RCAAP Repository

This paper aims to analyze the police events registered in Books of Minutes in theNOVACAP Security Division, sector the which the police were linked the extinct Guarda Especialde Brasília (Special Guard of Brasília) – GEB. They report violence against women in the publicspace of the construction of Brasília. The chosen reports were produced in the period 1958 to 1961.They refer to crimes in various locations related to construction sites such as in Cidade Livre (currentNúcleo Bandeirante), in camps, in villages (such as Amaury or Bananal), in Zona do Baixo Meretrício- ZBM, on roads that interconnected these places, and others. The elements of this researchdemonstrates that the association of gender and violence against women, shown in the form of theirrepresentations have significance, which show permanence. Thus, this article seeks to addressquestions that contribute to women’s everyday visibility and the questioning of genderrepresentations contained in the narrative constructed by the GEB guards that recorded thoseevents, in the context of the Brasília construction.

This article aims to analyze how objects originating from the African continent during the period of colonization were transformed into 'art' by European artistic vanguards and European Museums. Analyze how they were incorporated into the Western aesthetic framework and, at the same time, how the image of primacy in relation to the African cultures was conceived. The main line of analysis is based on the perception of the alterity construction between colonizers and colonized, which can be understood through the concepts of 'colonial situation' and 'anachronistic space' and through the pathologies perceived by Frantz Fanon.

Since François Hartog, in his work, Regimes of historicity, expressed the analysisof experiences of time, a lot has evolved on the discussion about its limits and possibilities inthis model of historical interpretation. Hence, what I propose in this paper is a reflection onthe subject of the identity construction on the experimentation of periods. Therefore, I willwork with the British philosopher Bertrand Russell’s (1872-1970) essays, ordered in thecollection Portraits from memory & other essays, aiming to demonstrate how historical timeis deeply knit with subjective time, ordered by the narrative. The reflections disposed herewill be divided into three moments: (1) the brief explanation on the period of historical crisethat Cold War was, (2) how this context of tension is used by Russell to build his identity,and, finally, (3) the relationship between essay writing, in its narrative aspect, and theelaboration of human temporality. Ending with the dissociation of the self with its contextsin experiences of time.

The article discusses the possibilites behind the analysis of Joan of Arc’s image,presented in High School History text books. Intending an education that is focused on a moreegalitarian society, it is necessary to consider women’s history. That means working inconsonance with a project of education that aims the deconstruction of narratives that excludeswomen from historical processes, and that cast them aside on history text books. From thefeminist perspective, we consider that gender, as category, is fundamental for the analysis of Joanof Arc’s image. Based on that, we regard the way her image is presented and which discourses aremobilized in order to represent the french heroine. Our research is focused on four High Schoolhistory textbooks, and our analysis is based on how the narratives unfold, questioning the waythe text books present them, contributing, or not, to women’s history.

This work discuss the way how Latin Americans natives are presented in the Nacional Common Curricular Basis (Base Nacional Comum Curricular - BNCC), recently homologated. We understand that both the traditional narrative and the narrative presented by the third version of the BNCC falls in the same fails of comparison and classification of value of those differents societies and cultures with the history and culture of Europe, establishing implicits judgement of value. We pretend to discuss this question in the next pages.

A hundred years after the death of the Marquis of Pombal, people in Portugal and in Brazil organized festivities in his honor, mobilizing memories of his reforms as a historical justification for different projects and conflicts. The centenary festivities, which resulted in many words put on print, were a sort of an update on the polemics that the Marquis' past raised. To the author, this event is an opportunity to reflect on the way some voices from the past were at the time mobilized to echo specific views both on history and on politics. As an attempt to access part of the debate that occurred, the author selected two important newspapers printed on the city of Oporto. The aim is to understand the main issues on dispute during the festivities and to reflect on how historiographical discourses have been structured and validated on the debates, articulating different voices of the selected past, of the present (at the time) and even of idealized futures.

O objetivo deste trabalho é analisar as narrativas de migrantes rurais da Zona da Mata de Minas Gerais, atentando-se para as alterações e permanências nos conteúdos narrados, a partir de um enfoque na temporalidade. Com base no histórico da inter-relação campo-cidade, utilizam-se referenciais teóricos que permitem considerar a memória como potência que aciona o cruzamento entre tempo e espaço na experimentação do presente e na projeção do futuro. A abordagem metodológica é de caráter qualitativo, compondo-se o corpus de 12 entrevistas realizadas com migrantes da microrregião de Viçosa, cujos conteúdos são analisados em termos do que é lembrado e de como é lembrado. Os resultados ressaltam a especificidade do trabalho na mobilização das migrações campo-cidade, destacando-se a família como núcleo basilar dos movimentos narrativos da recordação.

