巴西国民教育指导方针和基础法的奥德赛(1945-1964)

IF 0.1 Q4 EDUCATION & EDUCATIONAL RESEARCH
Educacao Pub Date : 2021-01-31 DOI:10.5902/1984644438609
Alexandre Macedo Pereira, Margarete Von Muhlen Poll
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引用次数: 5

摘要

如今,巴西教育受到联邦政府在几个方面的攻击,例如:试图取消教师和教育专业人员的工作资格,削减教育预算,审查学术和教学自由的企图等等。这项工作旨在a)展示1945年至1964年间巴西教育指导方针和框架法的发展轨迹;b)揭露1945年至1964年期间国民议会关于批准巴西教育指导方针和框架的政治争端的幕后;C)促进对政治、意识形态、经济关系和公共教育政策的反思。在方法论方面,本研究是书目和文献,定性和探索性。作为理论支持,我们使用了Boris Fausto (2013), Thomas e . Skidmore(2010)和Evaldo Vieira(2015)的作品。在教育史领域,我们使用了Dermeval Saviani(1998)的贡献。此外,作为补充理论支持,我们考虑了Istvan Meszaros (2015), Steven Levitsky和Daniel Ziblatt(2018)等人的作品。研究表明,社会和政治团体出于不同的原因争夺巴西教育的控制权。在这些群体之间的分歧和趋同中,确定巴西教育指导方针的法案在国民议会中进行了16年。我们的结论是,有必要反思我们走过的道路,我们使用的策略,我们建立的伙伴关系,以面对教育问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A odisseia da Lei de Diretrizes e Bases da Educação Nacional no Brasil (1945-1964)
Nowadays Brazilian education has been attacked by the Federal Government on several fronts, such as: an attempt to disqualify teacher’s work and also education professionals, education budget cuts, a censorship attempt to academic and teaching freedom and so on. This work aims to a) show the Brazilian Education Guidelines and Framework Law’s trajectory between 1945 to 1964; b) expose the behind the scenes of the political dispute in the National Congress regarding the approval of Brazilian Education Guidelines and Framework in the period of 1945 to 1964; c) promote reflection about the political, ideological, economic relations and public education policies. As regards to methodology aspects, this research is bibliographic and documental, qualitative and exploratory. As theoretical support, we have used the works of Boris Fausto (2013), Thomas E. Skidmore (2010) e Evaldo Vieira (2015). In the field of History of Education, we have used the contributions of Dermeval Saviani (1998). Furthermore, as supplementary theoretical support, we have considered the works of Istvan Meszaros (2015), Steven Levitsky e Daniel Ziblatt (2018), among others. The research has shown that social and political groups quarreled over the control of Brazilian education for different reasons. Among divergences and convergences between those groups, the bill which determines the guidelines for Brazilian Education moved through the National Congress for sixteen years. We have concluded that it is necessary to reflect upon the paths we go through, the strategies we use, the partnerships we establish in order to face educational problems.
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来源期刊
Educacao
Educacao EDUCATION & EDUCATIONAL RESEARCH-
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