Repositório RCAAP

Nine hundred years after the death of Anselm of Canterbury, this article examines his idea of Theology as a science in contrast with Aquinas's analysis of the same subject: the "rationes necessariae" of Anselm - in Theology of Redemption in his work "Cur Deus Homo?" - are compared with the reasons of Thomas Aquinas, who emphasizes the liberty of God.  

In this article, I propose to appraise Emperor Julian's conception of Paidéia or education. To this end, I will work from the meanings of the Christian Logos and the Greek Logos making use also of Gregory Nazianzen's Against Julian, verifying whether the clash that occurred between Gregory Nazianzen and Julian was not only religious but politico-religious, taking into account that at that point of the 4th century AD no separation of these spheres had yet existed. The text is divided into Preliminary Considerations, where I argue that the conflict between the two authors is political-cultural; The Emperor Julian and the Historiography about his times, in which I demonstrate that since the Emperor Julian's own time there was a myth built around him, and finally about Nazianzen's purpose of writing Against Julian. All of these interlinked points lead to the comprehension of this specific political moment of Late Antiquity.

The aim of this article is to offer some reflections on The Second World Conference on Higher Education (UNESCO, 2009), whose central topic was: "The new dynamics of Higher Education and Research for the Social Change and the Development". The Conference expressed its concern for the World recession and its negative impact on higher education. Forecasts and recommendations were formulated in order that the above mentioned recession does not affect the development of higher education and research. The main debate in the Conference was about a key alternative: higher education as "a public good", or as "a public service". In the Final Communiqué the first criterion prevailed.  

The contributions of Condorcet (1743-1794) on public education are discussed. Condorcet, an intellectual who participated in the French Revolution, established the doctrinal basis of the bourgeois education system and the Republican liberal educational project based on the Illustration theoretical and ideological premises and on the Enlightenment philosophers who influenced contemporary pedagogical thought. Condorcet's document "Report and Draft Decree on the General Organization of Public Instruction," submitted to the National Assembly on behalf of the Committee on Public Education (1792), is analyzed. Other shorter documents, such as (a) On Provincial Assemblies (1788); (b) Post-scriptum (1788); (c) the speech given to the National Assembly on behalf of the National Academy of Sciences (1790); (d) Overview of the Public Man's Library (1790); (e) On the Need of Public Education (1793), in which the author stresses the need to establish public education in the Republic, are also analyzed. The sources investigated show the insistence on people's moral formation, perceived as a radical union between reason and morality, based on the principle of absolute autonomy and independence from any religious or political influence. The texts suggest that all citizens should have access to free education at all levels for the physical, intellectual and moral formation of both genders.

Although we have been working and discussing for nearly two decades about models to deal with students with special education needs in our schools, we are still debating about the most suitable methodology to apply. This paper tries to analyse the fact that adapted curriculum materials may be a methodological model compatible with the inclusive approach. The key to the question is not the tool itself: adapted curriculum materials have always been considered a versatile resource (despite sometimes being poorly structured). The problem lies on the fact that adapted curriculum materials are designed ignoring the usual activities programmed for regular classes. This analysis aims to make the scientific community aware of the need for an agreement on a methodological tool that, together with other strategies and resources, allows teachers program curriculum objectives and contents. The model proposed for designing adapted curriculum materials must be as close as possible to the materials used in regular classes where students with special education needs are. This is the only possible way to truly implement inclusion of students with special education needs in the so-called inclusive school.

The construction of images in the speeches of Dion Chrysostom was drawn from references in Homer. When the orator uses images from Greek epic poetry, Dion Chrysostom intimates the representation of images found in the literature to propagate his philosophical and political ideas during the first century A.D. under the administration of the emperors Domitian, Nerva and Trajan. Current analysis of the author's works discusses literature as one of the representational forms of Hellenistic identity under Roman domination.

The present study analyzed the role of architectural representations - drawings and three-dimensional models -, on the process of knowledge building of architecture history. The article focuses on Arkhanes' model and its relationships with the reconstitution of architecture, work of the architects of the time, and the representations' role on education.

