Repositório RCAAP

This article proposes to discuss on the conception of education in the work Utopia of Thomas Morus. Based on the methodological assumptions of hermeneutics (Gadamer, 1997), whose main purpose is the understanding and interpretation of texts, in which the aim of making explicit the perspective of education expressed by Thomas Morus. In the first moment there is the presentation of the work, with emphasis on the neologismo Utopia created by Morus in his work Utopia, and its importance to the renaissance and modern philosophical and educational scene (Mumford, 1922; Furter, 1977-1978; Colombo, 2006; Bloch, 2006; Quarta, 2006; Lima, 2008). In the second part there is a discussion on Utopia as denouncing vicious education in a morally decadente, therefore, dehumanizing society, as well on the notion of arete, virtue and honor (Mora, 1964; More, 1997; Pessanha, 1997; Comte-Sponville, 2000; Vazquez, 2001; Jaeger, 2010). And in the third and last part there is the discussion of Utopia as na announcement of na education based on the cultivation of moral and virtuous development of human beings as well as a scientific and literary. It is concluded that Morus conceives Utopia as a announcement of on Community virtuously committed to the humanization process (More, 1997; Araújo & Araújo, 2006; Collins, 2010).

Theoretical research on Jean-Jacques Rousseau (1712-1778), whose aim is to demonstrate that his ideas are fruitful in the reflection on education for religious tolerance. The justification of this investigation is supported by the fact that religions have strongly influenced the way of thinking, feeling and acting of large portions of humanity throughout its history; although not necessarily its purpose, religions inevitably become excuses for some of their adherents to develop intolerant positions towards those who do not share their beliefs. In Emily or On Education (Rousseau, 2004), there is a pamphlet (‘Profession of faith of the Savoyard vicar’); in it, one discusses difficulties raised by conceptions about divinity and some of its correlates; in view of the indissolubility of these problems, there remains the practice of tolerance, and it is up to individuals to respect each other as regards what each one on religion; the Savoyard vicar is the allegory by which Rousseau expresses his ideas about tolerance in religious matters. Here is the question in order to be answered: What propositions made by the Savoyard vicar allow to support education for tolerance in matters of beliefs, on which religions are based? It was verified that the education based on that profession of faith propitiates the religious tolerance, since it confers to each human being the freedom of the internal conviction in relation to beliefs to be adhered, instead of the external imposition; the Savoy vicar is the personification of the point of balance between such extremes, which, whether by lack or by excess, do not contribute to the cultivation of personal spirituality, whose core must be conscience. What underlies beliefs is the conviction that each individual carries within his inner forum, not his coercion, made by secular or religious authorities.

This research deals with the Teaching Learning Focus to investigate what prospective biology teachers have learned about teaching. The aim of the research was to investigate what future biology teachers have learned about teaching. The analytical tools of the Teaching Learning Focus focused on writings from 71 memorials of Biological Sciences degree students attending supervised internship in a public university. The results show that these prospective teachers centralize what they have learned about teaching in topics such as interests, attitudes, knowledge and skills, and also think about teaching as in articulation between their selves, their practices and their social context. We conclude that FADs are important analytical tools not only for teaching learning and for the training needs of prospective biology teachers, but also for their identity constitution.

 The purpose of this article is to conduct a comparative analysis of of two classical works of Brazilian historiography. The first is the book published by José Ricardo Pires de Almeida, entitled L'instruction publique au Brésil (1500-1889): histoire et legislation and published in 1889; the second refers to the book The Instruction and the Provinces - 1st Volume From Amazonas to Alagoas by Primitivo Moacyr, published in 1939. In this analysis, we will try to explain the characteristics and understand the theoretical and methodological conceptions that guided the construction of writing of the authors. For the analysis, we focus on public education in the period of the Empire in the Province of Rio Grande do Norte, after the Additional Act of 1834. The deliberations of Michel de Certeau (1982) about the relations between history and writing grounded our research on the making of the authors' history. This study emphasized the importance of the works for the field of History of Education and showed that the writings were permeated by the political and cultural relations of the time, associated with the practices of registration and compilation of information, primarily official, defended by the Historical and Geographical Institute Brazilian (IHGB) and having as central focus the state actions in the scope of education.

