Conhecimentos pedagógicos como orientação para a "missão docente": a formação na Escola Normal de Niterói na Primeira República (1893-1915)

A dissertação analisa a política de formação docente oferecida pela Escola Normal de Niterói entre 1893 e 1915. O projeto de institucionalização da escolarização de professores representou momento de transformações significativas na profissão, então associada aos ideais de progresso e modernidade republicanos, com destaque para a circulação e apropriação de teorias pedagógicas. Buscou-se conhecer o lugar de tais teorias e dos saberes na formação institucional de professores, visando compreender, em que medida, as representações sobre a missão docente se fez presente nos discursos dos Presidentes de Estado no período. Com esse objetivo, analisamos as reformas de ensino e as frequentes inserções e retiradas de disciplinas escolares, em meio aos intensos debates na esfera governamental sobre o que ensinar ao povo e aos professores. Almejava-se um saber que fosse capaz de ampliar a visão do cidadão brasileiro, modificar seus hábitos e inseri-lo na modernidade, aspectos que condiziam com a construção de um espírito republicano. Para compreender o funcionamento e a contribuição dessa escola para a história da educação fluminense, analisamos a legislação educacional, os programas e as disciplinas, e também alguns exames de admissão e finais dos alunos. Foram utilizadas as mensagens dos presidentes do Estado (1892 a 1918), as leis que reformaram ou regulamentaram a instrução pública (1893, 1895, 1900, 1912 e 1915), em particular a Escola Normal de Niterói, os exames de admissão (1901 a 1908), os exames finais dos alunos (1897 a 1911) e um diário de Geografia (1915). Tais documentos foram analisados à luz de extensa historiografia sobre a formação docente e permitiram conhecer práticas escolares da instituição. As leis que modificaram os programas tentaram imprimir um caráter mais científico ao curso e muito se discutiu sobre a questão prática. Para tanto, as disciplinas tencionavam articular a teoria à experiência corroborando a aptidão do professor. A aprendizagem era verificada por meio de exames finais, que sucediam as sabatinas e as provas. Examinar era um dispositivo de poder que comparava e excluía e não apenas mensurava o conhecimento. Investigar a formação de professores nos levou a olhar as articulações históricas e as relações de forças que a constituíram. A pesquisa documental sugere a necessidade de ampliarmos a visão sobre a formação docente na Primeira República, tendo em vista que houve esforços em se organizar a instrução pública, sobretudo, no que concerne à Escola Normal de Niterói.

Biographic Memoir of Ernest Ingersoll: Naturalist, Shellfish Scientist, and Author

The name Ernest Ingersoll is well-known to many shellfishery biologists as the author of two outstanding monographs on the shellfisheries of the United States and Canada in the 1880's. The first (Ingersoll, 1881a), entitled "A Report on the Oyster-Industry of the United States," was a 252-page description of historical and contemporary oyster fishing' marketing methods, and statistical data in the eastern provinces of Canada and the coastal states of the United States. The second (Ingersoll, 1887), entitled "The Oyster, Scallop, Clam, Mussel, and Abalone Industries," was a l20-page summary of the first monograph about oysters as well as a history and description of contemporary methods and statistical data of the other shellfisheries. Although Ingersoll was, by profession, a naturalist and author but only briefly a shellfish scientist, these monographs are regarded as benchmarks, providing the principal descriptions of shellfisheries in North America in the 1700's and 1800's.

Rediscovery of Philyra verrucosa Henderson, 1893 (Crustacea, Decapoda) from Karachi waters (northern Arabian Sea)

Philyra v. was established as a new species by Henderson in 1893 and later recorded by Alcock in 1896. A detailed description is presented.

Note on Nematopalaemon tenuipes (Henderson, 1893) (Crustacea:Palaemonidae) from the Pakistan coast of Arabian Sea

On a few occasions palaemonid shrimps turned up in the collections from the Karachi fish harbour. The specimens resembled Nematopalaemon tenuipes (Henderson, 1893) but for the walking legs which were invariably missing or incomplete, in the latter case the dactyli were broken at or just near the base. The only reference from Pakistan is in context to its distribution (Holthuis and Miguel, 1984). The abbreviation cl. is used in the text for the carapace length measuring from the orbit to the posterior margin of the carapace.

Rotifera recorded from China, 1893-1997, with remarks on their composition and distribution

A search of the literature on rotifers recorded from China, includes today 477 valid species names and 42 subspecies or infrasubspecific variants in 84 genera and 28 families recorded since 1893. Chinese rotifera research is reviewed, and all recorded species are listed with current taxonomic status and their first localities in China. Most of the named taxa are widely distributed or cosmopolitan, with only a small number (about 3%) possibly restricted to China. This fauna exhibits 15 endemic taxa. The composition and distribution of Chinese Rotifera are briefly analyzed. It is likely that considerably more rotifers remain to be described from China as further study to be carried on and taxonomic resolution improves.

Re-thinking missions ; a laymen's inquiry after one hundred years, by the Commission of appraisal, William Ernest Hocking, chairman.

http://www.archive.org/details/rethinkingmissio011901mbp

G. Ernest Wright Papers, 1957-1972

This collection primarily contains correspondence from Wright’s years as president of ASOR. Material dates as far back as 1957, and proceed into the early 1970’s. Some of Wright’s more notable correspondents include William F. Albright, A. Henry Detweiler, Paul W. Lapp, William Reed, and Dean Seiler. Subject-specific correspondence includes records of expenditures, budget planning, corporate memberships, and the Jerusalem School.

Teaching stylistics: analysing cohesion and narrative structure in a short story by Ernest Hemingway

The main aim of this article is to propose an exercise in stylistic analysis which can be employed in the teaching of English language. It details the design and results of a workshop activity on narrative carried out with undergraduates in a university department of English. The methods proposed are intended to enable students to obtain insights into aspects of cohesion and narrative structure; insights, it is suggested, which are not as readily obtainable through more traditional techniques of stylistic analysis. The text chosen for analysis is a short story by Ernest Hemingway comprising only 11 sentences. A jumbled version of this story is presented to students who are asked to assemble a cohesive and well-formed version of the story. Their (re)constructions are then compared with the original Hemingway version. Much interest, it is argued, lies in the ways in which the students justify their own versions in terms of their expectations about well-formedness in narrative. The activity is also intended to encourage students to see literary texts as a valuable means of providing insights into the subtleties of linguistic form and function.