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Piccolo Mondo by Fanny Romagnoli and Silvia Albertoni: a study on production, circulation, materiality and content (1901-1938) 《世界短笛》范妮·罗马诺里和西尔维娅·阿尔贝托尼:生产、流通、物质和内容研究(1901-1938)

Educar em Revista Pub Date : 2023-01-01 DOI: 10.1590/1984-0411.87258-t

Claudia Panizzolo

{"title":"Piccolo Mondo by Fanny Romagnoli and Silvia Albertoni: a study on production, circulation, materiality and content (1901-1938)","authors":"Claudia Panizzolo","doi":"10.1590/1984-0411.87258-t","DOIUrl":"https://doi.org/10.1590/1984-0411.87258-t","url":null,"abstract":"ABSTRACT Between the last two decades of the 19th century and the first three of the 20th, it is possible to find signs of distribution and circulation of Italian books among immigrants and their descendants. This article aims to understand the production and circulation of reading books by Fanny Romagnoli and Silvia Albertoni, authors of Piccolo Mondo, approved to be adopted in elementary schools on the Peninsula and in Italian schools in Brazil at the beginning of the 20th century, and then analyze one of the volumes, the Sillabario, intended for first-class use. Anchored in the contributions of the History of Education and Cultural History and having the documental analysis as the adopted procedure, the present text takes as a privileged source the Piccolo Mondo reading book, in addition to Ministerial Circulars, a biobibliographic dictionary and newspapers. It also operates with the transnational category as a methodological approach in the History of Education. Books are considered cultural artifacts that are situated in the articulation between the prescriptions imposed by official programs and the unique discourses of teachers. For the process of internalizing the idea of the Italian Nation, a political-pedagogical project capable of bringing together the notions of nation, state and moral education in a single virtuous process was necessary. It can be said that Piccolo Mondo joined the project of creating a “new man”, a citizen of a Nation capable of leading the Nation to the conquest of modernity.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135701614","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

Domenico Caon and his love for The Divine Comedy 多梅尼科·卡翁和他对《神曲》的热爱

Educar em Revista Pub Date : 2023-01-01 DOI: 10.1590/1984-0411.87043-t

Eliana Rela, Manuela Ciconetto Bernardi

{"title":"Domenico Caon and his love for The Divine Comedy","authors":"Eliana Rela, Manuela Ciconetto Bernardi","doi":"10.1590/1984-0411.87043-t","DOIUrl":"https://doi.org/10.1590/1984-0411.87043-t","url":null,"abstract":"ABSTRACT This work aims to discuss the life of Domenico Caon, an Italian immigrant who lived in Rio Grande do Sul, seeking to understand the intense relationship that he, as a reader, developed with the work The Divine Comedy, by Dante Alighieri. Domenico Caon was born in 1876 in the province of Padua, Italy, and immigrated to Brazil at a young age with his family, settling with his wife and children where today is located the municipality of Nova Roma do Sul. Domenico worked, among other activities, as a politician, merchant, artisan and farmer. This study was conceived from evidence of reading practices developed by the immigrant that deserve detailed attention, mainly in order to explain how his taste for reading arose and how Domenico related his reading experience with the social and its surroundings. The theoretical-methodological procedures applyed in this analysis are based on Cultural History and the History of Education; in particular, the concept of reading practices proposed by Batista and Galvão (2002) is used. Throughout this text, information from the immigrant’s genealogical research is presented, as well as evidence of how reading, especially the work The Divine Comedy, was present in his personal trajectory. From the investigation, it is concluded that reading practices developed by social actors, such as those of Domenico, allow to open investigative possibilities and examine the singularities that involve the historical processes of literacy outside the school environment.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135701827","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

Reflective Portfolios as decolonial pedagogical practices 反思性作品集作为非殖民化教学实践

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.85774

J. Lopes, J. Stará

引用次数: 0

The ethical responsibility of answering what purpose school serves 回答学校服务的目的的道德责任

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.85999-t

Maria Santos, Elizabeth Macedo

引用次数: 0

(Re)lendo Bourdieu a partir da obra de Maria Helena Souza Patto

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.85840

Lygia De Sousa Viégas, Jackson Tavares da Costa, Adriana Marcondes Machado

引用次数: 0

Ciclo de alfabetização no Espírito Santo na década de 1990: condições de implementação e bases conceituais 20世纪90年代espirito Santo的识字周期:实施条件和概念基础

