Repositório RCAAP

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De 2013 a 2016, foram desenvolvidos três projetos de documentário sob minha direção, na região metropolitana de Campinas-SP, que resultaram na “Trilogia Afro-Campineira”. São três curtas-metragens focados em protagonistas de processos culturais, religiosos e artísticos, todos defensores de manifestações de matrizes africanas e seus potentes hibridismos. Os filmes são Diário de Exus (2015), A Dança da Amizade, Histórias de Urucungos, Puítas e Quijengues (2016) e A Mulher da Casa do Arco-Íris (2017/2018). Todos os filmes tiveram fontes de financiamento como FAEPEX/UNICAMP, FICC e Prêmio Estimulo ao Curta-metragem do Estado de São Paulo e contaram com uma rede de parceiros, da universidade (UNICAMP) e das comunidades e pontos de cultura envolvidos. Desenvolvem-se, nos filmes, o que nomeio como as “estéticas das resistências”, priorizando narrativas afro-diaspóricas, num processo de criação em que confluem estética e política. Esteticamente, trata-se de destacar a convergência e a disputa dos modos observativos, participativos, poéticos e performáticos de realização documentárias, voltados para sujeitos portadores de códigos culturais afrocentrados. Politicamente, realçam-se o papel da cultura e da religião na afirmação e construção identitária do negro, no Brasil. Esse texto documenta o processo de realização do primeiro curta-metragem, Diário de Exus.

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O presente texto tem como propósito oferecer uma visão panorâmica sobre as religiões de matrizes afro-brasileiras em quatro municípios pertencentes à microrregião de Cataguases. Pautado na noção de racismo epistemológico, difundida por Abdias do Nascimento, procurou-se ocupar uma lacuna no que se refere à produção do conhecimento sobre as crenças alternativas, sobretudo, às denominações evangélicas e católica. A possibilidade de desconstruir estereótipos e dar a conhecer alguns templos de umbanda e candomblé nas localidades estudadas, bem como a permanência dos casos de intolerância religiosa contra as suas lideranças e frequentadores, foram questões que motivaram esta pesquisa.

ABSTRACT The article analyzes the ways by which the voices and writings from the past, both those that have reached us as those that we still can obtain from living people, may contribute in a special way to the knowledge and interpretation of school culture from the past. We argue they make a very important and valuable historical and educational heritage, which must be saved and availed. The potentialities and values of these resources, "egodocuments", are indicated through it, and also their problems, as well as the limitations and cautions to be considerated by the researcher. Several aspects are reviewed and analyzed through the entire work: the “testimonies”' value as an object of interpretation; "memory"'s meaning and contributions and its social framework; the significant relation established between memory and “emotion”, a connection that allows us to capture and reveal school practices' “experiences”. The article ends by offering a synthetic set, challenges and paths of research and study, that indicates this field as a suggestive and necessary one, which will enable us not only a descriptive knowledge, but also to "personalize" the protagonists, contextualizing them at their socio-political community. Key words: Educational Heritage. Egodocuments. School culture.

This research in progress has as object of study the magazine Vozes de Petrópolis, edited by Franciscans in Brazil and put into circulation between 1907 and 2003 by Vozes publishing company. Aligned with the research line Rastros: patrimônio cultural franciscano e educação, the objective is to analyze the presence of Franciscans in Brazilian education through printed materials. It aims to report data on the periodicity of the magazine, as well as its modulations of titles. Historical and qualitative, the methodology privileges documentary analysis of the socio-cultural context of the period (BENJAMIN, 1992), the struggles and resistance of the Catholic Church (LEÃO XIII, 1878), the history of reading (CHARTIER, 1990; DARNTON, 2010) and presence of Franciscans in the history of Brazilian education (RÖWER, 1947; SINZIG, 1910).

O Dossiê, “Patrimônio Histórico-Educativo: Culturas, Diversidade, Identidades”, busca articular textos que, na diversidade de estilos e narrativas de suas propostas, carregam as representações sociais de seus autores, em especial, ao se articular presente e passado. Os textos trazem assuntos que se movem no mapa do patrimônio histórico educativo e cultural, em contextos específicos, o que deixa sempre à espreita leitores e autores quando se expõem e se arriscam em narrativas e leituras, em que a acuidade é necessária. 

The pedagogical museums in Spain have developed since their foundation a set of educational practices that have contributed to making them what they are today. These have undertaken multiple and diverse initiatives and activities to conserve, spread and help interpret the educational heritage. And likewise, they have multiple resources that have allowed them to carry out different functions. After a long educational career, it is time to make an assessment. To respond to this objective, we have used the "Hashtag" pedagogical evaluation technique with a group of History of Education teachers, interested in studying educational heritage. The purpose is to obtain data that helps us point out the strengths, weaknesses and desires of these museums. The results point out as positive and transferable practices: the didactic use of the museum, the work of recovery and dissemination of the educational heritage, collaboration with schools or the use of alternative methodologies for learning the History of Education with university students. The weaknesses are: lack of personnel and space, and little funding. As desirable purposes, they highlight the need to establish museum networks and plan more interactive, inclusive and social museum projects.

