RCAAP Repository

This research theme is the historical trajectory of the discipline History of Education in the formation of normal course students of the Colégio Nossa Senhora do Patrocínio, located in Patrocínio, Minas Gerais. The time line covers the period between 1947, when the institution started offering teaching formation education 2nd Cycle and simultaneously there is the issue of the discipline History of Education in the curriculum, and 1971, when there was 1st and 2nd degrees Reform. As a general objective aims to interpret the historical trajectory of the discipline History of Education in teacher training undertaken in the normal course of the Colégio Nossa Senhora do Patrocínio, encompassing an approach to identity, space, time, knowledge and teaching methods in the period between 1947 and 1971. As a research method is proposed as literature, documentary research and the use of testimonials from normal course students as empirical evidence (heuristics) to textual interpretation and argumentation (hermeneutics). As a theoretical basis, it recognizes the importance of thinking André Chervel (1990) as a reference for investigations into the History of School Disciplines. Furthermore, we chose to analyze the determinants according to the categories stipulated by Santos (2007): the presence, identity, standards and objectives; programmatic profile, profile faculty and student profile; teaching materials. Other authors such as Almeida Filho (2008), Araújo, Freitas and Lopes (2008), Azzi (1994), Bastos (2006), Bourdieu (2007) (2004), Carvalho and Gatti Júnior (2011), Gatti Júnior and Pintassilgo (2007), Gatti Júnior and Inácio Filho (2005), Guiraldelli Jr. (1994), Nagle (1974), Nóvoa (1994), Nunes (1996), Roballo (2007), Romanelli (1996), Saviani (2007), Segers et al (1995) and Tanuri (2000) were also key to the development of this thesis. The presence and historical trajectory of the discipline of History of Education at the Colégio Nossa Senhora do Patrocínio can be understood taking into account contextual aspects, institutional, ideological and pedagogical intrinsically related to the genesis, function and operation of discipline within the curriculum, covering purposes prescribed and real purposes. As part of a course aimed at normal course students in a Catholic confessional institution, discipline takes basically two functions related to education as an instrument of indoctrination Catholic, and education, as inventory of pedagogical ideals, major educational events developed throughout history.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Throughout this study we sought a better understanding of the legal directions about the school and brazilian miner from implantation to the present, as well as identify and understand the dimensions and implications for the teaching work in the teaching and learning developed in Teaching Medium Public Schools Uberlândia/MG, Brazil, in 2010. We used the quantitative-qualitative approach, and the population was composed of students, teachers and administrators from seven of the 26 state schools. These were selected on the criterion of general averages obtained for each school in the National Secondary Education Examination (ENEM) of 2009, three grades above average with the municipality, and four with scores below average. It begins with the presentation and discussion of the historical facts of the educational policy of the school at national and state levels, as well as data about the evolution of access to secondary education and its consequences in terms of demand in conjunction with the notions of quality of education, highlights the scale of the problem of teaching quality by analyzing the results of ENEM and its repercussions in Brazil. Continues with discussions about the expected functions of school managers, teachers and students of this teaching modality. In the second chapter is the results and discussions with the presentation of didactic and pedagogical conditions of managers, teachers and high school students. It is noticed that schools continue as the same system structure, underdeveloped and with an incipient school culture to meet the needs and desires of adolescents and young adults. It was observed in most schools, lack of zeal and dedication in preparing the PPP and controversies over the documents. Lack of investment in human and physical part of schools. Only two schools with good infrastructure are the most needed renovations and purchase equipment. Most live in small rooms, poorly ventilated and with frequent noise, lack of teaching materials, laboratories and audiovisual materials. All libraries have in place, but some with little structure and decent small and old. The minority offer science labs and computer effectively, and they have restricted access to the internet, which was one of the biggest complaints of the students. Thus, we witness a mass education, which ensures precariously secondary school access to the expansion of secondary education, however, unrelated to the interests of students with physical and pedagogical conditions precarious, with their uncompromising and quality purposes. With regard to education professionals need greater investment in professional development, both with regard to remuneration more worthy as the promotion of fitness and improvement of working conditions, and the initial and continuing training of these. Therefore this study could observe the contradictions and inequalities of school spaces in giving students opportunities to acquire cognitive skills, prepare them for life in aspects related to work, social life, and even the development of personal skills. Much data have been mentioned, and there is much to be thought, reflected, analyzed and researched. We conclude by drawing attention to the new dimension of the struggle for the right to quality education for this level of education and presenting the theoretical and practical challenges that must be overcome.

