The article aims to analyze the limits and possibilities of the basic education management planning model, with a cut in the use of digital technologies in the public network. Its relevance is to demonstrate, through a case study, that the model implanted in a municipal education system as a response to the need for organic coexistence with digital technologies in education, needs to improve management practices and planning, re-discussion and re-elaboration. Legislation and experience help, but not always enough. He works concepts of Almeida (2009), Bezerra (2007), Bobbio (2000), Bordignon; Gracindo (2011), Frigotto (1995), Gramsci (1991), Luck (2011), Morin (2001) and Paro (2011). His final considerations contribute to the theoretical-practical discussions about the nature and extent of educational management in relation to Information and Communication Technologies (ICT), whose disruptive character lies in carrying the basic contradiction of facilitating and hindering the management of the school, in constant spiral of antithesis of oneself.

Representações de docentes que atuam em escolas de educação básica localizadas na zona rural de uma cidade do semiárido nordestino do Brasil onde se desenvolveu por duas gestões uma política municipal de educação proclamada como de convivência com o semiárido, bem como a memória oral de outros protagonistas dessa experiência, constituem o objeto de estudo da investigação. O objetivo é identificar seus impactos e a presença da alteridade como condição para superação da dicotomia cidade/campo e garantia da educação como direito humano e do desenvolvimento científico, tecnológico e social do estado/região/país em favor do sujeito de direitos. A abordagem metodológica configura-se como pesquisa qualitativa que contemplou o estudo de caso e a biografização, ao lado dos registros escritos e relatos orais de outros protagonistas da política de convivência com o semiárido. Os resultados apontam para a não efetividade dessa política e para a premente necessidade de políticas públicas que assegurem uma rede escolar própria e de políticas de distribuição de riqueza e reconhecimento para o campo.

The article discusses the public policy of inclusive education implemented in Brazil in recent years, under the aegis of exclusion. The clipping of the investigation reaches emerging aspects of interactions manager-teacher-student-parents-knowledge focusing on basic education of persons with disability(s) in institutions of Special Education and Inclusive Education, public and private, in the period from 2002 to 2004, with implications for teacher training. In institutions identifies the coexistence of stigmas, prejudices and defense mechanisms, with a theoretical framework founded on Freud (1995), Gay (1999), Amaral (1994) and Goffman (1988). Concludes denouncing the manipulation, the domain of institutions that hold power with normal standards and indicating the need for organized civil society action to regain control of these practices, demanding the implementation of inclusive policies, radicalizing his own speeches. This is the human condition, the concrete struggle for overcoming the culture of suffering in favor of happiness of each man.

This article discusses the qualifying function of the education of the young and adults (EJA) and work, as a humanizing source of wealth and welfare, which differs from the perspective of education throughout life. It is grounded on the critical sociological approach, being DELINEADO with a study of critical revision using documental and bibliographic researches and with a qualitative analysis of the information. It concludes that the educational policies in Brazil are markedly influenced by the determinations from UNESCO, responsible for the diffusion of the perspective of lifelong learning, subsumed to the requirements of the job market and to the social role that is meant for each individual and which differs from the qualifying function of EJA and work. As a political-pedagogical implication of this statement, it is noted that the worker-work relationship is socially determined and that EJA cannot ignore this reality, given that the knowledge of the mechanisms of exploration will make possible and clarify the human emancipation of the worker.