El Colegio franciscano de Pastrana a través de su historia : 1855-1975.

Estudiar la historia del Colegio franciscano de Pastrana. Expone los antecedentes históricos del colegio y explica el período de su fundación, estudia la educación misionera, los colegios fundados bajo la dependencia del Colegio de Pastrana y las figuras destacadas de dicho colegio. 1) El Colegio franciscano de Pastrana fue fundado en el seno mismo de la provincia de San Gregorio Magno de Filipinas, así llamado por haber tenido su origen en el Archipiélago Filipino. Dios que siempre se sirve de los instrumentos más débiles para realizar sus designios, escogió esta vez a un humilde Hermano Lego, FR. Antonio de San Gregorio, para fundar la provincia de San Gregorio, que daría tantos religiosos misioneros y mártires al mundo. 2) El Hermano FR. Antonio de San Gregorio, lleno de celo apostólico y misionero, supo reunir un grupo de 16 religiosos de la Provincia de San José quienes en Junta Capitular nombraron Superior a FR. Pedro de Alfaro y dejaron así establecida la Custodia bajo el nombre de San Felipe. 3) En 1577, su Santidad el Papa Gregorio XIII la dio el nombre que lleva actualmente de San Gregorio Magno de Filipinas. Nueve años más tarde su Santidad el Papa Sixto V, por la Bula la erigió en provincia. 4) En sus comienzos, esta nueva provincia se proveyó de religiosos que salían de los colegios fundados en aquellas islas. Centenares de jóvenes salieron de España para cursar allí sus estudios, terminar la carrera sacerdotal y dedicarse a la labor misionera entre aquellos infieles. 5) Ya en los comienzos del siglo XIX se empezó a sentir la decadencia. La provincia no pudo ocultar el gesto de cansancio en su actividad misionera. El número de misioneros iba disminuyendo. 6) Convencida la Reina II, de la gran utilidad que un colegio misionero proporcionaría a nuestra Patria para mantener la cultura y la religión en aquellos terrenos conquistados por los españoles, no dudó en conceder con agrado la instalación del mismo, escogiendo para ello el lugar céntrico en la península que era el Real Convento de Aranjuez. Allí tuvo su cuna este colegio que nacía ya con la marca bien señalada de mantener la religión y la cultura en Filipinas. Dos años más tarde se trasladó a la Villa de Pastrana donde actualmente se encuentra. Si por el fruto se conoce el árbol, no podemos poner en tela de juicio, la calidad del Colegio franciscano de Pastrana, que tantos y tan distinguidos misioneros ha prodigado a la provincia de San Gregorio Magno de Filipinas, sin olvidar el estudio de las ciencias y de las artes.

Se adscribe al Instituto 'San José de Calasanz' el Grupo escolar 'Zumalacárregui'.

Comunicación del Ministerio de Educación Nacional de la adscripción del grupo escolar de niños y niñas 'Zumalacárregui' de Madrid al Instituto 'San José de Calasanz' de Pedagogía, dependiente del Patronato 'Raimundo Lulio', del Consejo Superior de Investigaciones Científicas. El Instituto 'San José de Calasanz' proponía a los profesores y al personal técnico bajo la aprobación del Ministerio de Educación. Además también se encargaba de establecer el horario y el régimen interno del grupo escolar.

Semblanza de José María Albareda.

Se ofrece un resumen de la vida y obra del intelectual franciscano José María Albareda. Tuvo una brillante carrera científica: bachillerato, doble licenciatura universitaria en Farmacia y Ciencias, dos doctorados y oposiciones a cátedras de Instituto. En su recorrido por Europa destacó en la llamada 'ciencia del suelo', que luego introdujo en España, lo que le valdría posteriormente, la Cátedra de la Universidad de Madrid. A su entrega científica hay que sumar la religiosa, de igual valía. Fue Secretario General del Consejo Superior de Investigaciones Científicas, segundo del Director del CSIC y Ministro de Educación, José Ibáñez Martín.

La niñez estudiosa de José Antonio.

