scholarly journals A formação de professores no Brasil: histórico e desdobramentos

2018 ◽  
Vol 2 (3) ◽  
pp. 347
Author(s):  
Luciana Paula Vieira Castro ◽  
Vilmar Malacarne ◽  
Dulce Maria Strieder
Keyword(s):  
Basic Education ◽  
History Of Education ◽  
Social Recognition ◽  
Educational Institutions ◽  
Teaching Activities ◽  
History Of ◽  
Current Context ◽  
Teachers Training ◽  
Elementary And Middle School ◽  
Educational Field

Resumo: A formação de professores tem registros em todo o Planeta desde seu início em meados do século XI, a fim de amparar as práticas dos profissionais que atuavam em instituições de ensino à época. Tendo em vista a importância da história da educação para compreensão da realidade educacional atual, neste texto, via pesquisa bibliográfica, serão apontados aspectos da formação de professores a partir da análise do contexto histórico e atual no campo educacional e social. Atualmente, em termos legais, a prioridade empleitear a docência no Brasil, na Educação Básica, nos níveis Fundamental e Médio, é para profissionais graduados em cursos de Pedagogia e Licenciaturas. Em um panorama de constantes mudanças no campo educacional, atualmente, ser professor distingue-se de períodos anteriores, distinção essa, muitas vezes, não assistida no contexto da formação docente. Apesar de terem ocorrido alterações na formação dos professores no país, ainda há a necessidade de repensar sua estrutura, de maiores investimentos governamentais e reconhecimento social para que a formação e a atuação docente sejam mais efetivas.Palavras-chave: História da educação; Formação de professores; Políticas de formação de professores. Teachers’ training in Brazil: history and its resultsAbstract: The teachers training has been recorded throughout the Planet from its beginning in the middle of the eleventh centuryto support the professionals’ practices in educational institutions at the time. It should be highlighted the importance of the history of education to perceive the current educational reality, in this text, based on bibliographic research. So, some aspects of teachers’ training will be pointed out to analyze the historical and current context in educational and social field. Currently, according to the legal terms, the priority to apply for teaching in Brazil, in Basic Education, at elementary and Middle school levels, is for professionals who are graduated in Pedagogy and Undergraduate courses. According to a scenario of constant changes in educational field, today, there is a distinction to be a teacher nowadays when compared to the previous periods. Such distinction has not been often assisted in the teacher’s trainingcontext. Although there have been changes in teacher’s training in Brazil, there is still a need to rethink its structure, as well as greater government investments and social recognition so that training and teaching activities can be more effective.Keywords: History of education; Teacher’s training; Teacher’s training policies. 

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. 

scholarly journals MEMÓRIA E HISTÓRIA DOS EMEMCEs:perspectivas da articulação da educação superior e educação básica com o respeito às diferenças

2020 ◽  
Vol 27 (4) ◽  
pp. 152
Author(s):  
Diomar das Graças Motta ◽  
Alda Margarete Silva Farias Santiago
Keyword(s):  
Gender Relations ◽  
Basic Education ◽  
History Of Education ◽  
Educational Institutions ◽  
School Life ◽  
Women And Gender ◽  
Participation Of Women ◽  
History Of ◽  
Las Mujeres ◽  
And Gender

