Repositório RCAAP

 This study aimed to analyze the role of the Journal Ensino Industrial as diffuser of the idea of expansion of the industrial education as a condition for economic and social development of Brazil, since editing its first issue in 1962 until March 1964, upon the occurrence of the business-military coup. The publication on focus is a continuation of the Boletim da CBAI, which publicized the activities of the Brazilian-American Commission of Industrial Education for the improvement of industrial education in Brazil, according to the ideology of Americanism. Its assumptions were considered the way to overcome the country's delay by proposing the adoption of streamline standards for the training of the workforce for the industry, whose base was the Theory of Human Capital. Ensino Industrial served as a diffuser for the dissemination of activities concerning industrial education inBrazil, highlighting the importance of planning and international cooperation in the area. The lack of manpower to the continuity of the process of modernization that led to the creation of the Intensive Preparation for Industrial Labor (PIPMOI), aiming at the rapid training of workers, but it did not materialize in better living conditions for the working class. 

This study aimed to review the philosophical-religious experience of Neoplatonism and the structural similarities in the textual scenario of Confessions of St. Augustine, specifically the episode of Ostia Vision. The process of ascension to the contemplation of higher realities contains a similar gradation in both authors, but differs by both the symbolism of images, and by pursuing different reasons. However, they retain aspects of a similar dialectics, from the relationship the soul establishes with the inner light of the mind in its displacement by different levels of understanding. 

Based on Foucauldian ideas, the present studyaimed at analyzing the discursive games established on the encounter between health and Brazilian pedagogy from the 1920s – encounter which was featured by escolanovismo. Therefore, we analyzed, at first, some books from the Bibliotheca de Educação collection, carried out by key authors of the Movimento Escola Nova (New School Movement), in which emerges the primacy of that cognition would be subjected to pertinent procedures to brain physiology. In a second moment, we investigated academic papers in a set of contemporary educational journals dedicated to criticise hygienists, ideological or normative biases supposedly inherent to the New School, whose analyses have proved captive of a denunciatory approach to the relations of power-knowledge in force; these relations, according to the examined authors, generated unfailing pathologizing effects to school practices. As a conclusion, we suggested an analytical turning able to put into question approaches based on a priori notions, such as development, enlightenment and representation in favor of reflections focused on the uninterrupted game between subjective processes and veridiction policies that outline the current educational field. 

This paper assumes that development and demand for policies of continuing teacher education is founded on historical elements related to the context of the Brazilian development, which have been related to rules and international guidelines since the 1960s. This texts aimed at analyzing this relation, from the perspective of Dialectical and Historical Materialism, by considering the report of Conclusions and Recommendations from the Conference on Education and Economic and Social Development in Latin America, which took place in Santiago, Chile, in 1962, in which the themes education, intensification, teacher improvement are explained as human supports for education and as fundamental strategies to enhance the Brazilian economic development. As for the methodology, this study is a based on the literature review and documentary research and aims at contributing to the growth of debates and presentation of the needs for continuing teacher education policies and, as counterpoint, highlighting the movements of educators against hegemonic antagonistic to the linearity in the implementation of these guidelines. 

CLIL is an important approach in training future Primary School Teachers since bilingual programs developed at schools in Spain require not only professionals with proficientSecond Language (L2) levels, but also future teachers who are versed in the main methodological principles for CLIL. Firstly, this case study reviews the legislation for bilingual programs in Spain. Secondly, it describes teacher training through a CLIL course within the Faculty of Education at the University of Castilla-La Mancha, focussing on the methodology and evaluation procedures followed in the course. Thirdly, this paperrefersto the method performed to evaluate students’ perceptions ofthe CLIL training and assessment process. Finally, it shows the results from the study and some conclusionsrelated to the assessment and instruction process for the implementation of the CLIL approach in Primary School Teaching Undergraduate Programs. 

