História da formação de professores

Tomando por base trabalhos historiográficos produzidos sobre a Escola Normal em diversos estados brasileiros, o presente trabalho procura recuperar a história percorrida por essa instituição, da perspectiva da ação do Estado, ou seja, da política educacional por ele desenvolvida. Nascidas no século XIX ao nível de modestas escolas primárias e centradas sobretudo no conteúdo a ser ensinado, as escolas normais foram aos poucos incorporando um conteúdo didático-pedagógico. O ideário escolanovista as marcaria definitivamente, deslocando a ênfase de seu currículo para as denominadas ciências da educação. O artigo aborda questões relativas a: consolidação e expansão das escolas normais como instituições formadoras do magistério para a escola primária, evolução de sua organização geral e curricular, definida, a partir dos anos 30, em nível médio, até as mudanças introduzidas pela Lei 9.394/96, que elevou a formação do professor das séries iniciais ao nível superior.

O pensamento educacional de Célestin Freinet e suas aproximações aos ideais do movimento da escola nova

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reinações na Jecatatuásia: aspectos estético-sociológicos da arte segundo Monteiro Lobato

Pós-graduação em Letras - FCLAS

Uma biblioteca para a formação de professores: a biblioteca Joaquim Nabuco do Instituto Coração de Jesus, Santo André - SP (1959-1974)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel do diretor na administração escolar: ontem e hoje

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Anísio Teixeira e a Psicologia: o valor da mensuração

This article analyzes the ideas and the work of Anísio Teixeira in the 1920s and 1930s, focusing on his views about the value of measurement for educational reform in Brazil. Considering that the thinking and practices of Teixeira should be understood in the context in which it was developed, the study presents the history of the presence of psychological knowledge in education, with special attention to the entrance of the Psychometrics in the New School movement. The paper concludes that, by defending the use of measurement, Teixeira has remained true to the goal of the New School that required to diagnoses scientifically the school universe, which was necessary to respond to the growing demand for schooling and the educational disabilities of the Brazilian educational institutions.

Educação, verdade e valor: diálogo com Nietzsche

This article shows some reflections on the dilemmas of contemporary education, especially those that go without a horizon of truth and value, that are foundation and justification for the setting up of the modern school. Such reflections are grounded in the texts of Friedrich Nietzsche to discuss the dissolution of metaphysics, regarded here as an element of destabilization of the symbolic repertoire of the school. It is suggested at the end, the recovery of the interpretive act as an alternative to the emptying of the concepts of truth and value and recognition of dialogue as a privileged place to get closer to temporary and circumstantial truth.

A formação do cidadão moderno: a seleção cultural para a escola primária nos manuais de Pedagogia (Brasil e Portugal, 1870–1920)

This article seeks to understand the production of the modern school in Brazil and Portugal at the turn of the 20th century. The analysis falls on the pedagogical knowledge constituted around school programs disseminated in pedagogical manuals at the Normal Schools in Brazil and Portugal. The study uses three teacher training manuals as source of information: Curso pratico de pedagogia destinado aos alunos-mestres das escholas normaes primarias e aos instituidores em exercício (1874), by Mr. Daligault; Elementos de Pedagogia para servirem de guia aos candidatos ao magistério primário (1870), by José Maria da Graça Affreixo and Henrique Freire; and Lições de metodologia (1920), by Bernardino da Fonseca Lage.

Beeinflusst Stereotype Threat die Leseleistung von Jungen?

Ein durchgängiger Befund internationaler Schulleistungsvergleichsstudien bezieht sich auf die niedrigere Lesekompetenz von Jungen im Vergleich zu Mädchen (OECD, 2010). Ziel der vorliegenden Arbeit war, zu prüfen, welchen Einfluss negative Stereotype – im Sinne der Stereotype Threat-Theorie (Steele & Aronson, 1995) – auf die Leseleistung von Jungen haben. Basierend auf Befunden aus der Lese- und Stereotype Threat-Forschung wurde ein Mediator-Moderator-Modell des Stereotype Threat-Effekts (vgl. Schmader, Johns & Forbes, 2008) auf die Leseleistung von Jungen abgeleitet und überprüft. Um diese Fragestellungen zu beantworten, wurden zwei quasiexperimentelle Untersuchungen mit Schülern achter und neunter Klassen durchgeführt. An der ersten Untersuchung nahmen insgesamt 167 Schüler (n = 69 Jungen, n = 98 Mädchen) zweier Gymnasien in privater Trägerschaft teil. Um die Fragestellungen an einer weniger selektiven Stichprobe untersuchen zu können, erfolgte eine zweite Untersuchung mit Schülern (N = 441) öffentlicher Schulen und verschiedener Schulformen, wobei der Fokus ausschließlich auf den männlichen Schülern (n = 188 Jungen; n = 122 Gymnasiasten, n = 66 Realschüler plus) lag. Für beide Experimente kann zusammenfassend festgehalten werden, dass sich, entgegen der Erwartungen, kein leistungsmindernder Stereotype Threat-Effekt auf die Leseleistung von Jungen zeigte. Ferner konnten keine signifikante Mediatoren und Moderatoren eines leistungsmindernden Stereotype Threat-Effekts auf die Leseleistung von Jungen identifiziert werden. Ziel zukünftiger Forschung muss sein, den Einfluss negativer Stereotype auf die Leistungen männlicher Probanden im Sinne von Mitgliedern dominanter Gruppen zu untersuchen. Besonderes Augenmerk sollte auf die stereotypisierte Fähigkeitsdomäne gelegt werden. Weiterhin ist wichtig, der Frage nach zugrunde liegenden Prozessen und Voraussetzungen für das Erleben von Stereotype Threat nachzugehen. Studien weisen darauf hin, dass unterschiedlich stigmatisierte Gruppen unterschiedlich auf Stereotype Threat reagieren. Daher sollte der Fokus zukünftiger Forschung darauf liegen, die Prozesse und Voraussetzungen näher zu untersuchen, die für Mitglieder sonst positiv stereotypisierter Gruppen in solchen Situationen zum Tragen kommen.