As edições do Encontro Maranhense sobre Mulheres e Relações de Gênero no Cotidiano Escolar (EMEMCE) constituíram-se importante veículo difusor das experiências das mulheres em âmbito local, nacional e internacional. O registro desse evento mostra a participação das mulheres na construção da história da educação, em diferentes contextos e épocas. Os estudos de Perrot (2005), Ricoeur (2007) e Molina (2004), entre outros, auxiliam na compreensão acerca das percepções do feminino e da relação com o tempo, concebido como lugar e memória, na perspectiva da construção e reconstrução de trajetória de vida das mulheres (BOURDIEU, 1996). Esse movimento tem sido imprescindível para que as trajetórias das mulheres, especialmente das mulheres professoras, ganhem sentido e espaço na trama da história da educação, uma vez que esse lugar tem sido pouco preenchido por elas, apesar da sua participação majoritária nas instituições de ensino. Assim, esse evento vem cumprindo, paulatinamente, o objetivo de garantir visibilidade às mulheres, e com vistas à intensificação desse propósito, o Simpósio Maranhense de Pesquisadoras (es) sobre Mulher, Relações de Gênero e Educação (SIMPERGEN) agregou-se ao EMEMCE desde a primeira edição, no ano de 2003. Decorrida mais de uma década, o EMEMCE e o SIMPERGEN apresentam vitalidade pela capacidade de articulação e constante expansão.Palavras-chave: EMEMCE. Relações de Gênero. Mulheres. UFMA. MEMORY AND HISTORY OF EMEMCES: perspectives of thearticulation of higher education and basic education with respect fordifferencesAbstractThe editions of the Maranhense Meeting on Women and Gender Relations in School Life (EMEMCE) were an important vehicle for disseminating women's experiences at local, national and international levels. The record of this event shows the participation of women in the construction of the history of education , in different contexts and times. The studies by Perrot (2005), Ricoeur (2007) and Molina (2004), among others, help to understand the perceptions of the feminine and the relationship with time, conceived as place and memory, in the perspective of the construction and reconstruction of trajectory of life for women (BOURDIEU, 1996). This movement has been essential for the trajectories of women, especially women teachers, to gain meaning and space in the history of education, since this place has been little filled by them, despite their majority participation in educational institutions. Thus, this event has gradually fulfilled the objective of guaranteeing visibility for women, and with a view to intensifying this purpose, the Maranhense Symposium of Researchers (s) on Women, Gender Relations and Education (SIMPERGEN) has joined EMEMCE since the first edition, in 2003. After more than a decade, EMEMCE and SIMPERGEN are vital for their capacity for articulation and constant expansion.Keywords: EMEMCE. Gender relations. Women. UFMA.MEMORIA E HISTORIA DE EMEMCE: perspectivas de vincular la educación superior y la  educación básica respetando las diferenciasResumenLas ediciones de la Reunión de Maranhão sobre la Mujer y las Relaciones de Género en la Vida Escolar (EMEMCE) convertieronse en importante vehículo para la difusión de las experiencias de mujeres a nivel local, nacional e internacional. El registro de este evento demuestra la participación de las mujeres en la construcción de la historia de la educación, en diferentes contextos y épocas. Los estudios de Perrot (2005), Ricoeur (2007) y Molina (2004), entre otros, apoyan a comprender las percepciones de lo femenino y la relación con el tiempo, concebido como lugar y memoria, desde la perspectiva de la construcción y reconstrucción de la trayectoria vital de la mujer (BOURDIEU, 1996). Este movimiento fue imprescindible para que las trayectorias de las mujeres, especialmente las de las profesoras, ganen significado y espacio en el tejido de la historia de la educación, ya que este lugar ha sido poco ocupado por ellas, a pesar de su participación mayoritaria en las instituciones educativas. Por lo tanto, este evento ha cumplido poco a poco el objetivo de garantizar la visibilidad de las mujeres y, con miras a intensificar este propósito, el Simposio de Investigadoras(es) de Maranhão sobre la Mujer, las Relaciones de Género y la Educación (SIMPERGEN) se ha añadido al EMEMCE desde su primera edición en 2003. Después de más de una década, EMEMCE y SIMPERGEN presentan vitalidad por su capacidad de articulación y expansión constante.Palabras claves: EMEMCE. Relaciones de Género. Mujeres. UFMA.

scholarly journals A imprensa operária e a História da Educação: uma análise das contribuições dos jornais O Labor e O Confederal para a História da Educação nos anos iniciais de Belo Horizonte

