Dentistry in Brazil: Its History and Current Trends

The objectives of this article are to provide a short history of dentistry and dental education in Brazil and to analyze the nature of its development to date. The databases consulted are those provided by the Brazilian Federal Council of Dentistry, Brazilian Ministry of Health, Brazilian Ministry of Education, National Institute of Studies and Educational Research Anisio Teixeira, and Brazilian Institute of Geography and Statistics. Formal dental education in Brazil started in the late nineteenth century with the creation of courses annexed to existing schools of medicine in Rio de Janeiro and Bahia. Today, there are 191 institutions of higher education nationwide granting degrees in dentistry (137 private [71.7 percent] and fifty-four public [28.3 percent]), with a total of 17,157 student positions offered annually. These schools graduate around 10,000 professionals per year-one of the highest rates in the world. Both the distribution of schools of dentistry and of dentists varies among the regions of the country, with the greatest concentrations in major metropolitan centers with high population density, resulting in limited coverage in the more deprived regions. A review of epidemiological data for oral health and distribution of dentists in Brazil indicates that there is a lack of systematic planning for the allocation of the dental workforce and a lack of consideration of regional needs in the development of dental training programs in Brazil today.

Denudation history of the Bocaina Plateau, Serra do Mar, southeastern Brazil: Relationships to Gondwana breakup and passive margin development

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Conto de escola: uma metáfora da sociedade

Pós-graduação em Educação - IBRC

Concepções fundamentadoras no ensino de arte: uma experiência de formação inicial à luz de L. S. Vigotski

Pós-graduação em Educação - FCT

Uma Paris dos trópicos?: perspectivas da europeização do Rio de Janeiro na primeira metade do Oitocentos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Violência na Vila de São Sebastião do Ribeirão Preto (1874-1888): livres e escravos nas barras da justiça

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O tempo sagrado do Império: história e religião na obra do Cônego Joaquim Caetano Fernandes Pinheiro

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Utopia no front: história e filosofia em Oswald de Andrade 1945-1954

Pós-graduação em História - FCLAS

Biografia histórica: a trajetória intelectual de Sérgio Buarque de Holanda entre os anos de 1930 e 1980

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Idéias fora do lugar na aula de História: historiografia e conceitos dos alunos sobre escravidão no Brasil

This article makes a historiography discussion about slavery, indicates the advances in combats for an afro-brasilian history and, in view of cultural re-sense shows a need to consider the student’s prior knowledge and content of teaching History. These knowledges are essential to move beyond the denunciation of the violence of slavery and lead to the classroom buildings of the recent historiography on slavery in Brazil in view of breaking of stereotypes and changing attitudes.

Sobre a formação de professores das séries iniciais na região de São José do Rio Preto-SP na ocasião dos Centros Específicos de Formação e Aperfeiçoamento para o Magistério (CEFAM)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formar professores de matemática no estado do Maranhão, Brasil: aspectos historiográficos

This paper intends to sketch some historical remarks on the formation of math teachers in undergraduate courses in Maranhão State, Brazil, since the 60’s, the decade in which the first of these courses was created. Its methodological approach is given by Oral History and, in order to collect data, some professors and students were interviewed. Such teachers are those responsible for the projects – and its implementation – of the first three undergraduate courses in Maranhão, and the students are part of the first team formed by them in those institutions.

The history of the introduction of the giant river prawn, Macrobrachium cf. rosenbergii (Decapoda, Palaemonidae), in Brazil: new insights from molecular data

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.