Repositório RCAAP

This article discusses the use of images in mathematics textbooks written by George Augusto Büchler and Karl Sölter, in a cultural historic perspective. Büchler´s first work, written in 1919, was aimed at the school public of school groups and German-Brazilian schools, while the second by Solter, published in 1932, was aimed at primary school. We conclude that the insertion of images in the two books analyzed, based on the intuitive method, had an instructional role but some of the images had ideological and aesthetic roles. Both authors included the images, more attractive to children's eyes, moving away from the abstraction so criticized by Pestalozzi and mathematical content presented in both books are focused on basic concepts of arithmetic, in a close connection between the child’s life and the child’s school life.. 

Certain current academic educational discourses have given special importance to teaching practice and to the knowledge produced in their professional environment, seeing them as essential to the learning process of teachers and to the argument in favor of the professionalization of teaching. This standpoint finds conceptual support in the epistemology of professional practice, first proposed by Donald Schön, and requires the use of specific training devices in order to establish closer relations with the classroom practice of school teachers. These new requirements regarding teacher training devices led us to conduct a research on the conceptions of supervised internship, which are part of special training programs aimed at in-service teachers. The results suggest the existence of serious difficulties in special training programs to overcome the existing conventional academic training model, and to incorporate socio-professional components into this training process by taking the teacher’s acquired knowledge and former experiences as objects of analysis and theorization. 

The article analyzed the organization of primary school in the Vale do Paraíba region in the state of São Paulo between 1893 and 1908, a period marked by the first republican actions for this educational segment. The main objective was to check for a differentiation between school groups and isolated schools in the region, regarding the material structure, the organization of teaching and the didactic-pedagogical activities of teachers, taking into account that these differences were legitimized by specialized literature. The sources were composed of reports and letters of directors of school groups, inspectors and teachers, as well as regional newspapers and the Anuário do Ensino do Estado de São Paulo de 1907/1908. We concluded that, unlike the dedicated interpretations of the theme, the location presented overlapping and mutual interference between these school models, especially by similarities revealed in everyday school life. This reality has raised possibilities of new perspectives on the composition of the primary school in their different contexts, assuming that school forms prior to the modern education paradigm - graduated, simultaneous and intuitive - not only resisted but found spaces for coexistence and confluence.. 

We approach the escolanovista Faria de Vasconcelos, in the context of modern pedagogy, the experience - School of Biérges (Belgium) and the special education with school abnormal children. Using hermeneutic and historical-descriptive analysis on his pedagogical thought and action, the goals of this study are: deepen the experience with Biérges, integrated into the ideals of the new school, which involved students for inclusion, the power of initiative, the observation, experimentation and integral culture, associating thought-action; analyze of the contributions to the education of abnormal pedagogical children and to schools, from mental and pedagogical reeducation. The theoretical framework of analysis is based on the works of Vasconcelos. Teaching always included the practical application, the learning by inquiry, problem solving and the working doing, developing the basic dimensions of the child: physical, intellectual, moral and civic cooperation. The special attention given to abnormal, which at the time had no special school, was a huge contribution to special education, conducting psych pedagogical examinations, diagnostics and interventions, which provided a useful guidance to schools and teachers. Much of what the escolanovista made has encouraged schools at that time and formed free, productive, citizens with a general culture and professional formation. The proposals of Vasconcelos fit some guidelines of special education and psychological support. 

Discussion on the Roman mosaic as techné or as ars, is provided, or rather, a decoration technique for interiors made at high specialization levels. When the main procedures adopted in mosaic art are established, we will show how a certain technique, a particular way in handling unsophisticated materials learnt by semi-illiterate people, lost throughout the ages, was used to express themes and motifs connected with paideia, the superior education of the Greco-Roman elite. As a case study, two mid-3rd century CE mosaics found in the so-called House of Menander, a villa located in the suburb of Daphne, in southern Antioch, will be investigated. 

The object of this study is the place of the History of Education as a research field in the State University of Ponta Grossa (UEPG), between 1994 and 2015. When evaluating this field, we sought, besides reconstitution of ideas, to examine its trajectory and institutional presence, in different spaces of the university. The implementation of the Graduate Program in Education in 1993/94 represented an important milestone that enables to illustrate the history of research in History of Education as it occurred in the institution. Regarding its trajectory, the place of the History of Education in UEPG – in the scope of research – moved from the condition of research line, already existing from 1994 to 2000, to that of isolated project, from 2000 to 2003 and, also reaching another step, from 2003 until now, as part of a composition, becoming a research line associated with the Educational Policy research field. The research in History of Education in UEPG, although present since the beginning of the Master’s program, still has a discrete presence, due to the existing difficulties for its expansion, mainly those related to the low number of professors in this field linked to the institution. 