2017 ◽  
Vol 1 (3) ◽  
pp. 94
Author(s):  
Renata Garcia Campos Duarte
Keyword(s):  
Working Class ◽  
History Of Education ◽  
Minas Gerais ◽  
The State ◽  
Social Classes ◽  
Education For All ◽  
Education History ◽  
History Of ◽  
Belo Horizonte ◽  
Educational Field

Este artigo tem como objetivo discutir a importância da utilização de impressos operários enquanto fonte para as pesquisas em história da educação, analisando alguns debates e ideias educacionais presentes em dois jornais operários de origem associativa: O Labor, da Confederação Auxiliadora dos Operários, e O Confederal, do Centro Confederativo dos Operários. As associações responsáveis pelos periódicos foram constituídas nos primeiros anos de existência de Belo Horizonte, cidade construída para sediar a nova capital do Estado de Minas Gerais. Os impressos operários, por sua vez, são entendidos em suas particularidades tendo-se em vista as suas características, os quais divulgavam algumas ideias e debates, como os referentes ao campo educacional. A partir da análise dos jornais foi apurada a existência de demandas e propostas por educação para todas as classes sociais, visto que o ensino em Belo Horizonte não era ofertado a todos, ou se era oferecido, não alcançava as classes sociais menos favorecidas.The working class press and the History of Education: an analysis of the contributions of the newspapers The Labor and The Confederal to the History of Education in the initial years of Belo Horizonte. This article aims to discuss the importance of the use of working class press as a source for research in the history of education, analyzing some debates and educational ideas present in two workers' newspapers of associative origin: The Labor, of the Auxiliary Confederation of Workers, and The Confederal, of the Confederative Center for Workers. The associations responsible for the periodicals were constituted in the first years of existence of Belo Horizonte, city built to host the new capital of the State of Minas Gerais. The working class periodicals, in turn, are understood in their particularities in view of their characteristics, which disseminated some ideas and debates, such as those concerning the educational field. From the analysis of the newspapers, the existence of demands and proposals for education for all social classes was verified, whereas the education in Belo Horizonte was not offered to all, or if it was offered, it did not reach the less favored social classes. Keywords: Workers associations; Belo Horizonte; Education; History of education; Working class press.

scholarly journals Fundação Escola Técnica Liberato Salzano Vieira da Cunha: da construção física à constituição de um mito de excelência (1957-1967)

2021 ◽  
Vol 14 (2) ◽  
pp. 375
Author(s):  
Deise Margô Müller ◽  
Luciane Sgarbi S. Grazziotin
Keyword(s):  
De Novo ◽  
History Of Education ◽  
Educational Institutions ◽  
Education History ◽  
Technical School ◽  
Geographic Space ◽  
Methodological Choices ◽  
History Of ◽  
The City ◽  
Physical Construction

