Educa����o e Hegemonia: A Forma����o de Intelectuais na It��lia dos Anos 20, a Organiza����o da Industrializa����o em S��o Paulo e a Constru����o da Hegemonia Burguesa no Brasil

The formation of intellectuals, in Gramscian terms (GRAMSCI, 2000), was addressed throughout our academic career, for example, Villela (2003; 2008; 2009; 2010-2012; 2011; 2012; 2014). This article aims to resume some relationships between education of intellectuals in Italy for years 1920, the organization of industrialization in S��o Paulo and the construction of bourgeois hegemony in Brazil. In this paper I review my dissertation, Villela (2003), whose aim was to understand the rationalization of work processes in architectural offices. This dissertation possible to trace, among other things, another story of the relationship between architecture and state in Brazil from industrialization in S��o Paulo. Based on the notion of intellectuals Gramsci, we discuss the extended state design and envision a particular kind of state, which in our case is the State industrialist. And relate interested in public policy of that State for industrialization industries office designed by Rino Levi Architects Associate SC Ltda. (ERLAA) that has developed over the decades its activities from 1920 to 1990, many projects in the city of S��o Paulo. The relationship proposed here is unprecedented. Grounded in this relationship, put in another scene about the formation of intellectuals and hegemony, a Gramscian point of view.

A fun����o social da escola e a constitui����o da forma escolar (Brasil/Portugal, 1870-1932)

O artigo analisa aspectos das rela����es entre a escolariza����oe os processos culturais mais amplos, tomando como fontedocumental manuais did��ticos produzidos para uso em cursos deforma����o de professores, que circularam no Brasil e em Portugalno per��odo final do século XIX e no in��cio do século XX. Foramfocalizados elementos pass��veis de generaliza����o, entre eles aunidade da forma escolar e as diferentes pr��ticas prescritas aosprofessores, destinadas a enraizar valores e ideais no processoformativo. Foram analisados os seguintes manuais: CursoPractico de Pedagogia, de autoria de Mr. Daligault (1874);Elementos de Pedagogia, de autoria de Jose Maria da Gra��aAffreixo e Henrique Freire (1870); e Li����es de pedagogia gerale de hist��ria da educa����o, de Alberto Pimentel Filho (1932).

Restri����o externa e taxa de c��mbio no Brasil: 1980-2008

The objective of this study is to examine if economic growth in Brazil was blocking due to external constraints, that is, in consequence of its Balance of Payments. We work with the approach first proposed by Thirlwall (1979) which was later modified by Lima and Carvalho (2009). We can conclude that economic growth was restricted by the external sector, which is consistent with the economic history of Brazil, and verify that the real exchange rate, and to influence the trade balance in the course run, also excerce some influence on this account balance of payments in the long run.

Diamantina: cen��rio do primeiro di��rio escrito por uma mulher no Brasil - minha vida de menina de Helena Morley

The first diary written by a woman, Minha vida de menina brings a description of the ordinary daily live and the peaceful live of Diamantina, of the rural Minas Gerais. Helena Morley, a teenager of the end of 19th century, presents us from the crazy city, to issues of liberation of the slaves. The vision world of the young narrator also provides an idea of how the women role has changed in our society.

As Ci��ncias Sociais no Brasil: trajet��ria, hist��ria e institucionaliza����o

A trajet��ria do pensamento social no Brasil remonta �� segunda metade do século XIX e envolve muitas correntes, linhagens e fam��lias intelectuais que enformam as Ci��ncias Sociais no Brasil. Por isso, h�� controv��rsias quanto �� funda����o das Ci��ncias Sociais, considerada, de um lado, por meio da trajet��ria hist��rica, e, de outro, pela institucionaliza����o do trabalho cient��fico. O debate ganha complexidade quando s��o considerados os marcos fundadores, as caracter��sticas, o significado e as implica����es dessa institucionaliza����o que, longe de esclarecer a quest��o, cria novos problemas para o entendimento e avalia����o do processo. Rediscutir as circunst��ncias hist��rico-sociais e as configura����es intelectuais de sua funda����o e desenvolvimento, entendemos ser pertinente e necess��rio, sendo esse o prop��sito deste artigo.

A forma����o do cidad��o moderno: a sele����o cultural para a escola prim��ria nos manuais de Pedagogia (Brasil e Portugal, 1870���1920)

This article seeks to understand the production of the modern school in Brazil and Portugal at the turn of the 20th century. The analysis falls on the pedagogical knowledge constituted around school programs disseminated in pedagogical manuals at the Normal Schools in Brazil and Portugal. The study uses three teacher training manuals as source of information: Curso pratico de pedagogia destinado aos alunos-mestres das escholas normaes primarias e aos instituidores em exerc��cio (1874), by Mr. Daligault; Elementos de Pedagogia para servirem de guia aos candidatos ao magist��rio prim��rio (1870), by Jos�� Maria da Gra��a Affreixo and Henrique Freire; and Li����es de metodologia (1920), by Bernardino da Fonseca Lage.

