Repositório RCAAP

 With emphasis on personal and official epistolary writings, this paper seeks to examine how a fifteenth-century theologian, the prominent chancellor of the University of Paris, Jean Gerson (1363-1429), reflected on the situation of that university, pointing out its ways and redefining or reaffirming its role in the Christian West. Based on letters addressed to authorities, fellow theologians and friends linked to such an environment, this article explores the main points about institutional and political barriers, the weaknesses of the knowledge produced there and, above all, the behavior of teachers and students who, according to the chancellor, prevented the University from fully exercise its function for the benefit of the Christian community. In short, the complaints of a doctor in theology about behaviors worthy of reprimand regarding the relationship of his peers with knowledge and his expectations about the university of his time are scanned.

This article presents a reading of the Etymologies of Isidore of Seville, a seventeenth-century Spanish bishop, as a manual for the formation of clerics and lay people, taking as its main axis the transmission (and emulation) of Greco-Roman culture in Visigothic Spain. Taking Isidore as an educator, we insert his work in the Visigothic context to understand how his manual presents contents of Greco-Roman culture as ideal and worthy of emulation, with special emphasis on government, history, the liberal arts, nature, man and society. The establishment and legitimacy of the kingdom would be connected with the method of reproducing the manuscripts of roman culture, actions that would reach a peak under the direction of the bishop Isidore of Seville: Royal counselor, administrator of monasteries and ‘bishop schools’, which would train man fit to be agents both of the royal and ecclesiastic powers. Being a major Church authority in the peninsula, he helped to consolidate the legitimacy of the Visigothic kingdom in the territory. The analysis of the best known work of the bishop of Seville reveals both the use of the classical roman culture in the recent ‘barbarian’ kingdom as the great value associated to it by these men, as well as exposes the mindset and conceptions about the world and the society of that context.

The Hagiography, a privileged source for the analysis of the medieval imaginary, can show us elements that concerning daily life, practices, the history of the hagiographic characters and its social environment, and is an instrument often used pedagogically in the religious education of members of the clergy and the whole audience, by the example of holiness and the actions of man or woman who becomes a mediator of the causes of God. This work aims to analyze, through the mediaeval imaginary and Critical Discourse Analysis, one of the shorter and less explored hagiographies produced on one of the great bishops of the Visigothic Kingdom of Toledo (7-8th centuries A.D.), the Vita Vel Gesta Sancti Ildefonsi Toletaneae Sedis Metropolitani Episcopi, the Life of St. Ildefonso of Toledo. Beyond the authorship and tradition of the work, the political quarrels that involved the monarchy and the Visigothic clergy in the period, the supernatural and symbolic elements that had the purpose of impressing and embracing the hearers and readers, we see in this Vita a direct intention to expand at Toledo and, later in other places of Europe, the Marian cult and the figure of one of its most faithful devotees, Ildefonso of Toledo.

The purpose of this paper is to present the role of the food act in the images related to the work Visio Tnugdali, mainly the illuminated manuscript Getty Tondal (1475) in comparison to the Latin version by Marcus. These images are also compared with some woodcuts from the printed version in Germany, Ed. Speyer of the fifteenth century (De raptu animae Tundali et eius visione, 1483). The central theme of the narrative is the journey to beyond by a knight called Tundal, who undergoes a near-death experience and goes to the spaces of Purgatory, Hell and Paradise, accompanied by an angel, in order to make him aware of his sins. For this reason, he suffers during the journey some feathers, as well as, knows some delights of Paradise. The images and the narrative emphasize that punishment of humans is linked to the act of devouring, related to the education of humans for salvation. Humans suffer as if they were in a kitchen being cut, stuck, crumpled, melted, mass-transformed, and suffer again. The punishments are mainly related to the sins of lust and gluttony and could be suffered by clerics and laymen. The narrative also presents positive nutritional elements, for example, the host that the knight eats after his purification in the Beyond, represented on the front page of the Vision of Don Túngano (História del virtuoso cavaleiro Dõ Túngano, Toledo, 1526). Other positive food elements are related to Paradise, such as the tree of life and the source of living water, described in the Bible. Visual and mental food images related to kitchen space (referring to infernal places) and Biblical Eden are close to medieval everyday life, because the narrative sought to educate Christians for post-mortem salvation.

The objective of this article is to present a critical view on dehumanization in education, based on Rogers and Morin, considering the current panorama in education. We used the bibliographic and exploratory methodology. Once a situation of fragility and a need to revise the current conjuncture in the educational field was detected, the vision of each author was presented, with a special emphasis on the rescue of the human being and the valuation of the student’s person as protagonist of the education process. The posture of ‘learning to learn’ becomes fundamental in this discussion and works here as a hinge, because it is present both to Morin's reflection (2011, 2014) and from Rogers (1973, 1987), which will rightly collaborate to meet points of intersection between the two Thinkers. At the end, some keys of reading that articulate the previous analysis on the way of making possible exits in front of the current moment lived by the education.

