Revista HISTEDBR On-line
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A Revista HISTEDBR On-line do Grupo de Estudos e Pesquisas em “História, Sociedade e Educação no Brasil” – HISTEDBR cuja sede nacional é na Faculdade de Educação/UNICAMP, utiliza a modalidade de publicação contínua objetivando publicar artigos resultantes de estudos e pesquisas científicas que abordam a educação como fenômeno social em sua vinculação com a reflexão histórica. Também compõem o escopo da revista a publicação de resenhas de obras relevantes para os debates na área, sejam elas de autores(as) nacionais ou estrangeiros(as).
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- ItemHistória e práxis: algumas considerações(2000) ALMEIDA, Maria de Lourdes Pinto deScientific knowledge since its origin has been marked by a constant search for rigor in understanding reality. Such rigor aims, above all, at self-control based on validity criteria that, at the same time, aim to give science parameters for its evaluation, also allowing to demarcate its space as such. In this sense, science is always characterized by reference to its other, non-science. The discussion around the statute of history requires some general considerations around the regiment of science in general. An analysis of the development of science shows us its historicity, as its criteria have been transformed, suffering increments according to the vicissitudes. History in its affirmation as a science also presents the effects of historicity. Historicity is characterized as determinations arising from the interaction of elements that make up human reality at a given time.
- ItemA educação musical no contexto da relação entre currículo e sociedade(2000) SAVIANI, DermevalCurriculum is commonly understood as the list of subjects that make up a course or the list of subjects that make up a subject, in which it coincides with the term program. However, within the scope of specialists in this field, the tendency to consider the curriculum as a set of activities (including the physical and human material destined for them) that are carried out with a view to a specific purpose has prevailed. This can be considered the expanded concept of the curriculum, as, as far as the school is concerned, it encompasses all the elements related to it. We could say that, just as the method tries to answer the question: how to achieve a certain objective, the curriculum tries to answer the question: what should be done to reach a certain objective. It concerns, therefore, the content of education and its distribution in the time and space allocated to it.
- Item15 anos do HISTEDBR: histórico e situação atual(2001) SAVIANI, Dermeval; LOMBARDI, José Claudinei
- ItemA Concepção pedagógica de Jorge Benci para os escravizados coloniais(2001) CASEMIRO, Ana Palmira Bittencourt SantosDuring the colonial period, more precisely, at the beginning of the 18th century, despite the existence of some instruction manuals for the evangelization of blacks, one cannot speak of a pedagogical concept’ for the enslaved blacks. In this case, what appeared, at first sight, was a tangle of conceptions, where pedagogical aspects, economic justifications and religious concerns were closely linked to each other, making it difficult to understand the question that is now posed.
- ItemA era das cadeiras isoladas: o ensino primário e os conteúdos voltados para as atividades agro-pastoris na Paraíba(2001) PINHEIRO, Antonio Carlos FerreiraThe State of Paraíba has always had the primary sector, that is, agriculture and livestock as its main base of economic support. Works such as Blondel (1957), Almeida (1978), Octávio (1978, 1983, 1988, 1994), Almeida (1980), Trigueiro (1982), Galliza (1993), Lewin (1993), Gurjão (1994), Medeiros and Sá (1999), Fernandes and Amorim (1999) are examples among those who carried out studies on the political and social economic organization of the State. In all of these we can see the importance of the primary sector, in a way until today, for the economic maintenance of the State.
- ItemO Iluminismo de Kant e o Positivismo de Durkheim em relação à Educação(2001) ANDREOTTI, Azilde L.Based on some of Kant's ideas about the role of education, in the book "On Pedagogy", I examine how in the 19th century, Émile Durkheim (1858-1917) resumes, within positivism, the role of education for the consolidation of the State bourgeois. The book "About Pedagogy" is composed of lecture notes given by Kant and was published after his death. In these texts, a German Illuminist, Kant developed some concepts of reason, freedom, discipline and individual autonomy. Analyzing the author in the light of the moment and context in which he wrote these notes, we identify him with the ideals of the European bourgeoisie of the 18th century. Kant's work, mainly "Critique of Pure Reason", places him as the philosopher who tries to make a synthesis between empiricism (senses) and rationalism (reason), issues that were already present in the 17th century. The Enlightenment, of which Kant is one of the expressive philosophers, meant a rationalist project that questioned the religious foundations of the feudal world, making the issue of faith secondary and changing the medieval perspective. Representative of the wishes of the bourgeoisie, the Enlightenment proposes a new way of apprehending reality, based on the individual's reason and autonomy.
