Repositório RCAAP

This article is part of a research result developed on the Post Graduation Program in Education at Universidade Católica Dom Bosco-UCDB (a Catholic University in Campo Grande, Mato Grosso do Sul State)  with the objective of describing traditional Guarani and Kaiowá knowledge, the cosmology and principles that underpins Indigenous education, mediated by their maternal language, considering its use on the scope of Indigenous Municipal School Ñandejara Center at the Indigenous village Te’ýikue, in Caarapó, municipality of Mato Grosso do Sul State. The methodology for data base was qualitative and structured through postmodern etnography built through the participation on leadership and community meetings, interviews with the elders and during teachers formation. The work results demonstrate that Kaiowá and Guarani education occurs trough its own teaching-learning process of the traditional knowledge and based on the conceptions of territoriality and sustentability, built up through cosmology, enhacing traditional knowledge as science on Indigenous school education field.

In this study, we aim to problematize the pedagogical work with commemorative dates within institutions of Early Childhood Education. Among the commemorative dates, we took the ‘Indian Day’, given the relevance and frequency with which this date is worked in schools and in view of Law nº. 11.645, March 10 of 2008, which deals with the obligatory teaching of History and Culture of indigenous peoples. It is a theoretical study, based on authors of the modernity/coloniality group, among others, that help us think about the theme. First, we bring a reflection on the commemorative dates in the pedagogical work. In the sequence, we are dealing with ‘Indian day’, a subject that is still presented to children with stereotypes and prejudices. Subsequently, as a result of such problematizations, we emphasize the relevance of new directions in school work with children through critical interculturality and the creation of new alternatives of thought and society. As a conclusion, the work with the indigenous theme in education should be based on the equal consideration of the different forms of knowledge, of being and thinking the world. Considering that all subjects are knowledge builders, including children, mechanized and meaningless activities are meaningless.

In Brazil, we have again recorded a scenario of obsolescence and anachronism resulting from the adoption of mathematical teacher's professional development paradigms which show, among other problems, distant and unrelated to the real problems of the class and not do not explain the obstacles to the functioning and professional development of the teacher. On the other hand, after a tradition of a few decades of research developed in Brazil under the influence of mathematics education, the french tradition research inaugurated a strong repercussion, the description of a theoretical frame of reference more interesting for the professional development process of the teacher. Thus, the present work presents a perspective of complementarity involving certain notions of the theory of didactical situations - TSD and professional didactics - DP. Thus, the introduction of this perspective of complementarity of the two reference systems can have repercussions on the improvement of the research practices in Brazil related to the mathematics teacher.

This paper aims to analyze practices of resistance of students against the effects of hegemonic power relations present in a public school. The analysis has taken the post-structuralist theoretical field as a reference, by understanding, in accordance with Foucault, that wherever there are power relations, there are also resistance practices, which are never exterior to power; on the contrary, the resistance practices occur in the very place where there power relations. From this perspective, both power relations and resistance practices are productive and have potency for creation and transformation. Through the analysis of interviews with teachers and observation of students, we show that what the school regards as undisciplined behavior and a gap in learning the contents of the curricular proposals, may also be seen as students’ practices of resistance to the homogeneity required by the school. Such resistance movements enable the creation of spots of tension, fissures, destabilization and transformation in the instituted power relations. Hence, we regard the school context beyond the control and normalization devices, i.e. the school becomes a privileged place for freedom practices.

This study investigates sociability networks woven in the process of establishing the active school in Espírito Santo (1928-1930), which involved the capixaba Attilio Vivacqua, the Swiss Adolphe Ferrière, the Paulista Deodato de Moraes and the Carioca Garcia de Rezende. It uses as sources the publications of these authors, legislative documents, government reports and newspaper articles. At the intersection of these sources, four main axes of the educational reform in Espírito Santo are analyzed: the observance of universal parameters of the ‘one and true’ science (scientific rigor); the adaptation of the New School to local needs (social issue), avoiding the mere reproduction of imported models (idea of Brazilianness); the universality of scientific principles between the ‘national synthesis’ and the ‘patriotic-nationalist spirit’ (doctrinal bias); and the formation of teachers based on the ‘scientific pedagogy’ translated into the active school model. Ferrière lent the active school matrix to be developed in Espirito Santo for the educational reform investigated in networks of sociability. Vivacqua stood out for his political and administrative action; Moraes, for the scientific and pedagogical orientation; and Rezende for the diffusion and circulation work of the political-pedagogical project of the capixaba active school and the modernity ideal that moved it.