Among the several studies that research the insertion of the history of mathematics in the teachers training from an updated historiographical perspective, we find a theoretical current that proposes the construction of an interface between history and teaching of mathematics through the study of historical mathematical instruments. Among the devices that possess mathematical knowledge incorporated in its manufacture and its use, there is the cross-staff, a nautical and astronomical instrument very used between the fifteenth and seventeenth centuries, which is inserted in the document Chrnographia, Reportorio dos Tempos…, from 1603. This article intends to present some didactic potentialities for use in teacher training, based on the Teaching Guiding Activity in the study on measures. In this way, the concepts related to the unit of measurement, such as the inch, can be studied when constructing or manipulating the cross-staff. This happens mainly due to the construction of mathematical knowledge that are mobilized in these practices, causing the teacher rethink the knowledge to then learn and resignify the same ones.

This article aimed to analyze the papers approved for communication, which comprised the thematic axis called History of Education, which was part of Educere, from 2008 to 2017. For this purpose, we tried to select, from the articles approved for communication, those that made up the History of Education axis; systematize the selected articles and examine the prioritized approaches in the articles. Through the ‘state of knowledge’ methodology, one can reach results that demonstrated that the 367 articles that made up the History of Education axis published in Educere discussed, among others, about the themes of educational institutions and practices; sources, archives and assets; intellectuals and pedagogical ideas; policies; teacher training.

This article discusses the relation between the developmental project designed for the country in the 1950s and 1960s and the high school, based on the ideology of modernization oriented to social and economic progress, which emphasis on teaching as an element able of making possible the intended changes, according to the precepts of the theory of Human Capital. For this, the methodology used involved documental analysis, according to the assumptions of Cellard (2008), having as methodological-interpretative principles Popkewitz's (1997) theorizations, involving 'social epistemology'. Based on these notes, three printed materials intended for secondary school teachers were analyzed: 'Escola Secundária' magazine, published between 1958 and 1963, and the books 'Manual do Professor Secundário', by Theobaldo Miranda Santos, published in 1961 and 'Escola Secundária Moderna', by Lauro de Oliveira Lima, published in 1962. The research results indicate the emergence of new rationales for teaching secondary education in Brazil, which we call 'neo-teaching', based on the imperatives of economic development, following the corporate molds of performativity, competitiveness and permanent innovation. Such configurations, derived from the neoliberal economicist perspective, position the teacher as a facilitator of learning, based on the ideal of modernization and renewal of teaching, oriented towards pedagogical efficiency.

The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.

This article is the product of an ongoing research report on the reception of Johann Heinrich Pestalozzi’s thought in Brazil and its presence in the Escola Novas (New School) ideology. This article uses a bibliographic method and intends to show that the pedagogy of Pestalozzi impacted the Escola Nova pedagogical thought through a proposal of active pedagogy. Indirectly it is possible to perceive the influence of the Pestalozzian thought on the works of Rui Barbosa; however, it effectively arrived in Brazil thanks to the Russian pedagogue Helena Antipoff, who after studying in Geneva, came to the country bringing the pedagogical ideas of the Swiss pedagogue. The cited authors Soëtard (2010), Arce (2002), Incontri (1996) discuss Pestalozzi and his conception of learning. Furthermore, Pestalozzi (1889) elaborates on the intuitive method. This article intends to draw parallels between Pestalozzian precepts and the ideas of the Escola Nova.

Given that one of the objectives of education is to de-barbarize individuals, this article reports a research that investigated whether there was a variation in the type of mistreatment among different levels of education in Argentina, whether the roles of students in these mistreatment were maintained or not and the relationship between the roles performed. A questionnaire was applied to 70 university students, who pointed out memories of primary and secondary school of their practice, support, observation and / or suffering of 10 types of aggression. There were no major changes in the types of aggression from the primary to the secondary level and a tendency to maintain the roles in the aggression. There was a relation between being a practitioner and/or supporter of violence in the two levels verified and between being the target of the aggression and observer at the primary school. Thus, given the frequency of mistreatment and the conservation of violence in both school levels examined, the objective of de-barbarization of individuals is not being entirely fulfilled by education.

