Repositório RCAAP

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.  

The Christian images, heirs of the roman narrative systems, visually expressed  scriptural content. One of the notable elements constitutes the way of representing temporal sequence into two possible dimensions: human and divine. A journey through  late ancient and medieval Christian art allows  us to establish how  an iconography was created that made it possible to visualize   a particular message that, according to the corresponding literary exegesis, was sought to be promoted/ publicized in several historical moments. The aim of this paper is to establish the way  in which image follows  conception of time in its double dimension. Belleville’s Breviary (Paris, 14th century) offers an example in which both conceptions of man’s life course are combined in a particular iconographic interpretation.  

This paper analyzes aspects of the history of education in Brazil related to the consolidation of public schools and educational policies. The period marked begins with the 1930s, a time when the organization and implementation of a public school system in the country has become a condition for the socio-economic development, and extends to the 2000s with the consolidation of democracy and the rule of law in Brazil. It is based on documentary sources developed by governmental and scientific organizations and the literature produced by researchers. The data show that over the period there was an increase in all levels of education, however, continues to persist traces of elitism and exclusion. Moreover, there is contrast between the quality of graduate and public school, which has failed its essential function. These findings highlight the need to solve these problems in order to advance democracy in the country.  

The paper analyzes the implications of the Articulated Action Plan (PAR), a component of the Education Development Plan (PDE), to the democratic management of basic education, within the context of the educational policy, during President Luiz Inácio Lula da Silva’s second government term (2007-2010). It presents research findings through the examination of documentary sources, focusing on the actions defined by the municipalities in the state of Mato Grosso do Sul, within PAR’s Educational Management Dimension. These actions, in alignment with the guidelines of the plan called All for Education, indicate the limits and possibilities of building a democratic management of basic education, depending on the implementation by the municipalities, as they exercise their autonomy.  

Television is a powerful vehicle of mass communication and several cartoons, specifically made for children and adolescents, have ‘scientific’ themes. Preteens and teens devote many hours in front of TV, attracted by cartoons, some of which portray, in a caricature manner, scientists at work. Current paper investigates the effect the concepts of science transmitted by the cartoon ‘Jimmy Neutron’ have on adolescents. A group of 31 adolescents of the 9th grade of the junior school were invited to watch three episodes of the ‘Jimmy Neutron’ cartoon. After the sessions, they answered a questionnaire and were interviewed on their perceptions of Science and scientists. Their answers were analyzed by Discourse Textual Analysis. Results show that they most have misconceptions on Science and on scientists and they presume that scientists have a very solitary and uninterested life solely dedicated in investing new devises.  

Our goal in this paper is to propose an interpretation different from that which usually has been given on the subject ‘mathematics or simultaneous mathematics’, namely, that there would be different mathematics: the mathematics of the day-to-day, school mathematics, academic mathematics etc. This assertion is often made from reflections of the mature philosophy of Ludwig Wittgenstein. Thus, we intend to develop this work as follow: we will discuss some general issues in the first phase of Wittgenstein's thought. These issues help to understand the discussion that will follow; we will explain how is based the asserting of the existence of several mathematics, according to our understanding, and discussing concepts of Wittgenstein – with special attention to the concept of family resemblances – we propose our interpretation on the theme ‘mathematics or simultaneous mathematics’.  

During the XIX century along the consolidation of the Chilean Republic, there existed a clash of ideas between seculars and who represented the teaching state and catholic groups, who defended the liberty of teaching. As a result of the ideas of these two groups there were born the two most important universities in the country. The ‘Universidad de Chile’ and the ‘Pontificia Universidad Católica de Chile’. In this paper there are exposed the origin of both universities.

This article investigates aspects of Nicaragua’s ‘participative education revolution’ in relation to the ‘Citizen Power’ national development model and the construction of ‘21st century socialism’ in Latin America and the Caribbean through the Bolivarian Alliance for the Peoples of Our America - Peoples’ Trade Agreement (ALBA-TCP). Centred around the notion of ‘revolutionary democracy’, which is the definitional foundation of the envisioned 21st century socialism, I argue that Citizen Power as promoted by the Sandinista National Liberation Front (FSLN) since returning to government in January 2007 means the structural transformation from neoliberalism to socialism. The article, however, does not provide a comprehensive analysis of the FSLN education policies. Rather, I draw attention to the deprivatisation of education and it s reinstitution as a human right and state responsibility, whilst exploring two elements of the participative education revolution of direct relevance to the construction of 21st century socialism: the National Literacy Campaign ‘From Martí to Fidel’ and the Great National Consultation for the Reform of the Basic and Medium Education Curriculum of 2007/2008.  

This paper aims at analyzing the representations on childhood and education in Guarapuava-PR in the period 1930 to 1960. Based on newspapers published in the city during the period, we divided the text in two parts: 1) firstly, we studied the issues that were raised around the child and which touched the daily lives of families, 2) then, we investigated the representations directly related to school education that the child care provided to the different ways in which writers / readers of newspapers analyzed their own educational context. In conclusion, we could see the relevance of childhood in the way social transformations of the city were understood by men and women who thought the limits and possibilities of education then existing.  

