A inf��ncia brasileira e a história das ideias pedag��gicas: rastros e tra��os de uma constru����o social do ser crian��a

O item n��o apresenta o texto completo, para aquisi����o do livro na ��ntegra voc�� poder�� acessar a Editora da UFSCar por meio do link: www.editora.ufscar.br

O s��culo XX: o s��culo das crian��as, das mulheres, da t��cnica e da democratiza����o da Educação

Quatro caracter��sticas marcam a educação no s��culo XX: a consolida����o da id��ia de uma escola p��blica e laica, a escola sendo colocada no centro da vida social, os novos protagonistas que fazem toda a diferen��a na educação do s��culo XX: a mulher e a crian��a e os debates pedag��gicos. Na primeira metade do s��culo XX deve-se destacar o estudioso John Dewey que prop��e o ���aprender fazendo���, ou seja, a partir de uma cr��tica em torno da escola tradicional ele sugere que a escola n��o deve interferir no ativismo da crian��a visto que esse �� parte dela. Para esse autor a experi��ncia deve estar na base de todo o conhecimento. Esse pensamento de Dewey percorre toda a metade do s��culo XX e s�� ter�� um decl��nio a partir dos anos 60 quando come��a a haver uma cr��tica a esses m��todos ativistas. A segunda metade do s��culo XX se caracteriza por uma forte efervesc��ncia pol��tica, social e cultural. Pode-se ressaltar, nesse momento, a elabora����o do m��todo Paulo Freire.

A educação na Antiguidade

A videoaula aborda a educação na Antiguidade, com foco nas civiliza����es grega e eg��pcia.

O Estado burgu��s e a educação

A videoaula aborda a educação durante o per��odo da ascens��o da classe burguesa, enfatizando as contribui����es sociais da mesma, como a universalidade, estatalidade, gratuidade e laicidade.

A educação da mulher norte-riograndense segundo J��lia Medeiros (1920-1930)

This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Mo��as (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity

De Escola Normal de Natal a Instituto de Educação de Presidente a Kennedy (1950−1965): configura����es, limites e possibilidades da forma����o docente

La recherche ci-pr��sent��e consiste dans une narrative historique problematis��e par rapport �� la trajectoire de l ��cole Normale de Natal. Dans ce parcours, nous distingons sa transformation en Institut d ��ducation Pr��sident Kennedy, en envisageant la p��riode de 1950 jusqu �� 1965. L investigation a ��t�� proc��d��e ayant pour base les principes de l histoire des institutions ��ducatives, on a pris deux cat��gories d analyse historique : la culture scolaire, utile �� la compr��hension des pratiques ��ducatives developp��es dans l institution d enseignement ; et celle de genre, l ��cole Normale de Natal/Institut d ��ducation pour avoir ��t�� fr��quent��s principalement par des femmes qui voulaient travailler dans l enseignement primaire ; alors, une place de genre. Dans cette perspective, nous estimons sa multiplicit�� d acteurs et de leurs pratiques dans l institution. Nous mettons en ��vidence sa cr��ation et les cycles de son d��veloppement (mat��rialis��s dans les plusieurs configurations), en les reliant aux faits locaux et nationaux. Nous distingons les conflits tout le long des ann��es en ce qui concerne l inexistence de l espace physique pour le fonctionnement ad��quat de l ��cole, et les changements du savoir apport�� moyennant la renovation du programme d enseigement et de la pratique p��dagogique. Ainsi, de la tradictionnelle ��cole Normale de Natal �� l Institut d ��ducation Pr��sident Kennedy, cette institution ��ducative a gard��, dans son identit��, le caracter de mod��le et d innovation, quand elle a pu assimiler les changements didactico- p��dagogique qui avaient eu lieu dans le sc��nario national se transformant en un centre de r��f��rence pour la formation des professeurs, particuli��rement des femmes, en diff��rentes ��poques dans l enseignement potiguar. L ��cole Normale de Natal s est constitu��e surtout en un ��tablissement pour la conqu��te, un chemin pour l ��largissement de l univers du r��le de ces femmes qui se d��placent de la sph��re de l enseignement priv�� pour acc��der au domaine de l enseignement publique, acqu��rant ainsi un travail r��mun��r��

Sociedade, mulher e educação nos romances de Graciliano Ramos

This paper, Society, woman and education in Graciliano Ramos' novels, is a study object from the history of woman's education in the 1930 s, it is shown as a reading of woman's representation and the configuration of the Brazilian society in that period. S��o Bernardo, Angustia and Vidas Secas written by Graciliano Ramos (1892-1953) from Alagoas, are used here as sources associated with the reading of the Constitutions, of the Civil Code and of some presidential messages of that decade, also with the texts produced by other scholars that present some relationship within the thematic of this approach. The representation concepts and the configuration are essential for the production of this text. I run over to the configuration concept given by Chartier (1988, p.21) a definition to representation that can be understood as a relationship between a present image and an absent object that having the value of this because it is hamonized with it. I fall back upon the configuration concept given by Elias (1969) that understands it as been a social group performed by an interdependent network that occurs within individuals as a whole joined by any reason. The totality of each individual actions with each other, permeated by tension points and balance, is what characterizes each configuration; it can be a teachers and students meeting in a classroom or a friends' encounter in the bar table, for instance. The attempt of understanding woman's representation, being educated or not, the hole attributed to her in society according to her instruction degree and the way that same society saw this woman guided me through categories that were defined throughout the successive readings: gender, civil status, education, language domain, sexuality, marriage, family, ideal woman. I accomplish this reading that was possible to do - with the pretension of not having lost the relationship between history and literature nor forgotten each one peculiarities

