Repositório RCAAP

Propõe-se neste artigo um exercício de análise das representações por pesquisadores do processo de alfabetização ou do analfabetismo com base em um levantamento temático e bibliográfico de artigos publicados em Cadernos de Pesquisa, da Fundação Carlos Chagas. A análise abarca um período de 40 anos, desde o primeiro exemplar da revista, lançado em 1971, até o exemplar CP142, de 2011. Por essa abordagem procura-se dimensionar o investimento do trabalho social baseado em determinada demarcação temporal e erigido em princípios de ordenação da alfabetização e do analfabetismo como um fenômeno social.

Este artigo é uma homenagem à memória de Maria Lúcia Mott, historiadora que tem seu nome e sua produção acadêmica ligados à história das mulheres e, particularmente, à história do parto, das parteiras, das instituições de saúde e da filantropia. Partindo da trajetória acadêmica da historiadora colocamos em relevo os temas de seus estudos e as principais publicações que a destacaram como uma pesquisadora incansável, criativa e comprometida com a investigação histórica.

O artigo discute questões relativas à prática de leitura de seis leitores assíduos oriundos do meio rural, dando ênfase à análise dos acervos particulares e aos meios e modos de ler. A abordagem que se estabelece advém do resultado de uma pesquisa realizada com base nos pressupostos teóricos vinculados à história da leitura e nas proposições do historiador Roger Chartier, e aos conceitos da sociologia da leitura e da cultura discutidos por Bernard Lahire. Através da análise dos acervos particulares, classificados a partir das esferas de circulação social, identificaram-se os temas de maior interesse dos leitores, assim como modos de ler que revelam práticas de leituras silenciosas e extensivas.

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The low quality of articles submitted to scientific journals and the artifices used for publishing – resulting from an academic evaluation policy based on the number of published papers, weighted by the journal’s score – is a growing concern among editors and researchers. This article discusses the notion of ‘productivism’ and the causal relation established between the pressure to publish and the paper quality, arguing that the problem, most of the times, is directly related to the very scientific production process. Issues regarding evaluation and the ethical principles involved in preparing and submitting papers are also discussed. It is suggested reading the documents approved on the 2nd World Conference on Research Integrity, which took place in Singapore, in 2010 – published here – which define international standards for journal editors and authors, and play an important role in researchers’ training.

Relating teacher payment to pupils’ standardized test scores is spreading in Brazil. Such policies do not find their theoretical roots in the field of education science, but rather in the economic-management literature, especially in the so-called “principal-agent model”. While they are regarded by some as a cornerstone for improving education quality, they are rejected by non-economists. The empirical evidence is ambiguous: both positive and non-positive effects have been documented. The contribution of this paper is to revisit the theoretical framework on which pay-for-performance schemes lay, aiming at testing the hypothesis that inconclusive effects could have been predicted by the economic literature itself. Complementarily, we investigate whether the theory sheds light on the reasons why such policies are strongly rejected in certain circles. We provide positive answers to both questions.

In the last thirty years, priority given to a school rationale meant to justify pre-schooling has coincided with a twofold change within the institution. The first change is about the relations the nursery school maintains with compulsory schooling and with the structure necessary for taking care of small children. Another one relates to school curriculum reforms and to the development of assessment processes. Nursery school — a place where small children are welcomed and taken care of as well as educated and prepared for school — has become a school in its own right, as far as the institution itself is concerned. The dissemination of international comparisons has contributed to such changes.

This paper approaches an assessment system that has been frequently used in Argentina as well as in a global scale, via implementation of the International Baccalaureate Program. The following pages develop their characterization as a teaching proposal favored by some schools meant to educate members of the elite sector. Concurrently, we analyze how said program effects teachers’s labor organization. By doing so, we aim at closing the gap between the teaching work carried out by “elite level teachers” as well-settled figures and the symbolic work of producing the educational acclaim of those groups. We also review how that proposal imposes new regulations on teaching, by resorting to post-bureaucratic means of regulation presented in the schools that embody the internationalization of education dynamics.

