scholarly journals Bases históricas da criação dos cursos técnicos integrado ao ensino médio no Brasil

2019 ◽  
Vol 20 ◽  
pp. 238-247
Author(s):  
Átila Alixandre De Moraes ◽  
Odair Diemer
Keyword(s):  
Secondary Education ◽  
Professional Training ◽  
History Of Education ◽  
Basic Training ◽  
Technical High School ◽  
History Of ◽  
Methodological Procedures ◽  
General Training ◽  
The Rich ◽  
Brazilian History

Resumo A história da educação no Brasil é marcada pela dualidade, entre o ensino técnico para os pobres e o propedêutico para os ricos. O ensino médio técnico integrado é uma modalidade de ensino que coaduna a formação básica à técnica, rompendo a dualidade histórica registrada na educação profissional brasileira, fomentando, ao mesmo tempo, o ensino da cultura geral e da formação profissional. A presente pesquisa teve como objetivo realizar uma breve descrição e discussão das bases históricas do ensino médio técnico integrado no Brasil. Os procedimentos metodológicos adotados foram de pesquisa qualitativa de natureza descritiva e explicativa. Na década de 80, houve discussões sobre a criação de um projeto de ensino médio comprometido com as classes trabalhadoras, sendo a principal proposta delineada por Demerval Saviani, com a ênfase de oportunizar a formação profissional integrada à formação geral nos seus múltiplos aspectos humanísticos e científico-tecnológicos. As bases, fundamentavam-se na concepção do ensino médio integrado, norteado pelos conceitos de politecnia, educação unitária e omnilateralidade. As discussões avançaram somente em 2003 e com o Decreto no 5.154/2004 passou a admitir a integração entre a educação profissional e o ensino médio, contudo, apenas nas modalidades concomitante e subsequente. A partir de 2008 essa modalidade de ensino avançou significativamente, com a Lei no 11.892 que criou os Institutos Federais e estabelecendo uma reserva de no mínimo 50% de suas vagas para a oferta de cursos técnicos integrados ao ensino médio. Palavras-chave: Dualidade Educacional; Educação Politécnica; Institutos Federais Abstract (Brazilian history of education was marked by duality between technical education for the poor and propaedeutic for the rich. The integrated technical high school is a education modality that coadunes the basic training to the technical, breaking the historical duality registered in Brazil, while fostering the teaching of general culture and professional training. The objective of the present research was to make a brief description and discussion of the historical base of the technical secondary education integrated in Brazil. The methodological procedures adopted were qualitative research of a descriptive and explanatory nature. In the 80s, there were discussions about the creation of a secondary education project committed to the working class, the main proposal was outlined by Demerval Saviani, with the emphasis on providing professional training integrated with general training in its multiple humanistic and scientific aspects -technological. The bases were based on the conception of integrated secondary education, guided by the concepts of polytechnics, unitary education and omnilaterality. The discussions only advanced in 2003 and with the Decree 5,154 / 2004 it started to admit the integration between vocational and secondary education, however, only in the concomitant and subsequent modalities. As of 2008 this modality of education advanced significantly, with the Law No. 11,892 created the Federal Institutes and established a reserve of at least 50% of their places for the provision of technical courses integrated with secondary education Keywords: Educational Duality; Polytechnic Education; Federal Institutes

scholarly journals PEDAGOGICAL CLASSES AS SOCIO-CULTURAL AND SOCIO-ECONOMIC PHENOMENON IN HISTORICAL PERSPECTIVE

2020 ◽  
pp. 235-240
Author(s):  
Олег Геннадиевич Якимов
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Historical Perspective ◽  
Educational Practice ◽  
Economic Phenomenon ◽  
Modern System ◽  
History Of ◽  
The Subject ◽  
Oriented System

