scholarly journals Pressupostos de Gramsci na educação profissional e tecnológica de nível médio

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Adriana Paula Martins
Keyword(s):  
Secondary School ◽  
General Education ◽  
Vocational Education ◽  
Professional Education ◽  
Karl Marx ◽  
Technological Education ◽  
Learning Modalities ◽  
History Of ◽  
Friedrich Engels ◽  
Education In Brazil

Resumo: O presente trabalho visa buscar os pressupostos pedagógicos da teoria educacional de Gramsci na Educação Profissional e Tecnológica de nível médio, principalmente na forma integrada ao Ensino Médio. No primeiro momento, há a exposição da proposta educacional de Gramsci frente à Reforma Gentile na Itália fascista, pautada na influência de Karl Marx e Friedrich Engels. Em sequência, há um breve histórico da educação profissional no Brasil, com referência à legislação pertinente a essa modalidade de ensino. No decorrer de todo o trabalho, são abordadas algumas considerações sobre a relação entre o pensamento educacional de Gramsci e a atual estrutura da educação profissional no Brasil, com enfoque na Educação Profissional e Tecnológica de nível médio integrada ao Ensino Médio. Finalmente, mediante os apontamentos levantados, este artigo dá ênfase à abordagem pedagógica humanista, de formação geral, proposta por Gramsci, a ser oferecida ao educando nas diferentes modalidades de ensino. Palavras-chave: Gramsci. Educação profissional. Educação de nível médio. GRAMSCI’S ASSUMPTIONS IN THE SECONDARY SCHOOL VOCATIONAL AND TECHNOLOGICAL EDUCATION Abstract: This paper aims to analyze the assumptions of Gramsci’s educational theory in the Secondary School Technological Education, meanly in an integrated pedagogical approach. At first there is the description of Gramsci’s educational proposal against Gentile Reform in Fascist Italy, based on the influence of Karl Marx and Friedrich Engels. After it’s described briefly the history of vocational education in Brazil, pointing out some relevant legislation related to this type of education. Throughout this paper it’s approached some ideas about the connections between Gramsci’s educational thoughts and the current structure of professional education in Brazil, focusing on Secondary School Technological and Vocational Education integrated to general education. Finally, this article emphasizes the humanistic teaching approach, through the general education proposed by Gramsci, to be offered to students from different learning modalities. Keywords: Gramsci. Vocational education.  Secondary School. 

scholarly journals Dos Liceus aos Institutos Federais: 110 anos de história da rede federal

ForScience ◽  
2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ana Kelly Arantes ◽  
Márcia Helena Batista Corrêa da Costa
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Qualitative Methodology ◽  
Technical Education ◽  
Minas Gerais ◽  
Technological Education ◽  
Federal Institute ◽  
History Of ◽  
A Minor ◽  
Historical Moment