The theoretical essay presents some elements of the School of Vygotsky, based on the foundations of Marxism, which brings an unique contribution to the understanding of the human psyche and its multiple determinations. Drawing on the ideas of Vygotsky and his direct collaborators, Luria and Leontiev, representatives of Soviet psychology, the article highlights the proximity of Vygotsky to Marx, when he selects the centrality of work as the genesis of social being, which allows relevant implications in the construction of the categorical complex of historical-cultural psychology. Thus, there is a close relationship between psychology and philosophy, based on the theoretical-methodological perspective of Vygotsky, indicating the socialist transformation of man. In this way, this article seeks to contribute to the construction of a categorial building for the understanding of how we become human, placing man in the midst of his social relations.

This article aims to analyze the creation of Federal Institutes of Education, Science and Technology, which inaugurated a new phase in the provision of education by institutions of Professional and Technological Education in Brazil, as established in law n. 11,892, of December 29, 2008, which creates the Federal Network of Professional, Scientific and Technological Education. Methodologically, the article is based on the theory of social fields of Pierre Bourdieu, especially from the concepts of social field, habitus, social capital, cultural capital and scientific capital. Thus, based on documents, legislation and support in the literature on the subject, it is noted that there is a gap between the predicted in the creation project and in the legislation on the Federal Institutes, of social inclusion and democratization of public education, and the concrete teaching performance marked by the overestimation and overvaluation of the academic profile something common in the traditional university careers, but that installs like an ‘academicism’ in the Federal Institutes of Education, Science and Technology.

This research aims to present two legislations created in 1920 in Minas Gerais. The first one is about the law 800 from 27th November 1920 which reorganizes the primary school in the State and it also contains others rules. The second one regulates the law 800 that was endorsed in 1924. The alleged is that the legislation expressed a historical time, that is to say, more than intentions of ruling elites, it is an expression of an era, with their problems, as well as ordering the treatment of values issues. The hypothesis that we seek to demonstrate is that such laws are indicative of a historical time in the phase of educational enthusiasm, on characterization of Jorge Nagle (2001), but even preceding the establishment of the social right to education, that is a historical watershed of the modernity of brazilian and worldwide educational. The missing dimension  for to enter into the new time is precisely the permanence of a generic conception of citizenship unveiled at an ordination that weakens the role public school. It occurs either through the obligation of the public offer of educational  shared with the society, either through the requirement of civic consciousness of the people preceding the public offer, in a clear scapegoating this school expansion limits. The work procedure is done by legal sources exegesis and regulatory standards, including in the school minutes, as well as the legislative debates.

This article aims at discussing development in an experience of engaging teachers  and students in the design of the curriculum at a public school. It is grounded on a socio-historical perspective of learning and in (coteaching | cogenerative dialogue) as a theorethical-methodological approach. Data was gathered in a two-year project through interactions meetings at schools and analyzed through critical discourse analysis (transitivity) and conversational analysis. The results of the study point out that having had the opportunity to interact in co-plannings and redesigning the curriculum, new attitudes emerged. Furthermore, participating in more democratic spaces and being able to redesign their own curricula during teaching practicum had effects on how the participants perceive the participation of high school students. It is concluded that developing teachers' pedagogical capacity for curriculum design may influence the degree to which teachers engage in a principled, reform-oriented analysis when creating learning opportunities for students.

This paper is part of a master’s degree dissertation in Education, and has the goal to analyze the enforcement of Target 2 - Mato Grosso do Sul State Education Plan (2014-2024), for the purpose of spreading basic education of nine years to all population from 6 to 14 years of age, and to guarantee at least 95% of the students finishing this stage in the recommended age, as well as the strategy 2.4, which aims to create, from 2015, mechanisms that benefit school flow. This research consisted in systematization, analysis and gathering of documents made through federal and state governments, such as legislation, educational programs, messages to the Legislative Assembly, laws, decrees and official gazettes. It was shown that, although the state had developed some actions which aimed to secure the access to this stage, it still hasn’t secure the permanence of students through all years of basic education.