The article presents data from a research interested in understanding the characteristics and processes of the pedagogical work developed by pedagogues in non - school education spaces (NSE). To this purpose, it uses the specialized literature on Pedagogy, Non-School Education, Social Pedagogy and Educators' Training to analyze formative trajectories and professional action of 38 pedagogues from different Brazilian regions whose work inserts into three main areas: action socio-educational, labor/organizational education and specialized education in health contexts. The data related to this group of research participants derive from a virtual questionnaire applied through mapping of Internet contact networks. These data are presented and discussed through statistical compilation and interpretation in the light of the theoretical framework that configured the analysis. The considerations point out that NSE, as a pedagogical field of work, is dynamized through processes of inventiveness of the professionals who articulate different knowledge, some present in the initial formation and others absent, based on a continuous process of dialogue with the specifics of each field of activity. It is from this perspective that the data about the practice of pedagogues in non-school spaces, in the light of critical references, allows thinking a curriculum of Pedagogy that provides moments of significant praxis to students in the face of the characteristics of the pedagogical action in those spaces.

This article is a provocation to thought resulting from two researches: one who thinks the role of imagination in History teaching; and another that deals with the limits of language in the theoretical perspective of philosophies of difference. Located in this thematic intersection, via bibliographical review, it deals with silence and mystery as articulating elements of History class, considering silence as a concept that allows a non-referential look to the classroom, perceiving this space as multiplicity of creative forces. The aim is to accent the creative element in contrast with the reactive element, which is demonstrated by a problematization of the timeline, understood as a control dispositive of duration and bodies. The classroom thus has a mixed nature, consisting both of actualizations and individuations that delimit the formal possibilities of temporalization as well as of virtualities that are insinuated in order to disrupt the formal strata and produce difference. The mystery is what happens in a History class that has silence as generator element. Lastly, the generator element of this History class, the silence, is considered as condition of possibility for happenings.

The insertion in the school as a teacher requires, among many things, that the beginning teacher relates the knowledge from the initial formation with the demands of the practice and the school context. However, how the insertion has occurred does not allow this movement, making the obstacles and difficulties encountered are greater than the support and assistance that the teacher finds. Therefore, the theme of the present article deals with the beginning teacher in the relation of the first years of the teaching profession, focusing on the emotional dimension, to show an interface that can be determinant for the teacher to enter with confidence in the profession, and to feel motivated to remain in it. The methodological approach, with a qualitative character, contemplates the accomplishment of a bibliographic study. In proposing the discussion about the emotional dimension in the first years of teaching, it was observed, above all, that the emotions, as well as the feelings originated, constitute the personal and professional identity of the subject, the person-teacher and their initial experiences. Therefore, it is believed that balance and maturity in the emotional field are a necessary provision for the beginning teacher, since, with the security obtained from this perspective, the teacher will be able to deal with his feelings, act with greater empathy and, for personal and also in the professional context.

Investigating the democratic management of schools is a complex task, as it involves questioning the extent to which policies, systems and educational institutions were made, or are, democratic, considering different governments and the historical, social, economic and cultural movement of society. In this sense, we searched in the article to discuss a conception for Education management assumed between the years 1990 and 2010 in educational policies by the State Secretary of Education (SEED) in Paraná. Therefore, the study is based on the analysis of bibliographic and documental references relevant to the theme. Pointing the historic route of political constitution on democratic management frame in different moments of federal and state government, a   field of disputes is noticed out, in which governing is synonymous with interests and momentary conveniences of specific groups that cover minority parcels of the population, not advancing in the formulation of a policy of democratic management for the State. It concludes that in political guidelines regarding the schools’ participation and autonomy, the predominance is for managing and financial aspects. According to Lima (2011), for education, the perspective that is inscribed in economic rationality is based on the terms autonomy, decentralization and participation stripped of political meaning; that is, as technical-rational instruments. Participation means integration, collaboration and a strategy to reduce institutional conflicts, promoting cohesion and consent. Autonomy and decentralization are restricted to the functional and operational articulation between the central level and the local and institutional levels of school education. It intends to establish an organizational culture of strategic management, in which educational agents assume responsibility for the results, releasing the government from guaranteeing the necessary conditions for the realization of the right to education.

This paper aims to develop relationships between the concept of classic, as postulated by the historical-critical pedagogy and the constitution of universal values. In order to achieve this end, the text was divided into three moments. In a first moment we approach the contrast between the conception of knowledge present in the historical-critical pedagogy and the hegemonic conception of knowledge. Secondly, based on the works of Karl Marx (1818-1883) and Friedrich Engels (1820-1895), in productions by György Lukács (1885-1971) and authors with similar thoughts, such as Agnes Heller (1929-2019) and György Márkus (1934-2016), we seek to establish the relationship between the construction of universal values and the classic. And, finally, in a third moment, we analyze the educational work as a process located within the scope of school education and that is linked to the preservation of universal values condensed in the classical knowledge. We concluded that the understanding of the classic from the constitution of universal values is fundamental do understand its confirmation as a product of human activity. The condensed values in classical knowledge, beyond their sociohistorical roots, transcend towards universality. The proper understanding of this process allow us to overcome the antinomy between dogmatism and relativism, a fundamental condition for understanding the concept of classic as postulated by the historical-critical pedagogy.