Este artigo tem por objetivo fazer um percurso histórico, demonstrando o caminho do ensino técnico no Brasil ao longo dos diversos momentos e governos do país, alinhando as legislações pertinentes e ações legais desta modalidade. Iniciou-se este percurso ainda no Brasil escravocrata, passando pelos Liceus, primeiras instituições de educação técnica de nível federal, até a criação dos Institutos Federais, em 2008, quando, por meio da criação destes, na primeira vez na história do Brasil, tem-se a pretensão de uma educação técnica que visa a uma formação integral, que supere as marcas históricas trazidas pela modalidade, como uma educação fragmentada, puramente tecnicista e voltada simplesmente a atender interesses do mercado, tendo sido preterida ao lugar de uma educação menor. Destacaram-se, portanto, os Institutos Federais, que compõem a Rede Federal de Educação Tecnológica, como a grande mudança de perspectiva com relação à educação técnica e profissional. Fez-se um breve panorama do desenvolvimento desta Rede nos seus 10 anos de história, e, por último, um recorte no Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais (IFMG), demonstrando os campi criados e seu desenvolvimento. Para a realização do artigo, empregou-se metodologia de cunho qualitativo e, uma análise documental, tendo por base documentos oficiais e legislações pertinentes a cada momento histórico percorrido. Foi produzida, também, uma revisão de literatura, recorrendo aos diversos autores que se debruçam sob o tema. Os resultados demonstram que a educação, como um projeto em disputa, e mais especificamente a educação profissional, sofre os atravessamentos tanto no seu cotidiano como em âmbitos legais, sendo que o artigo vem apontando historicamente estes desdobramentos.Palavras-chave: Educação técnica e profissional. Histórico. Institutos Federais. From Liceus to Federal Institutes: 110 years of federal network historyAbstract The article aims to make a historical course, demonstrating the path of technical education in Brazil throughout the various moments and governments of the country, aligning the relevant laws and legal actions of this modality.This route began in slave-like Brazil, passing through the Lyceums, the first federal level technical education institutions, until the creation of the Federal Institutes in 2008, when through their creation, for the first time in the history of Brazil, The intention is for a technical education that aims at integral formation, which surpasses the historical marks brought by the modality, such as a fragmented education, purely technical and simply aimed at meeting market interests, having been deprecated to the place of a minor education. Therefore, the Federal Institutes, which make up the Federal Network of Technological Education, stood out as the great change in perspective regarding technical and vocational education. A brief overview of the development of this Network in its 10 years of history was presented, and finally a clipping at the Federal Institute of Education and Technology of Minas Gerais (IFMG), showing the campuses created and their development. For the realization of the article a qualitative methodology was used, a documental analysis based on official documents and pertinent legislation at each historical moment. A literature review was also produced, using the various authors that address the theme. The results show that education as a project in dispute, and more specifically vocational education, suffers the intersections both in its daily life and in legal areas, the article has historically pointed out these developments.Keywords: Technical and professional education. Historic. Federal Institutes.

scholarly journals The school system reform in 1958-1964: challenges and miscalculations

2020 ◽  
Vol 9 (1) ◽  
pp. 200-205
Author(s):  
Aleksandr Ivanovich Repinetskiy ◽  
Viktor Vasilevich Ryabov
Keyword(s):  
School Reform ◽  
Secondary School ◽  
General Education ◽  
Educational System ◽  
Professional Education ◽  
System Reform ◽  
Industrial Training ◽  
Industrial Enterprises ◽  
Education Of Students ◽  
Further Development

The paper considers the reasons for the educational system reform in the late 1950s, which began with the adoption of the law Strengthening the connection of school with life and further development of the national educational system in the USSR. The main propositions of the secondary school reform included labor polytechnic schools establishments where students were supposed to get profession along with the study of general education subjects. The period of study at a secondary school was supposed to be three years (grades 9, 10, 11). Schools and industrial enterprises where industrial training was to take place were not ready to organize industrial training. Despite the extensive campaign, the perception of the reform in society was controversial. The reform did not achieve its main goal - schools could not carry out pre-professional education of students.

3. The history of political thought and Marxism

2021 ◽  
pp. 31-50
Author(s):  
Richard Whatmore
Keyword(s):  
Twentieth Century ◽  
Eighteenth Century ◽  
Working Class ◽  
Political Thought ◽  
Karl Marx ◽  
Historical Materialism ◽  
History Of Political Thought ◽  
Scientific Philosophy ◽  
History Of ◽  
Friedrich Engels

‘The history of political thought and Marxism’ focuses on Marxism, which became the most global and scientific philosophy in the twentieth century. An important figure here is Karl Marx, the outcast from Prussian Trier that famously contributed to the science of historical materialism. Marx’s The Condition of the Working Class in England justified revolution through a philosophy that emerged from reading European history. Marx, along with Friedrich Engels, accepted that the progress of commerce by the end of the eighteenth century made European states more powerful than others in history. Marx’s contemporaries believed that the study of societies in every stage of history is vital in understanding the future.

scholarly journals Ensino técnico de nível médio: momentos de prestígio e de esquecimento se alternando durante a história da educação profissional no Brasil