- ItemHistória da educação e política educacional(2001) SAVIANI, DermevalAt the opening of this I Brazilian Congress on the History of Education, I would like, as a preliminary, to welcome everyone present. To Prof. Dr. Afonso Carlos Marques dos Santos, coordinator of the Science and Culture Forum and, on his behalf, to UFRJ, I am grateful for the welcome that made our Congress possible here in Rio de Janeiro. To Prof. Antonio Viñao Frago, special guest to deliver the opening lecture of our congress, on behalf of whom I salute the colleagues of the Spanish Society for the History of Education, my thanks for accepting our invitation. I also extend this greeting to the members of the History of Education Section of the Portuguese Society of Educational Sciences, with a special reference to António Nóvoa, President of the Board of ISCHE, that is, the International Society for the History of Education. On behalf of Prof. Mariano Narodowski, president of the Argentine Society for the History of Education, I would like to greet all my colleagues in Latin America, in particular the representatives of the Societies for the History of Education in neighboring countries. I also greet the exhibitors at the Round Tables who have helpfully agreed to the SBHE's invitation. A very special thanks to the SUDESTE regional board and the Organizing Committee that in a short period of time and in a particularly unfavorable situation due to the prolonged strike that hit public universities, overcame all obstacles making this our first congress a reality. Finally, I thank all the participants of this scientific meeting to whom we owe the strength of our Society, which acquires visibility in this already memorable first Brazilian Congress on the History of Education.
- ItemOs homens de negócio e a política educacional do MEC(2001) FRIGOTTO, Gaudêncio
- Item15 anos de HISTEDBR(2001) ALVES, Gilberto Luiz
- ItemO Instituto de Educação da Universidade de São Paulo: o encerramento de uma experiência de formação docente nos anos 30(2001) EVANGELISTA, OlindaThis text aims to expose the historical recovery of the reasons that led Federal Interventor Ademar de Barros, in collusion with the Catholic Church, to close the first national experience of teacher training at the university level. Started in 1934, in the interior of the University of São Paulo, it was violently ended in 1938, simultaneously with the closure of the University of the Federal District. The working method favored the study of documentation related to the event, as well as the review of existing literature on the subject. With this historical material, it was possible to reconstruct the arguments used by the Government of Aademar de Barros to justify its arbitrariness. Furthermore, it was possible to apprehend this episode as part of the Getulista State's initiatives to affirm its own model of teacher education, configured in the National Faculty of Philosophy in 1940.
- ItemA sociedade do conhecimento no conhecimento dos educadores(2001) NAGEL, Lizia Helena
- ItemPra que Diabo Filosofar? ( papo filosófico a favor de uma filosofiativa )(2001) NUNES, Ruben G.Natal, RN, corner of Brazil. Ponta Negra beach, stretching in a languid curve facing the Atlantic. The sexiest beach in this friend's northeast. On the outskirts, advancing towards the sea, the unmistakable Morro do Careca, sparse vegetation, pale green, against the blue green of the sea. And, from above, like an open wagon waiting for life, that huge rip made of dune sand, spilling down the slope, until it found the beach and the lapping of the lapping waves. I narrowed my eyes. Strong sun. I focused the coming-to-be phenomenon in my look. The phenomenon had a paper-white color and walked beside a very thin brunette, long hair flying, wide hips, very short bikini. The contrast in color, shape, lightness and content, between them, drew attention. The phenomenon was a more tall figure. It passed by spreading colors. He wore sunglasses with large green frames, red shorts down to the shins, intense yellow sports shirt, semi-rolled long sleeve, multicolored cap, back-turned brim holding his blond hair, brown sneakers in his left hand, a yellow towel and a camera hanging on the shoulder. Complete tourist-beach kit. All very practical and not subtle. An American tourist in Ponta Negra, it could only be. A pragmatic or neopragmatic Yankee, no doubt. Rorty or not Rorty? That’s the unreally question. Passing firm, hard body, heavy, haughty, a certain pride. The pride of the dollar. A strange figure, all dressed up in that sun, on that beach of almost naked people. He conveyed in his step, movement, gestures and pendants an invasive, managerial, mechanical objectivity, without human warmth. Objectivity without a subject. But endowed with a strong authoritarian presence – which leads to a fearful respect for simple people. An anomaly, an odd, weird, unsubject being, an arogasboga, as they say around here, in this welcoming northeast. Where's the guy?
