Produ����o cient��fica sobre educação m��dica no Brasil: estudo a partir das publica����es da Revista Brasileira de Educação M��dica

Research in medical education is the critical and systematic study of teaching and learning in medicine. It's a developing field with an increasing number of researchers and publications. In Brazil, the Brazilian Journal of Medical Education (RBEM) is the main journal in the area. The present study describes Brazilian scientific production in medical education by analyzing papers published by the RBEM from 2006 to 2010. In this period, the number of articles increased by 117.6%, averaging 60.4 articles per year. There was also an increase in the proportion of new research studies. The Southeast region and public institutions account for the greatest share of the articles. The most frequent keywords were medical education, medical students and curriculum. The growth of the RBEM reflects the development of research in medical education in Brazil and is in keeping with the logic of national scientific production.

O ensino m��dio no Brasil: trajet��ria e perspectivas de uma organiza����o polit��cnica entre educação e trabalho

The objective of this article is to present an abbreviation analysis and interpretation of the path of the medium teaching in Brazil, from where the idea of the relationship emerges between education and work, among theory and practice, and its organization in the molds of the polytechnical education, this last one that had guided the preliminary proposal for the medium teaching presented by Dermeval Saviani, in 1988. In that sense, subjects were approached on education and work. Finally, they were made brief considerations on the theme in the educational context for besides the capital

Filosofia da Educação no Brasil: concep����es, impasses e desafios para a sua constitui����o como campo de pesquisa e o seu ensino nasduas ��ltimas d��cadas

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.

As publica����es da ANPAE e a trajet��ria do conhecimento em Administra����o da educação no Brasil

This paper reports on the trajectory of knowledge in educational administration, as published by the Brazilian National Association of Educational Policy and Administration (ANPAE). It reviews four early booklets on school administration ��� Cadernos de Administra����o Escolar ��� published between 1961 and 1968, and selected issues of ANPAE��s journal ��� Revista Brasileira de Pol��tica e Administra����o da Educação ��� published between 1983 and 2000, under different categories, and analyses those classified under the concepts of administration and management. The author refers to conceptual limitations, but concedes that the publications present relevant contributions on the theoretical development of educational administration in Brazil.

Educação e lutas sociais no Brasil p��s-ditadura: da democratiza����o �� aus��ncia de alternativas

Analisam-se os fundamentos do processo de democratiza����o da sociedade brasileira e seus impactos no campo da educação. Pressup��e-se que: a) democracia n��o �� um conjunto dado de valores; b) as sociedades capitalistas s��o estruturalmente desiguais, incompat��veis com qualquer no����o substantiva de igualdade; c) o Estado n��o �� o l��cus da realiza����o do interesse geral; d) os conflitos de classes formam o terreno hist��rico no qual se objetivam as possibilidades democr��ticas. Com base nisso, afirma-se que tanto nas rela����es sociais em geral, como na educação, efetivou-se um processo de democratiza����o no Brasil p��sDitadura, fruto dos conflitos sociais que encaminharam a sociedade brasileira a conquistas favor��veis ��s classes trabalhadoras. Processo este que foi contradit��rio: de um lado, estavam as for��as populares, para as quais democratiza����o implicava conquista de direitos e participa����o nos processos decis��rios; de outro lado, as for��as que desejavam preservar a ordem vigente, ainda que tivessem de acatar mudan��as na sua configura����o (de Ditadura para um regime de direito). Nas conclus��es argumentamos que, com a chamada redemocratiza����o, houve certa abertura para uma democracia mais substantiva, capaz de dar vaz��o aos conflitos sociais. Abertura que logo se reverteu com o neoliberalismo, o que vem levando a um contexto de crescente aus��ncia de alternativas.

Pol��tica e educação: an��lise institucional e resultado no Brasil

A monografia procura mostrar como as leis para a educação s��o formuladas pela classe pol��tica, com vistas a entender a LDB da educação formulada em 1996. Para isso, apresentamos o arcabou��o te��rico da economia e da ci��ncia pol��tica para a tomada das decis��es individuais e de grupos/organiza����es. Em seguida, avaliamos a teoria do capital humano, o Banco Mundial e a UNESCO como principais agentes que influenciam e pressionam por mudan��as educacionais. Por fim, mostramos alguns aspectos da LDB de 1996 e o caminho corporativista adotado pelo Estado para fazer avan��ar a educação de n��vel superior

Experi��ncias Comparadas na Educação do Campo entre Brasil e Cuba e as Possibilidades de Forma����o Omnilateral na Am��rica Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the ���Third World ���, i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the ���field schools��� in Cuba (1960-1975). The issue of ���intellectual and organizational culture���, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009-2010). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

O espa��o dos homens plenos: experi��ncia comparada na educação do campo entre brasil e cuba e as possibilidades de forma����o omnilateral

This text aims to present the challenges and opportunities of omnilateral formation as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices originating from the educational experience of Brasil and Cuba. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the field schools in Cuba (1960-1975). The issue of intellectual and organizational culture, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

Educação 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 psican��lise entre a higiene mental e a escola nova na obra de Arthur Ramos: contribui����es �� hist��ria da educação no Brasil

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Gritos do poder e ecos da resist��ncia: a condicionalidade da educação nos processos de subjetiva����o do Plano Brasil Sem Mis��ria

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Uma contribui����o �� historiografia da educação sexual no Brasil: an��lise de tr��s obras de Antonio Austreg��silo (1923, 1928 e 1939)

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A forma����o continuada de professores (as) no Brasil e em Portugal: reflex��es acerca da educação sexual nas institui����es escolares

Este texto tem por objetivo refletir acerca da forma����o inicial e continuada de professores (as) em sexualidade, educação sexual e rela����es de g��neros no Brasil e em Portugal. Pontua a import��ncia de maiores investimentos no sentido de incluir estas tem��ticas nos curr��culos oficiais de cursos que forma����o inicial de professores (as), evitando-se assim, formar professores (as) mal preparados (as), cheios (as) de tabus e de equ��vocos que acabam claramente sendo repassados atrav��s dos curr��culos ocultos, contribuindo para aumentar o desrespeito e a viol��ncia na comunidade. Reflete ainda sobre a import��ncia de investimentos dos governos dos dois pa��ses em a����es de forma����o continuadas, como forma de minimizar a lacuna deixa na forma����o inicial. Conclui ser este, em curto prazo, o caminho poss��vel e vi��vel de dar subs��dios te��ricos e pr��ticos aos professores (as), para que a legisla����o vigente em Portugal e os par��metros curriculares propostos no Brasil sejam cumpridos de forma eficaz e com possibilidade de responder ��s necessidades emergentes e urgentes destes dois pa��ses.

Educação a dist��ncia: um estudo anal��tico das pol��ticas governamentais com foco no projeto da Universidade Aberta do Brasil

The present study at the doctoral level, is in the initial phase of the Program Graduate School of Education UNESP, SP-Araraquara campus. That makes an analysis of government policies in distance education system through the Open University of Brazil (UAB). We present in this moment, the historical background of the creation and expansion of the system of the Open University of Brazil with emphasis on policies of expansion of higher education and also the degree in pedagogy courses offered by the partner universities of the University System in Brazil Open southeast. Among the main objectives of the study is to compare the Brazilian government policies of expansion of higher education with the management and characteristics of undergraduate courses in pedagogy. Partial results indicate a total 51 universities that offer degree courses in pedagogy at UAB system in Brazil, including 12 institutions in the Southeast.