В статье рассматривается проблема функционирования педагогических классов в современной образовательной практике сквозь призму перспективы и исторической ретроспективы, т. е. в контексте истории развития педагогического образования в России. Цель исследования - научное обоснование педагогических классов как социокультурного и социально-экономического феноменов на основе рассмотрения их в историческом аспекте. Для реализации данной цели автором проводится анализ истории российской практики создания педагогических классов как прообраза современной системы предпрофессиональной подготовки педагогических кадров в системе среднего образования, выявляются социокультурные доминанты и социально-экономические предпосылки организации педагогических классов. Определены этапы становления системы педагогических классов в России. Дана сущностная характеристика педагогических классов, обозначены целевые ориентиры их создания и функционирования в системе профильного обучения в общеобразовательной школе, критериальные особенности, что позволяет рассматривать их как социокультурный и социально-экономический феномен. The article examines the problem of functioning of pedagogical classes in modern educational practice through in historical perspective in the context of the history of the development of pedagogical education in Russia. The author aims to scientifically justify pedagogical classes as socio-cultural and socio-economic phenomena in historical perspective. To achieve this goal, the author analyzes the history of the Russian practice of creating pedagogical classes, as a prototype of the modern system of pre-professional training of teachers in secondary education; reveals the socio-cultural dominants and socio-economic prerequisites of the organization of pedagogical classes; identifies the stages of formation of the system of pedagogical classes in Russia; provides the essential characteristics of the pedagogical classes, the targets of their creation and functioning in the subject-oriented system in the secondary school, which allows to consider them as socio-cultural and socio-economic phenomenon.

scholarly journals Josep Estalella i Graells (1879-1938): el científic que va renovar l’educació secundària.

2019 ◽  
Author(s):  
Jaume Baltà i Moner ◽  
Salvador Domènech i Domènech
Keyword(s):  
Secondary Education ◽  
Active Learning ◽  
Secondary School ◽  
History Of Education ◽  
Teaching Methodology ◽  
Pedagogical Change ◽  
Teaching Resources ◽  
Teaching Resource ◽  
History Of ◽  
The Government

Few teachers are remembered beyond the lifetime of their students, and fewer still when their specialty is the history of education. But one exception to this rule is Dr Josep Estalella (1879–1938), whose lifelong involvement with active learning resulted in enduring contributions to teaching methodology and teaching resources. Estalella’s commitment and leadership as director of the “Institut-Escola”, the Government of Catalonia’s progressive secondary school of the 1930s, made pedagogical change possible in Catalan secondary education. One hundred years after it was originally published, Estalella’s Ciència Recreativa (Recreational Science) is still considered to be a valuable teaching resource for helping children develop intellectually through play.

scholarly journals Franciszek Majchrowicz (1858–1928) – pedagog i historyk wychowania. Kilka uzupełnień do biografii

2019 ◽  
pp. 103-116
Author(s):  
Agnieszka Wałęga
Keyword(s):  
Professional Training ◽  
Academic Discipline ◽  
National Curriculum ◽  
History Of Education ◽  
University Education ◽  
Professional Career ◽  
National Education ◽  
Teaching History ◽  
History Of ◽  
Teachers Training