Horizontes ◽  
2014 ◽  
Vol 32 (2) ◽  
Author(s):  
Aline Graciele Mendonça
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Theoretical Study ◽  
Technical Education ◽  
State University ◽  
Master's Program ◽  
Vocational High School ◽  
History Of ◽  
Political Economic ◽  
Bibliographic Study

ResumoBaseado em um recorte da pesquisa desenvolvida no programa de mestrado em educação apresentado à Universidade Estadual de Londrina pela autora deste trabalho, o estudo teórico teve como foco apresentar a historicidade da educação profissional abordando o ensino técnico de nível médio. Buscou-se responder ao seguinte problema: Como se constituiu ao longo dos tempos a educação profissional de nível médio? O objetivo foi fazer um resgate histórico do ensino técnico de nível médio no decorrer da história da educação profissional. Trata-se de um estudo bibliográfico, desenvolvido no modelo descritivo com base principalmente em Cunha (2005, 2000), Manfredi (2002) e Santos (2011). Evidenciou-se que a história do ensino técnico de nível médio foi marcada por momentos de valorização e de desvalorização produzidos conforme o momento político/econômico que o país apresentava, com políticas públicas fragmentadas movidas pelos interesses capitalistas.Palavras-chave: História da Educação; Educação Profissional; Ensino técnico.Middle level of technical education: the prestigious and oblivion for switching during the history of vocational education in BrazilAbstractBased on part of a research conducted in the master's program in education presented to the State University of Londrina by the author of this work , the theoretical study focused on presenting the historicity of professional education covering the mid-level technical education. We sought to answer the following problem: How constituted over time vocational high school education? The goal was a historical survey of mid-level technical education throughout the history of vocational education. This is a bibliographic study over the descriptive model based mainly in Cunha (2005 , 2000), Manfredi (2002 ) and Santos (2011) . It was evident that the history of mid-level technical education was marked by moments of appreciation and devaluation produced as political / economic times that the country had , with piecemeal policies driven by capitalist interests .Key words: History of Education; Vocational Education; Technical education.

scholarly journals ROLE OF THE DISCIPLINE “LIFE SAFETY” IN THE FORMATION OF SAFE THINKING AMONG UNIVERSITY STUDENTS

2020 ◽  
Vol 1 ◽  
pp. 116-120
Author(s):  
Natalya V. Petrova ◽  
Oksana V. Usikova ◽  
Tatyana V. Lojkova
Keyword(s):  
University Students ◽  
General Education ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Life Safety ◽  
Special Role ◽  
Higher Professional Education

The article discusses the process of forming safe thinking among students at three levels of education: general education (secondary general education), vocational education (secondary and higher professional education) and vocational training, as well as problems specific to each level are identified. The special role of the discipline "Life Safety" in the formation of safe thinking is substantiated.

EDUCAÇÃO PROFISSIONAL E TRABALHO: CONSIDERAÇÕES ACERCA DA FORMAÇÃO DE TRABALHADORES E DO MODELO PEDAGÓGICO DO SENAC

2020 ◽  
Vol 8 (2) ◽  
pp. 22-37
Author(s):  
Veridiana Noga ◽  
Edemir Jose Pulita ◽  
Joel Cezar Bonin
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Secondary Level ◽  
Teaching Performance ◽  
The World ◽  
Teaching Learning ◽  
Education In Brazil ◽  
Modelo Pedagógico ◽  
Education Work

O artigo apresenta uma análise da trajetória da Educação Profissional no Brasil, e reflete acerca da educação para o trabalho na sociedade atual. Nele se analisam o Referencial Pedagógico e as Diretrizes da Instituição que foram elaborados para nortear a atuação docente, relacionados com a formação do cidadão/sujeito que atuará no mercado e no mundo do trabalho. A metodologia está calcada na revisão bibliográfica e a discussão dos dados se deu pela análise da triangulação dos elementos previstos: trajetória da educação profissional, relações entre educação e trabalho e a proposta pedagógica do Senac. A reflexão desenvolvida aponta para vários desafios que a educação profissional enfrenta atualmente, principalmente no que se refere ao aspecto da formação de trabalhadores em nível Médio. Palavras-chave: Educação Profissional; Trabalho; Sociedade; Ensino/aprendizagem. ABSTRACT: The article presents an analysis of the trajectory of Professional Education in Brazil and reflects on education for work in today's society. It analyzes the Pedagogical Reference and the Institution's Guidelines that were developed to guide the teaching performance, related to the formation of the citizen/subject who will work in the market and in the world of work. The methodology is based on the bibliographic review and the discussion of the data took place by analyzing the triangulation of the expected elements: the trajectory of professional education, relations between education and work, and the pedagogical proposal of Senac. The reflection developed points to several challenges that vocational education currently faces, mainly with regard to the aspect of training workers at the secondary level. Keywords: Professional Education; Work; Society; Teaching/learning