Palmyra Wanderley e a educação da mulher no cen��rio Norte-rio-grandense (1914 -1920)

The present work has the intention to analyze the contribution of the writer and journalist Palmyra Guimar��es Wanderley to the education, throughout her writings in the period between 1914 to 1920. I search through her journalist writings produced in the feminine magazine Via L��ctea (1914-1915) her idealization, and as in the newspaper A Rep��blica e Di��rio de Natal, in the decade of 1920 establishing relationships with education, mostly because of her production in the pages of the paper articles regarding feminine education and women condition. At the same time I sketch the biographic profile of Palmyra Wanderley relating her to the historical moment that she lived. To achieve the proposed goals I begin with a documental research within the available archives and use other sources like pictures and interviews with her relatives. The results of the research show that the worry of Palmira Wanderley with the education in our state, goes beyond her published writings in magazines and newspapers. She has been ahead of Escola de Com��rcio Feminino and Alian��a Feminina, she has also done a conference in the House of the Young Single Ladies' Protection (Casa de Prote����o ��s Mo��as Solteiras), institution of the Alian��a s responsibility that offered shelter, food, formal and religious education to the workers of the Fabric Factory of Natal (F��brica Tecidos de Natal). Her involvement evidences her contribution to the historiography of the education in Rio Grande do Norte, specially the history of women education ensuring her presence in the day by day history

Cinema e educação :interfaces, conceitos e pr��ticas docentes

This project goes beyond the interfacial field of cinema, History and education. We take as our object the epistemological potential of the cinema at the educational scenario, specifically the use of films integrated to the practices of History teachers and educative processes in which we have taken part as a builder. Our objective is to map, initially, the knowledge around this use to search a synthesis and its empirical application. From the methodological point of view, we have made use of different perspectives: (a) interviews with the educator subjects; (b) observation of their practices and formative circumstances; (c) filmic analysis and the relation of the cinema s epistemology with the other areas ones (initially History and further Journalism). Our analysis allowed us to portrait the film such as an epistemological-troubling category, what makes the cinema rather a builder technology and not simply a complementary and illustrative technological resource. Therefore, we have realized that the restriction to the cinema s educational function is linked to the restrictions to the theoretical categories to an only interfacial aspect: historical film as a film which portraits the past (at the historical field) and film on journalism as a film which approaches a single object of Journalism (at the journalistic field). These discussions happen, consequently, at the arena of the nature of cinema s genres (fiction and documentary), which are understood in a na��ve way, simpler than its epistemological possibilities, boosted at this research when we analyze the confluence between fiction and reality. The reflections on educative practices and in formation related to the cinema had occurred in three empirical realities: research with professors in performance, practices docent s and accompaniment of students of history. Have to do with our personal career as a teacher and researcher and, when analyzed other practices, have become, unavoidably, the subject and object of this project

A Perspectiva da Educação Higienista no Jornal das Mo��as (1926)

O estudo que ora se apresenta, examina a forma����o e apari����o do discurso da educação higienista no Jornal das Mo��as, em 1926, ano de cria����o do peri��dico, na cidade de Caic��. Para tanto, partimos da hip��tese de que ele se constituiu em um privilegiado ve��culo para a interven����o educativa da sociedade caicoense, no per��odo inicial do Regime Republicano, reconhecido pelas intensas movimenta����es sociais. Para a execu����o do proposto, optou-se pela base te��rica estabelecida pelo paradigma historiogr��fico instaurado pela Escola dos Annales, que permitiu a conjuga����o entre os pressupostos conceituais de Norbert Elias, Roger Chartier e Michel Foucault, com vistas a abranger um estudo da configura����o social em que se formou a pr��tica discursiva disposta no jornal em estudo, tendo como linha investigativa as proposi����es da história cultural. Quanto �� compreens��o e tratamento metodol��gico do discurso, contido como pr��tica materialmente constru��da, aderiu-se ao enfoque anal��tico apresentado nas postula����es foucaultianas, nas quais s��o considerados os conjuntos das forma����es enunciativas, esparsas em fontes e documentos que, coligidas, formam grupos de enunciados pertinentes �� descri����o de um mesmo objeto. A principal fonte de pesquisa foi a cole����o dos n��meros do Jornal das Mo��as, editados, apenas, em 1926, parte dela composta por pe��as documentais originais, a que tivemos acesso nos locais de pesquisa durante o esfor��o investigativo, como o Acervo da Biblioteca Central Zila Mamede, o Laborat��rio de Documenta����o Hist��rica do Centro de Ensino Superior do Serid��, da Universidade Federal do Rio Grande do Norte. Desse modo, constatou-se que a pr��tica discursiva que se examinou, na constitui����o desta disserta����o, foi um meio para a compreens��o das representa����es advindas do momento hist��rico e social das primeiras d��cadas do s��culo XX, quando se tornam evidentes as articula����es discursivas de uma pr��tica pedag��gica como dispositivos higienistas