Franciszek Majchrowicz was a renowned Lvov-based educator and a historian of education. Throughout many years of his professional career he was involved in teaching in secondary schools and teachers’ training colleges. At the same time, he was actively participating in educational initiatives as an activist. Majchrowicz was a co-editor of the periodical Rodzina i Szkoła [Family and School], co-operated with the Council of National Education in Galicia (Eastern Poland) and with the School Board of the Lvov province. His publishing output included numerous articles and pedagogical texts as well as historical and educational works, including one of the first textbooks for teaching history of education in teachers’ training colleges (with many editions throughout the years 1901-1924). Majchrowicz also published source materials for the history of Polish education, promoted the educational ideas of the Commission of National Education and attempted to develop the history of education into a coherent academic discipline for researchers and a subject in the national curriculum for educators. The hitherto available historical and educational literature lacks comprehensive and detailed information on his university education or professional training and qualifications. The present work attempts by no means to be exhaustive or to offer a comprehensive coverage of a full biography of Franciszek Majchrowicz as an educator and historian of education. It merely complements some facts and explanations that have already been published earlier, and provides some new information that may help resolve doubts concerning certain aspects of his professional career presented in the hitherto published body of works on the subject. It is mostly due to the archival material from Lvov (this mainly comprises students catalogues and minute books of doctoral examinations from the National District Archive), constituting the source base for the present work, that providing complete answers to such issues as the course of Majchrowicz’s studies, his doctoral dissertation procedure and the scope of his teacher’s examination, have become possible. The above source material made it also possible to conclude with certain remarks regarding the masters Majchrowicz had in great esteem and their influence upon research and academic interests of the Lvov-based educator and historian of education.

“DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education

2020 ◽  
Keyword(s):  
Mathematics Education ◽  
General Education ◽  
Professional Training ◽  
History Of Mathematics ◽  
History Of Education ◽  
History Of Mathematics Education ◽  
International Conference ◽  
Sixth International Conference ◽  
History Of ◽  
Sixth International

Proceedings of the Sixth International Conference on the History of Mathematics Education. September 16-20, 2019, at the CIRM (Luminy), France The history of mathematics education is an interdisciplinary research area that is experiencing a significant development and this book presents recent work in this area. This book is the result of the sixth conference ICHME (International Conference on the History of Mathematics Education) that took place at CIRM, Luminy (France) from 16th to 20th of September 2019. Nowadays, the history of education is of the utmost importance for assessing the general development of the educational system(s) in which mathematics education occurs. Usually, the history of education is confined to history within a given civilization, country or nation. However, the quality of the research for a given nation is enhanced when situated among various specific cases, and comparative studies provide essential tools to broaden the perspectives to an international level. Moreover, mathematics, as a school discipline, has always functioned at the crossroads between general education and professional training, thus relating its teaching history to professional working environments as well. The themes dealt with in this book reflect this wide area of research. The book contains 28 chapters grouped in four parts concerning teaching of particular mathematical domains, teaching in cultural and national contexts, pedagogical movements and reforms, and methods of teaching.

scholarly journals Case Testing as a Tool of Control in the Process of Future Teachers’ General Pedagogical Training

2020 ◽  
pp. 45-57
Author(s):  
Olena Sevastianova ◽  
◽  
Iryna Shama ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Primary Sources ◽  
Future Teachers ◽  
Advantages And Disadvantages ◽  
Pedagogical Training ◽  
History Of ◽  
Case Technologies ◽  
General Training ◽  
Teachers Training

The expediency of using practice oriented technologies in training teachers, the potential of case technologies as a type of interactive educational technologies for solving problems of forming professional knowledge and skills of students of teaching specialties, and sources of cases (primary, secondary) have been characterized in the article. The essence and the main types of pedagogical cases appropriate to be used in the process of professional training of future teachers have been elucidated. The authors have presented the peculiarities of implementing testing as one of the types of students’ academic performance. Modern approaches to the use of case technologies in the process of assessment of the professional competence of specialists in different fields have been characterized. The practicability of using case testing as a tool to monitor the knowledge of future teachers in the process of general training has been substantiated. The primary sources for the preparation of teachers’ training case tests (a teaching situation, a piece of a scientific or fiction text, statistical materials, etc.) have been determined. The examples of case tests used in the process of studying pedagogical disciplines for 2nd and 3rd year students in the context of the modules «Pedagogy», «History of Pedagogy» and «Fundamentals of Pedagogical Excellence» have been given. The advantages and disadvantages of using case testing have been analysed in comparison with traditional testing used to determine the level and quality of general training of future teachers.

scholarly journals Interpreters of the past and of the present: the art of historians of education and archivists