Human-modified ecosystems and future evolution

Our global impact is finally receiving the scientific attention it deserves. The outcome will largely determine the future course of evolution. Human-modified ecosystems are shaped by our activities and their side effects. They share a common set of traits including simplified food webs, landscape homogenization, and high nutrient and energy inputs. Ecosystem simplification is the ecological hallmark of humanity and the reason for our evolutionary success. However, the side effects of our profligacy and poor resource practices are now so pervasive as to threaten our future no less than that of biological diversity itself. This article looks at human impact on ecosystems and the consequences for evolution. It concludes that future evolution will be shaped by our awareness of the global threats, our willingness to take action, and our ability to do so. Our ability is presently hampered by several factors, including the poor state of ecosystem and planetary knowledge, ignorance of human impact, lack of guidelines for sustainability, and a paucity of good policies, practices, and incentives for adopting those guidelines in daily life. Conservation philosophy, science, and practice must be framed against the reality of human-dominated ecosystems, rather than the separation of humanity and nature underlying the modern conservation movement. The steps scientists can take to imbed science in conservation and conservation in the societal process affecting the future of ecosystems and human well-being are discussed.

The modern movement architecture of four South African cities

South Africa's modern architecture is not confined to the cities, but the ideas of the movement were mostly disseminated by architects and academics in Johannesburg, Pretoria, Durban and Cape Town, its four major urban centres. The lay out of significant areas of each city was also influenced by international modernist plans. In outlining the achievements and innovative designs of architects in these cities between the 1930s and 1970s, this article draws a picture of the importance of modernism in South African urban space, and of its diversity. It also draws attention to the political nature of the South African landscape and space, where modernist design was used for racial purposes, and to past and present conservation ideologies. The second part of the article concerns the conservation of modern buildings in these centres; it quotes bibliographies and lists the registers, those existing or under construction. It concludes with an overview of the conservation legislation in place and the challenges of conservation in a context of changing cultural values.

The relationship between fundamental movement skills and self-reported physical activity during Finnish junior high school

Background: Previous studies have shown that fundamental movement skills (FMS) and physical activity are related. Specifically, earlier studies have demonstrated that the ability to perform a variety of FMS increases the likelihood of children participating in a range of physical activities throughout their lives. To date, however, there have not been studies focused on the development of, or the relationship between, these variables through junior high school (that is, between the ages of 13 and 15). Such studies might provide important insights into the relationships between FMS and physical activity during adolescence, and suggest ways to design more effective physical education programmes for adolescents. Purpose: The main purposes of the study are: (1) to investigate the development of the students' self-reported physical activity and FMS from Grade 7 to Grade 9, (2) to analyse the associations among the students' FMS and self-reported physical activity through junior high school, (3) to analyse whether there are gender differences in research tasks one and/or two. Participants and setting: The participants in the study were 152 Finnish students, aged 13 and enrolled in Grade 7 at the commencement of the study. The sample included 66 girls and 86 boys who were drawn from three junior high schools in Middle Finland. Research design and data collection: Both the FMS tests and questionnaires pertaining to self-reported physical activity were completed annually during a 3 year period: in August (when the participants were in Grade 7), January (Grade 8), and in May (Grade 9). Data analysis: Repeated measures multivariate analysis of variances (MANOVAs) were used to analyse the interaction between gender and time (three measurement points) in FMS test sumscores and self-reported physical activity scores. The relationships between self-reported physical activity scores and fundamental movement skill sumscores through junior high school were analysed using Structural Equation Modelling (SEM) with LISREL 8.80 software. Findings: The MANOVA for self-reported physical activity demonstrated that both genders' physical activity decreased through junior high school. The MANOVA for the FMS revealed that the boys' FMS sumscore increased whereas the girls' skills decreased through junior high school. The SEM and squared multiple correlations revealed FMS in Grades 7 and 8 as well as physical activity in Grade 9 explained FMS in Grade 9. The portion of prediction was 69% for the girls and 55% for the boys. Additionally, physical activity measured in Grade 7 and FMS measured in Grade 9 explained physical activity in Grade 9. The portion of prediction was 12% for the girls and 29% for the boys. In the boys' group, three additional paths were found; FMS in Grade 7 explained physical activity in Grade 9, physical activity in Grade 7 explained FMS in Grade 8, and physical activity in Grade 7 explained physical activity in Grade 8. Conclusions: The study suggests that supporting and encouraging FMS and physical activity are co-related and when considering combined scores there is a greater likelihood of healthy lifelong outcomes. Therefore, the conclusion can be drawn that FMS curriculum in school-based PE is a plausible way to ensure good lifelong outcomes. Earlier studies support that school physical education plays an important role in developing students FMS and is in a position to thwart the typical decline of physical activity in adolescence. These concepts are particularly important for adolescent girls as this group reflects the greatest decline in physical activity during the adolescent period.