Se muestra copia del documento mediante el cual, Primo de Rivera, solicitaba su diploma de Bachillerato

Brasil em lições: a história do ensino de história do Brasil no Império através dos manuais de Joaquim Manuel de Macedo

Esta dissertação trata daqueles que são considerados os principais compêndios didáticos de História do Brasil do século XIX. A construção do Estado Imperial provocou significativas mudanças nas vidas de muitos componentes da "boa sociedade", dentre eles os próprios dirigentes imperiais. Uma destas vidas foi a de Joaquim Manuel de Macedo - professor do principal colégio do Império, autor dos mais importantes compêndios de História do Brasil do século XIX e divulgador de um método de ensino adotado por inúmeras gerações de professores. Lições de História do Brasil para uso dos alunos do Imperial Colégio de Pedro 11 e Lições de História do Brasil para uso das escolas de Instrução Primária - obras de perfil conservador, elas fixaram para sucessivas gerações de "boa sociedade" imperial conteúdos, métodos, valores e imagens de uma História do Brasil que cumpria o papel de não apenas legitimar a ordem imperial, mas também e sobretudo de pôr em destaque o lugar do Império do Brasil no conjunto das "Nações Civilizadas" e o lugar da "boa sociedade" no conjunto da sociedade imperial, permitindo, assim, a construção de uma identidade.

A Cabana Umbamdista Pai Joaquim de Angola: frente a intolerância a Umbanda na Cidade do Natal/RN

This dissertation presents an attempt to register the initial steps of african-Brazilian religion Umbanda in the city of Natal, capital of Rio Grande do Norte, from a case study of Cabana Umbanda Pai Joaquim de Angola, represented by its maintainer, umbanda of the priest José Clementino. The main objective is to record the memories of fans in aspects of its tradition, experience social and cultural religious building, in an attempt to show the religious hatred with practitioners of Umbanda. Used to: in audio recordings of festivals and rituals, narratives about the memories and stories of employees and their explanations, photographs, diary entries in the field, participant observation and interviews available. The analysis referred to in umbanda Natal / RN, was based on field research as a product of the visits that took place between the years 2006 to 2009 in Terreiro de Umbanda Pai Joaquim de Angola, located in the neighborhood of Rocas.

A luta do Bispo Dom José de Medeiros Delgado por educação escolar para todos (Caicó-RN, 1941-1951)

The socioeducational program of actions developed by Dom José de Medeiros Delgado, first Bishop of Diocese of Caicó city in Rio Grande do Norte, from 1941 to 1951, is analyzed by the present work in a historical perspective, based upon the school culture refecence.Through this reference point, the general and peculiar school culture proper of catholic schools founded by Dom Delgado was learned.The schools are: the Ginásio Diocesano Seridoense (1942), the Escola Doméstica Popular Darci Vargas (1943, the Prevocacional School of Caicó (1944) and the Santo Cura d ars Seminar (1946). The socioeducational actions of Dom Delgado Bishop affected seven other towns surrounding Caicó. Places where catholic schools were founded and named after Escola do Pobre . In fight for schools for all social segments of city and rural natures, Dom Delgado founded four rural schools in the surroundings of Serra Negra, São João do Sabugi, Jardim do Seridó e Lagoa Nova. It is also part of his beneficial work the creation of rural cooperatives for the parents of the students from such schools

Entre cristo e o diabo:o ideário do Colégio Americano Batista do Recife (1902-1942)

Due to lack of work on the history of Baptist schools in the Northeast region of Brazil, it is important to understand through a historical reconstruction of the Baptist Protestant education. We embarked on this venture as a chance to understand the presence of Protestant schools, and his ideas on Brazilian soil. Our goal is to promote a reflection which has the axial dimension of the Baptists Protestant education, in time, we will place the debate between 1902-1942. The temporal boundaries of 1902-1942 was because 1902 was when he started the American Baptist College of Recife in 1942 and that ends the cycle of managing directors of Americans. Understand the functionality of time a school is justified when we realize that the history of education is the story of a work of self and formation within a framework that has the school as the main support that can enable a reading of reality. We also intend to examine the school culture brought to Brazil by American missionaries and their applicability in the Brazilian cultural-historical context. And just to demonstrate the hypothesis that the educational contribution of Baptists added to the participation of other Protestants promoted advances in Brazilian society. Possibly taking for granted that the Baptists were in possession of the democratic ideals of religious freedom, taken by many representatives and religious version of the republican regime. In addition to promoting a model in Brazil to make different methodological schools, based on the ideals of new school and ethics of the Bible. Our proposed research aims at understanding how North American missionaries settled in Brazil and what were the purposes of adding to the efforts of evangelization to formal education, binomial that justified the establishment of schools. A vision of saving men for evangelization and education of the Devil attack victims over the ethics of Christ

