Revista HISTEDBR on line最新文献_第2页

Representações sociais sobre a feminização do magistério na imprensa pernambucana (1885-1915) 伯南布哥出版社教师女性化的社会表现(1885-1915)

Revista HISTEDBR on line Pub Date : 2021-05-03 DOI: 10.20396/RHO.V21I00.8657105

Édla Silva, A. Arantes

{"title":"Representações sociais sobre a feminização do magistério na imprensa pernambucana (1885-1915)","authors":"Édla Silva, A. Arantes","doi":"10.20396/RHO.V21I00.8657105","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8657105","url":null,"abstract":"Considering the teaching activity in Brazil as been initiated by men, and considering the Brazilian teacher profile in basic education as predominantly feminine (INEP, 2009), it is necessary to think about feminization of national mastership and the factors that contributed to this. Therefore, the purpose of this research is to understand the social representation about woman and the female mastership in Pernambuco press in the end of 19th century and beginning of 20th century, considering how those representations could induce the process of mastership feminization. Aiming to understand those representations and their influences, we analyzed newspapers written by women and to women, as well as academic society’s newspapers and the Public Instruction Magazine of Pernambuco, official document of state. We based our research theoretically in cultural history studies, precisely in Roger Chartier (1990). In this perspective, it’s important underscore the significance of working with newspapers to History and Education research, because it does not only portray the society itself, but it takes part on it. While we were analyzing the representations it was possible to see the scarcity of speeches related to woman teacher. In the other hand, it is possible to perceive the importance of woman education as mother of the future men of the nation. We end that positivism contributed to mastership feminization, because it reinforces the man in a position of power. The woman and woman teacher’s education were related to the role of being mother and the supposed feminine sensibility should be directed to do not worry about peddling, providing full development to their students.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128668536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Uma análise de teses e dissertações sobre universidade no Brasil: sentidos, historicidade e contradições 巴西大学论文分析:意义、历史性与矛盾

Revista HISTEDBR on line Pub Date : 2021-05-03 DOI: 10.20396/RHO.V21I00.8664163

Liliana Soares Ferreira, Marcos Britto Corrêa, M. J. Andrighetto

引用次数: 0

Uma estrela vermelha 红星

Revista HISTEDBR on line Pub Date : 2021-05-03 DOI: 10.20396/RHO.V21I00.8657382

Luciane da Silva Vicente

引用次数: 0

A perspectiva curricular a luz da pedagogia histórico-crítica

Revista HISTEDBR on line Pub Date : 2021-05-03 DOI: 10.20396/RHO.V21I00.8660386

Marta Regina Coppe, Adair Angelo Dalarosa

引用次数: 0

construcción de masculinidades en los internados del Colegio Nacional de La Plata (Argentina, 1910-1920) 拉普拉塔国家学院寄宿学校的男子气概建设(阿根廷，1910-1920)

Revista HISTEDBR on line Pub Date : 2020-10-08 DOI: 10.20396/RHO.V20I0.8660839

Pablo Kopelovich

引用次数: 0

municipalização do ensino fundamental em Santa Catarina e os reflexos para as escolas rurais multisseriadas de Concórdia 圣卡塔琳娜小学的市政化及其对concordia多年级农村学校的影响

Revista HISTEDBR on line Pub Date : 2020-10-08 DOI: 10.20396/RHO.V20I0.8657439

S. Zotti, José Luís Sanfelice

{"title":"municipalização do ensino fundamental em Santa Catarina e os reflexos para as escolas rurais multisseriadas de Concórdia","authors":"S. Zotti, José Luís Sanfelice","doi":"10.20396/RHO.V20I0.8657439","DOIUrl":"https://doi.org/10.20396/RHO.V20I0.8657439","url":null,"abstract":"This article discusses the history of multisseradas rural schools in Concordia/SC, in the context of descentralization policies, through the municipalization and nucleotion of education, from 1980.These schools accomplished the goal of schooling/literacy. The research derives from bibliographic and documentary nature. The dialectical historical materialistic conception is the search north in view of the real movement in its entirety, in which the particular is explained in the socioeconomic-political context, dialectically related. We verified that the descentralizing position was made explicit in the State Education Plan/SC (1980/1983) of the Jorge Bornhausen government and reinforced in the Amin Government (1982-1986) with the participatory planning process. The Constitution/1988, the LDBEN/1996 and the creation of FUNDEF/1996 are the milestones of the new decentralizing logic that emphasizes the responsabilities of the municipal, state and federal spheres for education. By means of municipalization, the State of SC transfers to the municipalities the commitment to maintain elementar education. In Concordia, through the 111/91 Agreement, 46 schools are municipalized, being 45 multigrade and the one school group. In 1998, a second stage municipalized 4 rural basic schools which became nuclei to receive students from disabled schools. In short, there is a relationship between the process of municipalization, the deactivation of rural schools and the nucleation, which meet the neoliberal policies of economic rationalization, at both the state and municipal levels, despite of the discourse that this policy would provide the improvement of quality of education.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133336583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mercantilização da educação, escola pública e trabalho educativo 教育商品化、公立学校和教育工作

Revista HISTEDBR on line Pub Date : 2020-10-08 DOI: 10.20396/RHO.V20I0.8657754

A. Martins, Leonardo Docena Pina

引用次数: 2

Entre riquezas e pobrezas: a expansão da escola paulista no contexto da república 在财富与贫穷之间:sao保罗学校在共和国背景下的扩张

Revista HISTEDBR on line Pub Date : 2020-10-08 DOI: 10.20396/RHO.V20I0.8654166

Géssica Priscila Ramos

引用次数: 0

Legislação e educação na América colonial portuguesa 葡萄牙殖民美洲的立法与教育

Revista HISTEDBR on line Pub Date : 2020-10-08 DOI: 10.20396/RHO.V20I0.8657491

Alberto Damasceno, Luane Tomé

引用次数: 0

Trabalho educativo e conhecimento científico 教育工作和科学知识

Revista HISTEDBR on line Pub Date : 2020-10-08 DOI: 10.20396/RHO.V20I0.8660770

V. Ruckstadter, Luiz Antônio de Oliveira, F. M. M. Ruckstadter

{"title":"Trabalho educativo e conhecimento científico","authors":"V. Ruckstadter, Luiz Antônio de Oliveira, F. M. M. Ruckstadter","doi":"10.20396/RHO.V20I0.8660770","DOIUrl":"https://doi.org/10.20396/RHO.V20I0.8660770","url":null,"abstract":"This article is result of debates and reflections gestated in two study groups about the Historical Critical Pedagogy performed in 2019, the year when this important Brazilian educational theory completed 40 years. This text analyses the importance of the scientific knowledge in basic education in conjuction with the teachers work. It starts from two guiding questions: what is the relation between teachers work and the historically accumulated scientific knowledge? What knowledge is needed by the teacher? In order to achieve the objective the text was structured in three moments: 1 – presentation of the context of elaboration of the Historical Critical Pedagogy; 2- Debate about the nature and specificity of the education to this critical theory; 3- analysis of the teacher’s function in conjuction with the scientific knowledge, as well as the necessary knowledge for an emancipatory educational practice. From the discussion, founded in a bibliographic research, it is possible to conclude that the Historical Critical Pedagogy professes the education as a fighting instrument of the working class, instrumentalization of the proletariat in the fight against the process of exploitation and in direction to a greater project of overcoming the capitalist mode of production. From the reality point of view it means to fight for the public school, which, on basic education may be understood as teaching the classical content, defending a quality public school for the working classes and assuming a theoretical and practical positioning based on the historical and dialectical materialism.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130002189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0