RCAAP Repository

This article proposes to dialogue about the dissemination of politeness through reading and teaching manuals, especially in the manuals of the Guidance Library Collection of the primary teacher of the Brazilian-American Assistance Program for Elementary Education (PABAEE-INEP), between the years 1956-1964. In order to reflect on such readings inserted as mechanisms for the circulation and dissemination of the desired good manners for the constitution of a modern society, we sought to glimpse interfaces between the manuals of the aforementioned Collection and the manuals of good manners of North American authorship, marketed in Brazil in the same period, with a view to showing how schooling is inscribed in certain projects of societies and their civilizing process. This study sought to dialogue with research in the field of History of Education, in particular, schooling interviewed by the relationships between training materials produced inside and outside the school environment.

The pedagogical processes of Scientific Initiation in the basic school favor the growth of critical sense and understanding about the scientific universe. The purpose of this text was to analyze the documents of the Colégio de Aplicação da UFRGS in relation to the pedagogical proposals for the Scientific Initiation curricular component. Methodologically, it was a qualitative research that carried out a survey and documentary analysis. The institution's Regiment contains expressions related to science referring to the school's administrative bodies and the Pedagogical Political Project was not made available by the institution's management. In turn, team projects and study programs point to scientific research at school as a process, as well as presenting particularities at each school stage. It is possible to consider that, despite certain gaps, the importance given to the component in the curriculum and the efforts in the construction of pedagogical materials are highlighted.

The situation regarding Human Rights, especially in our country is particularly complex and controversial nowadays. Conservative and undemocratic tendencies have made Human Rights affirmation more fragile in our society, mainly for the ones who are considered different, who belong to certain race, religion, sexual orientation, or ethnicity. This work aims at discussing the major connections regarding Human Rights, differences and education. The paper brings the social and political implications, as well as delves into the tension between equality and difference. It also points out the challenges that this tension brings to the school routine. The paper analyzes the Human Rights perspective concerning the difference and the empowerment in this context. This paper is a result of studies developed by GECEC, research group about everyday life, education and cultures, that takes place into the graduation program in Education at PUC-Rio. As a conclusion, it defends that articulating difference and equality is the central basis for a democratic education that also recognizes and promotes the empowerment, especially for the ones who are inferior and submitted in our society.

Faced with the civilizational crisis, more evident in the face of the COVID-19 pandemic, it is necessary to analyze and reflect on educational practice from new pedagogical approaches that allow addressing the educational problem. Some authors speak, more than a pandemic, of a Syndemic, which requires positioning our analysis from new ways of looking at reality. In this, it is necessary to recognize the complexity of educational problems and the characteristics and conditions of social actors, teachers and learners. The pedagogical act considers the different positions of educational theory, especially critical pedagogy and the sociocultural perspective. In this sense, in addition to complexity and transdisciplinary, it is considered necessary to leave traditional teaching behind to incorporate new approaches to “differentiated education” and “pedagogy of otherness”. Emancipation is essential, with an approach to decolonize training and ways of sharing and co-building knowledge. In this process, the epistemologies of the South take on great relevance. Here we seek to reposition the crucial role that teaching has, specifically didactics in the scientific and cultural field, when analyzing Pedagogy and didactics of Complexity in the challenges of moving from a focus of education and individual health to that of collective health. Here, the transdisciplinary is incorporated as a reference to create bridges of knowledge between disciplines and thoughts for the training of professionals in higher education. It seeks to recover discussions that put knowledge in its social process, and of educational practices as contexts within training in health sciences and pedagogy.

No summary/description provided

Over the last two thousand years, Scientific Knowledge has been accumulated based on the ideas and conceptions of Aristotle, Ptolemy (90-168), Copernicus (1473-1543) Galileo (1564-1642), among others. From the 20th century on, four strands of thought predominate political ideology, biology and genetics; psychology; and post-Newtonian Physics. Nowadays, Science is done in a broad sociopolitical context, in which all political, economic, anthropological, ecological Knowledge is the world itself. However, in seeking Knowledge and excellence in Science, we have abandoned the context in which Science is performed - by people, in communities. Today, corporations control much of scientific discovery, as well as its future applications. Science has become, as never before, a political act, so we need to adopt multi-referential thinking, in which Knowledge progresses, mainly through the ability to contextualize and globalize. This capacity needs a general culture, diversified and stimulated. From this context, the work reflects scientific Knowledge in the face of the humanities culture and the culture of scientificity with a phenomenological approach from the perspective of epistemological pluralism.. This reflection contemplates the compartmentalization and the disjunction between humanistic culture and scientific culture, accompanied by the compartmentalization between different sciences and disciplines that leads to the specialization of sciences in such a way that only specialists can follow the rhythm and the details of the advance of an area of Knowledge, such as particle physics or astrophysics, for example. This intuitive process is based on complexity and complex thinking.