Referees for Volume 38, n. 3 of the Acta Scientiarium. Education, 2016 

In thisstudy, the authors criticizethe usual identification between pedagogical renewal and ICT. They argue that ICT, currently considered the epicenter of educational change, are not the focus of education. Theaim of this work was to contribute to the debate on the educational relevance of ICT in education, and the criticism that has distorted theory and practice of education in thisregard. The methodology is the critical essay, in which the authors reflect from a historical perspective on educational technological renovations focused on training. To support the reflection, there are two pioneer contributions of the twentieth century in educational technology renewal: the first by an educator, Freinet, and the second bya researcher, Casirer, selecting a representative work of each author. In addition, it is presented some pedagogical innovations from antiquity that aim both there source and education.

Acta Scientiarum Education, volume 38, n. 3, 2016

This paper aims to examine Sigea’s position to the question of life at court, the central topic of the Colloquium (Dialogue between two young women on courtly and private life), published in 1552 in Lisbon. The development of the text starts with the explanation of some aspects such as the princes’ mirror (specula principum) and the palace circle of the Princess D. Maria, during the Portuguese Renaissance Humanism. Further on the text, it is analyzed how Sigea interprets the training needed to achieve happy life (beatauita). 

Referees for Volume 38, n. 4 of the Acta Scientiarium. Education, 2016 

Acta Scientiarum Education, volume 38, n. 4, 2016

On the occasion of the celebration of the 100th anniversary of the publication of the work of John Dewey, Democracy and education, we sought to show how the democratization effort driven by the American educator has been present in the most outstanding landmarks in the educational development of the past 100 years in Chile, especially in its reforms. Actually, in the process of enactment of the law on compulsory primary education from 1920, they were at the debate, the ideas of Dewey, and the same thing will occur in reforms of 1927 and 1945; the first, oriented to the primary education and, the second, to the high school education. They postulated the main educational approaches of the educator commented. More explicitly, the desire for democratization in the Reform of 1965 was present as the school coverage significantly extended, reaching at the beginning of the 1990s 98% of the primary level and 80% of the high school demand; to a greater education, greater democracy was the postulate of Dewey and that Chile put into practice. 

This paper aims to present expanded functions of literary texts through the intercession of two important concepts: the ‘displacement’ proposed by Barthes in his ‘Inaugural Lecture’, and the concept of ‘minor literature’ developed by Deleuze and Guattari. The problem question that guides the research is: What are the functions of the literary text according to Barthes and Deleuze and Guattari? As methodological approach we have chosen to make entrances in the works of Franz Kafka, João Guimarães Rosa and Clarice Lispector making inferences that allow to approach these concepts in the literary narratives. As a result, we emphasize that the functions of the literary text, to Barthes, Deleuze, and Guattari, are displacements that escape the coercive forces of language - fascism - and allow the doubt about their senses, the contradiction and dynamicity of the text, characteristics that place it as minor literature.

This article discusses how Digital Culture affects teachers’ work in the field of Music Education, debating the use of technological resources and their challenges in pedagogical practice. Reflecting upon the concepts of Musicality and Digital Culture, the work analyzes a focus on the change in processes of learning and self-learning of music practices assisted by New Digital Technologies (NDT) in the context of Musical Education. The methodology consisted of literature review, on-line questionnaire, and semi-structured interviews with experienced professional musicians, and data were analyzed under the qualitative-quantitative perspective. The results demonstrate that the Digital Culture pervades pedagogical practices from planning and research of materials to implementation of learning and self-learning resources. The research points out challenges to teaching in the field of Music Education, considering the gap between students’ fluency in the Digital Culture and the material limitations of infrastructure, connectivity, and initial and continuing teacher training. It is argued that Music Education benefits from new digital technologies but requires a paradigmatic change to understand students as whole beings and subjects of the musical-educational process, whose technological experience may be crucial in the educational process.

