Repositório RCAAP

Bonaventura de Bagnoregio (1221-1274) conceived the history of mankind and Church in basis of series of ages, and having Incarnation as the central happening – due basically to the patristic tradition of the Franciscan Order. Based in the christocentric ideal, the Doctor seraphicus idealized a way for mankind and the Church, in which both would achieve Redemption. The events of Saint Francis’ life as well as the events of the Franciscan Order’s life would be considered as the one. They represented a major step in human and ecclesial stairway to the perfection. So, by acting a founding role in the Christian history, Francis of Assisi, as well as the Franciscanism, may be compared to Christ from both external signs – the stigmata – and mainly from the renewal of the vita vere apostolica. 

This article has the objective of identifying how the logic of the private sphere has interfered at the public politics about the continuing teachers formation in Brazil, showing that in several cases, these partners are a reflex of the state reforms in the last decades and has intensified the merchantable education process, also try to comprehend what are the impacts of this phenomenon at the Brazilian education. Methodologically this article shows the thematic coming from a systematic bibliographic review and the authors’ reflections. However, it is important to emphasize that the continuing teachers formation is a huge theme and has occupied a privileged place in many discussions, academics or not, so, we aren’t trying to finish the discussions about the  concept of the continuing formation, neither deepen the several questions that permeate the present discussion about formation, as the objective of this article is to reflect about the influence of the private section at the offering of the continuing formation, in a merchantable perspective of teaching, showing how this relation changes the section public values. 

The Reading of documents of ecclesiastical source produced during Middle Ages provides the very clear percept of the presence of various categories of mediators between the natural world and mystical forces, in the daily routine of the western men. On the one hand, there were the wizards, expert supposedly endowed with special knowledge, who used as a resource various forms of exercise of divinatory arts and techniques of manipulation of elements of nature. During Middle Ages the ecclesiastical discourse searched opposing to their actions the knowledge and the achievements of the ‘true’ agents of sacred one, those who were organized in an ordo apart of the rest of society, ordoclericorum, enjoyed the privilege of access to the reading and writing of Latin. The concept of the clergy with which the Christian Church intended to qualify their members brought implicitly a cultural value which unified and distinguished them from the first ones. However, in the eyes of the people, the magical agents, as much as the clergies were endowed with specialized knowledge which granted to them the exercise of strange powers to the common mortals and made it possible for them controlling impersonal forces capable of altering the course of events. It is our intention to discuss the relationship between language, knowledge, and mystical Mediation in the current representations of magical agents and clergies in Middle Ages. 

Bonaventure of Bagnoregio (1221-1274) was one of the most influential thinkers of the minor friar’s Order, considered by the historians as the second founding of the movement owing to the his orthodoxy and the ‘reforms’ employed by him during his generalate. It is our objective to make a re-reading of the work Expositio super Regulam Fratrum Minorum that has the  interpretation’s question of Rule of 1223 as the conductor thread, departing from the normative poverty discussion and its expanding. When Bonaventure was a general Minister, he pledged fidelity at the religious proposal of Saint Francis and the Friar’s Rule. However, owing to his cathedratic culture, he expressed a new interpretation of the Norm, in which he emphasized the conceptual precision of all the words that transmited values or instructions to the monastic discipline at a key moment of the Friar’s history. This article intends to demonstrate that Bonaventure contributed with a lexicon interpretation of Norm and the poverty, both of them thought more than a fact which requested concrete behaviors in the convents; it turn out to be a problem of intellect, therefore, he collaborated for the growth of ecclesiastics and ecclesiology conflicts of juridical complexity in the Franciscan Order. 

This article discusses the connection between philosophy and education in Thomas Aquinas. In his Philosophical Anthropology there are three aspects very important for education today: the affirmation of matter as an essential in human being, the primacy of prudentia over the cardinal virtues and his philosophia negativa (and theologia negativa). The intrinsec union spirit-matter, anima forma corporis has important pedagogical consequences, both in intellectual and in moral education. And it is the basis for his Treatise On Prudence, which presupposes his negative perspective too.