Humanity is experiencing a civilizing crisis that has provoked dialogues and reflections on the environmental dimension; where today, in the Latin American context immersed in a crisis magnified by the pandemic, it calls for the resumption of new possible forms of science with awareness. In a necessary transformation, committed to life and a future of well-being for all, a critical environmental education is manifested. Considering complex thinking, 3 academic papers were qualitatively analyzed, together with 63 responses to participation questionnaires at the 1st Latin American Forum on Science with Consciousness (FLACCC), organized in September 2020 by the Federal University of Rio Grande. As a technique, we opted for Discourse Analysis, assuming 3 predetermined categories related to the political, ethical and participatory dimension from the production and use of the necessary knowledge and training. Elements were revealed that allowed to propose challenges for environmental education in three senses: Political, Epistemological and Social Transformation.

To study the ideas that Latin American teachers of natural sciences have about the challenges of education for sustainable development in a shocked and uncertain world, two challenging questions were asked to the participants of the second day of the Latin American Science Forum with Awareness, carried out online at the end of 2020. The study analyzes the opinion of 102 teachers of different nationalities, such as: Mexico, Colombia, Venezuela, Chile, Argentina, and Brazil, who answered about What are the oldest challenges of education in the future? and how can education prevent scientific and technological products from continuing to compromise the delicate balance that life allows on our planet? Thus, using content analysis as a methodology and with the help of the Atlas.ti program, the collected qualitative data are compiled and interpreted, and the results validated through a document review process on the state of the art and the perspectives of research on this theme in Latin America.

This article deals with a bibliographical study on how science and technology can be disseminated in the present. The topic dealt with refers to science and technology. For it, we used theoretical references of the research carried out in the year 2020, from where the Covid-19 pandemic in Brazil began, and how the experiences in this new context are bringing to society and the educational sector. Furthermore, to understand the diffusion of science and technology as a means of social inclusion. Articles published in Google Scholar were investigated on the topic of this investigation, choosing 03 published articles. The publication that offers scientific knowledge, as well as useful and relevant content, especially associated with science, allowed to establish a closer relationship and raise the commitment of vision in the educational sector and in society.

Traditional knowledge acquisition within Argentine universities are governed by a curriculum under current strict educational policies and do not always contemplate the social bond. In recent years, the Universidad Nacional de San Luis has fostered complex thinking, from the concept of multidimensionality and interdisciplinary knowledge dialogue, encouraging relationships between various faculties. Since then, various sectors of society (NGOs, provincial government, schools) have linked with the university in order to promote technology transfer to solve a social problem (presence of arsenic in drinking water).

Educating for the never again is one of the elements that integrates Human Rights Education, related to the scope of memory pedagogy and considered an important mediation for the affirmation of democracy. In post-authoritarian contexts, such as that of most countries in the Southern Cone, the way to enable the collective right to know this traumatic past marks the difference between the preservation of memory and truth or the option of forgetfulness. Thus, highlighting the importance of educating for the never again for the defense of democracy and the promotion of human rights, this article aims to analyze the educational experiences developed in places of memory in Argentina, Brazil and Chile, in order to contribute to the advance in the discussion and use of the pedagogy of memory in the region. The activities of the Rosario Memory Museum, the São Paulo Resistance Memorial, and the Villa Grimaldi Peace Park Corporation are the subject of examination. This study, based on qualitative research in the field of education, bases its analysis on the four pedagogical axes of educating for never again. This analysis pointed out that these experiences, to a greater or lesser extent, are permeated by these pedagogical axes in their activities. It also allowed us to apprehend the relevance of work for the reconstruction of collective memory and the reflection on current situations of rights violations, thus contributing to the struggle for memory, truth, justice, reparation and guarantees of non-repetition and the construction of a culture of human rights.