Este estudo tem viés historiográfico e o objeto de análise é a Fundação Escola Técnica Liberato Salzano Vieira da Cunha localizada no município de Novo Hamburgo/RS. Tem o objetivo de explicitar as escolhas metodológicas que viabilizam a produção historiográfica vinculada à temática da História das Instituições de Ensino. Ao se investigar a gênese do processo de implantação de uma escola técnica, em determinado tempo e lugar, foi possível compreender a construção de um discurso de excelência de ensino em tal instituição e o envolvimento desse discurso com as políticas públicas de educação vigentes no período estudado, articuladas às características regionais do espaço geográfico em que a escola está localizada.Palavras chave: Metodologia de Pesquisa. Ensino Técnico Profissionalizante. História da Educação. História das Instituições de Ensino.Liberato Salzano Vieira da Cunha Technical School: from the physical construction to the constitution of a myth of excellence (1957-1967)ABSTRACTThis historiographical study relates to the History of Educational Institutions, and its object of analysis is the Liberato Salzano Vieira da Cunha Technical School, located in the city of Novo Hamburgo/RS. It aims at revealing the methodological choices that enable historiographical production in past times. Investigating the genesis of the process of implantation of a technical school, in a certain time and place, enabled understanding about the construction of a discourse of educational excellence in this institution, as well as the involvement of this discourse with educational public policies in effect in the period studied, articulated to the regional characteristics of the geographic space in which the school is located.Keywords: Research Methodology. Technical Professional Secondary Education. History of Education. History of Educational Institutions.Fundación Escuela Técnica Liberato Salzano Vieira da Cunha:  de la construcción física hasta la constitución de un mito de excelencia (1957 - 1967)RESUMENEste estudio tiene un carácter historiográfico y el objeto del análisis es la Fundación Escuela Técnica Liberato Salzano Vieira da Cunha, situada en la ciudad de Novo Hamburgo/RS. Tiene el objetivo de explicitar las opciones metodológicas que hacen posible la producción historiográfica vinculada a la temática de la Historia de las Instituciones de Educación. Investigando el origen del proceso de implantación de una escuela técnica, en determinado tiempo y lugar, fue posible entender la construcción de un discurso de excelencia de enseñanza en tal institución y el envolvimiento de ese discurso con las políticas públicas de educación vigentes en el período estudiado, articuladas a las características regionales del espacio geográfico donde se localiza la escuela.Palabras clave: Metodología de investigación. Enseñanza técnica profesional. Historia de la Educación. Historia de las Instituciones de Educación.

A Cultural History of Education in the Renaissance

2020 ◽  
Keyword(s):  
Cultural History ◽  
Life Histories ◽  
Knowledge Society ◽  
History Of Education ◽  
Educational Institutions ◽  
History Of ◽  
Children And Childhood ◽  
Essential Resource ◽  
Literature Culture

Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

History of formation and development of the concept sphere education through modern scientific world picture

2017 ◽  
pp. 79-90
Author(s):  
Iryna Serebrianska
Keyword(s):  
Soviet Union ◽  
Bologna Process ◽  
History Of Education ◽  
Educational Institutions ◽  
Development Education ◽  
Education Development ◽  
National Education ◽  
World Picture ◽  
Funding Sources ◽  
History Of

The purpose of the article is to trace the path of national education from Kiev Rus to the Soviet Union. The task is to summarize the key events and key concepts in the history of the formation of education in Ukraine through the prism of language picture of the world of the Ukrainian people, as language reflects all problems of the nation at each historical stage of its development. Our study is relevant in terms of reformation of Ukrainian education and appropriate processes: the accession of Ukraine to the Bologna Process in 2005, implementation of the Law of Ukraine “On Higher Education” (2014), discussion of the draft of the new Law of Ukraine “On education”. The research is based on the analyses of the following texts: “Ukrainian Encyclopedia”, which presents the history of education in close connection with the general history of Ukraine, “History of Education in Ukraine” by S. Siropolko, “Ukrainian small encyclopedia”, ed. prof. J. Onatskyi, “Encyclopedia of History of Ukraine”. We have classified the language means of education representation into several thematic groups taking into account the time, geographical and political features of the country in each period. They include types of educational institutions of different levels, forms of authority and funding sources of educational institutions; education authorities; stages of education development; education regulations; cultural and educational organizations and their periodicals; student organizations and their periodicals.

scholarly journals A imprensa na pesquisa historiográfica: uma abordagem da História da Educação

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Diana Mauer ◽  
Nínive Girardi
Keyword(s):  
Public Schools ◽  
School Culture ◽  
History Of Education ◽  
Educational Institutions ◽  
Future Research ◽  
The Press ◽  
History Of ◽  
Cultura Escolar ◽  
Object Of Study ◽  
The City

