scholarly journals As faces históricas do trabalho: como se constroem as categorias

2019 ◽  
Vol 74 (178) ◽  
Author(s):  
Maria A. Ciavatta Franco ◽  
Gaudêncio Frigotto
Keyword(s):  
Social Relations ◽  
Research Work ◽  
History Of Education ◽  
Concepts And Categories ◽  
History Of ◽  
Alternative Sources ◽  
Work Education ◽  
Education In Brazil ◽  
Article Analyse

Sintetiza algumas das dimensões discutidas na pesquisa sobre trabalho-educação "Fontes alternativas de história da educação no Brasil". Partindo da perspectiva de que os conceitos e as categorias para serem compreendidos implica entendê-los como produtos historicamente construídos, analisa, no interior das relações sociais capitalistas, a questão da escola do trabalho e da centralidade do trabalho. Abstract This article is a synthesis of some of the dimensions discussed in the research "Work-Education: alternative Sources of the history of education in Brazil". Starting from a perspective that concepts and categories need to be understood as historically constructed products, the article examines, within the capitalist social relations, the question of the school of work and the centrality of labour. Résumé Ce texte sintetize quelques dimensions qu 'ont été discutées dans Ia recherche sur là relation travail-éducation: "Sources alternatives de l 'histoire de l 'éducation au Brésil. A partir de là perspective que considere que pour bien comprendre le concepts et categories il faut les comprendre comme produits qu 'ont été construits historiquement, l 'article analyse, dans l 'interieur des relations Sociales capitalistes, là question de l 'école du travail et de là place central du travail. Resumen Este texto sintetiza algunas de Ias dimensiones discutidas en là investigación "Educación y Trabajo: fuentes alternativas de historia de Ia educación en Brasil". Partiendo de là perspectiva de que comprender los conceptos y Ias categorias implica entenderlos como productos historicamente construídos, el artículo analiza, en el interior de las relaciones Sociales capitalistas, Ia cuestión de là escuela del trabajo y de là centralidad del trabajo.

scholarly journals João Barbalho school group: place for promotion of education in hygienic standards (Pernambuco, 1922-1931)

2019 ◽  
Vol 18 (3) ◽  
pp. 601-620
Author(s):  
Adlene Silva Arantes
Keyword(s):  
Physical Education ◽  
Cultural History ◽  
History Of Education ◽  
Intelligence Tests ◽  
Educational Legislation ◽  
Proper Functioning ◽  
School Group ◽  
History Of ◽  
The Creation ◽  
Education In Brazil

We seek to understand the medical orientation to promote hygienic education in the João Barbalho school, a structure created to be the model of a republican school institution in Pernambuco. The period covers the creation of the Group and the process of expansion of these institutions in Pernambuco. Required documents, reports of school groups, educational legislation, and hygiene theses of the studied period were analyzed. This research is based theoretically and methodologically on the assumptions of cultural history, and studies related to the history of education in Brazil. We perceive that Pernambuco school groups were formed late compared to groups from other Brazilian states. To ensure the proper functioning guidelines, should be followed: the practice of physical education, anthropometric examinations, and intelligence tests to establish the profile of students for the constitution of homogeneous classes intellectually, physically and racially.

scholarly journals Métodos, debates e projetos: as atuações do Instituto Histórico e Geográfico Brasileiro na educação (1900-1930) / Methods, debates and projects: the activities of the Brazilian Historical and Geographical Institute in education (1900-1930)

2018 ◽  
Vol 2 (5) ◽  
pp. 27
Author(s):  
Thaís De Melo
Keyword(s):  
Twentieth Century ◽  
History Of Education ◽  
Educational Institutions ◽  
Construction Of Knowledge ◽  
Political Conflicts ◽  
Early Twentieth Century ◽  
History Of ◽  
Educational Field ◽  
Education In Brazil

Este artigo apresenta alguns resultados da trajetória de pesquisa sobre a presença do Instituto Histórico e Geográfico Brasileiro (IHGB) na Educação . Dentre os aspectos abordados estão as contribuições do instituto para a construção de conhecimentos sobre a História da Educação no Brasil; as relações dos sócios do instituto com instituições de ensino e órgãos administrativos da educação; e os projetos de criação de cursos da Academia de Altos Estudos.  Nesse sentido, propomos considerar o IHGB como um lugar de poder atuante nos conflitos políticos relativos ao campo educacional e como instância produtora de políticas e projetos educacionais no início do século XX. Como fontes para essas questões foram utilizadas publicações e atas da Revista do IHGB, bem como documentos de arquivos de instituições relacionadas e periódicos existentes durante o recorte.* * *This article presents some results of the research trajectory on the teaching of the Brazilian Historical and Geographical Institute (IHGB) in education. Among the addressed projects are the Institute's contributions to the construction of knowledge about the history of education in Brazil; the relations of the members of the Institute with educational institutions and administrative organs of education and the projects of creation of courses and the Academy of High Studies. In this sense, we propose to consider the IHGB as a place of power that is active in political conflicts related to the educational field, and as a producer of policies and educational projects in the early twentieth century. As sources for these issues, publications and minutes of the IHGB Review were used as well as archives of related and periodical institutions existing during the period. 