The work, the result of a master's thesis, addresses Human Rights Education (HRE) in the context of institutions that shelter adolescents who are serving a socio-educational measure of admission to the CASA Foundation, in the state of São Paulo. The objective is to identify contents, values ​​and practices converging with HRE present in the CASA Foundation's Political Pedagogical Projects (PPPs). The approach to the problem is qualitative and its objective is exploratory. The documents analyzed are: PPPs of the CASA Foundation detention centers, Children and Adolescents Statute, National Social-Educational Service, National Plan for Human Rights Education, National Human Rights Program 3 and National Guidelines of Human Rights Education. The bibliographical research brings authors who have been addressing the issue of Human Rights Education in Brazil and Latin America. Two PPPs were analyzed, a convenience sample, through a matrix elaborated from the indications and recommendations of the cited reference documents. The results revealed that the expressions Human Rights and HRE appear explicitly few times in the analyzed documents.

The work intends to systematize a proposal for an ecological and popular conception of human rights education. It starts from a critic of a monocultural vision from which it offers an ecological alternative. In development, it analyzes aspects of the monocultural option and also the characteristics of the ecological alternative. It suggests that the monocultural option is disempowering, centered on a unique knowledge, guided by a progressive temporality, does not accept differences, is authoritarian and idolatrous. The ecological alternative is presented as an opening to possibilities, to interculturality, believes and desires the transformation of realities, is dialogic, is careful and promotes care, is guided by responsibility, understands temporality as intense and dense, articulates the diversity of knowledge, it deals with uncertainty and affirms and confirms itself in and across. The ecological alternative presents consistent ethical bases to respect, protect and promote human rights as a systematic and permanent educational practice and process: an ecological and popular education in human rights.

Hannah Arendt dedicates her theoretical production to focusing on the perception of the scenario of crises that involve the common world. The educational field, the main theoretical framework to which this work is presented in the postmodern context in order to be in direct contact with the existing crises in the political scenario, and this educational crisis is further aggravated by the rise of movements neoconservatives on the brazilian political structure. In this sense, the general objective to which this research is dedicated is to analyze to what extent the advance of authoritarian political actions causes the loss of the school's role in the construction of citizenship from the perspective of the education crisis in Brazil. The work uses a qualitative data approach, as well as the phenomena are analyzed using the hypothetical-deductive method. The data collection instrument was defined by the analysis and interpretation of Arendtian scientific productions and by the use of bibliographical, descriptive and exploratory research. The theoretical framework configures the use of the content analysis technique. The use of Arendt's literature as a basic structure to analyze, in an interdisciplinary way, the areas of Philosophy, Education and Law. The directional view at the exercise of human plurality from the experiences in the transitional environment, conceptualized as the school space, makes it possible to perceive the connection between the rise of authoritarian policies and the crises in tradition, culture, authority and thinking.

In this study, we present some theoretical, epistemic and political foundations of Human Rights Education (HDR), relating it as a potentially determining instrument for the formation of subjects of rights and the promotion of human dignity, which results in political disposition, both individual and collective, with emancipatory purposes. The study announces a less abstract and transcendental view of human rights and seeks to establish a dialogue between humanistic training and its effects on the implementation of citizen practices. We also discussed awareness and political action, capable of building ethical and political principles and moving people towards the achievement of rights. Finally, we draw an overview of the setbacks and advances of authoritarianism and conservatism in relation to EDH policy in Brazil.

The debate on black and peripheral youth has been imposing itself in the academic and political scene, with a varied number of productions on various types of violence, racism, exclusion and inequalities, and on processes of organization, art, culture and others generated by young people, as strategies of living in the peripheries, denouncing and fighting for rights. Understanding these processes is essential to think about the role of young people in facing structural inequalities and oppression, citizenship and defense of democracy. This article aims to contribute to the debate by analyzing the meaning of popular courses as a proposal for popular education and political organization of/with youth, assuming the struggle for the right to education and its relationship with the struggle for other rights. The methodology is a case study of “Rede Emancipa Belém de Educação Popular”, a extension project linked to the Rede Nacional Emancipa. The project works with seven units in peripheral neighborhoods, involving approximately 100 undergraduate students and 400 young people preparing for Enem. The proposal's principles and strategies are discussed based on Freire's thinking and the perceptions of the young people involved about their living conditions, rights and expectations and the role of the course. Data come from documents, conversation circles, applied forms and participant observation. The results show the vulnerability of young people, their expectations about education and their contribution and sense of opportunity and social inclusion. It is concluded that the project's strategies are important in the construction of collective awareness and politicization of inequalities and violations and also in the construction of meanings of struggle and collective values ​​of freedom, solidarity, mobilization, equality, law, social justice, etc., demonstrating the potential of work in the political formation of youth.

