What one is supposed to teach and what one wants to teach: perceptions of a history teacher between the beginning of the Portuguese Republic and the start of the New State (2024)

The Context of Modernizing Reforms of Teaching in Portugal in the Second half of the 18th Century: the Educational Project of Franciscan Dom Frei Manuel do Cenáculo

IJASS, 2020

This text is a synthesis of the content of a thesis defended in the PPE-UEM. The study aimed to analyze the articulation of the educational project of Dom Frei Manuel do Cenáculo Villas Boas (1724-1814). century Portuguese intellectual. He played an outstanding role in the educational and political field during the period of Pombaline studies reforms. The research is justified by the importance of analyzing the articulation that the prelate made of the principles of the Enlightenment with the need to modernize Portuguese education for scientific and cultural development. We selected for the study the pedagogical manual written by him in 1791 Literary Care. It is a collection of his pedagogical thinking and gives guidance on the organization of the relations between teaching and learning in order to make teaching useful and in connection with the current social order. The analysis took place in relation to the context of political and economic changes in the Pombaline period, in which its political and pedagogical performance stands out.

José da Silva Lisboa, José Bonifácio e Martim Francisco: discussões sobre educação no Império do Brasil

Revista Brasileira de Educação, 2017

The History of Education in Brazil: The Formation of the Field and Theoretical Influences

2016

This article is concerned with the History of Education in Brazil in two key areas: the disciplinary field and the research field. As a discipline, the History of Education has formed a part of the school curriculum since the beginning of the 20 th century. As a research field, it gained impetus in the 60s with the setting up of postgraduate courses and became one of the most consolidated areas of Brazilian education. In the light of this, there is a discussion about academic organisation and an attempt is being made to show how the field is characterised by theoretical renewal and is facing two key challenges: cultural exchanges involving the use of English and a recognition of the value of the History of Education as a discipline in the light of the fact that less space is being devoted to it in teacher-training curricula. *** Este artículo se refiere al ambito de la formación en la Historia del Educacion en Brasil en dos áreas clave: el campo disciplinar y el campo de la investigación. Como disciplina, la Historia de la Educación ha formado parte de los programas escolares desde el comienzo del siglo XX. Como campo de investigación, ganó impulso en la década de 1960 con la creación de cursos de postgrado y se convirtió en una de las áreas más consolidadas de la educación brasileña. A la luz de esto, hay una discusión sobre la organización académica y se está haciendo un intento de mostrar cómo el campo se caracteriza por la renovación teórica y se enfrenta a dos retos fundamentales: los intercambios culturales que implican el uso del Inglés y un reconocimiento del valor de la Historia de la Educación como disciplina, a la luz del hecho de que actualmente menos espacio está dedicado a ella en los programas de formación de maestros.

Paedagogica Historica: International Journal of the History of Education History of education in Brazil: the construction of a knowledge field

“THE FAILURE OF NEW SCHOOL REFORM”: ATALIBA DE OLIVEIRA INTERPRETING THE PAULISTA SCHOOL RENOVATION (THE 1930s AND 1940s)

Educação em Revista

ABSTRACT: Under the perspective guided by Darnton (1986), this article aims to capture the interpretations made by Ataliba Antonio de Oliveira about the new school movement. It is about a teacher from São Paulo who followed and resisted closely and from within the onslaughts and attempts at pedagogical renewal in progress in the São Paulo school system. By writing more than two hundred chronicles, interpreting among other themes the initiatives of the Escolanovistas in São Paulo, Ataliba de Oliveira pointed out the errors that characterized “the failure of new school reform”. After inventorying and analyzing these chronicles, this article intends to answer the question: How did Ataliba de Oliveira interpret the new school movement and the tentatives of inserting this pedagogical doctrine in the Paulista school apparatus between 1930 and 1940? The comparative logical structures the most of the chronicles, and through them, are revealed his most scathing criticism to the reform, the r...

Professores e professoras públicas de Primeiras Letras em Cotia (SP, 1870-1885): trajetórias docentes e estratégias do ofício de ensinar

DOAJ (DOAJ: Directory of Open Access Journals), 2018

Escolas, professores e caipiras: exercício para um descentramento histórico

2005

"According to the modern pedagogy": lessons, objects and materiality in the Public Instruction of Rio Grande do Sul, Brazil (1891-1928)

Cadernos de História da Educação, 2020

This paper analyzes the content of the reports of the general inspectors of the Public Instruction in Rio Grande do Sul, Brazil, from the notions of material and visual school culture, comparing them with other documentary sources and with specialized bibliography. It points to the existence of a concern, followed by action in equipping and provide schools with the innovations of the embryonic educational products market, with views to "civilization" of the population in the positivist model. It notes that State technical professionals were attentive to the practices used in other countries. It concludes that economic and logistics solutions to maintain the supply of this material were created and distinguishes amongst them the school series from Julio de Castilhos Museum, the furniture manufactured in the workshops of the House of Correction and the local adaptation and edition of textbooks.

QUESTIONS RAISED ABOUT THE IDENTITY OF THE PEDAGOGY COURSE BETWEEN 1939 TO 1990 (Atena Editora)

QUESTIONS RAISED ABOUT THE IDENTITY OF THE PEDAGOGY COURSE BETWEEN 1939 TO 1990 (Atena Editora), 2024

The objective of this article is to explain, based on a recap of academic documents, the most important events during the period of regulation of the Pedagogy course in Brazil between the years 1939 and 1990. The present study analyzes the elaboration of the identity of the course in constant inquiry, as well as ideological constructs of the pedagogue's training about the structure and organization of the course. Mainly in the fragmentation, discredit, ambiguity and separation of the theory and practice of this training, as well as educational policies and the purposes of the world of work. Initially, it aimed to train teachers for teaching in Normal Schools or Education technicians, and later pedagogical qualifications specialized in certain demands would also appear. In this context, the promulgation of opinions and discussions about the existence of the course allowed debates and contradictions throughout the process. This concludes, therefore, an incessant search for the identity of the course in all its occupations and curricula in favor of the affirmation of Pedagogy in Brazil.

O Manifesto Dos Educadores De 1959 Revisitado: Evento, Narrativas e Discursos

Cadernos De Pesquisa, 2021

Resumo Trata-se de analise historica do manifesto de educadores “Mais uma vez convocados: manifesto ao povo e ao governo” (1959), divulgado em resposta a irrupcao de um substitutivo ao projeto de Lei de Diretrizes e Bases da Educacao. Examina os alicerces de sua memoria, interrogando as razoes e os efeitos da predominante explicacao por meio de suas relacoes com o Manifesto dos Pioneiros e a Campanha em Defesa da Escola Publica. Reconstroi eventos, agentes e significados, compreendendo-os como acao coletiva e coordenada de intelectuais para fins politicos determinados. Conclui-se realcando o manifesto em sua especificidade e historicidade, aparando equivocos historiograficos resultantes de repeticoes sem lastro e abordagens que produziram lacunas em sua compreensao como evento singular.