scholarly journals THE PRINCIPLE OF PEACEFUL COEXISTENCE OF TWO SYSTEMS AND THE INTERPRETATION OF ITS THEORETICAL SOURCES IN RESEARCH ON THE HISTORY OF THE COMMUNIST PARTY OF THE SOVIET UNION

2021 ◽  
Vol 2 (5) ◽  
pp. 64-69
Author(s):  
Chengzhang Zou ◽  
Keyword(s):  
Soviet Union ◽  
Communist Party ◽  
Karl Marx ◽  
Structural Features ◽  
Peaceful Coexistence ◽  
The Soviet Union ◽  
Two Systems ◽  
History Of ◽  
Friedrich Engels ◽  
Soviet Historiography

The article presents the results of the author’s study of the interpretation of the theoretical sources of the principle of peaceful coexistence of two systems in Soviet studies of the second half of the 20th century, devoted to the history of the Communist Party of the Soviet Union. The author established a chronological framework for studying the principle of peaceful coexistence of two systems in Soviet historiography, and revealed Soviet historiographic markers of this principle in the corpuses of the works of Karl Marx, Friedrich Engels and Vladimir Ulyanov (Lenin). The article also presents a historical description and analysis of the way Soviet historians of the party interpreted the principle of peaceful coexistence of two systems in the works of Karl Marx and Friedrich Engels. The author identified the historical features of Soviet historians’ interpretation of the principle of peaceful coexistence of two systems in the works of Vladimir Ulyanov (Lenin), systematized approaches to the interpretation of the theoretical sources of the principle of peaceful coexistence of two systems that were formed in Soviet studies on the history of the Communist Party of the Soviet Union, revealed their structural features, and also developed a model for their typology.

The Marxian Tradition

2011 ◽  
Author(s):  
Terrell Carver
Keyword(s):  
Political Philosophy ◽  
World War Ii ◽  
Karl Marx ◽  
World War ◽  
Revolutionary Change ◽  
General Terms ◽  
Historical Progress ◽  
History Of ◽  
Friedrich Engels

Karl Marx (1818–1883) and his sometime collaborator and long-term friend, Friedrich Engels (1820–1895), are rightly regarded as the founders of a highly significant tradition in the history of political philosophy. However, this was never their aim at the time of writing. Their relationship to politics as activists, and their broad political orientations as socialists, were both clear from the early stages of their careers. The Marxian tradition, established as such in Marx's later lifetime, was certainly one of political thought and action, but the reception of these ideas and selected texts into the mainstream and canon of the Anglophone history of political philosophy was largely a post-World War II development. The portmanteau term Marxism occludes a number of contextually crucial distinctions that bear on philosophical and other interpretative issues connected with the Marxian tradition. In general terms, the Marxian tradition contributes to the history of political philosophy by highlighting economic activity, social class, exploitation, the state, ideology, historical progress, revolutionary change, and a “good society” that is socialist or communist in character.

scholarly journals Trabalho e/ou educação: história da educação profissional no Brasil

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Ana Clécia Abreu Tomé
Keyword(s):  
Professional Education ◽  
The Other ◽  
Human History ◽  
Or Education ◽  
Education Professional ◽  
Other Hand ◽  
History Of ◽  
Keywords Education ◽  
The Relationship ◽  
Education In Brazil

