RCAAP Repository

South American higher educational institutions have experienced great challenges and transformations during the last decades especially with regard to the consolidation of educational quality. In 2008, MERCOSUR established the Higher Education Accreditation System (ARCU-SUR) aiming at a permanent evaluation of quality in higher education in associated and member countries. This fact also induced regional integration and social, educational, economic and intercultural development in South America. Positive effects could be perceived in regional evaluations, especially in Bolivia, Paraguay and Uruguay. According to König (2007), the capacitation of national peers and periodical evaluations of ARCU-SUR have strengthened the evaluation tradition in these countries. Another notable achievement of the system is the stimulus to establish National Accreditation Agencies in countries where no such institution exists. . 

This article identified the influence and the interrelation of policies and educational theories of the national State, in speeches about which History must to be taught and what for, in the state of Santa Catarina, in the first half of the 20th century. It is intended mainly to focus on the interrelation between the History that will be taught and the nationalization, given the centralization of the federal Government for this purpose – whether in the Administration, programs and monitoring. From the Ministry of Education came instructions to fight against different manifestations of the foreign cultures existing in Brazil, especially the uses of language and the teaching of History and Geography in countries where the different ethnic groups came from. The documentary sources consist of bibliographical material, especially speeches of Jonathas Serrano, one of the spokesmen of a particular conception of History of the period and one of the formulators of speeches and official policy programs, clippings of educational legislation, and reports of school inspectors. 

Teachers’ integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), André (2012), Cunha (2010, 2012) and others, on teachers’ formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States’ Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers’ formation conditions and work milieu. 

The compilers of exempla had their attention caught by an old heresy: Arianism, which could be the model of a powerful heresy overcome by the Church long before the Inquisition. The Inquisition appears in collections of exempla in different stages of its development. It is under the responsibility of bishops in reports of exempla citerciens that evoke several characterized cases of heresy and that create a first synthetic report on the Cathars (written by Caesarius of Heisterbach). Then, mendicant collections, especially that by Etienne de Bourbon, the Traité des diverses matières à prêcher [Treaty on several subjects to preach), allow seeing how a Dominican surrenders to his role of inquisitor whose energy no longer covers only heresies but also all ‘superstitions’. Lastly, a late collection in vernacular language, the Ci nous dit, suggests that the inquisition had lost its currentness and somehow been trivialized. 

Editorial - Acta Scientiarum. Education 37(2) 2015

Referees for Volume 37, n. 2 of the Acta Scientiarium. Education, 2015

 The inclusion of statistical knowledge in the curriculum of basic Education is discussed. Why are certain themes, developed on the curriculum statistical knowledge, underscored? Why are statistics a curriculum subject through school programs for good teaching and learning practices? The Brazilian Curriculum Parameters for Basic and High School Education and Teachers´ Formation Book 7 of the National Agreement for Right Age Schooling are investigated. Foucault´s concepts of Governamentality and Countability are employed for analysis. Results show that inclusion of statistical knowledge in the curriculum does not merely include the teaching and learning of certain contents, but also the learning and teaching of attitudes in the agents´ mode of being by taking a stand in determined situations and making decisions.  

This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants’ metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level. 

The phenomenon of education, foregrounded on certain ideas by Heidegger, with special reference to finitude and the meaning of being, is analyzed. Current paper shows the basis of education within the original comprehensive opening of the human being, within the characteristics of the project of have-to-be, present in humans and absent in other beings. Results show that the concept reveals no objective and universalizing alternative. The only alternative is to put on the way and always prepare the subject Dasein as from himself, allowing him to be aware and available for the occurrence of world. 

This article describes the experience in academic community, systematizing it as an interlocution process and, accordingly, as a pedagogic work. The empirical field is the coexistence in a research group with undergraduate and graduate students on Education that need to do research, writing, discussing and systematizing. The goal is to analyze an experience and to demonstrate that, in dialogue with other authors and subjected to systematization, it produces knowledge. In this sense, academic community is dialectically set as a choice and as a possibility, even in conditions that cooperates with the production-academic individualism. According to this position, the text is organized in a sequence in which arguments will be performing and structuring three sections that are interdependent. Initially, it is discussed the concept of academic community; then it is emphasized its relation to the concept of interlocution to, finally, understand the work of academic advising as a pedagogic work. Thus, the concept of academic community can disrupt the understanding of academic advice simply as a demand else imposed on the pedagogic work. The discussion points out that, from the inside of this work, it is possible to explore ways to interactively recreate it and, in consequence, make people increasingly be involved as subjects of the academic process. . 

 This is a theoretical essay aimed at discussing the concept of work and its relationship with education since both are activities specific of man. For this purpose, it is based on Marx’s assumptions (1982), and Marx and Engels (1996) that present work as a human natural need when accomplishing the material exchange between man and nature. And this is what differentiates the human beings from the animals, with the ability to create and to recreate, projecting his/her existence that occurs by the conscious action of work. In developing the theme, we focused on the conception of work as educational principle, as a value of creator and maintainer use, as promoter of satisfactions of human needs. The article has theoretical foundations in authors such as Marx (1982), Marx and Engels (1996), Saviani, (2006, 2007, 2009), Frigotto (2001a, 2001b, 2010, 2011), among others. The theme will be historically contextualized according to the organization of society, work and education. The approach takes into account the man as a historical being and the work as an educational principle, consisting of a fundamental theme that does not end in the epistemological, social and educational contexts. 

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..