2020 ◽  
Vol 3 ◽  
pp. e20951
Author(s):  
Diana Vidal ◽  
José Cláudio Sooma Silva
Keyword(s):  
History Of Education ◽  
The Past ◽  
The Arts ◽  
History Of ◽  
Brazilian History

Interpreting former times is not the sole province of historians. It is a constitutive act of the arts performed by writers, exhibition curators, docufilm directors, film writers and scenographers, re-enactors. But not only, it is also an element of the practice of historians of education and archivists, of people who throughout their lives collect records, of the exercise of patrimonial education on the part of teachers and of the organizers of school museums. Framing the discussion on the craft of historians of education and archivists, we structured the article into two parts. The first part focuses on the historiographical narrative in education, taking an example from the Brazilian history of education. The second part deals with some of the dimensions present in the acts of archiving, focusing on particularly the materiality of the documents.

scholarly journals O Colégio Estadual Mário de Andrade: da criação à consolidação como intituição pública de ensino secundário em Francisco Beltrão-PR (1964–1982) / The State College Mário de Andrade: from creation to consolidation as a public institution os secondary education in Francisco Beltrão-PR (1964–1982)

2020 ◽  
Vol 4 (10) ◽  
pp. 154
Author(s):  
Alisson Fernando Severgnini ◽  
André Paulo Castanha
Keyword(s):  
Secondary Education ◽  
Land Tenure ◽  
Professional Training ◽  
Public Institution ◽  
Mario De Andrade ◽  
State College ◽  
Dialectical Perspective ◽  
Long Time ◽  
History Of ◽  
Executive Group

O presente texto apresenta resultados de uma pesquisa em nível de Mestrado. A pesquisa efetivou-se por meio de fontes bibliográficas, documentais e de entrevistas com ex-professores e ex-diretores da instituição. As entrevistas foram realizadas com base na metodologia da História Oral. A pesquisa se insere dentro da História das Instituições Escolares e adotou uma perspectiva dialética para compreender a história e o papel do Colégio Estadual Mário de Andrade – CEMA, dentro do cenário de desenvolvimento do município de Francisco Beltrão e região no período de 1964 e 1982. A partir da instalação da Colônia Agrícola Nacional General Osório – CANGO, em 1948, e da regularização da posse da terra, efetivada pelo Grupo Executivo para as Terras do Sudoeste do Paraná – GETSOP, entre 1962 e 1974, Francisco Beltrão teve um desenvolvimento acelerado. O crescimento populacional possibilitou o desenvolvimento econômico, social e urbano levando a necessidade da implantação de níveis de ensino mais avançados. O CEMA se tornou referência por ser a primeira instituição pública a oferecer o ensino de nível secundário de formação geral e, posteriormente, ao atender a demanda de ensino técnico profissionalizante. Durante muito tempo, foi a única instituição pública a oferecer o ensino de nível médio, tendo contribuído, portanto, para a formação propedêutica e profissional de muitos cidadãos de Francisco Beltrão.***This text presents the results of research at the Master's level. A research was carried out through bibliographic sources, documents and interviews with former professors and former directors of the institution. The interviews were conducted based on the Oral History methodology. A research carried out within the History of School Institutions and adopted a dialectical perspective to understand the history and role of the Mário de Andrade High State College- CEMA, within the development scenario of the municipality of Francisco Beltrão and region in the period of 1964 and 1982. Since the installation of the National Agricultural Colony Osório General - CANGO, in 1948, and the regularization of land tenure, carried out by the Executive Group for Lands of the Southwest of Paraná - GETSOP, between 1962 and 1974, Francisco Beltrão had an accelerated development. Population growth has enabled economic, social and urban development, leading to the need to implement more advanced levels of education. CEMA became a reference for the first public institution to offer secondary education for general training and, later, to meet the demand for professional technical education. For a long time, it was the only public institution to offer secondary education, thus contributing to the propaedeutic and professional training of many citizens of Francisco Beltrão.