Accelerometer-based fetal movement detection

Monitoring fetal wellbeing is a compelling problem in modern obstetrics. Clinicians have become increasingly aware of the link between fetal activity (movement), well-being, and later developmental outcome. We have recently developed an ambulatory accelerometer-based fetal activity monitor (AFAM) to record 24-hour fetal movement. Using this system, we aim at developing signal processing methods to automatically detect and quantitatively characterize fetal movements. The first step in this direction is to test the performance of the accelerometer in detecting fetal movement against real-time ultrasound imaging (taken as the gold standard). This paper reports first results of this performance analysis.

Visual demands in modern Australian primary school classrooms

BACKGROUND The visual demands of modern classrooms are poorly understood yet are relevant in determining the levels of visual function required to perform optimally within this environment. METHODS Thirty-three Year 5 and 6 classrooms from eight south-east Queensland schools were included. Classroom activities undertaken during a full school day (9 am to 3 pm) were observed and a range of measurements recorded, including classroom environment (physical dimensions, illumination levels), text size and contrast of learning materials, habitual working distances (distance and estimated for near) and time spent performing various classroom tasks. These measures were used to calculate demand-related minimum criteria for distance and near visual acuity, contrast and sustained use of accommodation and vergence. RESULTS The visual acuity demands for distance and near were 0.33 ± 0.13 and 0.72 ± 0.09 logMAR, respectively (using habitual viewing distances and smallest target sizes) or 0.33 ± 0.09 logMAR assuming a 2.5 times acuity reserve for sustained near tasks. The mean contrast levels of learning materials at distance and near were greater than 70 per cent. Near tasks (47 per cent) dominated the academic tasks performed in the classroom followed by distance (29 per cent), distance to near (15 per cent) and computer-based (nine per cent). On average, children engaged in continuous near fixation for 23 ± 5 minutes at a time and during distance-near tasks performed fixation changes 10 ± 1 times per minute. The mean estimated habitual near working distance was 23 ± 1 cm (4.38 ± 0.24 D accommodative demand) and the vergence demand was 0.86 ± 0.07Δ at distance and 21.94 ± 1.09Δ at near assuming an average pupillary distance of 56 mm. CONCLUSIONS Relatively high levels of visual acuity, contrast demand and sustained accommodative-convergence responses are required to meet the requirements of modern classroom environments. These findings provide an evidence base to inform prescribing guidelines and develop paediatric vision screening protocols and referral criteria.

The corporate social responsibility movement and law's empire: Is there a conflict?

At the heart of corporate governance and social responsibility discourse is recognition of the fact that the modern corporation is primarily governed by the profit maximisation imperative coupled with moral and ethical concerns that such a limited imperative drives the actions of large and wealthy corporations which have the ability to act in influential and significant ways, shaping how our social world is experienced. The actions of the corporation and its management will have a wide sphere of impact over all of its stakeholders whether these are employees, shareholders, consumers or the community in which the corporation is located. As globalisation has become central to the way we think it is also clear that ‘community’ has an ever expanding meaning which may include workers and communities living very far away from Corporate HQ. In recent years academic commentators have become increasingly concerned about the emphasis on what can be called short-term profit maximisation and the perception that this extremist interpretation of the profit imperative results in morally and ethically unacceptable outcomes.1 Hence demands for more corporate social responsibility. Following Cadbury’s2 classification of corporate social responsibility into three distinct areas, this paper will argue that once the legally regulated tier is left aside corporate responsibility can become so nebulous as to be relatively meaningless. The argument is not that corporations should not be required to act in socially responsible ways but that unless supported by regulation, which either demands high standards, or at the very least incentivises the attainment of such standards such initiatives are doomed to failure. The paper will illustrate by reference to various chosen cases that law’s discourse has already signposted ways to consider and resolve corporate governance problems in the broader social responsibility context.3 It will also illustrate how corporate responsibility can and must be supported by legal measures. Secondly, this paper will consider the potential conflict between an emphasis on corporate social responsibility and the regulatory approach.4 Finally, this paper will place the current interest in corporate social responsibility within the broader debate on the relationship between law and non-legally enforceable norms and will present some reflections on the norm debate arising from this consideration of the CSR movement.