This work aims to analyze, in the republican period, the primary school, from the History of Education compared to, in the configuration educational policy Maranhão state, mining, and Mato Grosso, in the period from 1889 to 1930, by means of the messages of government and, still, the progress of educational reforms, the organization of primary education, developed in the three states - Maranhao, Minas Gerais and Mato Grosso - as well as educational policies triggered, in this period. The messages direct speech, the political change of executive power and the administrative procedure of the government, involving analysis, statistics, financial statements, conclamacion, appeals, descriptions, justifications, evaluations, explanation of the goals and aspirations of the political order and administrative. Many republicans were concerned, because the leadership was unsafe, however, the actions should be taken to generate the changes that the country needed to consolidate the values of the new system, for example, to reduce illiteracy rates, however bad agricultural conditions, low quality of labor, the lack of infrastructure, the precariousness of road network and the lack of schools. In Maranhão, in Minas Gerais and Mato Grosso, the school alone was the educational institution predominant, intended for primary education. However, this modality school for not presenting the qualitative results desired, was the target of criticism from various social segments. In smaller numbers, the school groups, considered educational institutions of quality, needed for its creation and maintenance of high investments soaking up the public coffers. The research also compares the differences of primary school graduate in the Republican Period, between the three states through the History of Education.The institutionalisation of primary school in their methods - isolated school, school gathered, school model and school group - occurred in the beginning of the Republic. The school groups particularly in relation to the primary school as public policy, aimed at the possibilities, the characteristics of public education and the involvement of the pedagogical practices in the process and intraescolar extraescolar. In republican discourse, there is a new ideology: the construction of school groups, such as school model or differentiated, with appearance of superiority. Were the innovative basis in primary education-brazilian school, together with the other arrangements, such as the school alone, hegemonic quantitatively, he primary education enabled perceive the relations between the republican politics and state, the diffusion and the modernisation of primary schools in three states - Maranhao, Minas Gerais and Mato Grosso. The governments they entailed the creation of better conditions for learning, at the same time in which exercised control of the subjects involved in the process. It proposed that the school groups, unlike the isolated schools were constructed and adapted to accommodate a larger number of children. The school groups emerged in the states as projects of public power state and the municipalities have contributed in the deployment of the modality of primary school.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

This thesis is the result of a document and bibliographical research focused on public policies for formal education destined to young and adults, mostly workers who could not afford either access or permanence in school at appropriate age. The main objective was to analyze the process of implementing the National Program for Professional Education Integration at Basic Education level for Adults and Young People in a continuing perspective along with the Elementary level of education called PROEJA-FIC, a project in action in Brazil since the Federal Decree number 5.840 approved on 13th of July, 2006.The type of professional education offered at this schooling stage for young people and adults equals training focused on basic activities of production, with greater emphasis on the service sector, such as, for example, the techniques of food safety activities aimed at baking and food preservation. It is evident the compensatory nature of such government action addressed to those who are outside the production process due to the shortage of basic education, which is, in contemporary, post-Fordist society consolidating a new pattern of accumulation and regulation, indispensable to achieve higher levels in the labor market. The theoretical framework, which has led us to document analysis and guided our activities, as well as our reading of Brazilian historiography, was the historical and dialectical materialism, which, adopted as method, has enabled us to confront the state initiatives with social reality. Along the way, we have found that the dialectical play serves the capitalist system by including and excluding when the school as institution gives expression to the synthesis brought by the system. In a broad perspective, the Brazilian state has been managing, through various institutional mechanisms, to apply molar exclusion and molecular inclusion at the same time. However, with this work, we aim to draw attention to this capitalist/neoliberal logic, by pointing out, therefore, to the urgent need for changes in the formal sphere of education, so that years of schooling are not only prior years of preparation for a job.