This article refers to the practice of reading texts within the framework of the medieval university, particularly to the teaching cultivated by masters and students according to institutionalized pedagogical norms. The exercise of reading was a constant preoccupation among the masters of the medieval period, something consigned either in the warnings of those readings that do not build up the character formation of the Christian, because they worship only the eloquence and not the virtue of wisdom (Isidore of Seville), or the importance given to knowing how to read and the ways in which we should read certain texts (Hugh of Saint Victor), in order to form a ‘careful reader’ (Abelardo) and prepared to face the great themes of philosophy, such as those offered in the schools of the twelfth century, or in the future university of the thirteenth century. This university is organized as a corporation and is inseparable from what in the sphere of the culture of the time is denominated as ‘scholasticism’, whose masterful teaching is the radiating element and focus of university studies. We will see in this article how the practice of reading in the medieval tradition, present in the method recommended by the authors of ‘scholasticism’, is met, and in particular we will highlight Thomas Aquinas’ comments on Boethius’ treatise On the Holy Trinity regarding the classification of theoretical knowledge.

Underpinned by the Critical Theory of Society, the aim of this article was to understand the relationship between the orientation given to education and the initial teaching of the written language, and the proposal of cultural training for children in the process of learning to read and write. The data were collected in the textbook entitled ‘Aprender juntos: letramento e alfabetização’ (meaning ‘Learning together: literacy and learning to read and write’) intended for the literacy & reading/writing syllabus in the first year of elementary education. The analyses show that the presented proposal prioritizes situations of experience of the social application of reading and writing, with few activities devoted to the explicit study of the ability to read and write words, phrases or texts. Despite this orientation being predicated on the idea of the need to educate the critical subject, by emphasizing form (within the dualism of form and content), it ends up contributing to an education where the emphasis is on adapting to the prevailing reality, and therefore encourages pseudo-education.

The central objective of this article is to understand how Bernardo Guimarães in his book ‘Rosaura, a enjeitada’ presented aspects of the Civil Law in Brazil in XIX century. For this we will take into account the plot of the characters and the legal training of the author, at the Faculty of Law of São Paulo. In this sense, we ask: Why, is Civil Law considered as ‘an eternal and insoluble problem’, in relation to 19th century slavery in Brazil? How does the author present his arguments to defend such a thesis? The central problematic circumscribes the understanding that students occupied a social place that allowed the production of diverse writings (memoirs, theses, academic journals, novels, poetry, among others), which dealt with themes pertaining to imperial Brazil, especially slavery. In order to achieve the proposed objective the method of historical research was used to analyze the literary work, interrogating and problematizing the document. In this article, to mobilize the object we resort to the concept of repertoire, according to Alonso (2002). This concept served as a magnifying glass for the analysis of the work in focus. Finally we emphasize that the author used a born free slave to deal with slavery and Civil Law, showing how ‘Rosaura’, a victim of the system of slavery, could be restored as free from the evils of slavery that she had suffered since her birth. The author mobilized repertoires of legal culture from the intelectual circle of the Faculty of Law of São Paulo. Thus, within a general analysis of narrative, the expressions of law appear as social and legal elements, used not only as a mere elucidation. Certainly, there was selectivity and intentionality to report the contents of the laws in Brazil.

The twelfth century brings us a critical moment of medieval Judaism. There are threats to Jewish existence, whether in the medieval Christian West or in the Muslim world. In the Christian majority space crusades occur, in which many Jewish communities are urged to conversion or death, occurring numerous cases of self-immolation (called Kidush Hashem). In North Africa and Al Andaluz (Muslim Hispania) the rise of the Almoad dynasty brings the winds of intolerance and waves of forced conversions or death of Jews occur. And in the sequence the Islamic intolerance to the Jews arrives in distant Yemen (south of the Arabian Peninsula) in which forced conversions occur. The wise rabbi Moses ben Maimon (Maimonides) writes on two occasions epistles of consolation and encouragement of the identity resistance of the Jews to forced conversions in spaces dominated by Islam. These epistles originally written in Arabic and translated into Hebrew in the same period are our sources. One is called the Epistle of conversion and the other Epistle of Yemen. We use Hebrew versions and translations in English and Portuguese. Our aim is to analyze the Jewish identity discourse in the sense of the resistance of the minority against its cultural and religious extermination.