The goal of this article is to share the academic debate about the professional identity construction modes of Basic Education teachers and their social representations about the profession. It was used the qualitative research methodology with semi-structured interviews involving 19 teachers in basic education school in the State of São Paulo State. The data generated three categories of analysis: the professional identity and the performance of teachers and their representations about the teaching profession; the construction of autonomy in order to effect emancipatory educational practices; and critical-ideological sense of the teacher in its operating context. The epistemological contribution focused on the study of social representations and professionalization. The results confirmed that the social and cultural structures, historically constituted, were instrumental in construction the professional identity of research subjects and their social representations about the profession. 

Referees for Volume 39, n. 1 of the Acta Scientiarium. Education, 2017 

This text presents dimensions of culture and quality in Venezuelan Education / Physical Education through theoretical incursions and contribution of researchers from Higher Education Institutions. The analysis is complemented with education policy documents, recourse to the literature and information through the form of completed online questionnaires. Based on the data, it was verified that: a) the theme of culture in the production of knowledge in physical education in Venezuela is still incipient; b) the culture is present in the school, although it is little evidenced in the physical education, being generally associated with traditions and customs; c) it is not common the thematization of physical education along terms as physical culture, body culture and movement culture; d) the theoretical framework have the sporty content with influences of psychomotricity and sociomotricity; e) the quality of physical education is compromised, among other aspects, by the fact that the State sees this subject as complementary to the lack of institutional sports.

The article discusses the relationship between aesthetics, ethics and training in the Adornian perspective. The research, of bibliographical nature, includes some works by Adorno and his interpreters. In the Dialectics of Enlightenment, Adorno and Horkheimer (1985) critically discuss the relation between myth and instrumental rationality, for the progress of enlightenment, by valuing a reason for abstract and dominating characteristic, weakened the exercise of critical self-reflection and promoted the regression of consciousness, the process of which is expressed in semi- culture and barbarism. The art and aesthetics oppose this process and strengthen the consciousness and the emancipatory reason, constituting a reference of freedom and integration between the intellectual and the manual work.

This study presents the partial results of a survey aiming to know the conceptions of literacy that permeate the Basic Curriculum for the elementary school of Minas Gerais, and check if these conceptions are reflected in the propositions of the material ‘Consolidating literacy in 60 lessons’, program created by the State Secretariat of Education, to assist children who failed to be literate in the proper age in the light of the assumptions of researchers who are part of the New Literacy Studies - Barton and Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000), Tôrres (2003, 2009), Tôrres and Oliveira (2017). These authors propose shifting the focus on the acquisition of technical skills and neutral practices, as has been done in traditional approaches, and see literacy as a social practice. In that scope, we tried to verify if the ideologies that permeate the documents are aligned with the precepts of the ideological literacy model, as proposed by Street (1984, 2014), and revealed in the Basic Curriculum for the elementary school. The research fits the profile of a qualitative approach and used as instruments the researcher’s observation and analysis, and a semi-structured interview as proposed by Lüdke and André (2013). At the end of the research, it was pointed out that the transposition of theory to practice shows a certain polarity between what one intends to do in education and what has actually been done. 

On the 6th of December 2008, a police officer shot dead a teenager in Exarcheia, a central area in Athens. Within hours, the reactions turned into riots spreading across Athens. The Athens 2008 riots marked the beginning of the end of the years of affluence in Greece, which culminated symbolically with the 2004 Olympic Games. This paper proposes to read the December 2008 events back and ask to what extent these riots – symbolised by a graffiti on a wall in Athens saying ‘we are an image from the future’ - were a harbinger of the Greek crisis and of the generalised civil unrest which ensued and peaked between 2010-2012. With police data claiming that over 26,000 demonstrations have taken place across Greece since the December 2008 riots, civil unrest seems to have become endemic in the country, symptomatic of a crisis that is not only economic and social, but also political in the sense of the crisis of legitimacy of the State, its representatives and its institutions.