scholarly journals A constituição da Escola Estadual de Ensino Fundamental e Médio Pastor Antônio Nunes de Carvalho no município de Alto Rio Novo/ES (1986-2017) / The constitution of the Elementary and Secondary Education State School Pastor Antônio Nunes de Carvalho in the municipality of Alto Rio Novo/ES (1986-2017)

2020 ◽  
Vol 4 (10) ◽  
pp. 184
Author(s):  
Rainei Rodrigues Jadejiski ◽  
Miriã Lúcia Luiz
Keyword(s):  
High School ◽  
Secondary Education ◽  
History Of Education ◽  
State School ◽  
Elementary And Secondary Education ◽  
Specific Field ◽  
School Subjects ◽  
History Of ◽  
The City ◽  
Development Of Students

O presente artigo insere-se no campo de estudos da História da Educação, de modo amplo e da História das instituições escolares, em particular. Investiga a constituição da Escola Estadual de Ensino Fundamental e Médio “Pastor Antônio Nunes de Carvalho” (1986-2017), localizada no município de Alto Rio Novo-ES, buscando compreender a sua atuação junto ao público local no âmbito do Ensino Médio. Fundamenta-se nos pressupostos de Nosella e Buffa (2016), Silva (2009), Arroyo (1992), Paro (2001), Esteban (2009) e Freire (2013). A metodologia pautou-se no pensamento de Marc Bloch (2001) e Lopes e Galvão (2001) para quem a operação historiográfica baseia-se na multiplicidade e interrogação de fontes. O corpus documental compôs-se de questionários, fotografias e documentos impressos. A escola investigada, no decorrer de seu percurso histórico, assumiu, para os sujeitos escolares, importância basilar no desenvolvimento da criticidade dos estudantes, preparando-os para a vida em sociedade.***This paper is inserted in the broad field of History of Education studies, and in the specific field of History of school institutions. It investigates the constitution of the Elementary and Secondary Education State School “Pastor Antônio Nunes de Carvalho” (1986-2017), located in the city of Alto Rio Novo-ES, seeking to understand its operation with the local public in the High School. It is based on the assumptions of Nosella and Buffa (2016), Silva (2009), Arroyo (1992), Paro (2001), Esteban (2009) and Freire (2013). The methodology was based on the thinking of Marc Bloch (2001), and Lopes and Galvão (2001), for whom the historiographical operation is based on the multiplicity and interrogation of sources. The documentary corpus consisted of questionnaires, photographs and printed documents. The investigated school, during its historical course, assumed, for school subjects, a fundamental importance in the development of students' criticality, preparing them for life in society. 

scholarly journals Autoritarismo judiciário e precariedade de defesa das camadas populares no Brasil: Uma herança perversa

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Paula Rocha ◽  
Maria Perpétua Socorro Jordão
Keyword(s):  
Justice System ◽  
Defense Mechanisms ◽  
Professional Training ◽  
Historical Review ◽  
Military Dictatorship ◽  
Public Defense ◽  
History Of ◽  
The Rich ◽  
University Course ◽  
The Military