Resumo: No cenário atual da História da Educação, destaca-se a importância da pesquisa em acervos escolares como forma de estudo do passado das instituições educacionais. A partir disto, o presente trabalho, vinculado ao projeto de pesquisa “História das instituições educacionais e seus acervos escolares na cidade de Osório – RS”, dedica-se à análise da cultura escolar no município citado. Através de um mapeamento dos acervos de escolas públicas da cidade, determinou-se o objeto de estudo da fase inicial da pesquisa: a Escola Estadual de Ensino Fundamental General Osório. Salienta-se que esta instituição ainda não conta com nenhuma pesquisa que lhe desse destaque. Diante disso, este estudo destina-se, principalmente, à preservação e divulgação da memória escolar da escola. Além disso, busca-se realizar uma pesquisa documental em fontes escritas e iconográficas, extraídas da imprensa da cidade e do acervo da própria escola. Logo, durante a execução do projeto, organizou-se o acervo histórico da Escola General Osório, bem como a pesquisa em periódicos regionais. Neste artigo, contudo, abordaremos apenas o uso das fontes jornalísticas. Para tanto, fez-se necessária a formação de um referencial teórico-metodológico através da leitura de obras da área. Realizou-se pesquisa em seis periódicos diferentes e foram transcritas trezentas e sessenta (360) referentes à temática educacional em nível municipal, estadual e, até mesmo, nacional. Além de possibilitar a compreensão da história escolar osoriense, a pesquisa aqui apresentada ainda serve de catalisador para futuras pesquisas na área. Palavras-chave: História da Educação. Cultura escolar. Imprensa. THE PRESS IN HISTORICAL RESEARCH: AN APPROACH TO THE HISTORY OF EDUCATION Abstract: In the current scenario of the History of Education, the research in school collections becomes important as a way to study the past of educational institutions.  For this, the present work, linked to the research project “History of educational institutions and their school collections in the city of Osório – RS”, is dedicated to the analysis of school culture in the town. Through a mapping of collections of public schools in the city, it was determined the object of study of initial phase of the research: the State Elementary School General Osório.  It’s important to say that this institution doesn’t have a work about itself yet. Thus, this study aims mainly to the preservation and dissemination of school memory of that school. In addition, we seek to make a documentary research in written and iconographic sources, extracted from the press of the city and the school’s own library. Therefore, during the execution of the project, we organized the historical collection of the School General Osorio, as well as research regional journals. In this article, however, we will only cover the use of journalistic sources. For this it was necessary to form a theoretical and methodological framework, through reading the works area. We conducted research in six different journals and 360 educational news regarding the topic at local, statewide and even national were transcribed. In addition to enabling the understanding of the history of citizen education, the research presented here also serves as a catalyst for future research in the area. Keywords: History of Education. School culture. Press.

scholarly journals Zakład Historii i Teorii Wychowania w Filii Akademii Świętokrzyskiej w Piotrkowie Trybunalskim oraz Piotrkowskie Koło Towarzystwa Historii Edukacji

2019 ◽  
pp. 135-138
Author(s):  
Andrzej Felchner
Keyword(s):  
Social Sciences ◽  
Master's Degree ◽  
History Of Education ◽  
Educational Institutions ◽  
Education Society ◽  
Theory Of Education ◽  
History Of ◽  
Master’S Degree ◽  
Academic Year ◽  
History And Theory

In Piotrków Trybunalski, in the academic year of 1984-1985, a 5-year Master’s Degree Studies in Pedagogics were launched. The school, over the 25-year span, has been significantly enlarged. At present, the Institute of Pedagogic Studies forms a part of the faculty of Social Sciences of the Jan Kochanowski University of Humanities and Sciences in Kielce. From the start, the history of learning, education and pedagogical thought have been taught. The current didactic and scientific activities in this subject are conducted by the Department of History and Theory of Education. The institution was successively directed by professors: Ryszard Wołoszyński, Teresa Wróblewska, Jerzy Kukulski and today by Andrzej Felchner. Additionally, in 2007, Piotrków Trybunalski Circle of the History of Education Society was established. It groups scholars from the Branch as well as the employees of other educational institutions from Piotrków Trybunalski.