Escola para os filhos dos outros: trajetória histórica da escola industrial de Natal (1942-1968)

This paper presents a reconstruction of the historical trajectory of the Escola Industrial de Natal (Industrial School of Natal), in the period 1942 to 1968, based on the analysis of its cultural, social and pedagogical characteristics in a process in which its educational practices and the individuals who constructed them were getting involved in their actions. In this sense, the concepts of memory and school culture occupied a central place to understand the elements that characterized its administrative and pedagogical organization such as, for example, its curriculum, aims, disciplinary rules, clientele, teachers, leaders and the configuration of the institutional power. Designed to meet the demands of an industrial process that has strengthened in the country, throughout its history, the Escola Industrial de Natal was becoming a space predominantly occupied by individuals, from economically disadvantaged social groups in society, in search of a professional training that would guarantee them the exercise of a profession. The time frame from 1942 to 1968 allowed us to verify the changes caused by the Organic Law of Industrial Education of 1942, and the Law number 3.552, from 1959, in the organizational structure of this school. In this context, a characteristic that was evident was the purpose of making it flow between the students the love for the country, the respect for civic values and the belief that industrial education would be able to boost the country's development, an aspect that reached a bigger dimension from the 1950 s. Marked the disciplinary character of this institution the control over the actions of individuals, developed through its multiple educational practices in specific areas and in the predetermined time, under the constant gaze of those who participated, in some from, in driving this process. On the other hand, the vocational and human training, provided to students, allowed new opportunities for social integration, not only in the state of Rio Grande do Norte, but also in other regions of Brazil. Conversely, during his career, the Escola Industrial de Natal has remained being seen as an organized institution, with good teachers, but intended for the children of others

Reforma educacional neoliberal: uma análise política da concessão de bônus-mérto do governo José Serra (2007-2010) aos professores da rede estadual paulista

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A política externa da primeira República e os Estados Unidos: a atuação de Joaquim Nabuco em Washington (1905-1910)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Entre a sacristia e o laboratório: os intelectuais protestantes brasileiros e a produção da cultura (1903-1942)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

The columnar to equiaxed transition of horizontal unsteady-state directionally solidified Al-Si alloys

Experiments were conducted to investigate the influence of thermal parameters on the columnar to equiaxed transition during the horizontal unsteady-state directional solidification of Al-Si alloys. The parameters analyzed include the heat transfer coefficients, growth rates, cooling rates, temperature gradients and composition. A combined theoretical and experimental approach is developed to determine the solidification thermal variables considered. The increasing solute content in Al-Si alloys was not found to affect significantly the experimental position of the CET which occurred for cooling rates in the range between 0.35 and 0.64 K/s for any of three alloy compositions examined. A comparative analysis between the results of this work and those from the literature proposed to analyze the CET during upward vertical solidification of Al-Si alloys is reported and the results have shown that the end of the columnar region during horizontal directional solidification is abbreviated as a result of about six times higher thermal gradient than that verified during upward unidirectional solidification of alloys investigated.

Characterization of the Al-3wt.%Si alloy in unsteady-state horizontal directional solidification

The main purpose of this paper is to investigate both the columnar to equiaxed transition and primary dendritic arm spacings of Al-3wt.%Si alloy during the horizontal directional solidification. The transient heat transfer coefficient at the metal-mold interface is calculated based on comparisons between the experimental thermal profiles in castings and the simulations provided by a finite difference heat flow program. Simulated curve of the interfacial heat transfer coefficient was used in another numerical solidification model to determine theoretical values of tip growth rates, cooling rates and thermal gradients that are associated with both columnar to equiaxed transition and primary dendritic arm spacings. A good agreement was observed between the experimental values of these thermal variables and those numerically simulated for the alloy examined. A comparative analysis is carried out between the experimental data of this work and theoretical models from the literature that have been proposed to predict the primary dendritic spacings. In this context, this study may contribute to the understanding of how to manage solidification operational parameters aiming at designing the microstructure of Al-Si alloys.