Those Who Can't, Teach: The Disabling History of American Educators

2013 ◽  
Vol 53 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Kate Rousmaniere
Keyword(s):  
Disability Studies ◽  
Social Relations ◽  
History Of Education ◽  
Educational Systems ◽  
Analytic Framework ◽  
School Teachers ◽  
Cultural Concepts ◽  
Professional Norms ◽  
History Of ◽  
Over Time

This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this I mean that I am looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that I and others have looked at the history of education through the primary lens of race, gender, ethnicity, age, religion, and sexuality. Looking at the history of teachers through the analytic framework of disability studies allows us to see first, how educational systems, practices, values, and professional norms have developed in a way that excludes people with disabilities from educational employment, or assigned them to parallel and marginalized institutions of special education and second, how notions of normality have defined the work and identity of all educators. It is this latter point that is my greatest interest here: how cultural concepts of ability and disability have shaped all educators' occupational identity and experience over time.

History of education in Brazil: the construction of a knowledge field

2014 ◽  
Vol 50 (6) ◽  
pp. 822-829
Author(s):  
José Gonçalves Gondra ◽  
Carlos Eduardo Vieira ◽  
Regina Helena Silva Simões ◽  
Claudia Engler Cury
Keyword(s):  
History Of Education ◽  
History Of ◽  
Education In Brazil

scholarly journals Education

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Geoffrey Sherington ◽  
Craig Campbell
Keyword(s):  
World War Ii ◽  
Social History ◽  
Social Relations ◽  
Informal Education ◽  
Family Formation ◽  
History Of Education ◽  
Social Processes ◽  
History Of ◽  
Private Venture ◽  
The City

In the late twentieth century historians of education came to argue that the urban experience can only be fully understood through the social processes and social relations associated with schooling. The new 'social history' of education has thus often been closely aligned to the history of cities. In Australia the 'new' social history of the city has often been written in terms of family formation, sometimes related to the history of childhood, but there has only been marginal attention to the specific nature of education in Sydney as an urban phenomenon. This essay focuses on Sydney schools and other educational institutions, although it raises questions about social processes and social formations. It suggests that the history of education in Sydney can be understood in a number of phases and themes, each related to the changing social history of Sydney. Informal education had long been part of the culture of indigenous society prior to the British invasion of 1788. In the early colonial period, up to about 1830, governments established schools for the children of convicts based in Sydney and even for Aboriginal children. There were also 'private venture' schools for the sons and sometimes daughters of free settlers. In the period from 1830 to 1870 the city of Sydney emerged as a metropolitan centre of educational establishments including schools, colleges and the University. From around 1870 to the end of World War II, with the growth of the city of Sydney and its suburbs, schooling was increasingly related to social class, gender and religion as part of suburban life. From 1945, the 'neighbourhood' school and even the 'local' university has become part of a pattern of regional differences associated with the expansion of the city through migration and population growth.

scholarly journals Public History of Education: riflessioni, testimonianze, esperienze

2019 ◽  
Keyword(s):  
Informal Education ◽  
Public History ◽  
Research Work ◽  
History Of Education ◽  
Social Needs ◽  
Historical Knowledge ◽  
The Public ◽  
Academic Knowledge ◽  
History Of ◽  
History Approach

This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be brought into contact with educational contexts, much more so than it has been done so far, in order to respond, together with other disciplines, to the emerging social needs. The Public History of Education, intended this way, can create new profitable relationships between formal and informal education, between the past and present of educators and teachers, between the world of research, cultural institutes (above all, museums) and society.

Indigenising Social Work Education: An Analysis

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Mahesh P . Chougule
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Research Work ◽  
Assistant Professor ◽  
Research Review ◽  
Doctoral Research ◽  
Indian Context ◽  
Education In India ◽  
History Of ◽  
Work Education

The present paper is a review based article written on the needs of social work education in Indian context. The researcher had made an attempt to critically review the research works and articles written by scholars on the topics of social work education in India and the need to make it indigenised and more applicable to Indian communities. The researcher had used the reviews which have been studied while doing his doctoral research review work. The researcher had written this article with the reflections from his own practice and experiences while working as an assistant professor in department of social work. The article focuses on social work education and its need to make it suitable, application and relevant in Indian context. The studies made and reviews written on the particular topic were critically studied during the PhD research work. The research gap thus found out that, there is urgent need to redesign the social work curriculum and develop new theories that can fit the India society. The article had travelled right through the history of social work education in India to the contemporary challenges of social work education in India.

scholarly journals The training of the teacher in the 21th century: an approach with the history of medieval education

2018 ◽  
Vol 26 (100) ◽  
pp. 706-722
Author(s):  
Terezinha Oliveira
Keyword(s):  
Social History ◽  
Teaching And Learning ◽  
History Of Education ◽  
Thomas Aquinas ◽  
Theoretical Terms ◽  
Guiding Principle ◽  
Long Duration ◽  
Medieval Education ◽  
History Of ◽  
Education In Brazil

Abstract Our purpose is to deal with teacher education in Brazil, with the history and history of education as our guiding principle, based on texts by Thomas Aquinas. For us, in the process of teacher training, the professionals involved must be clear that teaching and learning occur when these characters are aware of the need to understand the intellectual “essence” of man. Therefore, we recover the Dominican master to make explicit that knowledge becomes effective when there is an understanding that men are, par excellence, social beings. Based on these principles, we will examine data about teaching in Brazil, relying on the reflections of the medieval master to show the relevance to a country whose people have knowledge acquired by and in history. In theoretical terms, our arguments follow the principles of social history, with special attention to the idea of long duration.

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