Repositório RCAAP

Current text, the result of research conducted by the project Observatório da Educação Escolar Indígena/UEM-PR, funded by CAPES / SECADI / INEP, deals with topics on indigenous childhood and education with reference to historical aspects. Games, their importance and their roles in family and community experiences as learning and development topics are underscored. Reports by ethnographers who had contact with indigenous groups in southern Brazil in the mid-nineteenth century and early twentieth century, and their records on indigenous childhood among families groups are provided. Recent studies on indigenous childhood, especially among the Kaingang,Guarani and Xetá ethnic groups, are also registered. 

Physical Education teachers’ habitus in primary and secondary government-run and private schools in the municipality of Ivaiporã, Paraná state, Brazil, is investigated with regard to their professional development. A descriptive and qualitative research with eleven teachers was undertaken. Data were retrieved by a semi-structured interview, with content analysis (Bardin, 1977). Results showed that teachers share a class habitus, with similarities in  understanding, forms, difficulties, investments and incentives on professional development. Teachers should engage in a process of continuous education that goes beyond the development of technical skills but which also involves critique, self-awareness, autonomy and political commitment of the teacher in Education. 

The impacts of the internationalization of educational policies on teachers, headmasters and staff of a municipal school in Curitiba, Brazil, are discussed. The phenomenon is related to the intensification of production and implementation of terms/concepts which are widely disseminated and accepted by most agents working in the school. The new strategies for policy development at the start of the century transform the school into a privileged place for the production of a consensus. In this new phase of policy, it becomes evident that compliance to demands within the process of the development of capitalism formulates educational policies, undermining the possibilities for solving the most urgent issues. Empirical research, with participant observation procedures, semi-structured interviews and analysis of documents, was a help in the analysis of the implementation of the School Development Plan (PDE-School) and its relationship with the general aspects of internationalization of education policy. PDE-School recommends strategies for schools which would lead them towards accountability in results obtained in development assessments, development of managerial practices, to shun extended discussions with the group of teachers due to lack of time required for the activity. 

The classic thesis that Psychology and Education have a very recent history doesn’t seem to have any consensus among epistemology researchers. When the relationship between Psychology and Education is assessed, one realizes that only recently these fields of knowledge have become interconnected as disciplines. Current analysis demonstrates how psychology and education, formerly relatively independent sciences, became interdependent disciplines and professions with wide acknowledgment and social application. Current debate is divided into three sections: the initial discussion between Education and Psychology in their search for laws of human development; the historical and contextual constitution of this knowledge; and the transition from school Psychology towards a broader view between Psychology and Education. It should be underscored that the source of such a close relationship between these sciences does not exclusively respond to a human and more or less universal and synchronic requirement. Paradoxically, conditions of historical development of human sociability and of modern economy and culture, especially in Western capitalist societies, formed and established the interconnection. 

The purpose of this article is to produce a history of the teaching children's literature in Brazil and in Portugal and to understand aspects of the history of school subjects and school cultures in these countries. For this, we focus on the requirements for the teacher’s formation courses for elementary school in São Paulo State, Brazil, and Portugal after 1950.Through analysis of official documents it was observed among other aspects that, although created in different historical moments, the school subject ‘Children’s Literature’ followed the movement for the construction of an ideal of teacher formation, coherent with the concept of childhood, with the movement of the children’s literary production and with the systematization process of the discourse about this literary genre in each country. Furthermore, this teaching was associated with the dissemination of specific ways of thinking about children's literature in both countries, contributing to current practices of teacher’s formation. 

Topics for a better understanding of the publications of Primitivo Moacyr´s books in the complex scenario of the 1930s and 1940s in Brazil are analyzed. They are foregrounded on the intentionality of historical production and the scientific status applied to education by the signatories of the 1932 Manifesto. Under the aegis of the modus operandi of the Brazilian Historical and Geographical Institute (IHGB), Moacyr produced a history of education disseminated in historical congresses and published by the Companhia Editora Nacional. Further, he became a researcher for the National Institute of Pedagogical Studies (INEP) and several books were published by the government press. In fact, he achieved national acknowledgement. INEP´s aimed at acknowledging and systematically retrieving educational experiences to intervene in, reform or revolutionize Brazilian education, to which Moacyr´s contributions were highly relevant. Results show that Moacyr started a type of History of Brazilian Education retrieved from archive research.

This study aimed to evidence, through an historical context, the numerous changes brought in public policies, and particularly in educational policy after the advent of the 1988 Constitution. These changes were primarily motivated by the ‘new federalism’ proposed therein and that placed municipalities at a federal entity status, as well as the decentralization process, represented by the decentralization of social policies. The process of decentralization occurred in response to the cry of Brazilian society in the 1980s for the democratization of social policies, greater involvement of civil society and the efficiency of public administration. We will use as a ‘background’ for our reflection, the Federal Constitution of 1988 and the institution of the Federative System of Brazil, which brought great innovations, however, many challenges to the implementation and enforcement of social and educational policies. 