Expressions such as “multi-”, “pluri-”, “inter-” and “transdisciplinarity” have spread out in extraordinary manner in the academic milieu, actually becoming institutional assessment criteria in a number of countries. This paper analyses how disciplines are incorporated in the field of international relations, a recent field of knowledge that expresses quite well the complexity of the contemporary world, with its themes and contents, and that oscillates between the need for acknowledgement as an autonomous discipline and the multidisciplinaryity inherent to its internationalistic nature. Following a conceptual overview, we inquire about the use of disciplinary integration as an assessment criterion, especially concerning the international relations curriculum. Lastly, we report on an experiment carried out in this undergraduate course of the Universidade de São Paulo.

This paper analyses how the factors influencing the health-sickness process are presented in early elementary school science learning books in Brazil and what their health-related main pedagogical objectives are. We have analysed the collections approved by the Programa Nacional do Livro Didático [Learning Book National Program] in 2010 for the first school years of elementary school (44 volumes). Such books tend to approach the theme from the point of view of the individual and their habits, in an out-of-context manner and always in face of a given threat. We suggest that those materials incorporate the conceptual advancements in the health field, especially the ones pertaining to the collective dimension and the social determinants, so as to make classroom discussions more relevant.

Schoolbooks are a fundamental element in students’ upbringing. Hence the importance of the male and female rolemodels they portray. Our case study corpus comprises highschool teaching manuals of history and philosophy for the 2010/2011 terms used in Spain – ones which stood out for highlighting gender-related differences. The selected publishers are both held in high regards in Spain, namely Anaya and Santillana. It is not uncommon to come across women associated with the home environment and with household chores, whereas men are often depicted in work-related contexts and civil servant activities. This excrutiating gender-related discrimination is no longer present nowadays. However, common-places still linger in its contents and in the pictures used to illustrate them.

We owe the notion of intersectionality to a group of Afro-American feminists and lesbians who in the late 1970s denounced their white sisters’ racial blindness for overlooking the former’s specific discriminations due to social class, ‘race’, sex/gender, sexuality, etc. In the meantime, intersectionality has become as fashionable in feminist theory as it is short of empirical grounding. In this article I draw on my classical study Racismo y Sexualidad en la Cuba Colonial (1974, 1992) precisely to document the dynamic intersectionality between class, “race” and sex/gender in an unequal society whose order was rationalized in terms of a racist doctrine which in turn required the control of its elite women’s sexed bodies. This naturalization of social inequality was possible on account of the modern ontology that dissociates culture from nature.

In this paper we discuss the importance of curriculum theory and its specialists in the current debate on school curriculum. After a short account on the evolution of the field of curriculum studies, we delve into the critique and normative aspects of the curriculum theory, suggesting that these two objectives have been separated, much to the demise of both of them. Next, when defending education as a practical and specialized activity, we suggest that the curriculum theory unite both aspects and regard the curriculum as a form of specialized knowledge. Lastly, we postulate that curriculum theorists concentrate their efforts on the development of curriculum that not just reproduce learning opportunities, but rather broaden them.

Editores devem assumir a responsabilidade por tudo o que publicam. • Editores devem tomar decisões justas e imparciais, independentemente de consideração comercial e assegurar um processo de revisão por pares justo e adequado. • Editores devem adotar políticas editoriais que incentivem a máxima transparência e informação completa e honesta. • Editores devem proteger a integridade dos dados publicados por meio da emissão de erratas e retratações, quando necessário, e investigando suspeitas ou denúncias de má conduta na pesquisa ou na publicação. • Editores devem investigar má conduta editorial e de avaliadores. • Editores devem avaliar criticamente a conduta ética de estudos em humanos e animais. • Avaliadores e autores devem ser informados sobre o que se espera deles. • Editores devem adotar políticas adequadas para lidar com conflitos de interesses editoriais.

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