The process of aging and old age are coated with prejudices and negative stigmas. Although the growth and aging population, Brazil has still not equated satisfactorily on the legal education for the elderly. This article reflects on public policy and education for the elderly, presenting a survey of the issues addressed in the theses and dissertations about the elderly, conducted between 2000 to 2009, in the courses recognized and recommended by CAPES, thus tracing the state of knowledge of this subject . The theoretical framework is based on a systematic review and the ideas of authors who researched on. We conducted a literature search and data collection we used the online media: Public Domain, Portal Capes, Graduate Programs in Education and libraries of theses and dissertations of Higher Education Institutions. Points to significant growth in research in quantitative terms, but still some gaps in specific aspects, in particular, education of the elderly.  

The work has a result the study on the Compendium of Pedagogy (1907) by Dario Vellozo (1869-1937), teacher of Ginasio Paranaense and Escola Normal de Curitiba. The Compendium of Pedagogy by Vellozo was published in 1907 and republished in 1975. It was organized in three parts, one for every year of Teachers’ School. The article refers to the first book of the collection. In the first part of that book, there are ten lessons which covers the Pedagogy subject and their methods, organization of school and definitions of educations, as well as several lessons about Ancient, Medieval and Modern History and the prevailing educational thought in each one of them. The book for the second year, which was also organized in ten lesson, emphasizes the teaching methods, didactics, and physical education (health), moral, intellectual aspects. For the third year of course, Vellozo writes lessons about science, geography, history, drawing, music and a special lesson about kindergartens. The Compendium follows the scientific logics that should guide the school practices in that historical period, but also reflects the current culture in Teachers’ School, as well as  it shows the social-economic, political and cultural influences in Brazil and in Parana.  

The article presents results of a survey on the history and policies of the financing and management of basic education in Brazil. It is a critical and historical analysis in which the purposes, the developments and the modus public education was financed and administered from its origin to the present. The goal is to elucidate and clarify how resources for the financing and management of education at its basic level were determined and defined up to the implementation of a public policy. The progress and challenges for a quality public education are thus explained. The analysis focused on budgets, such as current regulations present in legislation and financial funds. 

The article aims to discuss the methodological and theoretical assumptions of the academic production that focuses on the History of Education in Brazil under Pedro II's rule, with focus on the implementation of Gymnastics in Secondary Education. The paper considers the material base on which Brazilian society is constituted as a nation, as well as the social, political and ideological relations from which the educational proposals are developed, and which lie on the situation in which Gymnastics was established in Imperial education. In the academic production mapped, there are few studies that address the subject under a methodological approach based on the critical theory of totality. Most of the work is based on the new history. We conclude by reaffirming the relevance of the Marxist dialectical historical-critical epistemology in order to deep the knowledge about man’s reality and their historical production, understood as a path under construction.  

The financing of government universities in the state ofParaná,Brazil, between 2003 and 2010 (Requião administration), is analyzed. The parameter consists of two indicators: 1) resources constitutionally bonded to education and directed to government-run universities of the state of Paraná for the maintenance of teaching activities; 2) the state of Paraná´s treasury resources destined by the yearly budget to universities for the financing of teaching activities (education expenses), clinics and university hospitals (health expenses) and part of the research staff’s payroll (science and technology expenses). A documentary research was undertaken and the Court of Auditors of the State ofParaná, the General Balance of the State and information provided by the State’s Secretary of Science, Technology and Higher Education were consulted. Results showed that during the period under analysis, the government-run universities of the state of Paraná were under-financed, especially for the 2003-2006 period, resulting in a true decrease of state’s treasury resources for Paraná’s Universities. 

Current article discusses the interventions of bishops Frederico Helmel and Albano Cavallin from the diocese of Guarapuava.Paraná State,Brazilduring the period between the initial publishing of the Diocesan Bulletin (1978) and the end of Cavallin´s tenancy (1992). The meanings attributed by the bishops to the Diocesan Bulletin are investigated and the theological positions and policies of the diocese of Guarapuava are analyzed. Research is foregrounded on the Bourdieu´s concepts of intellectual and symbolic power as producer of symbolic capital. Copies of the Diocesan Bulletin have been analyzed to discuss the hypothesis that the bishops used the publication to consolidate the positions of the Catholic Church in the diocese of Guarapuava, establishing it as the Church´s messenger and herald for Christian life among Catholics in the various parishes and to make the diocese´s position on theological and political issues. 

This study will analyze the relationship between education and politics at the University of Paris in the thirteenth century. The source for this study is based on two questions of the Summa Theologiae (II - II), written by Thomas Aquinas. They relate to the Question 101 on the Mercy, and Question 102, on Respect. When dealing with piety and respect, Master Thomas teaches his students the importance of tolerance and respect among men, so that life could elapse in the collective space. Given this urban environment, Thomas showed that the life in the city and in the university became complex, requiring people to have new concepts about social interaction, especially in relation to the ruler. Men, therefore, needed to learn the art of living together and the art of politics to meet new social laws. Reflecting on the writings of Master Thomas, we learn, through historical memory, how the theorists of earlier times were able to combine, in their writings and teachings, the knowledge to be taught as well as the guiding principles of politics as important for social relationship, regardless of historical time.