Forest Law is yet a poorly explored theme, although appearing in some historical synthesis that have as a starting point the Norman Conquest. Having as a goal explain the Conquest, historians identify Forest Law as an important turning point, since its application is considered as an imported custom from Normandy imposed on the English. For the Angevin period, historians tend to consider Forest Law as a source of income to the crown, as well as a strategic tool to forge alliances and political negotiations between the monarch and the aristocracy. By that, historians usually see in the creation of English Forest Law the Norman authoritarian aspect, specially when it is compared with the Anglo-Saxon kinship. What is proposed here is a rearrange of the way that Forest Law is studied, less a Norman imposition and more as a consensus between the powerful.

This article is dedicated to analyze two periodicals published during the Spanish Civil War that reunited the most important intellectuals of Spain of that period, El Mono Azul e Hora de España. Starting with the discussion on the use of periodicals as tools of social intervention by intellectuals, the exposition developed will seek to demonstrates the specificity of antifascist intellectual engagement during the war. Finally, the article also points to the connection between culture and politics promoted by the intellectuals in these periodicals.

This study presents a literature review of investigations that analyzed the impacts of the Institutional Program of Initiation to Teaching Scholarship (PIBID) in the education of the triad - pibidians, coordinators and supervisors, in the context of Chemistry teaching. The mapping, between 2008 and 2016, initially cataloged 761 papers in national scientific events related to Science and Chemistry Teaching (ENPEC, ENEQ and RASBQ). The mapping between 2008 and 2018 inventoried 456 publications in the Scielo Data Banks and Capes Portal of Periodicals and 523 papers in the Bank of Thesis and Dissertations of Capes. Of these, only 52, 16 and 20 studies, respectively, analyzed the impact of PIBID on the education of the triad. The PIBID provided student’teachers with experience in the future professional space, participation in scientific events and studies on theoretical references. Supervisors acted as co-educators of the pibidians. Only one of the studies pointed to the impacts on the coordinator's training.

We sought to instigate postgraduate students to reflect on the recognition of practical settings teaching through pedagogical intervention carried out during a master's subject. Based on past experiences at graduation and those under development as professionals in the Unified Health System, the strengths and weaknesses of institutional, professional and personal conditions were problematized to foment teaching in the work environment, considering the three levels of health care. Simultaneously, studies of literature guided the reflection on the importance of articulation between institutions and services, with health needs as a guidance for care and teaching and between different actors involved in the daily care. Preceptorship was valued as an essential factor to welcome, structure and develop the teaching-learning process. In this discipline, everyone was stimulated to critical thinking and the ability to analyze and decide on preceptorship and the research developed.  

This paper analyzes narratives about two professors identified as unforgettable – professionals who positively mark their students’ lives. To do so, an interview was conducted with a professor at a public university. Furthermore, a virtual poll was held at the university where this professor works, and he was named by one of the respondents as his unforgettable professor. With this, it was possible to align the statements of the respondents, identifying the marks left by professors which were transferred to teaching practice. The decisions and pedagogical practices of the unforgettable professor classified in nuclei and subnuclei were identified in the narratives. Recognizing the professor's mediation and realizing the affection contained therein, which were expressed in the interviews, give us examples of how this mediation and the decisions in teaching planning affect and mark the students.

The main purpose of this paper is to know the expectations and experiences of the teachers who visited the Museu Ciência e Vida during its first years of activities.  Based on Wagensberg and Melguizo, besides the research of cultural habits of the population of Duque de Caxias, we investigated teacher’s practice of visitation to museums, also considering the antecedents of the visit, teacher’s opinion, demographic and sociocultural profile. The challenges imposed by these visits were discussed to optimize communication with this segment of public, making the Museum a socially more inclusive space. The findings of the research are motivating and surprising, since it was evident that the teachers feel contemplated with the educational activities offered by the Museu Ciência e Vida.

This article aims to resume some dialogues considered essential about Professional and Technological Education and the challenges that insert it in the relation between work-education, formation/education of the human being and qualification. The study uses as main theoretical references Marx, Frigotto, Ramos and Ciavatta. The organization of this research involves characteristics of bibliographic research and case study. Didatically, it is structurally subdivided into two moments: the first moment concerns on the rescue of the History of Professional Education in Brazil, its construction process and its actuality. The second moment makes an approach emphasizing the relations that the Professional and Technological Education establishes with the rights to work - education, from a field research with some students, in a Subsequent Technical Course, in a Federal Institute, located in the metropolitan region of Porto Alegre. When we return to the main conclusions, we note: 1) there has been an unprecedented expansion in the history of Federal Professional and Technological Education in Brazilian society; 2) Professional and Technological Education is directly integrated and influenced by the pattern of accumulation, which has been changing throughout history; 3) students believe in Professional and Technological Education for advancement in the production conditions of their lives; 4) Professional and Technological Education must be democratized, in an equalitarian, unrestricted way, and must continue with decent conditions for its development, with the aim of promoting human emancipation.