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.72348

C. M. M. Gontijo, D. Costa, C. Schwartz

{"title":"Ciclo de alfabetização no Espírito Santo na década de 1990: condições de implementação e bases conceituais","authors":"C. M. M. Gontijo, D. Costa, C. Schwartz","doi":"10.1590/1984-0411.72348","DOIUrl":"https://doi.org/10.1590/1984-0411.72348","url":null,"abstract":"RESUMO Este artigo discute condições que proporcionaram a implementação do ciclo de alfabetização (denominado Bloco Único) pela Secretaria de Estado da Educação do Espírito Santo na década de 1990, assim como suas bases conceituais, enfatizando o conceito de alfabetização. Toma como referência teórica a perspectiva bakhtiniana de linguagem para fundamentar a pesquisa documental, pois compreende os documentos analisados como textos/enunciados produzidos por sujeitos. Conclui, a partir dos documentos/textos analisados, sobre as condições que proporcionaram a adoção do Bloco Único: a produção de pesquisas no campo da alfabetização e, consequentemente, as discussões em torno do conceito de alfabetização. No que se refere às bases conceituais, partem da crítica à escola e da busca de pontos de contato entre as teorias construtivista e a histórico-cultural, no campo da Psicologia, e as teorizações de Paulo Freire, para assumir concepções de crianças, professores/as e conceitos de alfabetização que não se detém apenas nos processos linguísticos e funcionais, mas abrangem também a dimensão política desse processo.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"183 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74634550","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 biblioteca para os professores. A pedagogia prática e científica de origem norte-americana na Escola Normal de São Paulo, na década de 1880 教师的图书馆。19世纪80年代，美国圣保罗师范学校的实用与科学教学法

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/0104-4060.83321

Vera Teresa Valdemarin

引用次数: 0

Democratic limits of a common-to-all training project 全民培训项目的民主限制

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.85861-t

Talita Vidal Pereira, M. Reis

{"title":"Democratic limits of a common-to-all training project","authors":"Talita Vidal Pereira, M. Reis","doi":"10.1590/1984-0411.85861-t","DOIUrl":"https://doi.org/10.1590/1984-0411.85861-t","url":null,"abstract":"ABSTRACT1 The writing of this text is mobilized by the discomfort caused by what is argued to be the “naturalization” of the idea of commonality present in curricular theories and policies. It is from this discomfort that it is proposed to reflect about the meanings of subject and, consequently, definitions of knowledge have been mobilized in curricular theories and policies? Assuming a deconstructive Derridean position, the democratic pretensions of discourses that project the formation of common identities filled by knowledge meant as universal is problematized. Arguments based on the contributions of Ernesto Laclau and Chantal Mouffe’s discourse theory are developed, in dialogue with the reflections produced by Jacques Derrida related to the philosopher’s critique of logocentrism. Without attempting to offer definitive truths, this text is an invitation to reflect on the need to destabilize norms and expose their limits, deconstructing the fragile pillars of structures that support the democratic pretensions of common formation projects. The bet is on the potential hyperpolitization of the social struggle that opens with the appropriation of theoretical contributions presented in this text.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"89 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80866831","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

Escolarização, adolescência e a ubiquidade do entretenimento: práticas curriculares para o Ensino Médio no Brasil 学校教育、青少年和娱乐的普遍性:巴西高中课程实践

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.82275

R. B. D. D. Silva

{"title":"Escolarização, adolescência e a ubiquidade do entretenimento: práticas curriculares para o Ensino Médio no Brasil","authors":"R. B. D. D. Silva","doi":"10.1590/1984-0411.82275","DOIUrl":"https://doi.org/10.1590/1984-0411.82275","url":null,"abstract":"RESUMO O presente estudo busca descrever os deslocamentos nas práticas curriculares direcionadas escolarização de adolescentes no sul do Brasil. Ao interrogar pela infraestrutura dessas práticas, foram descritos os propósitos formativos, as racionalidades orientadoras e as disposições formativas que reelaboram o conceito de aula. O corpus empírico que referenciou este estudo é constituído por um conjunto de oito entrevistas episódicas realizadas com professores e coordenadores pedagógicos que atuam no Ensino Médio. Em uma sociedade em permanente transformação, na qual as subjetividades destes estudantes e suas relações com a escola recebem um novo conjunto de investigações, os modelos de inovação educativa que são intensamente difundidos estão alicerçados em processos de estetização pedagógica. Neste contexto, pode-se concluir que as pedagogias emergentes para a escola dos adolescentes, especificamente no Ensino Médio, são regidas por duas racionalidades orientadoras: uma atrelada à gestão das aprendizagens na direção do desempenho em testes padronizados, outra sintonizada com estratégias criativas, interativas e divertidas com foco na ubiquidade do entretenimento.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"2009 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83354916","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

Mas, afinal, que sujeito é esse? Dilemas ético-políticos, concepções de democracia e os sujeitos da aprendizagem na BNCC do Ensino Médio 这到底是什么人?BNCC高中的伦理政治困境、民主观念与学习主体

IF 0.2

Educar em Revista Pub Date : 2022-01-01 DOI: 10.1590/1984-0411.86015

Daniel Pinha Silva, M. Gonçalves

引用次数: 1