Filosofia da hist��ria no direito natural do brasil imp��rio

P��s-gradua����o em Hist��ria - FCHS

A quest��o do Feudalismo no Brasil: um debate pol��tico

In this article, we examine the procedure of Brazilian historiography about the debate between Caio Prado Jr. and the Brazilian Communist Party, especially with regard to the relationships of feudal or semi-feudal nature. The historiography put them on opposite sides, considering the intellectual from Sao Paulo from a positive outlook, while the Communist Party is considered from a negative one. However, although distinct, their interpretations of the history of the Brazil make them close in regards to the question of socialism, in that they postpone it to the remote future. Thus, by adopting the procedure of the opposition between both, the historiography fails to consider what really distinguished them.

Marcos legais para os cursos de gradua����o em pedagogia no Brasil: an��lise das atribui����es do pedagogo

The current National Curricular Guidelines sets as parameters for Education���s programs the teaching and professional training in order to allow the realization of activities of school tutoring (management) and educational research. Our objective was to analyze educators��� attributions since 1930. For that, we made an analysis of the main laws that guided the activities of these professionals. We tried to demonstrate how the educator became from an ���old��� school teacher (1854-1880) to a primary education professor (end of XIX and XX centuries) and, nowadays, in a ���make it all��� in schools and in the administrative tasks into the schools. We hope, with this analysis, to contribute to the definition of attributions of the educator in current days and to offer subsidies for a better thinking of the process to students of Education in Brasil, helping in the tutoring of those future professionals.

Teoria e metodologia na escrita da Hist��ria do Brasil: Afonso de Taunay e a Academia Brasileira de Letras

The history of historiography in recent decades has the breathing space needed in the concerns of historians and has been transformed into a research field with its own issues. Uploaded this in perspective, this paper aims to understand how aspects of the theory of history and methodology have been addressed by Afonso de Escragnolle Taunay (1876-1958). We selected the letters exchanged by the author, the speeches of acceptance at the ABL, some articles and books produced by Taunay in the 1930s. In the first decades of the twentieth century, when it sought to define the historiography and its limits in both the literature and social science sources, the subjectivity is presented as the final decision making of the author, especially those related to the new site production Taunay, the Brazilian Academy of Letters.

Os estudos cl��ssicos no Brasil colonial: uma breve proposta para a reintrodu����o de um assunto

This paper wishes to reintroduce, in a brief manner, a subject which has been neglected in the recent past: the history of Classical Studies in colonial Brazil. As an introduction to this complex issue, it aims at a historical review of the ideal of humanitas in the Academias of the eighteenth century. The presence of this ideal in the Academias is seen as a result of the classical education of the Brazilian people, a process which begins with the arrival of Jesuit missionaries in 1549 and 1553. In our discussion, we shall use the ideas of Dante Tringali (1994), Fernando de Azevedo (1958), Ant��nio C��ndido (1977), Jos�� Aderaldo Castello (1969), among others.

A recep����o cr��tica das pe��as de Victor Hugo na Fran��a e no Brasil

Les premi��res pi��ces de Victor Hugo ont ��t�� les responsables d'une v��ritable r��volution dans l'histoire de las Litterature Fran��aise, mais elles n'ont pas eu une acceptation imm��diate de la part de la critique, qui s'est partag��e entre les partidaires des romantiques et, par cons��quent, de nouvelles id��es diffus��es par le C��nacle et les classiques, les adversaires des jeunes ��crivains qui ont embrass�� les concepts hugoliens, Au Br��sil, la r��acrion a ��t�� post��rieure, mais identique. Qualqu'on ne trouve pas dans les journaux des discussions �� propos de la nouvelle ��cole, des nouvelles id��es ont ��t��, au d��but, rejet��es par les intellectuels br��siliens et, quelque temps plus tard, adopt��es par les ��crivains d��sirant cr��er un th����tre national bas�� sur les prinipes d��fendus par Victor Hugo, le porte-parole du mouvement romantique.

Uma breve an��lise da historiografia da educa����o brasileira

O presente artigo te��rico procura analisar a educa����o brasileira enquanto elemento hist��rico e que hoje se encontra no dilema em seguir uma tend��ncia nacional ou se submeter ��s regras do mundo globalizado. Para tanto, fazemos uma an��lise do surgimento da educa����o na era medieval, pr��-moderna, moderna e contempor��nea. Por fim questionamos se a educa����o �� ainda uma institui����o valorizada ou perdeu seu lugar, tornando-se um espa��o desvirtuado.

O movimento mission��rio e educacional protestante na segunda metade do século XIX: para cada igreja uma escola

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)