Repositório RCAAP

O livro “Memórias e narrativas” dos historiadores José Carlos Meihy e Leandro Seawright é por um lado uma introdução ao campo da história oral, escrito para pesquisadores iniciantes – acadêmicos ou não – que se veem envolvidos nos desafios de estudar e trabalhar com a memória de expressão oral; mas por outro lado, ele é também uma sistematização dos conceitos, reflexões e teorias desenvolvidos pelos autores ao longo de suas trajetórias acadêmicas e de atuação, sobretudo como integrantes do Núcleo de Estudos em História Oral da Universidade de São Paulo (NEHO-USP). A generosidade do livro está justamente aí: ao apresentar a complexidade do campo da história oral, os autores explicitam seus posicionamentos frente a esse cipoal, desembaraçando os caminhos a serem percorridos pelos neófitos pesquisadores que se debruçam sobre a memória e a história.  

The present work aims to rescue the investigation carried out by the NEDHEL based on the APEM collection, to shed light on the instruments of data collection and analysis developed or adapted for the recovery and interpretation of information on public education in Maranhão, Brazil. The studies of Santos and Reis (2018), Cabral (2013), and Menezes (2016) were used as main theoretical sources. The APEM website was explored in order to verify the instruments of consultation to the collection made available for the research. Finally, three undergraduate monographs and three dissertations written by members and former members of the Center were selected. The procedures are the result of several discussions, analyses, uses, adaptations, and, finally, re-uses of data collection, which are capable of mapping and registering pertinent information in analysis sheets, according to the nature of the document.

In the “Trilogia Afro-Campineira” there are three documentary achievements, in which I directed, scripted and produced the films. There are three short films focused on protagonists of cultural, religious and artistic processes, all defenders of manifestations of African matrixes and their powerful hybridisms, located in the metropolitan region of Campinas-SP (RMC). The films are Diário de Exus (2015), A Dança da Amizade, Histórias de  Urucungos, Puítas and Quijengues (2016) and A Mulher da Casa do Arco-Íris (2017/2018). In films, what I call the “aesthetics of resistance” are developed, prioritizing Afro-diasporic narratives, in a creative process in which aesthetics and politics converge. Aesthetically, the documentary brings together the processes of observation, participation (interview), performance and “poetry”, in a set of images and sounds centered on people and spaces that are organized communally around Afro-centred codes. Politically, the role of culture and religion in the affirmation and construction of identity of the black people in Brazil is highlighted, which deepens the understanding of the role of culture in the resistance of a people. This text documents the process of making the third short film in the trilogy, A Mulher da Casa do Arco-iris.

The paper aims to discuss the implementation process of the Teacher Training Program at the University of São Paulo (PFPUSP) in the period 2006-2020, highlighting the ruptures and innovations it brought to the undergraduate courses for teacher training, as well as the identification of the challenges and problems faced by the University and the federal and state legislation that have reconfigured and, in most cases, disfigured the training of brazilian teachers. Based on bibliographical research on teacher training, on the University's own documentation and on legislation related to the subject, the efforts aimed at overcoming dichotomies, so old and ingrained in the area, are highlighted, between theory/practice and between scientific knowledge/pedagogical knowledge

One of the objectives of this text is to record aspects of the restructuring process of the School of Application of the Faculty of Education of the University of São Paulo (EAFEUSP) in the period 1998 to 2001, questioning dimensions of the school universe and the specificities that characterize an "application school". Inscribed in a biographical research perspective in education, the analysis proposed is in dialogue with some of the critical moments in the history of the school and is anchored in the experience of the author as director of the EAFEUSP in that period. The topics covered include aspects of the school's internal organisation and functioning, as well as aspects of its relations with its territorial and academic environment, reflecting on its role in educational research and teacher training.