This study propose to examine the contribution of Martha Elizabeth Hairston for spreading your ideas in the Seminary of Christian Educators in the period 1953 -1979. The education of women in Northeast Brazil during this period was relegated to the background, which contributed to increasing rates of illiteracy in Brazil . The arrival of American missionaries and their policy of teaching reading and writing - aiming for people's participation in worship by reading the Bible and singing. These strategies have enabled the deployment of primary schools, normal schools and theological teaching. Martha Hairston took the ETC - An institution for female education - was intended to prepare young women to work in the schools attached to churches, schools Baptists , churches and as missionary . Therefore, the cultural representations present in the project Hairston were diversified, thus, it was possible to perceive them in pedagogical practices , curriculum , material conditions of work of the faculty , the construction of the new building , the implementation of new courses. So what representations and what practices were implemented in ETC / SEC? Curriculum that was chosen and what is its purpose? What was the project that Hairston presented to the Board of Richmond and Brazilian Baptists? In methodological terms used as historical sources institutional documents, such as reports, letters , decrees , opinions and decrees . We use the newspaper , yearbook ladies magazines ( The homeland for Christ The field is the world, Vision missionary ) , newsletter , brochures , letters , telegrams , books , monographs , dissertations and theses . The analytical categories were established by Chartier : ownership and representation, Dominique Julia , school culture , and Viñao Frago and Escolano architecture . We note that the SEC was maintained by the Board of Richmond and the Woman's Missionary Union Baptist Brazil. Our analyzes showed that Martha Hairston buildings built , deployed higher education , founded the Friendship House and gave visibility to the SEC , preparing young women to develop missionary work in Brazil and worldwide.

The present research results of the studies and debates inherent in PhD in Education at the Graduate Program in Education at the Federal University of Uberlândia, belonging to the Research Line "Politics and Knowledge in Education." This thesis aims to analyze the contradictory meaning of education as training human history, specifically educational representative under the logic of the industrial business associated FIEMG (Federation of Industries of the State of Minas Gerais) in the context 1961-1974. This definition is justified by the historical fact that it was a period marked by the cyclical crises of capital and their impacts in the final phase of the industrialization process in Brazil: it starts with one of the apexes of economic growth in the country , driven by national developmental , continues with a severe political crisis in 1966 , also impacting the economic sphere, and finally, with the constant quest for economic stability even under high prices, hatch the factors that led to the Brazilian economy to the context of the "Economic Miracle". For this, it was necessary to link the debate between education and work from the perspective of historical materialism and dialectical their subsidies theoretical-methodological and epistemological. In the first chapter, we designed a "State of the art" category "human formation", conceived as a process of education and history, from the Marxist assumptions, aiming at the reconstruction of concepts and meanings of which is the formation of workers in contradictory logic, the bias of comprehensive training and the prospect of capital accumulation. Then, in the second chapter, we present a review about industrialization, the industrial business and its development perspective 1961-1974. The third chapter was established on a contextualization of the state and its peculiarities, the industrial business and its proposed development both nationally and at the state (Minas Gerais). Finally, in the fourth chapter, was organized dialogue with the sources, from a historical survey of the shares of the industrial business with an emphasis on education, which converged in a pedagogy industrial consolidation in line with the political and economic conditions specific period from 1961 to 1974. It has mailing bibliographic reference business thinking expressed in the concreteness of training workers and industry of Minas Gerais, in agreement with the demands of work and training of mining companies. The thesis of this study is the defense that the corporate actions which constituted pedagogy industrial concepts were articulated to political and economic development in Brazil, since the discipline to work imposed by such conceptions met the human worker training geared to the accumulation the general capital and industrial capital in particular. Establish, therefore, different logics, the state level, the scope of private foreign capital and domestic private capital, which came up the process of capital accumulation, loading, contradictorily, the possibilities of building the human beyond capital, or a teaching job.

