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.

O conceito de ecossistema na produ����o acad��mica brasileira em educação ambiental: constru����o de significados e sentidos

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

Estado da arte sobre sexualidade e educação sexual: estudo anal��tico-descritivo de teses e disserta����es produzidas na Universidade Estadual Paulista

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

A educação sexual no Brasil col��nia prescrita nos Regimentos do Santo Of��cio da Inquisi����o Portuguesa (1552-1774)

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

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

Educação ambiental e as dimens��es local e global apresentadas em teses e disserta����es

N��o dispon��vel

Educação ambiental e pr��ticas pedag��gicas em escolas do ensino b��sico: o que dizem as teses e disserta����es produzidas no estado de S��o Paulo?

N��o dispon��vel

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)