Epistemology of biology has been the subject of many discussions in the field of Science and Biology education. This study aimed to bring new elaborations to enrich these discussions, highlighting its importance and how this epistemology canbe inserted in Science and Biology education. The presented investigation is anchored on three main pillars:(i) some reflections on epistemologyof biology; (ii)the importance and vagueness of the concept of biological/ecological interaction in literature; (iii) the empirical investigation on epistemologyof biology by this research group. The semiotic analysis allowed us to infer that the research subjects: expressed to understand the importance, amplitude and centrality of this concept to the Biology Knowledge; evolved from a starting vision in which it was only understood the biological interactions with the external environment to one in which we start to understand the biological interactions in several levels of organization thus, advancing from a syncretic/abductive thinking to a deductive reasoning, going through the inductive one; and are concerned on how to teach the studied concept to their future students. This analysisallowed some reflections that can contribute to a creation of a solid epistemology of biology in its many contexts, with the main focus on initial teacher training. 

This article discusses the use of images in mathematics textbooks written by George Augusto Büchler and Karl Sölter, in a cultural historic perspective. Büchler´s first work, written in 1919, was aimed at the school public of school groups and German-Brazilian schools, while the second by Solter, published in 1932, was aimed at primary school. We conclude that the insertion of images in the two books analyzed, based on the intuitive method, had an instructional role but some of the images had ideological and aesthetic roles. Both authors included the images, more attractive to children's eyes, moving away from the abstraction so criticized by Pestalozzi and mathematical content presented in both books are focused on basic concepts of arithmetic, in a close connection between the child’s life and the child’s school life.. 

Certain current academic educational discourses have given special importance to teaching practice and to the knowledge produced in their professional environment, seeing them as essential to the learning process of teachers and to the argument in favor of the professionalization of teaching. This standpoint finds conceptual support in the epistemology of professional practice, first proposed by Donald Schön, and requires the use of specific training devices in order to establish closer relations with the classroom practice of school teachers. These new requirements regarding teacher training devices led us to conduct a research on the conceptions of supervised internship, which are part of special training programs aimed at in-service teachers. The results suggest the existence of serious difficulties in special training programs to overcome the existing conventional academic training model, and to incorporate socio-professional components into this training process by taking the teacher’s acquired knowledge and former experiences as objects of analysis and theorization. 

The article analyzed the organization of primary school in the Vale do Paraíba region in the state of São Paulo between 1893 and 1908, a period marked by the first republican actions for this educational segment. The main objective was to check for a differentiation between school groups and isolated schools in the region, regarding the material structure, the organization of teaching and the didactic-pedagogical activities of teachers, taking into account that these differences were legitimized by specialized literature. The sources were composed of reports and letters of directors of school groups, inspectors and teachers, as well as regional newspapers and the Anuário do Ensino do Estado de São Paulo de 1907/1908. We concluded that, unlike the dedicated interpretations of the theme, the location presented overlapping and mutual interference between these school models, especially by similarities revealed in everyday school life. This reality has raised possibilities of new perspectives on the composition of the primary school in their different contexts, assuming that school forms prior to the modern education paradigm - graduated, simultaneous and intuitive - not only resisted but found spaces for coexistence and confluence.. 

We approach the escolanovista Faria de Vasconcelos, in the context of modern pedagogy, the experience - School of Biérges (Belgium) and the special education with school abnormal children. Using hermeneutic and historical-descriptive analysis on his pedagogical thought and action, the goals of this study are: deepen the experience with Biérges, integrated into the ideals of the new school, which involved students for inclusion, the power of initiative, the observation, experimentation and integral culture, associating thought-action; analyze of the contributions to the education of abnormal pedagogical children and to schools, from mental and pedagogical reeducation. The theoretical framework of analysis is based on the works of Vasconcelos. Teaching always included the practical application, the learning by inquiry, problem solving and the working doing, developing the basic dimensions of the child: physical, intellectual, moral and civic cooperation. The special attention given to abnormal, which at the time had no special school, was a huge contribution to special education, conducting psych pedagogical examinations, diagnostics and interventions, which provided a useful guidance to schools and teachers. Much of what the escolanovista made has encouraged schools at that time and formed free, productive, citizens with a general culture and professional formation. The proposals of Vasconcelos fit some guidelines of special education and psychological support. 

Discussion on the Roman mosaic as techné or as ars, is provided, or rather, a decoration technique for interiors made at high specialization levels. When the main procedures adopted in mosaic art are established, we will show how a certain technique, a particular way in handling unsophisticated materials learnt by semi-illiterate people, lost throughout the ages, was used to express themes and motifs connected with paideia, the superior education of the Greco-Roman elite. As a case study, two mid-3rd century CE mosaics found in the so-called House of Menander, a villa located in the suburb of Daphne, in southern Antioch, will be investigated. 