Among the commemorative dates worked in the Early Childhood Education, we choose the 'Women's Day', given the effervescence of various issues experienced and suffered by women in the various social sectors, to discuss the historical and cultural relevance of March 8 th, when celebrates 'International Women's Day'. It is a theoretical text whose objective is to problematize the absence of reflection in the pedagogical referrals within the educational units. Fact that culminates in the passive and uncritical acceptance of discourses and stereotypes that propagate discrimination and violence. We intend with the writing of this text to collaborate for the re-signification of the pedagogical work, fomenting new perspectives to focus on curricular elements that consider the child as participant of the educational process on a critical bias. The moments of work, in Early Childhood Education institutions, need to be committed to providing experiences that aggregate knowledge, identify elements of the culture, society in which children are inserted and broaden their perspective and capacity for reflection to make them think about how things are and how they came to be that way.

The article is part of a doctoral research and aims to analyze some implications of a continuing training entitled ‘Programming and Learning with Scratch in teachers’ practices. It is a ‘research-training’ perspective, in which we analyze narratives produced by 11 teachers managing educational technologies and media resources (Progetec’s), linked to the Educational Technology Center of the Education State Department from Mato Grosso do Sul. From the proposed dynamics, the teachers/Progetec’s were provoked to reflect and narrate about the formation and its implications and consequences in their practices. To perform narrative analysis, we produced a word cloud using the Iramuteq qualitative analysis interface, which highlighted two recurring roles in the training context: the teacher’s and the student’s, not as dichotomous, hierarchical, but from a perspective of collaboration, partnership and sum, sometimes mixing, sometimes complementing, sometimes confusing. The teachers/Progetec’s recognize themselves in movement in the inventive process of teaching and learning, with ambiguous and therefore positive strategies of ruptures and continuities. They also point out that students now have more protagonism and voice space and participation in the context of technology practices. The considerations allowed us to visualize discontinuities and advances in teachers’ practice in learning and teaching with technologies, specifically with the ‘Scratch’ programming language.

The present article proposes to reflect on the process of internalization of moral values as the primary objective of Education, through historical and philosophical sources, analyzing, for this, theoretical frameworks of Pedagogy, such as: Comenius, Pestalozzi, Herbart and Durkheim. Our methodology was based on the bibliographic and authorial writings of these theorists and we try to question the logic established in pedagogical discourses, starting from the critic of moral values formulated by Friedrich Nietzsche, emphasizing aspects present in the referred theories and their reverberations in singularities and collectivities. The process of internalizing moral values had as its priority making education an instrument for the ordering of subjects, making it useful to the interests of state culture. It is understood that subjectivities are constituted inside and outside for the moral field and that the same is not alien or should be non-existent in school. However, it has been attempted to demonstrate in this article, how the moral field has been reduced to a process of disciplining and ordering, according to pre-determined models, virtues and values, which shows the limited pedagogical perspective in the vision of the moral field, which from its conception responds to interests and prioritizes the maintenance of the status quo.

Mobile learning (mlearning) has been emerging as an innovation with incredible potential to transform the educational practice. However, limited research has focused on how mlearning has been investigated  in the context of language teaching and learning around the world. This paper presents a survey on the educational scenario that pervades the teaching and learning English as a second or foreign language mediated by technology. This study conducted an analysis of publications (N=18) involving mlearning in the context of teaching or learning English as a foreign or second language and published from 2010 to March 2019. The aims were to verify in what perspective mlearning has been investigated in the context of teaching and/or learning a foreign or second language, what critical success factors (CSFs) have influenced the implementation of mlearning and identify possible gaps of study that need to be fulfilled in future researches. The results indicate that: i) mlearning has been most investigated in the tertiary educational level, ii) the learners` perspective has been the focus of most publications, iii) English is the target language in all studies, and iv) the dominant topic concerning this theme is mlearning technologies, apps and uses. In addition, the findings also report that 19 CSFs were pointed out in 14 publications and assimilation of curriculum (50%) was the most cited CSF. Moreover, the results indicate that there has been a recent increase of interest in mlearning related to foreign language teaching and learning. Further topics of investigation concerning mlearning in language education are suggested.