O presente ensaio propõe uma reflexão sobre a dificuldade de acesso aos mecanismos de justiça e precariedade de defesa das camadas populares no Brasil frente a uma postura autoritária por parte das esferas de decisão personificadas pelo Poder Judiciário. Temos uma constituição democrática que garante direitos difusos, e coletivos, mas que na prática, quando falamos de direitos inerentes aos mecanismos processuais do uso do contraditório e da ampla defesa por exemplo, vimos que na prática são direitos que não se concretizam plenamente para ricos e pobres. A proposta do presente texto é mostrar que quanto maior é o grau de exclusão de um indivíduo, maior é seu distanciamento das garantias legais e constitucionais quando nos referimos aos mecanismos de defesa dentro do ordenamento jurídico formal, já que em regra é atendido por uma defensoria pública sobrecarregada, com poucos recursos e muitas vezes precárias condições para realizar uma defesa plena e irrestrita, como diz a norma. Ainda abordamos a herança autoritária dos períodos de ditadura e seus reflexos em práticas processuais retificando um procedimento violador de direitos e uma lei altamente seletiva e segregatória. Por fim nosso trabalho é fruto de pesquisa qualitativa e bibliográfica sendo concluído com um olhar voltado para a necessidade urgente de mudanças na formação dos profissionais do direito, humanizando-os. Quando assim acontecer teremos um sistema de justiça criminal que busque de fato justiça com equidade garantindo a todos os cidadãos brasileiros igualdade de armas na busca por uma decisão justa.      Cidadania. Autoritarismo. Sistema de justiça. Ampla defesa.Judiciary authoritarianism and precariousness in the defense of the underprivilegedin Brazil: a perverse heritage AbstractThe present essay purposes a reflection about the difficulty of the access to the justice apparatus and precariousness in the defense of the underprivilegedin Brazil forward the authoritarian stance of the spheres of decisions personified by the Judiciary. We have a democratic constitution that insures diffuses rights, and collective, nevertheless in the practice, when we talk about rights inherent to the procedural apparatus' use of contradictory and the ample defense for example, we perceive that in the practice they are immaterialized rights to the rich and poor. The purpose of this text is to show that how bigger is the exclusion rate of an individual, the bigger will be the distance of the legal and constitutional insurances when we refers to the defense mechanisms within the formal legal order, since as a rule it's attended by an overwhelmed public defense with few resources and, oftentimes, precarious conditions to perform a full and unrestricted defense, as it says in the regulation. Furthermore, we approach about the authoritarianism heritage of the dictatorship period and its reflection in the processual practices rectifying a procedure that violates the rights and a law highly selective and segregationist. Lastly, our work is product of a qualitative and bibliographic research, concluding with a view towards the urgent necessity of change on the formation of the Law professionals, humanizing them. When this happens, there is a criminal justice system that effectively seeks justice with equality, guaranteeing all members of the Brazilian Justice System in the search for a just decision.Citizenship. Authoritarianism. Justice System. Ample defense.The history of research in the pedagogy course: Clues, Propositions and Legal Requirements Abstract From a historical review, this essay discusses the research element in Pedagogy courses from its genesis in 1939 until the promulgation of the National Curricular Guidelines for Pedagogy Courses in 2006. It is an essay produced through appreciation (KAUFMANN, 2013) as a support for the understanding of the discourses, which have different meanings. The Brazilian university was born in the 1930s, with vocation and nature for the practice of general culture, scientific research and professional training (DECREE 19.851 / 1931). The National Faculty of Philosophy, the place of origin of the Pedagogy course, also presented this vocation (DECREE-LAW No. 1,190 / 1931), but did not include the research in the curriculum of the course. This contradiction provoked a historical noise, so much so that, in 1962, research emerged as an optional discipline in the Pedagogy course (OPINION no. 251/1962), suffering interruption six years later, with the implementation of the military dictatorship. This interruption also became noisy until the 1980s, when, due to political openness and the movements of educators, the reflections and clashes about teacher education were resurfaced. The educators, through ANFOPE, materialized new formative proposals and conferred on the research, together with teaching and management, the condition of formative principle and course identity. The research was done legally with the DCN-CP (RESOLUTION No. 01/2006). Search. University. Course of Pedagogy.  

The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education

2016 ◽  
Vol 56 (2) ◽  
pp. 358-361 ◽  
Author(s):  
Adam R. Nelson
Keyword(s):  
Secondary Education ◽  
History Of Education ◽  
Vice President ◽  
State University ◽  
Elementary And Secondary Education ◽  
Law And Politics ◽  
Penn State ◽  
American Law ◽  
History Of ◽  
Education Act

For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brawn University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.

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