Aspectos político-legais da educação do campo

The article describes political and legal aspects of Brazilian education, through the analysis of Brazilian Constitutions, its amendments and major educational laws and resolutions in force until 2012, highlighting those that make direct reference to rural education and country education. It intends to identify the time when the educational legislation has incorporated the term “country education”, one of the struggles of the Movement for a Country Education. The use of the term “country education” will occur only in the first decade of this century. Despite the difficulties in consolidating country education, clearly the incorporation of this issue in the draft of the new National Education Plan (2011/2020), under discussion in Brazilian Congress.

Filosofia da Educação no Brasil: concepções, impasses e desafios para a sua constituição como campo de pesquisa e o seu ensino nasduas últimas décadas

This article analyses the constitutions of the Philosophy of Education’s field in Brazil, from 1990 to the present day, with the purpose of analyzing the genealogy of his “crisis” as a discipline, discussing the dilemmas of its development and to indicate their main challenges today. For such purposes, by means of a genealogical method, we analyze the conceptions of philosophy of education drawn from the theoretical perspective, as well as rebuild historically the clashes caused about certain topics and, particularly, about the human formation. We conclude that the thematic shifts produced and the proliferation of those perspectives were responsible for producing lands to the dialogue between them, however, this strategy does not alleviate some problems of Philosophy of Education in Brazil, demonstrating the presence of two philosophical traditions in the current debate and demanding position of those who work in this field of research and teaching in relation to them.

Direitos humanos e reforma agrária

This paper focuses on the Agrarian Question and examines the emergence of human rights from a historical perspective. Great emphasis is placed on the right to life guaranteed by the State Constitutions of the Countries of the World that contained an elaborate Bill of Rights, providing strategies of territorial integration through agrarian reform, allowing landless to reside on and use land as a means to restore their dignity which they were assigned at birth, according to the Universal Declaration of Human Rights, although their rights have been usurped in the trajectories of their lives by social disruptions and exclusion. From this perspective, the agrarian reform might be understood in a way that allows settlers and people who live in rural areas to argue that the political process should be concerned with ensuring them equal rights taking into account all aspects of urban and social space.

Notas sobre o caldo de cultura que permeia os atuais embates no campo indigenista

Unlike neighboring countries whose constitutions define their multicultural and multiethnic statutes, the indigenous rights inscribed on Brazilian Constitution are primarily defined by the recognition of territorial occupation. At this moment when the political struggles brings into question the validity of these rights, the text aims to discuss the extent of its application since enactment of the Brazilian Constitution

Filosofia da história no direito natural do brasil império

Pós-graduação em História - FCHS

Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

Educação do campo no Plano Nacional de Educação - PNE 2014-2024: tramitação do projeto de lei nº 8035/2010

Pós-graduação em Educação - IBRC

Valorização do trabalho docente ou uma miríade de novas responsabilidades e exigências ao professor nos decretos do governo paulista?

Pós-graduação em Educação - IBRC