RCAAP Repository

The cloister of a Benedictine monastery is one of its most privileged and typical places. However, the word for this place did not always have the same meaning, and that space has not always met the same uses. It is our goal here to study the cloister in the context of the medieval West, paying attention to the genesis of the term and the relations this place holds in the religious imaginary of that time and the daily lives of Benedictine monks

The study, which was recently completed, was conducted in the field of curricular history and school culture. The focus was the schooling of disabled people in Brazil. The analysis was based on the comparative study of two curricular documents produced by the Ministry of Education in 1979 and 1999. Studies for/in/with the use of comparative study procedures were analyzed, aiming to detect their theoretical-methodological contributions for the investigation of a curricular, specific, history, as well as the translations of school culture, determined by a specificity - disability. Two analytical categories were selected for the comparison: school time and space. We considered time and space, within the limits of this paper, as the bearers of a logic of their own, a social logic that changes them into a place where human intentions are manifested. From this methodological profile, we inhered that it was impossible to analyze the documents in isolation, by assuming that they would contain translations of a schooling that has produced and has been a product of a curricular history centered on the demands/peculiarities of disabilities, being restricted to the adaptation of pedagogical procedures, as if only specialized knowledge would be able to account for the schooling of those individuals who have different characteristics from "normal" people

The article discusses how the commitment to Brazilian cultural development, combined with a search for national identity through the Northern Literature movement, led Franklin Távora to base his work on scientific theory. The analysis of O Cabeleira unmasks the author's double intention: to rescue national traditions through the history of the first Pernambuco outlaw, and defend the thesis that education could prevent banditry in the sertão. In short, if on one hand the author proposes human and regional development according to positivist ideals, on the other hand he turns back to true values, to sertanejo (inlander) habits and traditions

This paper presents historical aspects of the organization of schooling in cycles in Brazil along with an overview of the current state of this policy. As shown by Condorcet’s report (1792), there have been attempts towards flexible school duration since the emergence of modern school, and that such flexibility was necessary due to economic and social class issues. This paper indicates that this flexibility is still necessary, because problems related to social inequality and exclusion have not yet been overcome. Furthermore, it indicates that the validity or efficiency of that policy is always under discussion, since the results and impact vary according to the context, especially concerning the economic, social, infrastructural and pedagogical conditions of the teaching networks that adopt it, as well as on account of the characteristics of pedagogical projects that have been implemented, intending to organize the schooling in cycles

The article in question focuses on the analysis of education through the message of the movie Coach Carter - Training for Life (2005), which features the paradox of the democratization of education and converges to the boundaries that mark the function of the school and the role of the educator, stressing the sociocultural game and the inter-relationship involving modus vivendi and modus essendi that make up that process.

Recently, we discussed the reform of secondary education within Ceara State, northeastern Brazil. We saw that, starting in the 1990s, education policies have been characterized by the attempt to transform government actions into broad societal consensuses. In the process of data collection, specifically during the interviews with teachers regarding the reform, we detected a mismatch between what the reform consisted of and what teachers described as its main features. Teachers, through their reports, suggest the imposition of official agencies conditioning the school curriculum. The interviewees reveal the gap between the events in the classroom and the hegemonic discourse of the public sector. Thus, our paper discusses, on one hand, that the discourse of consensus, the clamor for reforms in society, has no support when taken within the walls of the school and into the classroom; on the other hand, that reforms are presented without the necessary elements for their implementation. Teachers establish a path between the norm and reality, a shortcut to the critique of public discourse

The education to enable critically and reflectively the nursing team during work process motivated this study. The objective was to analyze the perception of nursing professionals on the feasibility of using problem-based learning in the context of continuing education. We used a workshop on continuing education with a nursing team, covering the methodological proposal of the ‘Arc of Marguerez’, where the reality/problem was to hold a healing technique in the health unit. Data was obtained with the aid of a semi-structured script, applied after the workshop, through the focus group method, in which participants along with the help of the researcher presented their perceptions on the proposed strategy. The dialogue contents were recorded and later transcribed for content analysis. The results suggest rethinking strategies in continuing education for nursing, so as to provide that each professional is able to identify the real challenges to be overcome and contribute for the change in the personal and social scope. In conclusion, there is a need for constant updating of nursing professionals, which can be achieved through continuing education with the team, where the problem-based learning was satisfactory.