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Created in 1999 by professor Tizuko Kishimoto, the Education and Toy Museum (MEB) has great importance in the history of the Faculty of Education (FEUSP), constituting a space of great relevance for childhood, toys and games. In this article, we will present an overview of the performance of the museum's new coordination since 2014, demarcating the expansion of its scope by reaffirming itself as an education museum in partnership with other laboratories and sectors of FEUSP and encompassing Education in Museums as a new approach. We will address the main challenges and potential of a university museum in defining its identity and in the management of actions in teaching, research and extension, developed in projects about history, the constitution of the collection, educational activities and communication in MEB.

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This paper investigates Vocational Education in the State of São Paulo, making use of documental, oral, and bibliographical sources, in an effort to understand the topic in relation to the complex context of the times, marked by the strength of the social and political movements in a democratic period, characterized by initiatives aimed at the Country’s modernization, the expansion of urban culture, and the belief on educational renewal as a tool to achieve national development, aiming to reinvent Brazil. The investigation of educational renewal’s history allowed us to establish the points of connection between this experience and the impetus for renovation present in the works of São Paulo’s Regional Center of Educational Research and in the creation of the USP’s School of Education, initiatives which would later be confronted and treated as subversive by the military coup.

O grande historiador Michel de Certeau apontava que o exercício da escrita da História seria uma forma de se lidar com a alteridade, de um “outro” ausente, que nos escapou e se perdeu, de modo que em cada relato histórico se estabelece uma espécie de “jogo da vida com a morte” (CERTEAU, 2002, p. 57). Lacunas, apagamentos e esquecimentos certamente são questões que envolvem a prática historiadora, mas, talvez, no caso dos estudos históricos dedicados à região amazônica e às suas populações, essas ausências sejam ainda mais constantes, em função de uma tradição historiográfica comprometida com projetos políticos e sociais que, na maior parte do tempo, buscou construir uma história nacional identificada com as sociedades europeias, anulando o protagonismo dos sujeitos históricos regionais. Diante disso, o livro “Reflexões e existência: universidade pública e a formação de professores de história no interior da Amazônia”, organizado pelos professores André Dioney Fonseca e Lorena Lopes da Costa, e publicado eletronicamente pela Navegando Publicações em 2021, é um esforço coletivo na contramão dos apagamentos e silenciamentos, ao registrar as experiências, dificuldades e desafios enfrentados por docentes e estudantes do curso de História da Universidade Federal do Oeste do Pará (Ufopa).

To understand the end of a critical and quality teaching experience at the College of Application of the University of São Paulo, this article contemplated different moments of its historicity: the context in which the school was created, the renewed teaching practice and the end of a cutting edge experience. In October 1967, a strike by students occupying the college building took on large political proportions. During its course, it revealed disagreements between the administrative sectors of the school. It ended with the intervention of the political police (DOPS), after requesting members of the Department of Education and the director of the Faculty of Philosophy, Sciences and Letters, without consulting the collegiate bodies.

Este artigo tem por objetivo apresentar a contribuição do Departamento de Administração Escolar e Economia da Educação da FEUSP aos estudos de Administração Escolar no Brasil. Considerando a sua importância no cenário educacional e mesmo o seu papel pioneiro em termos de pesquisa, produção e difusão do conhecimento, procuramos mostrar como, ao longo da sua trajetória, ele vem contribuindo no delineamento do perfil epistemológico dessa área de estudos, bem como influenciando, sobretudo através da atuação de seus docentes na pós-graduação, a formação de pesquisadores, gestores e educadores para diferentes áreas de atuação.

From 1976 to 1986, the School of Application (EA), linked to FEUSP, was guided by José Mário Pires Azanha with the aim of turning it into a common school, similar to the public school. Given the relevance of Azanha's performance with regard to the reorganization and functioning of EE in the various aspects of a technical-administrative and pedagogical nature and the good results achieved in learning, the objectives of this report are proposed: to describe: the history of EE in said period; Azanha's position in the face of the pedagogical renewal movement in the 70s and 80s; and identify aspects of theory and practice developed in EE that may be viable in public schools in this state.