This article aims to analyze the policies of continuing teacher education in the context of regionalization, but specifically to identify such policies in the educational action plans of the MERCOSUR Education Sector. In this sense, it is considered that this region is inserted in an intense process of internationalization and educational regionalization, in which, in addition to the influence of international organizations, the MERCOSUR Education Sector stands out. In Latin America, as in other contexts, the constitution of economic blocks emphasized the role of education as a factor of integration, influencing and directing the priorities in this field. According to Lüdke (1986), qualitative research supposes the direct and prolonged contact of the researcher with the object to be investigated, that is, an intense field work, in which the problems are studied in the environment in which they occur, as direct sources of data collection. As a result, a formative supply of a priority technical nature was observed, subject to the vicissitudes of the governments. Such training is in accordance with a neoliberal international agenda that is not concerned with the value of education professionals, even though this training is considered an important instrument for the implementation of this same agenda.

In this article, we aim to investigate the author’s point of view revealed by the use of the first-person and the third-person perspectives in scientific articles from three areas of knowledge: Applied Social Sciences, Education, and Engineering, starting from the first area mentioned. Our theoretical input comes from literacy approaches as social practices in the use of writing in the stricter sense: the academic literacy as specific practices in the university sphere. In this framework, we intended to map the first-person and the third-person occurrences. In order to achieve this goal, we decided to adopt both qualitative and quantitative approaches and the content analysis methodology. We concluded, among other aspects, that in the area of Applied Social Sciences, there is a relative flexibility in the use of the first-person in relation to the third-person; and in the areas of Education and Engineering, the preference is for the first-person and the third-person, respectively. This is a study that may contribute significantly to teaching and research of academic literacy practices.

This research is aimed at understanding the repertory of ideas around the first education reforms within the Republican Period: Benjamin Constant (1890), Epitácio Pessoa (1901), and Rivadávia Côrrea (1911); the consequences these reforms had on an important undergraduate institution in the history of Brazil, the School of Pharmacy in Ouro Preto, Minas Gerais, and the reactions from the pharmaceutical class in face of the educational vicissitudes in the First Republic. In order to carry out this research, it was necessary to appraise studies from the Historiography of Education, as well as those of the New Political History, and the theoretical support from the concept of Republican Political Culture. Regarding documentation, we performed an investigation of the collection of laws and decrees of the education reforms, the President’s reports of the State of Minas Gerais, besides other documents found within the School’s Archive, composed of regulations, enrollment books, and individual documents. Analyzing the entrance exams required to study at the School of Pharmacy and the courses offered by this institution, it is noted that the Ouro Preto’s pharmaceutical group composed of teachers, students, and principals, was divided between a wish for change and resistance to the reforms implemented at the beginning of the republican period.

This article we present a clipping of the Landin (2015) Master's research on the pedagogical analysis of three educational softwares aimed at the area of literacy and literacy, with the aim of broadening their reflections on the didactic and methodological possibilities for the promotion of practices of reading and writing with such resources. In order to do so, we briefly discuss the main characteristics of Landin's research (2015), which was based on the qualitative analysis of educational software in the process of teaching literacy and literacy and interviews with teachers in order to reflect on the teaching knowledge (Tardif, 2012) necessary for the didactic and methodological use of these resources in the teaching process. In the end, we propose some reflections for the expansion of possible reading and writing practices, and we also risk reflecting on some formative needs to do so.

Research indicates the potential of literary works to be used in teaching natural sciences. This text deals with Carl Djerassi's Cantor’s dilemma (1991), a material that portrait intrigues from the academic world in the form of fiction. The objective of the present study was to investigate the potential of this work for the approach of experimentation in training natural sciences teachers from various fields. The work was analyzed according to the procedures of the discursive textual analysis and two emergent categories were constructed: ‘epistemological issues associated to experimentation’ and ‘the laboratory diary in scientific activity’. The analysis pointed out the potential of the work to favor the debate regarding: the function of experimentation in the refutation/confirmation of hypotheses and their social nature; the non-reduction of the work with experiments to the action in the laboratory; the association between experimentation and error; and writing in laboratory journals and related aspects.

