Repositório RCAAP

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. 

 This article is the result of a theoretical research and is part of a larger study under development in the doctorate program in Education of the State University Paulista Júlio de Mesquita Filho. It aims to understand the importance of aesthetic literacy for the development of reading and writing of young and adult students in rural education from readings and comic books productions. This study is based on Cultural-Historical theory and has as a method the Didactic-Formative Experiment. The data recording instruments used in the research are the field records of observations made in the classroom, the audio recording of interviews with the students, as well as visual records of the comic books produced by the students and classes recordings in videos. For data analysis, we will follow the perspective of Dialectical Historical Materialism. When considering reading and writing as social and cultural practices, literacy is fundamental in the educational process. In this sense, we understand that comic books are important instruments for the development of reading and writing of the young and adults of the rural education, allying text and image in the process of teaching and learning. 

This study aims to analyze the teaching staff responsible for teaching the discipline of educational and general sociology in the regular course of a catholic college in southern Brazil between the years 1940 and 1970. The theoretical framework is based on authors of the History of School Disciplines and the sources refer to the school archives of the aforementioned institution. The results suggest a linkage between the teaching staff, the premises of the Church and, hence, a catholic sociology.

The teacher-student relationship is an important factor in the teaching-learning process and requires a teacher with, among other skills, a developed repertoire of social skills (SS). This study is a systematic review to evaluate the scientific publications on the subject of SS related to the teaching performance in Higher Education, considering the face-to-face modality. We analyzed 23 articles, published until November 2015 in six different databases (Scielo Brasil, PEPSIC, LILACS, Index Psi, Corpus PHS and PsycArticles), that focused on SS and/or nonverbal and paralinguistic components presented by the teacher in the classroom and/or in his/her relation with the students. The SS were evaluated by students, teachers and researchers and, in 47.9% of the articles, the use of validated instruments was involved. The most studied SS classes were communication (82.6%), work (52.1%) and expression of positive feelings (39.1%). While the first two classes seem to be more related to the traditional posture of the professor as a transmitter of knowledge, the latter seems to be more related to the current concern that the teacher should take on the role of mediator between the student and the knowledge, pointing to a gradual process of changes in the SS set required for effective performance in higher education. New revisions could confirm or refute the data described here. 

Acta Scientiarum Education, volume 39, n. 1, 2017 

The article uses the campaign to combat the mosquito Aedes Aegypti developed by the Brazilian government in late 2015 and early 2016, and through this, problematize some connections between the notions of biopolitics, biopower and governmentality with what seems to us that it is presented as a production trend of entrepreneurs subjects in the education of this country. We believe that the aforementioned campaign called #ZIKAZERO, can function as an example of what appears to be a directive to education by the society to assume the role of flagship of the gradual entry of entrepreneurship in formal education. On this text we begin developing the three concepts mentioned above having as underlying theme the campaign; then we will connect education with the consumer society using the notion of entrepreneurship as the link that favors the processes back and forth between this two elements; and finally, we will show how the campaign #ZIKAZERO serves as an example to expose some of the practices associated with the movement of entrepreneurship, and as the population is called to ‘do their part’ in what be seen as a production of entrepreneurial subjectivities.

In this article, we examine the work of Cecilia Meirelles in the ‘Página de Educação’, of the Diário de Notícias, of Rio de Janeiro, particularly the texts published in the ‘Commentario’ section, between June 12, 1930, when this newspaper was founded, and October 3, 1930, when the revolution commanded by Getúlio Vargas took place. During this period, Meirelles, in addition to divulging the principles of escolanovismo, addressing specific topics that could clarify it, dealt with problems that emerged with the Reform of Education of the Federal District realized by Fernando de Azevedo. In a way or another, she proved to be a combative author, who put herself in the front line for the renewal of education in Brazil, making daily comments on subjects that, in general, intertwined education and politics. 

This article presents the results of an ongoing research on school institutions. Its object of study is the Scholar Group Barão de Mipibu, with a time frame from 1909 to 1920. It aims to analyze, through the studied school group, how the scholar architecture contributed to the republican imaginary construction in the Rio Grande do Norte’s society. To base our study, we used some authors, specifically: Moreira (2005), Escolano (2001), Bencostta (2005) and Le Goff (2004). This study is important to collaborate with the Brazilian History of Education, as well as the primary school in Brazil. At last, we understand that the Scholar Group Barão de Mipibu set in the context of creation of scholar groups throughout the country, was an instrument of the republican social imaginary formation through its physical space and its architecture. 

The conception of humanism for contemporary education has been presented by some authors with the perspective of a new paradigm for education. Faced with this imperative, we analyze the theme in order to perceive possible interfaces between the conceptions of a humanist education promulgated by UNESCO and the National Education Plan. To do so, we chose three documents pertinent to the study: from UNESCO, the text Education: a treasure to be discovered, also entitled Delors Report (1997) and Rethinking education: towards a global common good? (2016) and from national legislation, the National Education Plan, Law 13,005, dated June 15, 2014. The methodology is the qualitative research, through literature review and documentary analysis. The analysis of the data is given by the Content Analysis proposed by Bardin (2016). The results point to: a humanistic conception of contemporary education; The humanist principles affirmed by UNESCO; The humanistic character of the National Education Plan and the four pillars proposed by Delores that were little achieved. For the continuity of the study, the debate on other ways of overcoming technicity and achieving a full development of the four pillars of education is suggested.