The Spanish films of Francoism (1939-1975) that take place at the University are scarce and are usually framed in comedy, especially in the 1960s. However, the first one belongs to film noir and melodrama, and contains features of the Italian neorrealism: Death of a Cyclist (Juan Antonio Bardem, 1955). This film is starred by an university profesor and reflects the type of hegemonic profesor at that time, the role of the women in the classroom or the aspirations of students in the political, social and ideological context of the regime. With the aim of reflecting on the films of this period centered on the University, and to adress those of the 1950s, the main characters of this film are analyzed as a person and as a role, acoording to Casseti and Di Chio. Thus it is intended to delimit the prototypes of characters linked to the Spanish university of these years.

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The Document presented is an article that was taken from the newspaper O Estado de São Paulo (known as Estadão), an example of a document that unites the press, education and historical-educational heritage. As an objective, we tried to stick to the Press as a reference object, as a nucleus of information and education, since it shows ways of producing and disseminating discourses that, when preserved, expand the historical heritage and create possibilities for, through them, to recognize its importance for education. The press is understood as a historical agent that intervenes in the processes and episodes not as a simple record of events, but as an active subject in the process, interacting in the complexity of various contexts. It is worth mentioning that the press has a great pedagogical performance, in its formulating principles, because it is the one that conveys interests, disseminates aspirations, teaches by reading and, thus, is relevant to all educational dynamics.

Tem-se como objetivo apresentar os patrimônios educacionais existentes nas coleções tridimensionais, textuais e iconográficas que compõem os acervos do Museu Republicano “Convenção de Itu”, extensão do Museu Paulista da USP, dando ênfase às formas como foram integrados ao acervo, atividades de pesquisa, exposições e extensão desenvolvidas pelo museu no que toca ao tema da memória escolar.  

From a bibliographic review, the considerations aim to demonstrate how the preservation of the historical and cultural heritage works to guarantee that the peoples themselves integrate the historical narrative. To do so, the debate starts with conceptual considerations and how the culture and its manifestations interfere in the process of building the individuality and social identity, leading to the study of international and internal mechanisms of preservation of the historical and cultural material and immaterial heritage and the importance of its observation beyond generalizations and homogenization of the cultural manifestations.

The purpose of this paper is to analyze aspects of educational heritage in (auto)biographical narratives from manuscript journals kept by an 86-year-old woman from a rural area. Those manuscripts include their author’s account of her life until she started going to school, the architecture of said school, her first teacher, and material aspects of objects used for her primary schooling in 1940. This paper’s theory and methodology are based mainly on school culture and material culture concepts from authors such as Escolano Benito (2017), Felgueiras (2015), and others. This paper contributes to educational heritage by analyzing memories and writings preserved in those journals.

The purpose of this theoretical-practical research is to highlight the importance of children's literature to motivate and engage children with reading in order to awaken creativity and the development of imagination. For this, three fundamental aspects are proposed: (i) Functions of children's literature; (ii) The teacher's role as a promoter of children's literature; and (iii) Strategies that favor the natural learning of reading, related to children's literature. The analysis is based on the constructivist approach of the language learning. It concludes with the mention of some practical considerations to improve the work of children's literature in the classroom.

This paper examines the registers of literacy teachers in school notebooks containing orientations, indications, and suggestions on the teaching and usage of different letter types. The analysis was based on 200 notebooks, from 200 to 2015, archived in a Brazilian Memory Center [cb1]. Different registers were identified and separated into two categories: “Compliments and incentives on the letters” and “Requests and recommendations on the letters”. In the first one, registers were observed to demonstrate the teachers’ satisfaction with the progress of students on the shapes of their letters. In the second one, a set of activities and tools were identified for training to upgrade the letters which did not show an “ideal shape”.

This article discusses emergence of Cultural Heritage or Educational Cultural Heritage theme in its occurrences in History of Education Brazilian Congresses, conducted between 2000 and 2015, in distinct regions of country. Although insertion of theme in these Congresses is recent, Educational Cultural Heritage has a significant historicity to put under a spotlight, which is articulated to History of Education. Presented results’ source, in its most consistent part, was made up from registered participants number in Brazilian Congresses of History of Education between 2000 and 2015, whose works belongs to Educational Cultural Heritage, which could be noticed from analyzing their titles.