scholarly journals Advantages of joint work of school with organizations of supplementary education at different historical stages

2021 ◽  
Vol 101 (1) ◽  
pp. 66-72
Author(s):  
Jan Danek ◽  
◽  
B.K. Shaushekova ◽  
E.S. Ibrayeva ◽  
◽  
...  
Keyword(s):  
High School Students ◽  
History Of Education ◽  
Developed Countries ◽  
Educational Institutions ◽  
Joint Work ◽  
School Students ◽  
Supplementary Education ◽  
History Of ◽  
Children's Museums

Article deals with the problem of interaction of the museum and school from the early ages. Authors give thoroughly full images of joint work of museums and schools in developed countries and analyze their experiences in conducting this way of cooperation. In the article there were listed the problems of interaction between the museum and the school and features of interaction at different historical stages. Authors describe the promising models of cooperation and the answers to question ‘How the problem of “museum and school” is solved abroad?’ Work of museums with students have been discussed in details, i.e. work with preschoolers and younger students, middle and high school students. Authors gave classification of museums of educational institutions: university museums, school museums, pedagogical museums. They have considered pedagogical museums in the period of origin and prosperity, the evolution of pedagogical museums, museums of the history of education and children's museums. Authors have analyzed the prospective of having museumschool partnership

scholarly journals Uma escola permanentemente provisória ou provisoriamente permanente? Avaliações das escolas isoladas paulistas em documentos oficiais (1907-1944)

2017 ◽  
Vol 1 (2) ◽  
pp. 203
Author(s):  
Angélica Pall Oriani
Keyword(s):  
20Th Century ◽  
Primary Education ◽  
History Of Education ◽  
Sao Paulo ◽  
Educational Institutions ◽  
São Paulo ◽  
School Superintendents ◽  
Education School ◽  
History Of ◽  
And Performance

O artigo analisa as avaliações das escolas isoladas contidas nos Annuários do ensino do estado de São Paulo (1907-1937) e nos Relatórios das delegacias regionais de ensino (1933-1944) para compreender a representação dessas instituições de ensino ao longo das décadas iniciais do século XX. Esses documentos continham os resultados das inspeções de diretores e delegados de ensino a respeito da criação, da manutenção e da atuação dos professores das escolas isoladas. A função desses documentos é perscrutada como um procedimento adotado concomitantemente à construção do sistema de ensino modelar paulista nas primeiras décadas republicanas, com o que é possível identificá-los como legitimadores, propagadores e defensores de um modelo de escola vinculado aos grupos escolares do qual as escolas isoladas se afastavam em razão de suas condições precárias. Com isso, considera-se que nos processos de avaliação e de atribuição de sentidos às instituições de ensino primário, que evidenciavam as conquistas dos grupos escolares e a provisoriedade das escolas isoladas, propagou-se a imagem destas instituições como um constante "vir a ser".A permanently provisional or provisionally permanent school? Evaluations of isolated schools of São Paulo in official documents (1907-1944). The article analyzes the evaluations of isolated schools in the Annuários do ensino do estado de São Paulo (1907-1937) and in the Relatórios das delegacias regionais de ensino (1933-1944) to understand the representation of these educational institutions throughout the first decades of the 20th century. These documents contained the results of inspections developed by school superintendents regarding the creation, maintenance and performance of teachers in isolated schools. The function of these documents is analyzed as a procedure that occurred simultaneously with the construction of the modeling teaching system of São Paulo in the first republican decades, which identify them as legitimators and advocates of a school model linked to the school groups from which isolated schools were far from due to their conditions. Therefore, it is considered that in the processes of evaluation and attribution of senses to primary education institutions, which evidenced the achievements of the school groups and the provision of isolated schools, the image of these institutions was propagated as a constant "become". Keywords: Isolated schools; São Paulo education; School groups; History of education.

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