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

This paper aims to recover the first decades of public health education in Rio de Janeiro, since the former Federal Capital was an important graduating center of sanitarian professionals. In Rio de Janeiro, the Federal Government established pioneers health centers and count on the technical aid and on the human resources of "Fundação Rockefeller". Concerning to socioeconomic and political structure of the 1920's, the work includes the public health education during the First Republic, and goes through Vargas and Capanema eras and finishes, approximately in the beginning of the 1960's. This paper analyses the trajectory of public health and hygiene courses in Rio de Janeiro, since the era of well-known physicians who were also entrepreneurs — such as Carlos Chagas, Afrânio Peixoto, João de Barros Barreto and José Paranhos Fontenelle —, still in the first quarter of century XX. These names were closely bound to the first courses of Professional graduation in public health area, in the Republic's Capital and in all Brazilian Territory.

Concerning to the idea that the nursing history education is fundamental to the development of students of graduation course and that the way this instruction is given determines if its content provides or not the adherence to this information, this research aims to establish a network with all Nursing Schools of Santa Catarina to determine a education diagnosis of nursing history education. This may be a subsidy for a policy creation to guide the curricular reformulation of this subject, in view of the State needs. The methodology is qualitative and the initial data collection identified, from 15 nursing schools of the State, the modus operandi of the subject development along the course. An initial analysis indicates that the educational and curricular strategies are varied, and there are interfaces between them. We note an advance related to the grade hours and to learning-education strategies, however the insertion of said content still needs a collective reflection about its importance on the courses curriculum.

The discussion of the 'crisis of modernity' of this article evidences the challenges attributed to education as part of emancipating project. It supports educators' belief that no structural change will happen only with education, although no significant change may be fulfilled without it.

In opposition to a community and school project which have been denying the effective citizenship to a great contingent of youth and Brazilian workers, the polytechnic conception emerges as a part of an emancipating project which is far from the liberal ideology and from its reflexes on the education and work fields. Retaking the issue of the citizenship meaning nowadays, this text aims to identify to which citizenship concept the polytechnic conception belongs, considering the educational practices field and its connection to the current aspect of the world of work.

Yves Schwartz, member of the France University Institute (IUF) and scientific director of the Department of Ergology of the Université de Provence. Among his works we point out Expérience et connaissance du travail (Méssidor/ Eds. Sociales, 1988), Travail et philosophie: convocations mutuelles (Tolouse, Octarès, 1992) e Le paradigme ergologique ou um métier de philosophe (Tolouse, Octarès, 2000). Since the 1990's, he develops a cooperation with research groups at Fiocruz (Post-graduate in Public Health, sub-area Health, Work and Environment), at UERJ (Post-graduate in Social Psychology, in Literature & Languages and College of Engineering), at UFF (Post-graduate in Production Engineering and Psychology), at Unirio, at UFRJ (Post-graduate in Production Engineering) and at UFRRJ. This interview was held on October 2005. In it, Yves Schwartz discusses some of the main concepts of the ergological perspective, in addition to pointing out historical and theoretical-methodological aspects related to the emergency of this perspective in France in the 80's. The ergological perspective developed through the "three-pole dynamic device", associates, on an original manner, research professionals to workers in the investigation of the "world of work" and its transformations. Among other influences, he highlights the collaboration with the research-intervention group of Ivar Oddone and the influence of the work of Georges Canguilhem.

This work proposes the discussion of alternative forms to the exams and the texts in school evaluation. Thus, two experiences were presented, performed with students from the Technical Course of Sanitary Vigilance and Environmental Health, the Joaquim Venâncio Polytechnic School of Health, Fundação Oswaldo Cruz unit, which sought to break with the traditional model of evaluation, marked by the verticalized relationship between teacher and pupil in the teaching-learning process. It is argued that, depending on the way it is conducted, the evaluation can be an authoritarian, punitive and stigmatizing instrument and, in this sense, it is up to the professionals from the education area a reflection on its ideological and political positioning, so as to perceive if its teaching practice would be contributing to the maintenance of social unequalness.

The text has the intent of dialoguing critically with the text Revising the concept of citizenship: notes for a polytechnic education, of Adriana Gleisler, which seeks to "putting forward again the question of the meaning of citizenship", in the perspective of "identifying to which concept of citizenship the notion of polytechnic is affiliated". In this sense, this text, organized in three moments, intends to offer an alternative view to the one posed by the author. In the section, Which citizenship, in which democracy, we briefly discuss the concepts of citizenship and democracy, articulating them to the respective contexts of the so-called redemocratization and the Lula government. We seek, with this, to reveal the political option of the forces that work for the 'democratic transition' updated — in a certain manner — in the current government. In Which polytechnic education, we retake the concept of polytechnic education and, from it, we try to show how the political option of the alliancist countenance ended up cooling the socialist impetus, disarming the critical educational speech of its most important base: the fight for the overcoming of the class society. Finally, in The two faces of a mirage, we seek to present (once again) in a synthetic manner, the relation of political subordination both in the more general aspect and in the educational debate aspect.

Aiming to maintain a dialogue with the conception of Adriana Geisler, which analyze the meaning of citizenship in Brazil today and propose " identifying to which concept of citizenship the notion of polytechnic is affiliated" the text tries to contribute with the composition of Brazilian social reality structure, showing some reflections as assumed by social rights and the process of governmental policies to establish its totalities in the country. In this sense, the text considers, at first, the meaning of permanent education as a collective social right, and in continuation, since alteration on the nature and performance of the State in the 1990's, it analyzes the changes on the aspects of social rights and public policies of education and work. Finally, it recovers the discussion on polytechnic education trying to measure it, as well as its importance, on current conditions of the education fo Brazilian population.

The processes of voluntary subjection seem consubstantial to the expansion of capitalism. The change that took place in the nature of property, making it mobile and flexible, under the form of money, has its counterpart in the new mobility of the workers, expropriated from the control of the productive control group and made available as a mere productive capacity. The contemporary freedom is not a mere enticement, for it expresses a long fight for the reduction of the manorial control ties, taken into effect by the peasants and by the urban workers. But it also can not be considered as an expression of actual human freedom, since it rests on forms of expropriation that, on an apparently 'natural' manner, impose to the workers their own subjection. Currently, the deepening of the of the separation that took place between the economic property and the possibilities of political intervention aggravates the conditions of this "voluntary servitude" and is being, on an almost sarcastic manner, presented as "voluntary work".

The article discusses the work of Adriana Geisler on polytechnic education focusing the questions referred to the emergency of subjective. Defending the perspective that conceives the process of subjectivation as undissociable from the social insertion, she criticizes the concept of the individual, proposing its replacement by the concept of the uniqueness of the subject. Using the theoretical tools elaborated by the psychoanalytic theory, the article shows the limits of Freud's thought on the questions linked to the conception of the individual and his relations with society, concisely exposing the elaboration of D. Winnicott that, in this point, proceeds to a radical review of the Freudian theory.