praxis mutilates and impoverishes the contribution of Marxist education program.

It is desirable and necessary to historically understand the origin of the polytechnic conception associated to the integrated education, as well as the very own integrated education, two terms whose polysemy may lead to different and even opposing interpretations. Both the polytechnic and the integral education conceptions can be found in literature connected to the school education, even if not exclusively referring to it. The purpose of this paper is twofold. On the one hand, it is intended to place both conceptions within the theoretical universe of the historical materialism, being pointed out that, as they are not exclusive from this universe, they can be found in other universes, with different meanings. On the other hand, it is intended to examine, in details, how two key authors - Marx and Gramsci - develop their views regarding the relationships between education and work mediated by the polytechnic conception and the integral education, and, in a very summarized manner, which are the similarities and differences between then, in regards to this issue.

In this paper, we resume the main aspects of a previous paper that aimed at continuing the report of Work and Education GT's scientific production, from the papers selected and discussed by the group at Anped's Annual Meetings (1996 to 2001), resuming the agenda of issues presented in similar reports, analyzing the production from 2002 to 2007. From the theoretical and methodological point of view, GT is guided by the historic materialism, also contemplating the discussion of other theoretical lines and it is committed to the transformation of exploration and belittling forms of the human being. From the point of view of the contents, the most present recurrent issues are as follows: work and education - theory and history; work and basic education; work and education within social movements; worker education in the social relations of production; and enhancement of skills and work which are constituted within the main issue of the most recent period analyzed in this text.