Quando retornei à atual Faculdade de Educação da USP, em 1997, depois de mais de três décadas do término de minha licenciatura em Pedagogia e me dirigi à ampla escada do bloco B que leva do térreo ao primeiro andar, não suspeitava que uma profusão de lembranças me viria à mente. A cada degrau, eu vislumbrava, como em um rápido filme, cenas dos quatro anos passados naquele edifício em que obtive minha primeira formação universitária. Sob forma de impressões fugidias, ocorreram-me imagens e sons relacionados à vida acadêmica, aos professores de várias disciplinas e aos colegas que eu aí encontrei, alguns dos quais se tornaram amigos que me acompanham até o presente. Foi como voltar aos anos da juventude, no início de 1963, quando ali estive, pela primeira vez, para prestar o vestibular que me abriu as portas da Faculdade e onde passaria os anos seguintes.  Consciente de não ser “nem totalmente a mesma, nem totalmente uma outra”[1] dos idos tempos, fui tomada por forte emoção que se expandiu ao avistar, já no andar superior, meu prezado Professor Celso Beisiegel que declinou o meu nome e acrescentou que, por um documento da Faculdade, tomara conhecimento que eu lá estaria naquela data  

In this article, we present a proposal for teacher formation in spaces created for the development of a learning mode about the teaching activity, based on the experience of situations in which the future teacher experiences the pedagogical activity similarly to what he/she will perform professionally. In the formative experiments, called Mathematics Club and Pedagogical Mathematics Workshop, the assumption, referenced in the Activity Theory, is that when conceiving, developing and evaluating the pedagogical activity, the process of meaning of teaching is set in motion. This perspective has guided the development of educational projects in accordance with research, teaching and extension activities.

A edição 2021 da RIDPHE_R, Revista Iberoamericana do Patrimônio Histórico-Educativo, tal como em 2020, sem a possibilidade de encontros presenciais aos seus editores, foi artesanalmente confeccionada, em prática já recorrente, com cada qual em seu lugar.

Em 2021, duas obras fundamentais para se entender o fenômeno do fascismo foram lançadas no Brasil: Fascismo e grande capital, de  Daniel Guérin, publicada pela  primeira vez no país, pela Editora da Unicamp; e Fascismo e ditadura, de Nicos Poulantzas, uma reedição muito cuidadosa da Editora Enunciado.

En la obra han participado los siguientes AUTORES/AS, estudiosos del patrimonio histórico educativo y/o vinculados al mismo en diferentes sentidos: José Miguel Saiz, Gómez José Antonio González de la Torre, Pablo Álvarez Domínguez, María Victoria Cabieces Ibarrondo, Eulàlia Collelldemont Pujadas, Antón Costa Rico, Agustín Escolano Benito, Antonio David Galera Pérez, Juan González Ruiz, José María Hernández Díaz, Ángel Llano Díaz, José Ramón López Bausela, Bienvenido Martín Fraile, Alejandro Mayordomo Pérez, Gabriela Ossenbach Sauter y Sara Ramos Zamora.

La Revista Cabás, Patrimonio Histórico Educativo (http://revista.muesca.es/), editada por el CRIEME (Centro de Recursos, Interpretación y Estudios de la Escuela), de Polanco (Cantabria-España, ha sido galardonada con el Premio de Patrimonio Histórico Educativo “Manuel Bartolomé Cossío”, 2020, otorgado por la Sociedad Española para el Estudio del Patrimonio Histórico Educativo (SEPHE) https://sephe.org/premio-manuel-bartolome-cossio-2020-patrimonio-historico-educativo/.

This article focuses on the problem of academic socialisation. It is the direct and personal testimony of the experience that its signatory, coming from the University of Lisbon, has had in the last 20 years as a guest professor and lecturer at the Faculty of Education of the University of São Paulo. It is about expressing a gesture of gratitude towards a generous hospitality and welcome, but also about rehearsing an exercise of memory recovery in which one reflects on the most remote image we have of the university itself, that is, that of a community characterised by sharing and reciprocity in the construction of thought and writing. the article aims at identifying seminar pedagogy as the expression of an adventurous spiral in which the academic “coming-to-be-together” is intrinsically connected to the creation of inventive thinking processes. It seeks to contribute to what is an always-unfinished discussion about pedagogy and scientific creation.