The history of knowledge in Education Administration in Brazil is based on two paradigms: business management and school specificity or democratic management, which is the overcoming of the previous one. After the 1990s, research in Education Policy and Management privileges the school as a research entity and analyzes it based on the theory of democratic management. In this article, the objective is to explore theoretical-methodological references used by researchers who have the school as a research institution, analyze their weaknesses and defend the position that everyday school life can be understood as a research principle. If so, it also proposes the discussion of three major challenges to researchers in the field: the directions of critical theory and criticism itself; the theory and practice relations; and the meanings of politics and management. The first challenge is to conceive of criticism as an attitude of virtue, of voluntary indulgence, and as a possibility of disassociating ourselves from the ways of producing truths in the relation between subject, power and truth. This attitude of virtue presupposes as a second challenge the attempt to conceive of new relations of theory and practice that escape normativism and the prescriptive model. As a third challenge, it is pointed out that previous reflections make it possible to question the practical meanings that circulate and legitimize a way of thinking in the area, specifically, politics and management.

In this paper we present reflections on it the constitution of understanding in Wittgenstein's philosophy. Firstly, we make a foray into Philosophical Investigations to seek characterizations for understanding in Wittgenstein. Next, we bring to the text repercussions of this philosophical perspective to understanding in Teaching. We emphasize that follow conventional rules socially in public demonstrations of language use it is an indicative of understanding and it is in the articulation between understanding and its manifestation that we may investigate (as a researcher) or evaluate (as a teacher) the students' understanding.

Thomas Aquinas was one among the scholars who contributed to the debate of the most important questions present in the intellectual environments of the thirteenth century. In this article, we analyze one of his main works, the Summa Theologica, especially question 47 of the part that became known as Secunda Secundae, or simply IIª IIªae, i.e. Second part of the Second Part. Take this section into account, we present a short consideration on the concept of ‘Prudence’, understood as the theory or logic of human action, in the sense of a decision-making process. It is argued that Aquinas concept of ‘Prudence’ can help us not only to improve our comprehension of the History and Philosophy of Education in the Middle Ages, but also our own present-day educational practices.

 The article aims to analyze the school library and children as users, from concepts produced to the challenges that remain. It is based on the principle that the school library is an environment whose concept has been transformed throughout history, being for children a space of circulation and production of knowledge, information, knowledge and new relationships in this field, reading and research the central focus. This is a theoretical study, therefore an investigation of a bibliographic nature. Concludes on the importance of the school library in the formation of the child, from the approach with books, literature and research. However, this environment still needs to overcome old challenges that include re-signifying its space and collection from the public that attends it, especially the children.

This article discusses the use of electronic books (E-Book), its potentiality and the analysis made for the construction of an E-book by the Mathematics teachers in a continuede ducation, developed with the purpose of working Digital Literacy with the involved ones. A survey instrument with open and closed questions was applied in order to seek the opinion of Math teachers about the use of E-books. This initial step was used to choose tools that can be performed during teacher education. One of the developed activities during the formation, consisted of face-to-face meetings and distance learning, another activity was the didactic materials construction through Digital Technologies, leading teachers to reflect on their practice using these tools, placing them as active subjects in the proposed actions, aspect concerning Digital Literacy. From the perspective of this research, we understand that it is necessary the development of a Digital Literacy by the teacher to later help his student develop his own Digital Literacy. E-book: Development and its potentiality

The text proposes to reflect on the meanings and contributions of art education in pedagogical experiences and teacher education, in view of the tense conversations between art and education. These disturbances translate into the devaluation or usefulness of the aesthetic-expressive dimension to the construction of pedagogical knowledge, generating the centralization of rational content related to the certainties of the world. This is a hermeneutic research that dialogues with art-education as a source of inquiry to understand the formative processes and actions of humanization of educational experiences in the field of human development. Art as a form of expression and sensitive education to think of expressive formation is something scientifically recognized, which does not obey conventionalisms, but provokes acts of freedom, interaction, social participation and motivation of subjects through different inventive and cultural knowledge. However, what are the contributions of art-education to teacher training to dialogue with artistic experiences? We conclude that art gives opportunities for the construction of subjective (inter) experiences as an adventure to relate to knowledge and reinvent itself, bringing developments to the process of (re) creation of educational relations.