The objective of this article is to study the relationships between Stoicism and the Principate by reading letters by Pliny. Pliny the Younger came from an equestrian family that rose to the senate. After opposition under the reign of Emperor Domitian, it became one of the ideologues and most active participants in imperial power during the reign of Nerva and Trajan. As a political man, he extolled <i>virtus</i>, finding support in the <i>mos maiorum</i> (tradition), and stoic moderation. Leader of a cultural and political circle and close friend to Trajan, Pliny illustrated the Emperor's views, particularly the ideology of a senatorial group for permanent conciliation between the Curia and the prince, seeking to legitimize the politics of the Ceaser and guide senatorial interests

The priest and educator Jan Hus, who was killed by fire in 1415 the Council of Constance, wrote two letters to his disciple Martin of Volyne, in which left a set of instructions for distribution of their material possessions and an list of spiritual teachings. The letters were similar, and the first should only be opened if Martin received from a reliable source news of the death of Hus. This paper examines the context and content of these letters for clues (concept based on historian Carlo Ginzburg) from an educational activity on the part of the sender and the transmission of his place of master to his disciple

Management in education in Brazil and its commitment with legislation and government policies in the last fifteen years is analyzed. Education management is placed within the context of transformations in the 1990s so that the limits and possibilities of democratic management may be understood from the point of view of neo-liberal public policies

The process of European unification started immediately after the II World War. It comprised all the areas of State and society (legislation, jurisdiction, politics, economy, institutions and others) in the twenty-seven countries, highly different in their traditions and history and which now make up the European Community. Which are the intellectual bases and the cultural values, which are the ideas and memories that give Europe a coherent identity shared, at least theoretically, by the European population of approximately 500 million people? Europe's intellectual bases go back to Antiquide, to the Middle Ages and to Modernity. Current essay will provide some of Europe's common principles posited in the Middle Ages and in Modernity (for instance, Christianity, Humanism and Illuminism) and will discuss their importance within Euopean identity

In 1259, the General Chapter of the Order of Preachers records in its minutes, what is conventionally called ratio studiorum, a series of determinations that were intended to organize and regulate the practice of the study among  the Dominican friars. Inserted in major universities since its founding in 1216, followers of Dominic associated regularly with the corporations of students and teachers as a way to guarantee that they considered their mission: the cura animarum. The salvation of christians was possible especially through the preaching based on proper knowledge of the Scriptures. The action of the Preachers provoked criticism and resistance from other ecclesiastical, especially among the clergy who attended the universities, which saw the friars as competitors in their pastoral duties. The Order itself was also facing internal disagreements in what was referred to the role of study among the religious. This article will argue that the ratio studiorum presented itself as an instrument for strengthening the Dominican identity, tying it closely to the practice of study, which would at the same time legitimize their position with the papal Curia and the faithful, and give it internal cohesion

Teachers of post-graduate programs presented an increase in requests for sick leaves, mainly by symptoms or sequela of cardiovascular diseases. By using a questionnaire addressed to teachers of post-graduate courses, this study aimed to: i) identify how many of them had performed frequent physical exercise, balanced diets and medical visits, and other factors, and compare this: i) with the occurrence of cardiac interventions, coronary heart diseases, strokes and cerebral vascular accident; and ii) with the number of scientific production and the average number of advisees per year. 540 questionnaires were returned and analyzed. Our working hypothesis was accepted, that is: the increase in the number of scientific production and the average number of advisees per year was directly related with the increase on the average occurrence of cardiac procedures, coronary heart disease, stroke and cerebral vascular accident (ischemic and hemorrhagic) in teachers of post-graduation, mainly due to the lack of a balanced diet, physical activities regularly supervised, and frequent medical visits, which is justified by the excessive workload out of work time in order to maintain the quality indicators of post-graduate programs and updated curriculum.

In our text we try to call the attention to the fact that, concerning the sources, the most important aspect is the researcher who considers them. This consideration is a product of history, thus in each period and according to his social and political status, the researcher will conceive the sources in a particular way. Therefore, there is no single way to deal with the sources, which is unrelated to how the researcher behaves in relation to contemporary issues.