This search shows an analysis about child representation and his childhoods in certain contexts and social Brazilian groups in the end of the nineteenth century and the beginning of the twentieth century. It’s a literary study, about the historical and sociological biases of childhood, having as an objective the apprehension of the child’s individualization process and of his social categorization, through the process of formal and informal schooling that happens on family. The methodological procedure used the literature, choosing literary and autobiographical essays of Brazilian literature, represented by José Lins do Rego and Graciliano Ramos. The analysis showed on the character in this civilizing process of schooling the child represented by the disciplinary practices and the construction of school time as elements of standardization of rules, behaviors and civility for children. The final considerations shows to understand the specifics of childhood as a historical period and social education of individuals, considering their dependence relationships and interdependencies, according Norbert Elias. Thus as implicit relational power between adults and children in areas of formation social groups.  

This text is linked to the aspects of power relations in the Vita Sancti Aemiliani in Vita Sancti Fructuosi and autobiography of Valério of Bierzo: Christianization and ecclesiastical reorganization of the Visigothic kingdom in the seventh century, funded by CNPq. Among other assumptions, this research recognizes that the ecclesiastical authorities at the beginning of the Middle Ages worked for the promotion of a comprehensive education program, which was associated with standardization and education of lay and clergy. In this process, the hagiographic literature has assumed a prominent place. Considering the autobiography written by Valerius of Bierzo as an expression of the hagiographic genre, it is intended in this article, based on the historiographical reflections of ecclesiastical activity in the Hispanic peninsula in the sixth and seventh centuries, discussing the role played by the devil in such a report, sometimes more sharply expression a literary topos, now speaker of the specific situation of the author. 

This paper presents the results of a research which examined the perceptions of a group of teachers about the changes occurred in their pedagogical practices after taking part in the course called ‘Introduction to the Digital Education’ promoted by the Continued Formation National Program in Educational Technology – Integrated Proinfo and developed by the Educational Technology Center – NTE in Itajaí, Santa Catarina State, from 2008 to 2009. The data were collected through the application of two surveys calted pre-course and post-course. The results pointed out that after participating in the course some changes happened in the teacher´s pedagogical practice with an increase in the technical and pedagogical use of the computer and the inclusion of more advanced sources. Nevertheless the research also showed that the number of teachers who use the computer in student´s tasks is still small and this use is restricted to the school computer labs.  

This article brings to light the results of the research project ‘The meaning of becoming a pedagogue according to students in the course of Pedagogy (licentiateship)’ developed by a group of research in Public Policies and Management at the Education Faculty (PUC-USP) in three institutions of high education from August 2010 to July 2011.  The researchers probed into the pedagogic projects inspired by the Curricular Directives for Pedagogy Courses as these took shape in Resolution 1/2006 – both in intention and practice – and strove to pinpoint the real meaning of being a pedagogue in the student’s view. The methodology applied was the qualitative approach based on research of documental legislation and pedagogic projects of the three institutions, besides interviews and questionnaires to students, teachers, coordinators, and managers. Results outline that the pedagogue profile in Southeast Brazil focuses primarily on child education and that the formation of managers is virtually ignored. Similarly, it is clear to see the urge for a deeper involvement with teachers and subjects related to teaching methodologies from other colleges or departments.  