With the arrival of the Society of Jesus to Portugal in 1540, Jesuit schools were created by the Crown. The College of St. Anthony, in Lisbon, was the first Jesuit educational institution, created in 1553. We propose a discussion of the main objectives, characteristics and difficulties of the Jesuit religious order in the Portuguese territory, as well as a presentation of one of the most important classes of this College: the ‘Class of the Sphere’. The priests considered fundamental to teach issues related to mathematics and astronomy, because, through these disciplines, they addressed the theory and practice of items and concepts, such as the telescope, logarithms, equations, geometry and others. The curriculum of this college included, in addition to science and mathematics, subjects such as: Latin, Grammar, Humanities, Rhetoric, and Introduction to Moral Theology, Dogmatic Theology and Philosophy, considered only to teaching in the Portuguese context. Studying the College of St. Anthony helps us to understand how these innovations were considered in teaching, in the Jesuit case, in the temporal context of Portugal in the 16th century. We understand that the College, mainly by innovations, was essential to the development of science. 

This study analyzed the obstacles or difficulties faced by blind people in higher education, proposing some strategies that can be undertaken by managers and teachers to overcome such obstacles to their inclusion. The study was anchored in a qualitative approach, taking the form of case studies, which initially aimed to identify which were the obstacles faced by the research subjects: eight blind people, five male and three female. Data were collected through narrative interviews and analyzed through a discursive textual process. The findings showed the existence of the following obstacles, and possible strategies were proposed to overcome them: 1) institutional, having as a strategy investing in admission process and permanence of the blind student in the university; 2) concerning the relationships with teachers, having as a strategy the adoption of pedagogies consistent with the inclusion of blind students in higher education. 

The rereading of the centennial Pastoral Letter of greeting from D. Leme to diocesans in the Archdiocese of Olinda, in 1916, allows to understand, from historical and historiographical aspects, the composition between ultramontanism and traditionalism in the text of strong politicalbias, in which the archbishop intended a project of religious instruction for the catholicpeople. The analysis points out some aspects of the text in the educational and ideological issues of the period of its production, highlighting the separation between education and instruction in the text. The theoretical framework in the concept of temporality of Paul Ricoeur, beyond the beddings of the philosophy of the history of this author, for its phenomenological entail, allowed a specific understanding of proposals of the archbishop. It was about a bibliographical study in which the Pastoral Letter is a document and a vestige of that time, studied along with some papal encyclicals, also treated documentarily. 

 In this study, the discussion results from a pilot experience in a Pedagogy course in a private institution in the state of São Paulo and derived from the project ‘Mapping of Learning Assessment in Higher Education’, funded by the São Paulo Research Foundation - FAPESP (Proc. 2012/18530-3), at UNESP. This reflection is justified by the fact that as we study the assessment processes, we have the opportunity to better understand the learning processes of students and representations of teachers on the subject and its links with pedagogical practices and also reinforce the idea that the assessment is not restricted to the examination and classification of students, but is linked to the democratization of the educational relationships. The study was based on a qualitative methodological approach also using quantitative data. Our findings indicated that students and teachers consider the course analyzed has aspects of formative assessment, however, pointed out the maintenance of a restricted view of assessment practices, understanding them as a synonymous of measurement, keeping thus a distance from the integrated evaluation perspective that favors teaching and learning processes.  

Referees for Volume 37, n. 3 of the Acta Scientiarium. Education, 2015

The inherent condition of the teaching profession involves, among other issues, the professional development and career. Thus, this work is configured as a theoretical framework, originated from a thesis study, which aims to discuss aspects of the professional development of teachers and novice teachers and analyze the periods of teaching career under the aegis of a Brazilian model. Thus, with an intensive theoretical survey, it was found that Brazilian teachers have their professional career studied from the European model, which differs from their reality. This study reveals elements that make up this difference and how professional development is implemented in career periods. Hence, the characteristics of/about the novice teachers are revealed with knowledge and experience. 