The purpose of this article is to analyze the contribution of learning activity to the development of theoretical thinking of the child from the first years of elementary school, a period previous to early childhood education in which the child, by means of the activity that promotes his development, social role-play, begins to take the first steps of the formation of his personality. The child's entry into school provides conditions for him to develop his psyche, now through learning activity, directed by the teacher through his intentionally programmed teaching activity to drive student learning. This movement concretizes the change of the main activity of the small child to the main activity of the schoolchild, that is, from the social role-play to learning activity that governs the most important changes in the psychic processes and in the psychological traits of the child's personality in school age. The learning activity proposes to develop theoretical thinking through scientific concepts as opposed to teaching that promotes students' empirical thinking. This article derives from qualitative research, based on a bibliographical basis, with reference to a set of authors, psychologists and psychopedagogues, of the Cultural-Historical Theory and Developmental Teaching, whose works express the objectification and orientation of a school that is committed to integral and human development of children and whose theoretical matrix is dialectical and historical materialism. The research carried out allows us to affirm that an organized education to develop learning activity in the children promotes the conditions to develop their theoretical thinking and assimilate the scientific knowledge.

From the last quarter of the nineteenth century the foreign immigrant began to play an increasingly important role in the history of São Paulo. The text aims to investigate printed civility prescriptions and reading books that have been successful in Italian ethnic schools and primary schools in São Paulo attended by immigrants and / or their children between the late nineteenth and early twentieth centuries. From the theoretical-methodological perspective of cultural history, the ‘Graduate series of Puiggari-Barret’ o and the reading book Piccolo mondo are taken as a privileged source. Based on the conceptual corpus constituted by Norbert Elias, the procedures, instruments, sources and directions of analysis were defined, based on the interest in examining practices and modeling processes of the subjects who lived the social time of childhood for which constitute as mental or psychic configurations, and in which cognition, feeling, attitude, behavior, value, are not subject to abstraction. The authors expressed in their books a civilizing project, in which the formation of the citizen, the love of the homeland, the recognition and valorization of heroes, values, language, historical events, monuments and landscapes gained prominence. The authors claimed in their reading books, produced on both sides of the Atlantic Ocean the marks of a national identity aimed.

 The printed issue, source and object of this research is the magazine A Escola, a journal prod uced by a Club of public teachers of Parana / Curitiba from 1906 to 1910, taken as a guide for reflection. The questionings that directed this writing were: At times of emerging republic, which role, the    magazine's staff, particularly its editor, Dario Vellozo, aimed to school? What issues used to be the most  highlighted regarding the formation of teacher of Paraná in the newly established Brazilian republic? The  Press specialized in education and teaching, is evidenced, as a center of information, as it shows ways to  produce and disseminate speeches. These, allow objectify the understanding of the dynamics which  includes the production of educational narratives and their articulations with the construction of a  historical-educational identity(ies) wanted by both teacher and student from Curitiba from the nascent  Brazilian republic.

This article discusses the narrative as an activity that encourages higher psychological functions, such as rational language, verbal thought, voluntary attention, mediated memory and imagination, and how it constitutes a fundamental experience to the learning and the children's development. Situations of interaction are analyzed, during which the children were requested by their teacher to organize discursive sequences about facts of their life and observed stories. This study is based on the Cultural-Historical Theory and the work of Jerome Bruner about the narrative as a category of thought with and about the world. The following propositions stem from this discussion: the higher psychological functions act reciprocally on the course of the narrative; the participation of the teacher and their peers helps in the (re)structuring of the language and the thought of the children; questions from another person allows the narrator to qualify the trajectory of his own thought and make it more complex; active listening is one of the fundamental conditions for the conduction of the narrative thought. It is then concluded that the opportunities during which narratives are employed constitute one of the primordial activities of the children's education, as they utilize a form of discursive thought that organizes/makes typically human psychological functions more complex.

This article analyzes the legacy of the brothers Antonio and André Rebouças in the state of Paraná in order to, through their trajectories, think about the participation of black intellectuals in the historical formation of this region. The article is divided into two parts. At first, it follows the trail of the Rebouças brothers, through the evidential method, questioning some of the documentary sources. In the second part, it tenses the Rebouças historiography and memory in Paraná, comparing them to other sources. Contact with primary sources (in particular the newspapers press and photographs) reveals how such a society was marked by the black perfomance, not only in the economic field - enslaved or as a free worker - but also in the intellectual field. At the same time, it demonstrates how the racial identity of the Rebouças and other black intellectuals already suffered erasure in the period in which they lived, through social whitening strategies, characteristic of a racist and personalist society as was the Brazilian in general, and Paraná's in particular. This paradox, in our view, is an important clue to the production of another memory and history about the presence of Antonio, André and other black intellectuals in Paraná's past.