The purpose of this study was to find out the relationships between high school teachers’ wellbeing and their efficacy. The methodology of this study was that of a quantitative research. The population of this study was all high schools’ teachers in 9th to 11th grades in Zahedan, Iran. Out of 315 samples, the valid sample of this study was 290. The two questionnaires employed here were The Oxford Happiness Questionnaire of the Hills and Argyle (2002) and Teachers’ Sense of Efficacy Scale of the Tschannen-Moran and Woolfolk-Hoy’s (2001). SPSS 15 was used to produce mean, standard deviations, Pearson Product Moment Correlation (r), t-test, and Analysis of Variance. The results showed that the high school teachers scored over average on wellbeing and also marked relatively high scores on teachers’ efficacy and factors related to this variable. There was a positive relationship between teachers’ wellbeing and their efficacy in instructional activities. The results also showed that there was relatively high positive correlation between teachers’ wellbeing, teacher efficacy and sub variables related to teacher efficacy in female, older, married, and also teachers with 5-10 years job experiences in comparison with male, younger, single, and teachers with more than 10 years job experiences.  

The objective of this study is to discuss the notion of history in Arendt, from the importance that needs the thought of Duns Scotus, particularly with regard to the primacy of the will. For the author, Scotus was a medieval thinkers to emphasize the role of free will as power in the face of intellect attached to the natural activity. The freedom to get an act featuring a world ruled by contingency. Now, for Arendt, that freedom is consistent with your idea of authentic political, and base a public space, defined by word and action of individuals. The history, which takes place from political activity, received various treatments, from Greek antiquity to the modern conception of process. It joined the idealistic conceptions, establishing universal ways of defining the future. However, if freedom is to characterize the vita activa, the history must seek the meaning of the facts to scrutinize their singular aspects, which fell to the continuo of universal explanation of the official history. It is, therefore, to approach the history from the perspective of singular narrative, from the spectators, those who founded the public space. Hence the importance of bipolar concepts such as nature and freedom, necessity and contingency, will and intellect, as Scotus.

This paper analyzes the importance of including string literature as an auxiliary tool in the teaching-learning process. This analysis has reference to the Parâmetros Curriculares Nacionais (National Curriculum Parameters) – PCN, a guidelines organized by the federal government to guide the pedagogical action in elementary and high Brazilian schools. From this perspective, we show how the inclusion of the string literature in classrooms allows the teacher to work on new skills and new knowledge close to the students, including the overcoming of linguistic and cultural prejudices.

This paper discusses the effects of the crisis of capitalism and the productive restructuring process in a historical period marked by the hegemony of neoliberal policies in the context of school education. In this scenario, the offensive of capital presents palliative alternatives to social exclusion with the spread of the ideology of volunteering and the Third Sector, and proposals related to postmodernism, which in practice, at the same time deplete the social function of education and reinforce the commodification of the schooling process. In Brazil, this project confirms a characteristic of our political culture: the modern is constituted through the ‘archaic’, recreating our historical heritage while updating persistent features and, at the same time, transforming them in the context of globalization. Finally, we point to the urgent need to propose new struggle strategies, aiming at the creation of an emancipated society, where it will be possible to have a comprehensive education, according to the Marxian conception.  

During the last decade, a paradigmatic transformation has began in brasilian History Didactics. The present paper aims to contribute to this change by defining the object of research and the investigation field of an amplified History Didactics. For this, it analyses what is the standard opinion about History Didactics and what are the mains reformulations provided by this paradigmatic transformation. Finally, it presents, along the lines of german literature, a definition about the object of research and the investigation field of the amplified History Didactics.  

In the mid-eighteenth century flourished in Portugal a concern among the ‘estrangeirados’ about the causes of ‘atraso’ of the kingdom and ways to get his ‘regeneração’. The illustration starts then a Portuguese tradition, the predominant form, but not unanimous, gave the Methuen Treaty (or Treaty of cloths and Wine), 1703, the source of the problems of not development of the Lusitanian manufacturing and appropriation of the gold produced Brazil. This work has as main objective to reflect on the construction of this school and explaining their persistence in the history taught in Brazil.  