This article aims to defend the clinical human rights education (HRE) as a theory and a strategic pedagogical practice for the development of personal, relational and professional skills today. These abilities for legal professionals are foreseen in the new National Curricular Guidelines (DCN) for Law courses in Brazil, approved in december 2018 by the Ministry of Education. The Brazilian State, since 2003, has been establishing teaching-learning policies on human rights, starting with the creation of the National Committee for Human Rights Education, which was responsible for drafting the main national public policy on the subject: the National Plan for Human Rights Education (PNEDH). This Plan has a specific axis for University Education and another one for the Education of Law professionals. Firstly, this paper will present a brief trajectory of the HRE policy in the country and then how this policy has influenced and influences Brazilian Law courses. Thereafter, will be discussed which specific competences and skills, foreseen in the new DCN's of Law, are related to transversal themes of human rights, such as racial ethnic, gender and diversity. Finally, the results of an assessment conducted with students at the human rights legal clinic at the Law School of the University of Joinville (Univille) will be described, in order to demonstrate how Law students perceive the potential of clinical pedagogy for the development of competences and skills in legal careers.

This review presents Lilia Moritz Schwarcz's book, “About Brazilian authoritarianism”, edited by Companhia das Letras, in 2019. The author examines some of the foundations of authoritarianism in Brazil, from a critical perspective that reveals some national myths. The historical, sociological, and anthropological approach about eight themes pointed out by the author as central to understanding authoritarianism in the country engendered by the naturalization of social inequality, the persistence in denying racism and some prejudices, and the improvement of patrimonial practices and bossiness. The researcher offers us important reflections from a consistent theoretical basis and statistical data. The work is an important contribution to all people who wish to understand the social, political, and historical dynamics of authoritarianism in Brazil in order to act in the defense and promotion of Human Rights. In this direction, the book presents important elements to those who work in Human Rights Education anchored in anti-racist and emancipatory pedagogy. The author promoted an instigating reflection on what she called the ghosts of the present time, which, analyzing the political context of the period in which her research was produced, made it clear that the various forms of violence present in our daily lives were inherited from our past.

Human relationships after important moments such as the Second World War have shown themselves to be increasingly transformed and flexible, generating great impacts on social life, an example of this is the scope and concept of family. It is verified that in more remote times family relationships were more lasting, either by the legal scope, that is, by the customary scope and this can be perceived in the works of Arts. Over the years, there is a greater liquidity of human actions that envision a change in transforming social vision and that ends up reflecting on the concept of family, a solid social institution. This can also be seen in the field of visual arts, evidencing this in the various works of art that make up the social universe. In this way, we seek to analyze the transformation of the concept of family portrayed from paintings and the significant portrait of art in works by national and international artists. The result of the research should enable the construction of a comparative line of the change in the concept of family resulting from the social transformation and the social and legal aspects, seeking to understand if there has been a liquidity of the concept of family or if, although with evolutions, it continues to remain as the institution solid foundation of social beginnings.

Este texto ocupa-se das dimensões, processos e percursos envolvidos no cotidiano docente feminino no contexto atual, qual seja, o estado de pandemia causado pelo surto de coronavírus. Com inspiração em leituras sobre feminismo, docência, arte e "arte como docência", alicerçadas na metodologia cartográfica, foi constituído um grupo de mulheres professoras. Em encontros organizados na forma de oficinas, foram partilhadas referências artísticas e teóricas-conceituais, evocando de modo subjetivo ser mulher, professora e artista. Textos, músicas, filmes, produções e proposições artísticas ofereciam pistas sobre recursos e linguagens expressivas, bem como que serviram de elemento disparador para conversas. As vivências trazidas após um ano de efetivo trabalho docente remoto, se fez presente nos relatos partilhados por todas nós, professorAs participantes e constituiu pontos de encontro entre elas. Esses pontos, nutridos por diferentes identidades, puderam demover o sentido e visibilizar do que se ocupa o Ethos da professorA.