Resumo: Este artigo visa a uma revisão bibliográfica da educação técnica e profissional no Brasil, levando em consideração as características culturais e ideológicas presentes nos termos “educação” e “trabalho”. Inicialmente, realiza um breve apanhado histórico, pelo qual ficam visíveis interesses antagônicos em confronto num duelo em que há, de um lado, intelectuais em prol da educação e do trabalho como princípios da formação humana e, de outro, empresários e grupos dirigentes veem neles estratégias de aquisição de capital. Ao longo deste texto, são explicitadas algumas justificativas dadas à necessidade da complementação e/ou dicotomia educação e trabalho, visto que, por atrás da relação apresentada historicamente, os interesses das classes que detêm o poder são impostos e justificados, ora por viés assistencialista, ora desenvolvimentista. Ao final, são feitas algumas considerações sobre a situação atual da educação profissional no Brasil, pontuando avanços, retrocessos e desafios. Palavras-chave: Educação. Educação Profissional. Trabalho. WORKING AND/OR EDUCATION: THE HISTORY OF PROFESSIONAL EDUCATION IN BRASIL Abstract: Despite starting with a small overview about the beginnings of the relationship between work and education in human history, this article is a review of the technical and professional education in Brazil, taking into consideration the cultural and ideological characteristics that bear the terms education and work. Historically, antagonistic interests have been in confrontation, in which there has been, in one hand, intellectuals for education and work through human principles and, on the other hand, leaders and businessmen who see them as strategies for capital acquisition. In this paper, we explain some ideas about the need of supplementation and/or dichotomy education and work, because, behind the relations presented historically, the interests of the classes which have the power always are imposed and justified trough the assistencialism or the developmentalism. Finally we focus on the current professional education context in Brazil, showing some advances, setbacks and challenges. Keywords: Education. Professional Education. Working.  

scholarly journals Decolonising Subalternity through Effective History in Ishmael Reed’s Yellow Back Radio Broke-Down and Sonallah Ibrahim’s Zaat

IJOHMN ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 57
Author(s):  
Dr. Naeema Abdelgawad
Keyword(s):  
Karl Marx ◽  
Postcolonial Literature ◽  
Comprehensive Theory ◽  
Different Types ◽  
History Of ◽  
Friedrich Engels ◽  
Theory Of History ◽  
Class Struggles ◽  
The One ◽  
Effective History

In Section One of Manifesto of the Communist Party, Karl Marx and Friedrich Engels, formulating a comprehensive theory of history, contend:   The history of all hitherto existing society is the history of class struggles. Freeman and slave, patrician and plebeian, lord and serf, guild master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight. (91)   Marx and Engels believe that in any society, history marks a conflict between two struggling opposites; noting that the one in the privileged position oppresses the one who is not. Regretfully, that type of struggle never subsides; it seems to be perpetual as it is, sometimes, ‘open’ and, other times, hidden. The same is applied to colonised and ex-colonised countries. However, theirs is not a 'history of class struggles' but of a Master-Subaltern struggle. In this struggle, resisting subalternity is achieved through legitimating the existence of the Subalterns, a process that is realised by urging the colonisers or the colonisers' surrogates to recognise the subalterns' Being, which necessitates admitting not only the existence of the Subalterns, but also being conscious of them as individuals1. This is brought about by occupying a powerful position that is attained through heightening the Subaltern's sense of identity in the course of history. The result is, the paper argues, an active process of decolonising the Self, especially when an 'effective history' comes into existence to pave the way for the Subaltern to achieve self-realisation; as revealed in the Foucauldian thought and, also, the Hegelian and Heideggerian philosophy. The paper aims at analysing the empowerment process of the Subaltern in both Ishmael Reed's Yellow Back Radio Broke-Down (1969) and Sonallah Ibrahim's Zaat (1992) by comparing and contrasting different types of Subalterns as well as colonisers and colonisers' surrogates. The paper also sets out to explore the Subaltern's means of self-projection to acquire a position of power based upon history so as to examine the discourse of history in both African American and  Egyptian postcolonial literature.

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