At the end of 19th century the Roman Catholic Church found itself menaced on the two sides of Atlantic Ocean. In Europe, because of affirmation of National States, it sees to diminish its influence space, which will be affected in a sector that traditionally had depended on its actuation: education. In Brazil, the advent of the Republic will consolidate the separation between Church and State and also the exclusion of religious teaching of the public schools. The anti-liberal reaction (ultramontane) of the Church in Brazil will rely on the aid of religious congregation to evangelical and educational action, being here analyzed the initiative of Salesians about building a professionalizing school in Cachoeira do Campo, district of Ouro Preto-MG. It is sublimated the intense relations of political character among religious men and public power in regional and local ambit. In 1893 the Salesians received from State terrain and meaningful donation in order to start the high school works, followed by others donations, allowing its inauguration in 1896. From Ouro Preto, the priests relied on the poor children fund to application into high school, assuming to look after orphans of municipal, chosen by Chamber. This way, Dom Bosco High School accomplishes several functions: doctrinal, professionalizing and educational; attending so much interests of the Church such as of the Minas Gerais State ones.  

Based on works of Marx, Engels, Lukács, Coménio and Alves, on documentary and historiographical sources, this work presents two theoretical assumptions: 1º) with the advent of modern school the work tool achieved centrality into the educational relation; 2º) in the teacher’s work tools set, the didactic manual obtained superiority because through it there was a certain objectification degree of the teaching work. Therefore, it deserves to be considered privileged object into educational history researches. ‘Didactic work organization’ is an angular analysis category in those investigations and it spreads scientific production which advance, in parallel, brings up issues that demand theoretical refinement. Among them, it is necessary to go back to the origins of the expression ‘didactic work organization’ in order to try its consistency, especially by the diffusion, into historiography, of expressions seemingly close, as pedagogical work organization, school work organization and teacher work organization. In order to contribute, in this regard, the present work aims: 1º) spread beyond the circle of its users, the precise acceptation given to didactic work organization; 2º) set the distinction between this category of analysis and the meaning which are assigned to those expressions seemingly close.  

Ubiquitous Education, omnipresent education, has established with the using of virtual learning objects, and integrating with the face-to-face classroom brought satisfactory results in the knowledge construction. In parallel, one of the recurring problems of cities is the traffic immobility and consequently the student's arrival to the University. In days of flooding, the student takes longer to get to university or sometimes cannot reach. This work has the hypothesis that the integration of face-to-face classes with virtual classes would be the option for the days of traffic immobility in cities. The objectives of this work were: i) to analyse the types of transport used by students from their homes to go to university, ii) to analyse how long students spent commuting from their homes to university, and iii) compare the results of student evaluations of biology courses that have lessons integrated between virtual and face-to-face classes with students who only have face-to-face classes. Six metropolitan areas of Brazil were evaluated for two semesters, one with flooding days and another without. The results indicated that students who had a virtual support of the discipline, mainly on flooding days, had higher grades and success in knowledge construction.  

We find the human being normally absorbed by the power of mass, impersonal, fugitive from himself. According Heidegger’s diagnostic, he hides himself from finitude, temporality, through a constant engagement favored by falatory, curiosity and ambiguity. A return to itself requires the courage to the radical loneliness, the insurmountable finiteness that characterizes human existence. The capacity of loneliness creates the conditions for each one to take his own life as a project, with responsibility. We suggest that education should become a factor which helps to ensure everyone to be unable to singularize himself and be free from the massified imperatives of market logic.

This articles discusses the main features of the ,Francisco Campos Reform launch in 1927 by tackling the question of whether the principles embodied in  New School Movement were incorporated or not. The New School Movement was seen as part of an effort to restructure Education in both the state of Minas Gerais and in Brazil. The Francisco Campos Reform was implemented to increase the number primary schools In Minas Gerais, and also to improve social control which was seen as fundamental to the formation of a controlled citizenry within the scope of ideas of state´s republican elite. Therefore, we make an attempt improve the understanding the meaning of this reform to the organization of schools in Minas Gerais given that the ‘mission’ of these institutions was to create/recreate new individuals for the urban social context, especially within the realm of primary schools which were seen as carriers of new contents, teaching methods and pedagogical practices.