In this research the object of study is the continuing education of teachers for the implementation of the teaching of History and Culture of African and Afro-Brazilian in Uberlândia / MG between the years 2003 to 2008, pursuant to Federal Law 10.639/2003 and its related provisions. We seek to understand what were the impacts of the training on the meaning / reframing of knowledge and pedagogical practices of teachers, and how these values rethought, rebuilt directions to your practice, intervened in the processes of the pedagogical and curriculum in the schools where they teach, the light of these experiences. The methodology supports at the multicultruralism as a concept and practice structuring in scientific research, and the paradigmatic plurality as theoretical and methodological (CANEN, 2008), in dialogue with the study on the state of the art (FERREIRA, 2002; ANDRE AND OTHER , 1999), literature (Gil, 2002; Mioto & LIMA, 2007), the preparation and analysis of questionnaires (VIEIRA, 2009), the oral history (MEIHY & HOLLAND, 2007). The theoretical supports the concepts of emancipation; plurality epistemological / epistemologies South (SANTOS & Menezes, 2010); African diaspora. In the first part: \"Education of Racial and Ethnic Relations Teaching of History and Culture of African and Afro-Brazilian,\" are arranged by chapter, I titled \"History and Culture of African and Afro-Brazilian: concepts and conceptions\", and Chapter II entitled \"Education and Emancipation: public policies and the implementation of the Federal Law 10.639/2003 \"and in the second:\" Education, Knowledge and Educational Practices, \"are arranged chapter III entitled\" Of the paths and research subjects to the issues and problems of the research \", Chapter IV entitled \"The Continuing Education of Teachers for Education of Racial-Ethnic Relations and the Teaching of History and Culture of African and Afro-Brazilian in the City of Uberlândia / MG \', and Chapter V entitled\" Continuing Education of Teachers, Knowledge and Pedagogical Practices of Teachers in the city of Uberlândia / MG. \" Identified in research as teachers construct teacher knowledge and reframe the interface with the continuing education focusing on the teaching of History and Culture of African and Afro-Brazilian. The recognition of the existence of racism as a challenge for the knowledge and pedagogical practices by teachers moved toward the diagnosis of the factors that build these practices in the school environment and the challenges to overcome it. Continuing education that is research enabled the teachers who participated in this experiment confront the racist practices in the school environment towards a positive education of racial and ethnic relations and the construction of a school plural, recognition and appreciation of ethnic and racial diversity of themselves and their students, and incorporating the experience of a Pedagogy of Africanidades from the signification / reframing the pedagogical practice of teachers in pedagogical practices griots.

Fundação de Amparo a Pesquisa do Estado de Minas Gerais

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Higher education in Brazil is marked by profound social and political change, but the pedagogical training of university teacher is not always carefully evaluated, or even encouraged, to improve the process of teaching and learning. Considering these aspects, the present study was aimed to determine the factors that influence the didactic and pedagogical teaching courses in the area of health, Federal University of Triangulo Mineiro, giving transparency to experiences, and trace an offer quality training that can contribute to the development of actions and by the faculty of the institution. The research was quantitative and qualitative character. Were administered questionnaires semistructured, observed a significant number of lessons, analyzed documents and reviewed the literature in this area. The research consisted of 35 (40.7%) and 367 teachers (36.33%) students five undergraduate health care. The search met all propositions of Resolution. 196, the National Agency of Sanitary Surveillance of the Ministry of Health In response to inquiries and the classroom observations, it is concluded that teachers were at different stages in their academic careers, were not followed in the institution pedagogically. Despite already having attended courses with imprint didactic teaching, they have been carried out in most cases outside the higher education institution (HEI) and in isolation. Furthermore, we found that there are also limitations with regard to the practical articulation of Institutional Documents; disproportionate appreciation of the research, to the detriment of other areas of expertise (especially education and extension), the indiscriminate use of lecture, despite the diversification media (educational resources); motivation and satisfaction with their professional activities; despite having limitations to work with interdisciplinary (was checked facility to integrate the content with values, habits, and professional conduct applicable to professional practice), the need to innovate in teaching strategies, with regard to the form of organization of classes and available resources in order to attain the cognitive, affective and psychomotor class that demanded; concern with content, both in regards to submission for adequacy curriculum, scientific reasoning and training; concern with evaluative processes in the classes observed, both in the analysis of activities as in the adequate direction for the results of the students and control skills. As for the students participating in the survey, the results showed, among other things, that students had little knowledge of the institutional tools; infrastructure influences on their motivation for their studies, extracurricular activity participation was low and the support that the University offers for studies and for planning teaching methodology is satisfactory. It was concluded, therefore, that the strengthening of institutional policies with ace adequacy gaps found, monitoring and pedagogical teaching teachers through training programs for permanent teachers are essential if one wishes to increase the positives identified and remedy possible limitations in the educational process.

