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 Da Historiografia à Academia: o Instituto Histórico e Geográfico Brasileiro na educação e na política educacional do início do século XX (1900-1920) * From Historiography to the Academy: the Brazilian Historical and Geographical Institute in the education and educational politicies of the early XX century (1900-1920)

2018 ◽  
Vol 7 (2) ◽  
pp. 203
Author(s):  
Thais De Melo
Keyword(s):  
Twentieth Century ◽  
Educational Institutions ◽  
Education History ◽  
Construction Of Knowledge ◽  
Political Conflicts ◽  
Early Twentieth Century ◽  
Educational Field

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 e 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 estas questões foram utilizadas publicações e actas da Revista do IHGB, bem como documentos de arquivos de instituições relacionadas e periódicos existentes durante o recorte.*This paper presents some results of the research trajectory about the presence of the Brazilian Historical and Geographical Institute (IHGB) in education. Among the aspects approached there are the Institute contributions to the construction of knowledge about the education history 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 Journal were used as well as archives of related institutions and journals that existed during the period.

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. 

The History of the History of American Education, 1900-1976: The Uses of the Past

1976 ◽  
Vol 46 (3) ◽  
pp. 298-330 ◽  
Author(s):  
Sol Cohen
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
Social Problems ◽  
Academic Discipline ◽  
History Of Education ◽  
American Education ◽  
The Past ◽  
Early Twentieth Century ◽  
History Of ◽  
To Come

Most recent histories of American education begin with an attack that enumerates the ways in which Ellwood P. Cubberley and other traditional historians of the early twentieth century stymied the development of the field. Indeed, these works suggest that the tradition of Cubberley and company was the only obstacle to good history of education until the pathbreaking contributions of Bernard Bailyn and Lawrence Cremin in the early 1960s. In this article, Sol Cohen argues that a rich and controversial chapter in the history of the history of education has been forgotten in the zeal to get on with the "new" history. He contends that historians need to come to terms with the struggles, primarily in the 1930s and 1940s, between those who would make the field purely "functional"—addressed to teacher training and to contemporary social problems—and those who would make it an academic discipline. After tracing the development and context of those struggles,Cohen concludes by noting certain dangerous continuities between the past and the present in the craft of history of education and cautions that progress can be made only by acknowledging and understanding that past.

scholarly journals Relações etnico-racias: o pensamento decolonial e a prática pedagógica para uma educação antirracista

2021 ◽  
Vol 14 (1) ◽  
pp. 111
Author(s):  
Daniele da Silva Costa ◽  
Rayane Corrêa Pantoja ◽  
Waldir Ferreira de Abreu
Keyword(s):  
Racial Identity ◽  
History Of Education ◽  
Document Analysis ◽  
Pedagogical Practice ◽  
Racial Relations ◽  
Black Person ◽  
History Of ◽  
Research Questions ◽  
Educational Field ◽  
Education In Brazil

O objetivo deste texto é refletir sobre as relações etnico-raciais a partir do pensamento e prática pedagógica decolonizadora no enfrentamento do racismo. Tomamos como questões de pesquisa algumas inquietações: De que forma o negro (a) é representado historicamente no contexto brasileiro? Como as discussões contra o racismo estão presentes no campo educacional? Em que amplitude as questões de racismo e do antirracismo no âmbito da história da educação no Brasil caminham para o pensamento decolonial? A metodologia adotada para esta discussão, volta-se a revisão bibliográfica e análise documental em Análise de Conteúdo (AC) proposto por Bardin (2006, 2011). Uma das conclusões que este estudo levantou é o apontamento da necessidade de reflexões conjuntas para a prática pedagógica decolonial e a partir disto os efeitos que o racismo provoca na identidade étnico-racial dos sujeitos sociais presentes na escola possam ser colocados em prática para uma educação antirracista.Palavras-chave: Educação antirracista. Prática pedagógica. Decolonial.Ethnic-racial relationships: decolonial thought and pedagogical practice for anti-racist education ABSTRACT The purpose of this text is to reflect on ethnic-racial relations based on decolonizing pedagogical thinking and practice in the fight against racism. We take as concerns research questions some concerns: How is the black person (a) historically represented in the Brazilian context? How are discussions against racism present in the educational field? To what extent do the issues of racism and anti-racism within the scope of the history of education in Brazil move towards decolonial thinking? The methodology adopted for this discussion, turns to bibliographic review and document analysis in Content Analysis (CA) proposed by Bardin (2006, 2011). One of the conclusions raised by this study is the need for joint reflections for decolonial pedagogical practice and from this the effects that racism causes on the ethnic-racial identity of social subjects present at school can be put into practice for an anti-racist education.Keywords: Anti-racist education. Pedagogical practice. DecoloniallRelaciones etnico-raciales: pensamiento descolonial y práctica pedagógica para la educación antirracistaRESUMENEl objetivo de este trabajo es reflexionar sobre las relaciones étnico-raciales desde el pensamiento y la práctica pedagógica decolonizadora en la lucha contra el racismo. Tomar como preguntas de investigación algunas preocupaciones: ¿En qué forma el negro (A) está representado históricamente en el contexto brasileño? Como los debates contra el racismo están presentes en el campo educativo? A medida que los problemas de racismo y de antirracismo dentro de la historia de la educación en Brasil ir al pensamiento descolonial? La metodología adoptada para la discusión, se remonta a la revisión de la literatura y el análisis documental en análisis de contenido (AC) propuesto por Bardin (2006, 2011). Una de las conclusiones que de este estudio se ha planteado es la Accommodator la necesidad de reflexión conjunta para la práctica pedagógica y decolonial desde este racismo los efectos que provoca en la identidad étnica racial- de los sujetos sociales presentes en la escuela se pueden poner en práctica para una educación antirracista.Palabras clave: Educación anti-raista. Práctica pedagógica. Decolonial. 