Editorial - Acta Scientiarum. Education 37(3) 2015

This paper problematizes the constitution of teachers to teach mathematics in the early grades by considering a government policy – the National Pact for Literacy at the Right Age (PNAIC). For theoretical discussions, we considered Foucauldian studies, particularly the concepts of discourse, games of truth and government (conduction of conducts). The material consists of PNAIC Handbooks for Mathematical Literacy, comprehending Handbook 1 - Organization of the Pedagogical Work. From this material, the following groups of analysis have emerged: ‘instructions for teachers to guide the students, the classroom activities and records’; ‘pedagogical guidelines from the students’ experiences’; and ‘consideration of games, play and use of manipulable material to teach mathematics’. By examining the guidelines/instructions proposed in the PNAIC handbook, we can point out that, like many other handbooks for ‘good education’, they reaffirm sayings and actions that mathematics teachers should follow in order to attain their goals. 

The main objective of this article was to discuss and problematize how certain gender, ethnic and racial representations are constructed and reiterated daily in the school environment and circulate almost as absolute truths. This analysis relies on theories of Cultural Studies in Education and presents data collected on everyday situations at schools and interviews excerpts applied over a year of field work with children from kindergarten in a public school and children elementary school at a private institution, both located in Rio Grande do Sul. Our results indicate that, since childhood, children already incorporate and disseminate ‘stereotypical’ representations regarding gender, ethnic and racial affiliations. In particular, it was observed that the individuals who did not fit in the phenotypic characteristics considered ideal were negatively represented and discriminated. However, this study also showed the importance of pedagogies that question and dislocate the dominant representationsof race and gender, from the perspective of an anti-racist education. 

In this essay, we used the intellectual trajectory of Karl Marx to counter the hegemonic position concerning interdisciplinarity, which states that interdisciplinarity depends on the education of collectives. We affirm that it is possible to be interdisciplinary and undertake research of this nature, as an individual, as long as there is an option for engagement and commitment to an omnilateral perspective. This possibility collides with the currently predominant institutional and curricular organization, which leads to fragmentation, through a focus on distinct disciplines. However, this finding should not be an excuse not to confront the hegemonic current situation of knowledge production and the various forms of engagement simply because the systemic perspective is disciplinary. In this sense, it is pedagogical to review aspects of the Marxian educational trajectory and praxis to envision alternatives to the currently predominant positions, whether they give priority to disciplines, or extolling as a (pre)condition the constitution of groups, the collective, to consider triggering formative processes and actions or interdisciplinary praxis. Thinking of the formation of researcher-subjects and collectives from the totality of disciplinary specialists, from the perspective presented here, would be an assault to the concept of interdisciplinarity. 

This study aimed to analyze contents and forms of educating Santa Catarina children who attended public primary schools – school groups and isolated schools, between 1910 and 1935, using as elements the teaching programs, disciplinary codes, didactic texts and the indications of analytic methods for reading and writing. The sources include: the teaching program used in public schools from 1911 to 1914, the bylaws for school groups, regulations of public instruction for the period 1911-1914, legislative documents and reports from political and educational directors. The methodology sought to respond the questions: What material and symbolic elements appear concerning the education of children? How can we consider the multiplicity of childhoods that inhabited the time and space of primary schools? 

This paper describes the research that sought to understand the continuing education needs of teachers of a technology degree course Fashion Design, offered in a town in southern state of Santa Catarina. From the analysis of the pedagogical project of the course, questionnaire and interviews with teachers, we observed that most teachers referred to the training needs focused on methodological issues of education, to a certain extent included in the training spaces offered by the institution, however, focused on technical rationality and formatted as lectures and/or sporadic short courses. 

The purpose of this article was to discuss the impacts of PIBID on the improvement of the quality of basic education, from the perspective of those who compose it. It is one of the categories of analysis discussed in a broader research of qualitative approach that relied on document analysis and semi-structured interview as main instruments of construction and data analysis. The interviews were performed with six coordinators, seven supervisors, four collaborators and forty-eight scholarship students of four subprojects of a Brazilian federal university in 2013. The results showed that PIBID, although supporting new and different activities in schools, it cannot contribute, by itself, to improve the quality of basic education. This is because a program is unable to single-handedly change the Brazilian educational reality. 

The study evaluates the cumulative path traveled by the subject originally submitted to the state of nature (hominization) to the condition of ‘human being’ made of instrumental complexity and cognitive (humanization) elements. Education becomes the constitution axis from hominization to humanization, through the assumptions of incorporation of habitus of human nature. Through Historical Materialist Theory, we described habitus as the exercise of practices repeated and incorporated into the formation of the subject, thus becoming a ‘second nature’. The Theory of Emancipation described in Kant and Horkheimer and Adorno, we check the status of liberty of the subjects by the incorporation of a practice primarily belonging to the world of reason (ethics and aesthetics) or by negative educational action.