Lo articulo analiza la teoría de la complexidad de Edgar Morín y sus implicaciones en las políticas educacionales brasileñas, con enfoque específico en la educación campesina. El análisis se realizó a partir de un estudio bibliográfico sobre las obras del autor, los libros “Siete saberes necesarios para la educación del futuro” y la “La cabeza bien puesta: repensar la reforma, reformar el pensamiento”, basándose en los fundamentos teóricos de Souza (2014), Giolo (2004), Leher (2003), entre otros. Los resultados apuntaran que lo paradigma del “pensamiento complexo” converge a los objetivos del imperialismo capitalista en “adecuar la educación brasileña a las nuevas tecnologías y demandas del mercado”, demandas que atraviesan por la educación. Se resalta, aún, un retorno a lo antiguo idealismo filosófico, revestido de pensamiento nuevo y moderno, revelándose como una posición reaccionaría frente a las contradicciones entre éste propio pensamiento idealista y las acciones emprendidas pelo autor en el seno de las políticas educacionales pleiteadas por el capital monopolista.

This article discusses how the work intensification and the way to perform the tasks in the slaughterhouses have implications on the workers’ health. It was used conceptual elements and the theoretical-methodological conception of Marx to explain the reality of the work in Slaughterhouses. The current expression of the meat industry corresponds to the capitalist process of production guided by the agribusiness, causing overload in the work and sickness of the workers of the slaughterhouses. The search for the maintenance of agribusiness and capital accumulation covers exploitation at work and the sickness of workers.

This article presents the reorganization and the new curricular structure of the courses on the formation of teachers for the First Cycle of Basic Education in Portugal, after the implementation of the Bologna Process, aiming to present the realized changes in order to promote critic reflections in relation to the theme. This is based on qualitative research and adopts a methodologic perspective stablished on bibliographic and documental research. The teacher training was analyzed considering the actual curricular course and Portuguese authors’ perspective on the curricular changes and paradigms raised up by the pact. We noticed the Bologna guidelines consolidation under discussion on the advantages and drawbacks on the initial teacher formation for the first years of elementary school.                 

This article reports the interdisciplinary and interprofessional experience in the development of an extension course in Human Parasitology conducted by professors of the Federal University of Southern Bahia. The objective is to expose their contribution in the theoretical and practical construction of the course, showing the importance of interprofessional education and work in the health area. The Problem Based Learning Method was adapted and used to build nine theoretical meetings, two laboratory practice classes and one action within the community. As triggers of the discussions, problem-based situations built on local reality led the participants to search for information about the parasite under study. The interdisciplinary and interprofessional vision of the course provided an appreciation and a broadened approach of the theme through different experiences and knowledge brought from the participants’ different areas of action.

This paper aims to present the results of a master's research that sought to understand how higher education teachers; who work with the "Project Based Learning" methodology and are involved in interdisciplinary projects, create and experience interdisciplinarity. It was a qualitative research (case study), that focused on data collection methods and techniques that included the following instruments: document analysis, semi-structured interview and participant observation. Data analysis was performed using the principles of content analysis. The interdisciplinary concept brought in this research was anchored in a perspective based on the interdisciplinarity beyond the juxtaposition of disciplines; based on a relationship between knowledge and between subjects, in which dialogue, partnership and planning appear as fundamental axes in the construction of interdisciplinary pedagogical proposals. It was concluded that, despite of the difficulties faced by teachers in the development of an interdisciplinary proposal, they reveal that the proposal enables a meaningful learning, which contributes to the student's formation, revealing itself necessary for the integral formation of the individual, demonstrating the relevance of its use in Higher Education.   

This article seeks to comprise the Historical-Cultural Theory as well as its pedagogical applicability to teachers of the municipal school network of a school in the northern State of Paraná. The aim is to identify the social representations of teachers of the municipal school system on Vygotsky theory with regard to understand how these representations make sense to them and how affect their actions. For this purpose were carried out interviews with seven teachers using a semi-structured questionnaire. The interpretations were based on the Social Representation Theory (SRT) in order to ascertain how common knowledge is formed in the daily lives of the subjects. The study is justified by the need to present the relevance of Lev Vygotsky’s work so that forthcoming teachers reflect on the knowledge or the lack of it and how it implies in the way they intervene in their teaching. The issue consists in responding the question: What do educators comprehend concerning to Historical-Cultural Theory? In this analysis has been verified the prominence of continuous training for teachers interviewed, bearing in mind that these participants do not have understanding of the main concepts of interactionist perspective. Furthermore has been confirmed the hypothesis of the dichotomy between theory and practice that is established after the teacher training, which makes the pedagogical work depthless.