Studying Education system, emphasizing the University Teaching sector has meant finding out ways and bringing up discussions about emerging realities that need to be investigated in Brazilian higher education. Taking part of the search line Knowledge and Educational Practices, this work has addressed the issue of university teaching as a profession in journalism courses for public universities (federal and state), including its development, its practices and its composition compared to the pedagogical elements that guide such practices. The argument was that this professional is able to understand the importance of working fundamental issues involving university teaching as a profession, understanding and prioritizing their meanings faced to their teaching practice, not only in theory, but in everyday IHE- Institutions of Higher Education. Thus, general goals has been presented such as, \"studying, analyzing and identifying how much importance the teachers, working in journalism courses - with specific qualifications in Journalism - relate to categories: conceptions of university teaching, training and teaching knowledge. And It has also aimed to understand the elements that guide their teaching. \" Investigating university teaching-focused on faculty journalist has become a challenge due to the scarcity of the literature found about the subject, emphasizing theoretical such as Berger (1998), Meditisch (1999), Parzianello (2004), Costa (2008), Ramadan (2011) . To discuss the guiding elements of the pedagogical practice of academics, as theoretical basis, work of Masetto (1985, 2003, 2012), Mizukami (1986), Pepper and Anastasiou (2002), Zabalza (2004) , Tardif (2010), Melo (2012), among others has been used. This was an exploratory study with analytical qualitative and quantitative approaches, using a survey instrument that involved closed questions (Likert scale with five points) to five open questions (using Content Analysis proposed by Bardin). The research was performed by the Internet with 184 teachers, journalists from 49 public institutions (state and federal) that offer the course in journalism in the country. In summary, the results have shown that , even though, there is still a deficient professional pedagogical training, the teachers interviewed knew about and are adept at teaching trends interactionist Education, showing, however, remnants of traditional concepts and practices. But they seem to be open to accepting challenges, to new perspectives to their teaching practices. Even so, a strong tendency is visible to the teaching of theoretical knowledge and scientific area. About the pedagogical elements, the concern of teachers of Journalism with the teaching and learning process has prevailed at first, then, on a lesser extent, the relationship between teachers and students, and finally, learning strategies. This denotes that a little knowledge about teaching methods, but at the same time, they assume to need a greater understanding of these strategies. In the teaching and learning process, as well as the relationship between teacher and student disparities in responses have been found, prevailing by a small difference in the traditional interactionist approaches, showing that teachers teach based on progressive pedagogical trends, but the old structures haven t been abandoned.