The object of this study is the place of the History of Education as a research field in the State University of Ponta Grossa (UEPG), between 1994 and 2015. When evaluating this field, we sought, besides reconstitution of ideas, to examine its trajectory and institutional presence, in different spaces of the university. The implementation of the Graduate Program in Education in 1993/94 represented an important milestone that enables to illustrate the history of research in History of Education as it occurred in the institution. Regarding its trajectory, the place of the History of Education in UEPG – in the scope of research – moved from the condition of research line, already existing from 1994 to 2000, to that of isolated project, from 2000 to 2003 and, also reaching another step, from 2003 until now, as part of a composition, becoming a research line associated with the Educational Policy research field. The research in History of Education in UEPG, although present since the beginning of the Master’s program, still has a discrete presence, due to the existing difficulties for its expansion, mainly those related to the low number of professors in this field linked to the institution. 

With the arrival of the Society of Jesus to Portugal in 1540, Jesuit schools were created by the Crown. The College of St. Anthony, in Lisbon, was the first Jesuit educational institution, created in 1553. We propose a discussion of the main objectives, characteristics and difficulties of the Jesuit religious order in the Portuguese territory, as well as a presentation of one of the most important classes of this College: the ‘Class of the Sphere’. The priests considered fundamental to teach issues related to mathematics and astronomy, because, through these disciplines, they addressed the theory and practice of items and concepts, such as the telescope, logarithms, equations, geometry and others. The curriculum of this college included, in addition to science and mathematics, subjects such as: Latin, Grammar, Humanities, Rhetoric, and Introduction to Moral Theology, Dogmatic Theology and Philosophy, considered only to teaching in the Portuguese context. Studying the College of St. Anthony helps us to understand how these innovations were considered in teaching, in the Jesuit case, in the temporal context of Portugal in the 16th century. We understand that the College, mainly by innovations, was essential to the development of science. 

This study analyzed the obstacles or difficulties faced by blind people in higher education, proposing some strategies that can be undertaken by managers and teachers to overcome such obstacles to their inclusion. The study was anchored in a qualitative approach, taking the form of case studies, which initially aimed to identify which were the obstacles faced by the research subjects: eight blind people, five male and three female. Data were collected through narrative interviews and analyzed through a discursive textual process. The findings showed the existence of the following obstacles, and possible strategies were proposed to overcome them: 1) institutional, having as a strategy investing in admission process and permanence of the blind student in the university; 2) concerning the relationships with teachers, having as a strategy the adoption of pedagogies consistent with the inclusion of blind students in higher education. 

The rereading of the centennial Pastoral Letter of greeting from D. Leme to diocesans in the Archdiocese of Olinda, in 1916, allows to understand, from historical and historiographical aspects, the composition between ultramontanism and traditionalism in the text of strong politicalbias, in which the archbishop intended a project of religious instruction for the catholicpeople. The analysis points out some aspects of the text in the educational and ideological issues of the period of its production, highlighting the separation between education and instruction in the text. The theoretical framework in the concept of temporality of Paul Ricoeur, beyond the beddings of the philosophy of the history of this author, for its phenomenological entail, allowed a specific understanding of proposals of the archbishop. It was about a bibliographical study in which the Pastoral Letter is a document and a vestige of that time, studied along with some papal encyclicals, also treated documentarily. 

 In this study, the discussion results from a pilot experience in a Pedagogy course in a private institution in the state of São Paulo and derived from the project ‘Mapping of Learning Assessment in Higher Education’, funded by the São Paulo Research Foundation - FAPESP (Proc. 2012/18530-3), at UNESP. This reflection is justified by the fact that as we study the assessment processes, we have the opportunity to better understand the learning processes of students and representations of teachers on the subject and its links with pedagogical practices and also reinforce the idea that the assessment is not restricted to the examination and classification of students, but is linked to the democratization of the educational relationships. The study was based on a qualitative methodological approach also using quantitative data. Our findings indicated that students and teachers consider the course analyzed has aspects of formative assessment, however, pointed out the maintenance of a restricted view of assessment practices, understanding them as a synonymous of measurement, keeping thus a distance from the integrated evaluation perspective that favors teaching and learning processes.  

Referees for Volume 37, n. 3 of the Acta Scientiarium. Education, 2015

The inherent condition of the teaching profession involves, among other issues, the professional development and career. Thus, this work is configured as a theoretical framework, originated from a thesis study, which aims to discuss aspects of the professional development of teachers and novice teachers and analyze the periods of teaching career under the aegis of a Brazilian model. Thus, with an intensive theoretical survey, it was found that Brazilian teachers have their professional career studied from the European model, which differs from their reality. This study reveals elements that make up this difference and how professional development is implemented in career periods. Hence, the characteristics of/about the novice teachers are revealed with knowledge and experience.