The thirteenth century expresses itself by a University’s own formulation, in which all knowledge must be oriented by sapientia sacrae paginae, which was expressed by theology. This was, undoubtedly, a Church ideal, but also a theoretical challenge for contemporary thinkers. With the epistemological complexity inherited from the twelfth century and the inclusion of mendicant orders in academic work, mainly the Dominicans and the Franciscans, this history of the ideas stage accompanies the basic antagonism: the naturalism of classic heritage –  supported by Arabic thinking – and the Christian Humanism that competed against each other to  explain  Man’s final goal. The value and the meaning of knowledge depended, largely, on the answer given to explain this diversity of  perspectives. Moreover, despite the influence of the great ancient authors, Aristotelianism and Neo-Platonism were not prerogatives of a specific religious order. Thus, Neo-Platonism is found in St. Thomas writings while,  the Franciscan School empirical orientation is also significant in England. Some, however, would agree about a unit of knowledge that could be interpreted  under the label  of  transcendental beings.

The purpose of this paper is to analyze the conception of the cardinal sins in the work of Isidore of Seville, from his magnum opus "The Book of Sentences," which describes his world's vision from the perspective of Christianity and Augustinian teleology. The main focus is the building of a Christian society that aims to combat evil in the devil incarnate and its allies through the removal of sin and the construction of a vanguard of believers who would engage in the struggle of virtue against vices. The axis of this public health project aims to achieve the redemption and the second coming of Christ in the redeemer Millennium.

Children's art exhibitions between the 1940s and 1960s as a strategy for asserting the importance of Art in educating and developing a child's personality are analyzed. Sources comprised newspaper articles, pictures, children's drawings, reports and other institutional documents. Early 20th century artistic vanguards which advocated the artist's self-expression and the acknowledgement of child specificities by Psychology and Pedagogy enhanced the defense of the child's freedom of artistic expression and the renewal of the concept of Art and Education during that period. From the mid-1940s children's art was focused upon by UNESCO since it represented an integration and fraternity potential among peoples and the desire to construct a renewed human being. Exhibitions were the vehicles for several discourses on the importance of children's art. Within the Brazilian context, Governmental agencies, national newspapers and private companies started to become involved in this factor. Whereas the above mentioned discourses involved the consolidation of an educational behavior based on the unrestricted freedom of children's creative spirit, contrastingly they supported a censorship of themes which were considered unsuitable, such as violence and war, and the need to follow a pre-defined esthetic standard.  

This article analyzes the concepts of teaching and the geographical science in early grades, its practical sprawls and how the development of concepts and pedagogical methodologies on geographic knowledge has generated into a meaningless subject. The purpose of this critical analysis aims at contributing to a reflection around the need to convert Geography into an instrument of reflection, organization and social spacial transformation. Hence, teachers training courses must be guided by the principles of reflection, critics and citizenship upbringing.

In this paper, the authors inquire about the new forms of subjectivity engendered in the contemporary scene and which has had repercussions on the relationship of adolescents and young subjects with high school. As part of the analysis, we focused on the presence of new media in the contemporary world, which have focused significantly on how boys and girls develop their identity and relate to information and knowledge. To that end, sociological theoretical perspectives, psychosocial and educational needs were used, weaving a scenario that presents dilemmas and prospects for young people and teenagers with contemporary practices of schooling that are still present in high school. The authors conclude that for schooling, at this stage of education, to be effected, it cannot ignore the new subjective configurations of these subjects and the new media used by them, which generates new demands for education for current and future teachers.

This article is result from a research on professional-technical high school, focusing to prepare agricultural and cattle technicians. The study aimed to know the model and the professionalization programs, accomplished in the State of Mato Grosso do Sul, during the period of 1974-2001, having as reference the Center of Agricultural Education of Aquidauana (CERA). As reference of analysis, the Foucauldian studies are used and as method, the description of programming standards and behaviors developed in the Institution, enrolled in specific projects of national education. We concluded that these programs were not identical in the studied period, i.e., there were changes in the formation/professionalization that occurred inside the Institution, with justification and appeal to the transformations that occurred in the work market, especially in the 1990s. This type of educational modality and the speeches that have sustained their practices, such as the listed  programs in the education offered by CERA, have contributed for the continuity of an exclusionary educational system, the setting of stereotypes about the individual and collective capacities and the naturalization of the professional high school in the State and the Country.

