Educação e Hegemonia: A Formação de Intelectuais na Itália dos Anos 20, a Organização da Industrialização em São Paulo e a Construção 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 São 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 São 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 São 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.

Segredo, transparência e as perspectivas para a política externa democrática no Brasil

Pós-graduação em Ciências Sociais - FFC

A contemporaneidade da produção do Circo Chiarini no Brasil de 1869-1872

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Danças urbanas no Brasil: relatos de uma história

This research is a short article about urban dances in Brazil, about how did it came and became popular here, and also it will discuss about the different nomenclatures that exists nowadays: street dance, dances from street or urban dances. As a bibliographic reference, a research was made about the history of those dances in an international context, the creators and all the elements that consists the Hip hop culture: Break dance, grafitte, MC and DJ. The research methodology is characterized as a qualitative, it search for information that can be deeply studded, and the method used was history telling, which prize and brings up the man memory of the facts. The interview was also used as a tool in a previously elaborated script with open questions, so the interviewees could answer their own way and talk as much as they need about the issue. The analyze was made using the Bardin (2009) method. The interviewees are very important at the Hip Hop scenario because their lives were dedicated to the research about urban dances and the Hip Hop culture. During the interview they told how they started to dance and that their first contact with urban dances was made by watching movies that came to Brazil in the eighties. Michael Jackson has also contributed to spread this urban dances at that time with his videos. The main goal of this research is to tell the history of the urban dances, how did they got here, who brought it and how it has spread in Brazil. It justify itself during the fact that exists just a few researches in a scientific way that study this issue, thus the history importance that this contents is to the urban dances in Brazil. My conclusion of this article is that the history has many different ways, a lot of names, and that the urban dances in Brazil has began in many different places at the same time, by films influence that has promoted the styles that had came here in the eighties

A função social da escola e a constituição da forma escolar (Brasil/Portugal, 1870-1932)

O artigo analisa aspectos das relações entre a escolarizaçãoe os processos culturais mais amplos, tomando como fontedocumental manuais didáticos produzidos para uso em cursos deformação de professores, que circularam no Brasil e em Portugalno período final do século XIX e no início do século XX. Foramfocalizados elementos passíveis de generalização, entre eles aunidade da forma escolar e as diferentes práticas prescritas aosprofessores, destinadas a enraizar valores e ideais no processoformativo. Foram analisados os seguintes manuais: CursoPractico de Pedagogia, de autoria de Mr. Daligault (1874);Elementos de Pedagogia, de autoria de Jose Maria da GraçaAffreixo e Henrique Freire (1870); e Lições de pedagogia gerale de história da educação, de Alberto Pimentel Filho (1932).

As políticas educacionais do Brasil: a (in)visibilidade da sexualidade e das relações de gênero

The present study, theoretical, aims to talk about educational policies in Brazil, aiming to unveil what they say these policies, the legitimacy and visibility that give coverage of sexuality in schools. Both sexuality and gender relations have gained attention in a Brazilian educational research in the mid-90th century. These policies have been the National Curricular Parameters (PCN). They present the cross-cutting themes: ethics, health, environment, cultural diversity and sexual orientation, which should be integrated into conventional areas of the school said. Another document of this same decade of education is the National Education Plan (PNE), however this encompasses so hidden sexuality and gender relations. In fact, both the new Law of Directives and Bases (LDB), the PNE in these subjects are veiled. An interesting initiative is happening in Brazil is the project Gender and Sexual Diversity (GDE) for the training of professionals in education issues of gender, sexuality and sexual orientation and ethnic-racial relations, is entering the national perspective of implementation public policy of equality and respect for diversity. However, much remains to be done thinking about the effectiveness of public policies that are effective with respect to space and visibility for the treatment of sexuality. We must also articulate the integration of these themes in these policies, strategies to raise awareness of education professionals in order to secure that they are actually implemented.

As Ciências Sociais no Brasil: trajetória, história e institucionalização

A trajetória do pensamento social no Brasil remonta à segunda metade do século XIX e envolve muitas correntes, linhagens e famílias intelectuais que enformam as Ciências Sociais no Brasil. Por isso, há controvérsias quanto à fundação das Ciências Sociais, considerada, de um lado, por meio da trajetória histórica, e, de outro, pela institucionalização do trabalho científico. O debate ganha complexidade quando são considerados os marcos fundadores, as características, o significado e as implicações dessa institucionalização que, longe de esclarecer a questão, cria novos problemas para o entendimento e avaliação do processo. Rediscutir as circunstâncias histórico-sociais e as configurações intelectuais de sua fundação e desenvolvimento, entendemos ser pertinente e necessário, sendo esse o propósito deste artigo.

A educação rural no México como referência para o Brasil

In the 1940’s and 1950’s the Brazilian government implemented various policies towards the development of rural education adopting innovative orientations experienced in other iberoamerican countries. This article covers a study on the circulation and appropriation of education models seeking to apprehend the implications of the comparative operations by questioning the national processes in their interrelationship with much more ample phenomena of internationalization and globalization. The article uses as source of analysis the document entitled “Rural Education in Mexico” elaborated by Manoel Bergstrom Lourenço Filho, in 1951, and later published in a Brazilian Magazine of Pedagogical Studies, in 1952. The article discusses the narrative construction of this report and the comparing operations which Lourenço Filho has undertook presenting the Mexican education as a model.

Provocação para um resgate na construção das relações literárias Brasil/Alemanha

The present article starts from the initial consideration that, in the perspective of the investigations of the Brazil/Germany literary relations, not always the study of the presence of Brazilian literary works in Germany has been receiving sufficient attention in Brazil. Initially, the natural existence of mental paths is signalized. This fact, in a way, guides the general lines of the critical Brazilian thought in the consideration of aspects of the cultural and literary dialog here in question. This consideration favors the movement that goes from Germany to Brazil, which doesn’t give enough space for the study of the opposite movement. Finally, some historical literary elements are presented, which can base deeper studies of the literary relations Brazil/Germany in the sense that here is intended to be rescued, i.e., the one that goes from South America to Europe.

A invenção do filósofo ilustrado: notas arqueogenealógicas sobre o ensino da filosofia no Brasil

Pós-graduação em Educação - FFC

Filosofia da história no direito natural do brasil império

Pós-graduação em História - FCHS

Das ondas do rádio ao papel dos jornais: desenvolvimento da radiodifusão e autonomia política da imprensa no Brasil, 1931-1937

Pós-graduação em História - FCLAS

Relações de Gênero, memória e identidades no Brasil do século XX

Gender relationships focusing on homages to the women of Assis (a town in the center-western region of the state of São Paulo, Brazil) between 1959 and 1994, are discussed. Homages, expressed in monuments, street names, city squares, schools, libraries, Cultural Centers and other places, are based on the activities of women who benefitted the community. They feature lawyers, politicians, journalists, teachers and common citizens that exceeded their personal limitations and conquered a place acknowledged by society (politically invested) so that their names may be inscribed in the city´s public places. However, acknowledgement of female contributions in the construction of the city is not projected at the same pace or speed as that of males who compose the gallery of ‘remembered men’. This fact brings forth the following questions: If the naming of public places were for decades based on gender, what had changed by the end of the 1950s for such a redefinition? What is the true meaning of such homages? Who are these women and what do they represent?