ENGLISH LABOUR AND TRADE UNIONISM OF THE EARLY TWENTIETH CENTURY IN THE COVERAGE OF THE BRITISH HISTORIAN G. D. H. COLE

2020 ◽  
Vol 9 (4) ◽  
pp. 22-33
Author(s):  
T.N. GELLA ◽  
Keyword(s):  
Twentieth Century ◽  
First World War ◽  
World War ◽  
Trade Unionism ◽  
Early Twentieth Century ◽  
The First World War ◽  
History Of ◽  
Socialist Movement ◽  
First World

The main purpose of the article is to analyze the views of a famous British historian G.D.G. Cole on the history of the British workers' and UK socialist movement in the early twentieth century. The arti-cle focuses on the historian's assessment and the reasons for the workers' strike movement intensi-fication on the eve of the First World War, the specifics of such trends as labourism, trade unionism and syndicalism.

Deuteronomy, Hosea, and the Theory of Northern Origins

2020 ◽  
Author(s):  
Bill T. Arnold
Keyword(s):  
Twentieth Century ◽  
Recent Work ◽  
Eighth Century ◽  
Work Related ◽  
Early Twentieth Century ◽  
History Of

Deuteronomy appears to share numerous thematic and phraseological connections with the book of Hosea from the eighth century bce. Investigation of these connections during the early twentieth century settled upon a scholarly consensus, which has broken down in more recent work. Related to this question is the possibility of northern origins of Deuteronomy—as a whole, or more likely, in an early proto-Deuteronomy legal core. This chapter surveys the history of the investigation leading up to the current impasse and offers a reexamination of the problem from the standpoint of one passage in Hosea.

A Century of America on Chinese Screens

2010 ◽  
Vol 17 (4) ◽  
pp. 305-323 ◽  
Author(s):  
Zhiwei Xiao
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Print Media ◽  
The United States ◽  
Sharp Contrast ◽  
American People ◽  
Early Twentieth Century ◽  
History Of ◽  
Chinese Films ◽  
New Millennium

AbstractNo serious study has been published on how Chinese filmmakers have portrayed the United States and the American people over the last century. The number of such films is not large. That fact stands in sharp contrast not only to the number of "China pictures" produced in the United States, which is not surprising, but also in contrast to the major role played by Chinese print media. This essay surveys the history of Chinese cinematic images of America from the early twentieth century to the new millennium and notes the shifts from mostly positive portrayal in the pre-1949 Chinese films, to universal condemnation during the Mao years and to a more nuanced, complex, and multi-colored presentation of the last few decades.

Reinventing Ramanand: Caste and History in Gangetic India

1996 ◽  
Vol 30 (3) ◽  
pp. 549-571 ◽  
Author(s):  
William R. Pinch
Keyword(s):  
Twentieth Century ◽  
English Language ◽  
Ninth Century ◽  
Religious History ◽  
North India ◽  
Colonial India ◽  
Indian History ◽  
Early Twentieth Century ◽  
Literature And Religion ◽  
History Of

According to Sir George Grierson, one of the pre-eminent Indologists of the early twentieth century, Ramanand led ‘one of the most momentous revolutions that have occurred in the religious history of North India.’Yet Ramanand, the fourteenth-century teacher of Banaras, has been conspicuous by his relative absence in the pages of English-language scholarship on recent Indian history, literature, and religion. The aims of this essay are to reflect on why this is so, and to urge historians to pay attention to Ramanand, more particularly to the reinvention of Ramanand by his early twentieth-century followers, because the contested traditions thereof bear on the vexed issue of caste and hierarchy in colonial India. The little that is known about Ramanand is doubly curious considering that Ramanandis, those who look to Ramanand for spiritual and community inspiration, are thought to comprise the largest and most important Vaishnava monastic order in north India. Ramanandis are to be found in temples and monasteries throughout and beyond the Hindi-speaking north, and they are largely responsible for the upsurge in Ram-centered devotion in the last two centuries. A fairly recent anthropological examination of Ayodhya, currently the most important Ramanand pilgrimage center in India, has revealed that Ramanandi sadhus, or monks, can be grouped under three basic headings: tyagi (ascetic), naga (fighting ascetic), and rasik (devotional aesthete).4 The increased popularity of the order in recent centuries is such that Ramanandis may today outnumber Dasnamis, the better-known Shaiva monks who look to the ninth-century teacher, Shankaracharya, for their organizational and philosophical moorings.

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