This study entitled Orphans and invalids: the formation of girls in the Municipal de Belém do Pará Orphanage (1893 1931) aimed to analyze some educational practices applied to hundreds of girls who lived isolated in a period marked by great political, economic and social transformations in the paraense capital (Belém, Pará). First, the trajectory of the Institution was described since its origins until its move to the rural zone of the city which made some issues come up, such as: sanitation, hygiene, immigration and assistance. At the same time, there was an urban reorganization of the capital which happened in the first decade of the 20th century due to the good economic moment provoked by the rubber exportation and it had education as one of its main goals. The research also stressed the relationship established between the philanthropic institutions and the Municipal Orphanage, first, in the moment of its foundation and in its transference to the city and then, in the late 1920s, when the State went through some financial difficulties. The study revealed that even philanthropic institutions, at least in its beginning, the regulations, programs and compendiums designed to teach the orphan girls were directed, mostly, related to issues established for the other public schools. However, it was noticed that the subjects that involving handicraft, sewing and housework had priority and kept the orphans occupied for most of the time. These girls were constantly under vigilance and discipline. The activities were led internally by the missionaries of the Italian order Filhas de Sant Anna who arrived in the late 19th century and started to direct some other philanthropic institutions which involved health care and education which were important for many plans of different governments that wanted to affirm the reorganization of the paraense capital and, above all, the formation of its inhabitants, especially the boarders. The research used reports and governmental messages as its main documental sources. It also used some periodicals, the students enrollment registered in a book and other books containing the minutes of some meetings, some exams of the institution as well as some ichnographic registration of that time.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Due to the intensification of public policies, especially from the 1990s on inclusive education, issues such as the participation and rights of all in regular school, its restructuring, as well as special school as the center of discussion brought the Specialized Education Services (SES) that should be performed preferably in regular schools of education. In 2008 comes the first decree which stipulate for special education and the Specialized Education Services (SES), but it was revoked in 2011 by Decree No. 7611 of November 17, 2011. This study aimed to analyze some legal documents that portray public policy of inclusive education and special education, and it was based mainly Decree No. 7611 which stipulates the SES. In addition to reflecting on the dimensions of inclusion / exclusion, the use of expressions: difference, diversity and others, and finally, the schooling of all, taking as reference the cultural-historical theory. Added to these analyzes, interviews were conducted with professionals from two different public schools, that includes SES teachers, regular teachers and SES supervisors. Documentary analysis showed that the education system inclusive without discrimination and guided by equal opportunities is a duty of the state. The records also set the definition of the target audience of the SES as people with disabilities, pervasive developmental disorders and high ability or giftedness. The SES is offered in opposite time of regular classes, so the students attend regular classroom, and they can regularly attend this school, and have access to all the classes. The SES activities are a complement and / or supplement to schooling. Accessibility is central expression in the texts discussed and it involves aspects such as architectural structure, communicative, methodological, conceptual and attitudinal. The Ministry of Education has several actions for the enforcement of accessibility in the process of inclusion and education of all people in the education system, promoting programs for accessibility and training of teachers. The legal documents highlight the roles of professionals in the SES and ensure the continuing education of teachers as a right and duty of them. The field research observed how the SES is set in schools, and there is a consensus that the program contributes to the education of students. However, the participants emphasized some limitations and problems working with SES. Featuring: 1) the difficulty of dialogue between the modalities of education (regular teaching and teaching in SES classrooms), 2) lack of material to work with demand, 3) inadequate physical space, 4) the absence of continuing education, mainly for regular teachers, 5) difficulties related to educational assessment of students and the organization of the intervention plan. Considering these aspects, the writings differ from the reality of everyday life schools, so that educational institutions must review their ideas and actions to promote access, learning, equal conditions, restructuring and reorganizing educational structures in order to carry out the education of all students and do actions to prevent segregation and discrimination. All reflections on these issues need to be guidelines relentless in continuing education of teachers.

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This thesis aimed at discussing how primary school was organized in Brazil during its first Republic (1890 30). It focuses on official documents; especially, educational law and presidential messages aimed at congressmen from states of São Paulo, Paraná, and Rio Grande do Norte. Mapping the making of primary education in theses states was primordial to fulfill research goals. It has made possible to enlarge the analytical scope on education ideas and to understand on what basis republicans supported their discourse in incorporating in the latter the need for establishing primary education. For that, it follows methodological guidelines from comparative history, which allows explaining partially differences and convergences, similitude, permanence and breakthrough in the social settings taken here as comparison elements. Sources to develop it have included laws and enactments, reports and State government messages. All were analyzed according to theoretical principles aimed at supporting the following hypothesis: there were dissonances between what certain presidential messages state and what happened indeed; in other words, actions put into practice weren t able to materialize republican expectations regarding public education. Results point out to problems such as the setting up and institutionalization of schools, which means, its materialization after all, creating schools meant mostly publishing a legal document to formalize their existence It has become evident the permanence of educational elements from the imperial past, such as an array of school types isoladas (single classroom schools), singular, rural, urban, standard, unitary, of first-letters, rudimental; on the other hand, these schools existed simultaneously with grupos escolares: schools where pupils were divided into classes according to their level of attainment. Grupos escolares put in relief a movement to constitute another school model; at the same time, they pointed out a civilizing process. As such, they re an important space to understand the state s intervention to civilize population, as state s presidents reports tell. These school modalities, however, meant a strong antithesis to the notion of a modern Brazilian education, since they reveal contradictions in dualisms such as the archaic and the modern, urban education and rural one, and the capacity of schooling among grupos escolares and escolas isoladas. In addition, they point out the permanence of such contradictions even in São Paulo, a state where development rates were the highest during the first Brazilian Republic.