This text is the result of the research developed in the Lato Sensu postgraduate program in Applied Linguistics and Language Teaching of the Universidade Federal de Mato Grosso do Sul - UFMS, Campo Grande campus, from August 2017 to November 2018. The aim of the study was to analyze the possibilities of exploring various modalities of oral, written, verbal, nonverbal and imagery language in the teaching of Spanish as a foreign language, SFL hereafter, through the use of digital media in audiovisual productions. To develop the video production project, we selected a group from the Technical Course in Agriculture, integrated to the High School of the Instituto Federal de Educação, Ciência e Tecnologia do Mato Grosso do Sul - IFMS, Nova Andradina campus. The work is inserted in the foreign language teaching area, it is characterized as a research-action. We used, during the investigative process, researchers who work in the applied field of language studies, such as: Braga (2013), Dionísio (2011), Eres Fernández (2010), Ribeiro (2018), Rojo and Barbosa (2015), among others. The methodology consisted of: (1) submitting a proposal, displaying and analyzing audiovisual materials; (2) visiting and recording data on installations of the Educational Production Units (EPU), animals and agricultural machinery; (3) writing scripts, subtitles and planning the presentation in Spanish language; (4) organizing different semiosis collected - photos, images, Spanish songs, interviews and (5) using the Movavi program to edit the file. The students produced seven videos, related to the Spanish language, of which we analyzed three. In the study, we found that it is possible to do a more dynamic work in the teaching of SFE, in line with the needs interaction in the increasingly globalized society.

The North Africa churches used to be an advanced frontier for Christianization in the West World of the Late Antiquity. And yet, Augustine’s presence favorized the local tendency towards the debate about Christian faith, and the drawing of educational directions for the people. In Augustinian perspective, Education role overlapped formal rules of the Classic World disciplines, by proposing the raising of a new culture. The formative perspective was a highlight into the Augustinian activity, and that turned very quickly to the replacement of the knowledge in the way of Christianization. In the center of this arrangement were the works for laics, although never excluding bishop’s high writings.

This text, a cut from a Master's research, has as its theme the relationship between Infant Education, Physical Education and Interdisciplinarity and aims to understand if there is an interdisciplinary pedagogical practice among Physical Education teachers and pedagogues that work in the Centers of Child Education (CEINFs) of a city of Mato Grosso do Sul. The research conducted in 2017 was developed in two moments. In the first, a questionnaire-invitation was used as a methodological instrument, which was delivered to 111 teachers who work in the 100 CEINFs, with 106 of them returned, and whose objective was to characterize the Physical Education professionals who work in CEINFS, data that are not focused on this text. In the second stage, the methodological instrument applied was the focal group technique, in which 10 teachers representing seventeen CEINFs participated, since some of those work in more than one of those institutions. For the analysis of the data of the research were listed two thematic categories: the planning elaboration; and interdisciplinary pedagogical practices. The results showed that although Physical Education is present in Early Childhood Education, it is not part of Early Childhood Education, as it is still seen as a discipline that is developed by specialists. In this way, moments of dialogue and groups formation are not opportune, thus occurring the fragmentation of planning, which consequently fragments the teaching actions and the opportunity for children.

Based on two assumptions: 1) School environments constitute a locus of power that goes beyond the educational issue; 2) Some of the researchers who have studied or are studying the medieval have not sufficiently addressed this subject, but merely made brief general analyzes. That said, the purpose of this article will be to discuss the different schools and how teaching was done in the Visigoth kingdom, especially in the 6th-7th centuries. Remembering that the Church, monopolizing this area, will have in the educational field another element of reinforcement of its authority. It should also be borne in mind that the period in question follows the consolidation of this institution in the Visigoth kingdom with the conversion of the kingdom to Niceist Catholicism in the Third Council of Toledo (589).

O feudalismo é uma questão chave quando se explica a Idade Média na escola argentina hoje e sempre. No âmbito de uma reforma educacional nacional que está causando mudanças no conteúdo e nos métodos de ensino dentro dos desenhos curriculares, observamos que na prática de sala de aula, e especialmente nos livros escolares utilizados como fontes históricas, isto é com a ideologia tradicional, resistir às novas mudanças e manter explicações desta questão central caracterizada pelo arcaísmo historiográfico, o memorismo e as indefinições. Em suma, reforçam uma cultura escolar e uma disciplina escolar, a História, com forte marca na visão político - institucional do tema a ser estudado.

This paper seeks to discuss the education of the physicians from the Medicine Schools of the urban Studia Generalia in 13th century. The Education methodology was the same at the four fields of knowledge, Arts, Teology, Roman and Canon Law and Medecine. This metodology includes lecture by the scholars and scholastics commentaires and questions by the masters. In three European National Libraries, there are the manuscripts sources and print editions written by the Portuguese physician Petrus Hispanus (?1220-1277), when he had taught at Siena (1246-1252). The three libraries are: France, Spain and Vatican.