- ItemSeminário: do Presentismo ao Hipercriticismo(2001) CLARK, Jorge Wilson; NASCIMENTO, Maria Isabel Moura; BONATO, Nailda Marinho da CostaTo talk about Presentism and Hypercriticism, we have to talk about Historicism and Relativism, bringing with it a discussion that goes through the scientificity or not of history. For Michel Löwy (1985) Historicism appears above all in Germany at the end of the century. XVIII and beginning of XIX. This aimed to legitimize the economic, social and political institutions existing in Germany, in Prussia (...). If on the one hand this conservative historicism condemns revolutions and especially the French Revolution, on the other it also condemns nascent capitalism, which is in opposition to these institutions. (p.70).
- ItemEducação no Brasil: concepção e desafios para o século XXI(2001) SAVIANI, DermevalThe problem of conceptions of education can be approached in different ways. A possible approach is based on philosophy, identifying, consequently, the main conceptions of education expressed in the great trends that have manifested themselves throughout history. In this line of analysis, we could arrive at the different conceptions of philosophy of education also considering the philosophical currents articulated to them. Another way of approaching it would be to take into account the properly pedagogical aspect, which would lead us to identify the main pedagogical currents such as Escolanovismo, non-directivism, constructivism, behaviorism, etc. Another way would be to consider education from the social function performed in different societies over time. In this case, education would be conceived as a process of inculturation or acculturation of new generations in the traditions and customs characteristic of a specific social formation. In this context, as pointed out by Durkheim, the roles of homogenization and differentiation required of its members by society would emerge. However, for the purposes of this exhibition within the scope of this National Conference on Education, Culture and Sport, I will not follow any of the paths mentioned above. I will try to stick to the objectives of this event, which, inspired by Anísio Teixeira and intending to be predominantly propositional, invites us to seek concrete alternatives, especially in the scope of legislation, in order to outline, as clearly as possible, the design and the resulting measures required to face the challenges facing Brazilian education at the threshold of the 21st century.
- ItemContribuição ao debate acerca da utilizaçãodo materialismo histórico e dialético como referencial teórico na pesquisa histórico-educacional(2002) COLARES, Anselmo Alencar; BEZERRA NETO, LuizInitially, we considered it necessary to present, in general lines, the constitutive elements of historical and dialectical materialism, and then to point out the importance and relevance of this methodological perspective of analysis, especially in research in the History of Education. This means to say, effectively, that we assume a position that goes against the current of those who, dragged by the winds of post-modernity, believe that all references based on the rationalist Enlightenment paradigm established with the advent of modernity are outdated.
- ItemHistória de instituições escolares: apontamentos Preliminares(2002) SANFELICE, José Luís
- ItemSobre a função educadora da imprensa e história da educação(2002) ARAÚJO, José Carlos SouzaThere are many angles through which the approach to the press passes: as a historical construction whose trajectory dates from the mid-fifteenth century until today; from the sociological angle, there are many themes that can be explored, such as the discussion linked to the mass media; as literature, whose approach privileges literary-journalistic genres; as a source of historical studies its participation is also significant, although there are those who view it with suspicion; the economic angle is also present insofar as we constitute the press as a company; it is also the case of the political approach that the press also allows us to glimpse in its relations with power.
- ItemA Importância de Marx para a Educação(2002) GHIRALDELLI JR., PauloWhen Marx intervened in workers' organizations in the 19th century, he did so not only to talk about strategies of revolution or the like; he did it, in large part, to redescribe certain words and notions that seemed to have lost their force.
- ItemA educação em Riqueza das Nações de Adam Smith: uma introdução(2002) MORAES, José Damiro deAdam Smith (1723 – 1790) was born in Kirkcaldy, Fifeshire, Scotland, to an upper-class family. As a man of his time, Smith's work, “The Wealth of Nations” (the first edition dates from 1776), was impregnated by the philosophical conceptions present in England at the time, being considered as a product of the development of capitalism. The eighteenth century was marked by the advance of the forces of production that began to be characterized by mass production. This revolution in the means of production had England as its privileged location. The capitalist era entered as an overcoming of the feudal accumulation system. However, it did not happen homogeneously across Europe, some States advanced more than others, such as England, which had as its fulcrum the bourgeois revolutions that occurred in the previous century. From 1730 onwards and, mainly, from 1760 onwards, manufacturing was being replaced by new inventions that allowed the multiplication of the productivity of human labor. These advances brought new relationships in economic and social structures.