St. Augustine, the author of several books, including Instruction for catechumens, analyzed in current essay, bases his arguments on the presupposition that all human beings are on a pilgrimage towards the Heavenly Jerusalem. In the book reviewed in the present essay, Augustine shows how the catechist should use mirth and amusement as factors that facilitate the teaching of the Christian religion to people who desire to partake of the latter. Such process shows the manner amusement has a fundamentally important logic with regard to the functioning of social and cultural practices of a particular group within a given historical moment. Actually it is a tool for practical activities on several issues, especially pedagogical ones.

 The field works is still a hard way for the teacher; however, they represent a major step for the study of biodiversity. Our country is considered mega-diverse but teaching this subject is complex. The objective of this study was to outline a protocol for field works so that the teachers can implement it during their lectures about biodiversity. The ants were chosen as study model since they are rich and abundant in most tropical ecosystems. Sardine baits were used in edible oil to collect these insects; and in order to obtain enough volume of biological material to base the discussions concerning the proposed issue three collection expeditions will be required, using 15 baits each.  

Deaf Children, since an early age, require stimulation to develop cognitive and psychological functions. This study aimed to emphasize the importance of representative imitation in deaf children in the context of playing and its implications on human development. The representative imitation leads to the achievement of desires and satisfies the need of interaction with the object and with people, promoting language, cognitive, social development. In the present study, we observed that when the child pretends being someone else she is playing a role, or experiencing another identity, assuming a character in her life, such as being a teacher. Then a zone of proximal development is established, where the privileged partner promotes situations of growth and learning. That is why playing is relevant to improve the skills and the development of the deaf children.

This intellectual production pursues a greater understanding of the issues that pervade the educational scene, especially the quality practices in early childhood education. Investigations are necessary to understand the desire for governance and quality in childhood education, as well as teaching practices of quality and control that occur in school spaces. Quality educational practices are perceived within this framework of government power relations. Quality is not understood as the desire and need of each subject within their social and cultural context, but rather within a perspective of widespread political, economic, social and cultural desires, resulting in a unification that attaches to national educational quality. Thus, the objective is to investigate the legislation and other theoretical frameworks, the school environment and how quality of education plays out in regulatory practices at the kindergarten level, to understand how standardization and school control through governance takes place

This article is the result of research carried out that aimed to understand how is the construction of the identity of the teacher in higher education during his career and professional development and how it may influence the pedagogical actions developed for teacher training. This construction emerges from the confluence of ideas from a field theory combined with field research with three teachers in higher education that has used as instruments for data collection: semi-structured interviews, participant observation and document analysis, analyzed using the technique of triangulation of information. The findings indicate that the training path influences in different ways the teachers' actions, depending on the perspective that each building with respect to its performance and professional development. We conclude that teaching in higher education needs of a project training and professional development group. We point out the way to go through the orientation of communicative rationality

Current essay contributes towards the evaluation of the Problem-Based Learning (PBL) methodology as a didactic strategy in the formation of students capable of critical thought, collective social activities and social commitment. After analyzing the role of education within the context of social change, research highlights that PBL students experience politics, develop the critical sense and are aware of their reality. Through the solution of problems, a microcosm of real life, the students take a stance by refusing any fatalistic ideology of a reality that they know to be indeterminate and is capable of transformation through their own insertion in the world.  

This study arose from the systematization of the content obtained from listening to teachers of the education network of the region of Santa Maria, Rio Grande do Sul State, about the inclusion of students with Special Educational Needs (SEE) at regular schools. In 2008 meetings were held with the surveyed teachers. These meetings were an open space with appreciation of the spontaneity of each participant, emphasizing the importance of such debate among the participants for a self-training and reflective action on their professional activities (teaching practice). In order to listen to the teachers, we used the precepts of the Freudian-Lacanian psychoanalysis, with a critical and collaborative perspective to identify the position of the professor in the discursive structure of the school, and promote shifts of subjective positions of the teachers in relation to the problems of their students. Finally, we observed that in the construction of inclusive processes we come across obstacles relative to supposed limits and possibilities of the practice (organizational and practical) and to the knowledge about the students with SEE. Thus, considering ourselves as participants, the learning affects and changes us, offering perhaps the transformation of reality.