At the time that the Education Development Plan has been pointed as indispensable tool to the improvement of educational quality in the country, this paper aims to analyze the role assigned to the school manager in this Plan, sharpened with the conception of democratic-participative management and with the social-political goals of Brazilian Federal Government, specifically the Ministry of Education (MEC); in the achievement of the improvement of teaching/learning quality of student in the researched schools. For this paper, the methodological procedure embodied in the perspective of a qualitative research, using documental analysis, application based on a checklist of opened questions, as well as oral interview with two managers in two State schools in Viçosa-MG. Based on the analyzed results, it is concluded that the main role of the manager is to articulate pedagogical and administrative actions at school, having the Plan as the guide to implement educative actions. The Plan, with its actions and goals, has provided changes in the reality of each researched ach social and political transformations in its school and accomplish the established goals for the EDP, the democratic-participative management is a strong determinant so that the educational goals are met. Despite the managers show significant advances of the Plan in their schools, it is noted that there are not conclusive results yet. There is a lot to search in order to determine the real situation of each school and each region. Pointing out some considerations and criticism along this paper has become essential for the scientific discussion in order to provide data that enable the monitoring and the comprehension of its development, notably the effective contribution to the school manager towards the Plan.

This dissertation aims at analyzing the election process for school principals in state schools of Zona da Mara in Minas Gerais and its implications for the school community. The study was carried out starting from a contextualization of the public politics‟ democratization in Brazil from the promulgation of the Constitution of 1988, passing for a reflection on the educational reforms in the context of the neoliberal politics of the decade of 1990 and deepening the research in the period of 1990 (when the formal election for pertaining to school director became a law in the State of Minas Gerais) up to 2009. While studying the legal operational bases in which the Election for School Principals are based on, we could see that the legal realization of these bases ask for a necessary changing to understand these bases and to make them a real practice. Also the field research, in Urucânia city, showed that even with the efforts undertaken for the consolidation of the democracy in the school units, there are many challenges to face about it when it comes to the true participation of the different members of the school segments. With justifications supported in the lack of interest of participation of the segments, however in the little space offered in the schools, it was perceived that there are limits that still exist to reach an effective collective responsibility to the construction of the Pedagogical Project Politician of the searched schools. Therefore, even with the considerable advances in the actions of collective participation in the school units, in its legal and operational aspect, still there is so much to do about its argumentation and to be improved for the school democratization to be a reality in the State of Minas Gerais.

Teachers have an important function within the school and society as, for example, to transmit culture and knowledge gained over time, to ensure the development of humanity, allowing an integration of man with himself and the world (NÓVOA, 1991). Therefore, teachers' work is shown as a practice that focuses on a high level of social responsibility. In this sense, this research tried to highlight the voices of experienced teachers who work in the early grades Elementary School, in Viçosa (MG), considered a reference in its context of performance. Through the narratives of these experienced teachers, we understand the formative processes that contributed to the consolidation of an educational practice that became a reference. Our aim was to discuss the process of building their professional knowledge, experiential knowledge more specifically in the context of professional practice during their training process, understand the relationships between the pathways (the life of a student's basic education, initial and continuing training) and the construction of teachers' practical knowledge in the context of professional practice. For discussions about teacher support in Garcia (1999) and to contextualize the reality of the political training of teachers in Brazil in We base in Freitas (2007), Pepper (2007) and Saviani (2009), about the most relevant contributions about teacher knowledge, we bring Tardif (2010), Gauthier (1998), Nunes (2004) and Borges (2004), on learning of teaching dialogued with Mizukami (1996) and Schön (1995), about the category "experience" we appropriate the reflections made by Dewey (2010) and topics of the narratives was deepened mainly through the contributions of Josso (2004), Ferenc (2005), Nóvoa and Finger (1988). A qualitative approach was used. The interview was the means of communication with the teachers and the narrative the access to the ways of humans experience the world (CONNELLY, CLANDININ, 1990), the meaning attributed to the teachers interviewed felt that the world and their experiences brought to the formation of each. Dialogued with 4 (four) teachers who on average have 32 years' practice in teaching. Access to teachers through the technique was "snowball" in which each teacher interviewed indicated the next. The teachers' reports allowed us to understand that the previous school experiences, when they were students, were in the construction of permanent career. The teachers have graduated from high school, the years between 1976 and 1982 in the same school, it was a Normal School, a traditional, in Viçosa (MG), in that period. In this school the teachers had teachers who served as references for the construction of their knowledge. The additional course to teaching was a milestone in terms of knowledge about the processes of constructing knowledge about literacy and early childhood education, the teachers revealed that in-service training was more significant than the initial training in their professional careers. Moreover, noted the daily experience as a source of security for your practice. Demonstrated the knowledge of defendants who have been teaching for the disciplinary knowledge, curriculum and teaching methods. The study aims to be a necessary investment in professional development of teachers, there is also the need to promote exchanges, study groups etc. that beginning teachers are protected by experienced teachers. The challenge is to rethink the initial teacher training in order to enable a greater similarity to the educational reality.

The objective of this research is to analyze the changes that the contents of arithmetic (current mathematics) suffered from the late nineteenth century, mid- twentieth century and early twenty-first century to attempt to answer the central question: can affirm that the innovations brought by Parameters National Curriculum (NCP) regarding the contents of mathematics show significant changes in relation to the contributions of the book "Illustrated Elementary Arithmetic - Theoretical and Practical," by António Trajano? The method used in the study was a qualitative, using in the course of the study to the theoretical research, historical research, history of school subjects (mathematics). This study also discusses the mathematical learning in Brazil, through theoretical and methodological considerations. It also presents the importance of the historical approach to understanding the difficulties of teaching and learning of mathematics and intuitive method. Furthermore, this research has made notes about the author António Trajano Flag and the contributions of his work in the Brazilian education and analyzed the mathematics content in the current NCP. Finally, the research shows the intersection between the work of Trajano, the intuitive method and the current PCN. Thus demonstrates the converging points between these three elements of research, and there is a use of the intuitive method in these works as a strategy to rescue the quality of teaching and learning mathematics in Brazil.