The content of the interpretations of the Jesuits’ action in the eighteenth century is the subject of this article. The main goal is to show that they are the product of the history itself, as it was the educational project of the ‘Companhia de Jesus’ in the sixteenth and seventeenth centuries. From this perspective, the condemning content in the analysis of the most distinguished authors of this time reveals the historical character of that institution: given the new educational and social demands of the bourgeois society, the ‘Companhia de Jesus’ no longer had the same importance from the previous centuries. It should also be noted that the content of the interpretations, more than revealing the importance of those educators in the history, show the seventeenth-century authors’ commitment with the new interests that have guided the life of the mankind. Finally, we emphasize that this reflection about the different ways to condemn the ‘Companhia’, both spatially and temporally, also help to reflect about the reasons for some criticism have been overcome by history, and others have persisted, despite the social changes inherent to human practice.

The first Christian images  appeared on catacomb walls and on the surfaces of sarcophagi of burial sites. The main idea was to transmit the definitive possibility of eternal salvation to the faithful. The images also  called upon sacred history and  encouraged Christian piety, besides embellishing burial sites. The gradual emergence of several religious texts, of diverse and controversial content,  stimulated decisions on which writings were canonic and which were apocryphal. At the same time, the tolerance of the Roman Empire towards Christianism caused a proliferation of places where these images could be put. Many new themes appeared, while others (which were) already existent were modified and adapted, strengthening the iconographic repertory from the second century onwards, mainly under the influence of apocryphal books. The images related to the lives of Mary and Jesus, later condemned by the Church, were designed and shaped under ecclesiastic approval, occupying  important places and those of high visibility in religious meeting places.  

The study was conducted in a school of the black community of Furnas do Dionísio (Jaraguari, Mato Grosso do Sul State). For its realization, initially, a test with questions of botany was applied to the students to identify the absence or presence of subsumers classified into adequate or partially adequate. This analysis was used for the planning and production of instructional strategies in order to facilitate interaction between new information and background on the student's cognitive structure in order to promote learning. After, educational interventions have been proposed based on dialogue between traditional knowledge and science in the classroom. Based on the results of these strategies and concept maps based on the Theory of Meaningful Learning of David Ausubel, built by students on the proposed content, we concluded that learning was satisfactory. Taking into account the methodology used to investigate the local knowledge about medicinal plants, it is concluded that this contribution was significant to the learning of botany. 

To Hadewijch the virtues were not inborn nor grew spontaneously, on the contrary, should be cultivated within each Christian, it was a matter of study, exercise. The Christian principles had to be constantly encouraged and practiced in order that women did not departed from Christ ideal that as a men was an example of love and virtues. In this sense the work of Hadewijch should be seen from its pedagogical and catechetical function that emphasized the moral behaviors that supported the beguines religiosity.

The proposed curriculum, as embodiment of culture, of relations of power, politics and economy are manifested in the university through pedagogical projects of their courses - PPC. In this way, considering the relevance of the question in a time of democratizing access to education, it must be also considered how will or how is being performed the permanence of all people in university, and how the future science teachers are being prepared for the diversity. Thus, we analyzed the PPC of the licentiate courses in sciences (Biology, Physics, Mathematics, and Chemistry) of a public institution of higher education in Jataí City, Goiás State, focusing on Inclusive Education and how it is being dealt in these training courses for teachers. In the documents of the examined courses, there was no reference to training for diversity, and no discipline or reference approaching this subject.

Current analysis is a study on alternative and assisted communication to understand the care specifications of people with amyotrophic lateral sclerosis. The study results from a teaching project Olhar que fala [Eyes that speak], supported by the State University of Maringá (April - October 2010) funded by Historical and Cultural Psychology. The latter considers language as an essential condition for humanization and current study aims at finding alternatives for the expression of thought by people disease-hindered to establish effective oral, verbal, written and sign communication. Methodology used was the register of letters printed on a frame so that the diseased person might indicate the letters by eye movements with a subsequent composition of words and phrases by a mediating researcher. Mediation was undertaken by undergraduates of the Pedagogy Course of the State University of Maringá. Results show that the appropriation activities of contents by the diseased persons could be maintained since they were not deprived of consciousness, hearing and sight. The process also allowed the objectivization of contents and the testing of a low-tech alternative communication for people with amyotrophic lateral sclerosis.