Joaquim de Oliveira Santos e a modernização da aritmética da escola primária ludovicense

Este estudo tem como objetivo compreender as contribuições do professor Joaquim de Oliveira Santos na modernização da Aritmética da Escola Primária ludovicense. O texto busca responder ao questionamento central: quais as contribuições de Joaquim de Oliveira Santos na modernização da aritmética da escola primária ludovicense? Para tanto, vale-se do aporte teórico-metodológico ancorado na História Cultural, com base nos trabalhos de Chartier (2017), e na História da educação matemática, com base em Valente (2017) e Pinto (2017). Quanto ao corpus investigativo, as fontes incluem documentos oficiais e, principalmente, livros didáticos escritos pelo professor. A produção do professor Joaquim de Oliveira Santos, identificada nos documentos aos quais tivemos acesso, evidencia incessante busca pela modernização da Aritmética da escola primária ludovicense, bem como pela melhor qualidade da formação de professores primários maranhenses em tempos da vaga intuitiva. As análises permitem inferir que o professor Joaquim de Oliveira Santos desenvolveu trabalhos com vistas à modernização da Aritmética do ensino primário em São Luís, em harmonia com aquilo que era evidenciado no cenário educacional em níveis nacional e internacional.Joaquim de Oliveira Santos and the modernization of arithmetic in the Ludovician primary schoolThis study aims to understand the contributions of Professor Joaquim de Oliveira Santos in the modernization of Arithmetic at Escola Primária Ludovicense. The text seeks to answer the central question: what are the contributions of Joaquim de Oliveira Santos in the modernization of Arithmetic at Elementary School Ludovicense? For that, it makes use of the theoretical-methodological contribution anchored in Cultural History, based on the works of Chartier (2017), the History of Mathematics Education, Valente (2017), Pinto (2017). As for the investigative corpus, the sources include official documents, and mainly textbooks written by the professor. The production of teacher Joaquim de Oliveira Santos, identified in the documents to which we had access, shows the teacher's incessant search for the modernization of Arithmetic in the ludovician Elementary School, as well as for the better quality of education for primary teachers in Maranhão, in times of the intuitive wave. The analyzes allow us to infer that Professor Joaquim de Oliveira Santos developed works with a view to modernizing Arithmetic in primary education in São Luís, in harmony with what was evident in the educational scenario at national and international levels.Keywords: Joaquim de Oliveira Santos; Teaching math; Primary School; History of Education in Maranhão.

Teaching about Fascism(s): The Relationship between Fascist Italy and Nazi Germany in East German, West German, and Italian Textbooks, 1950–60

The parallels and interconnections between Fascist Italy and Nazi Germany are not merely a matter of contemporary scholarly interest, but also were and still are a charged political and societal question. Through an analysis of discourse in school history textbooks, this article analyzes how scholars, students, teachers and state authorities perceived these parallels and interconnections during the immediate postwar period. The paper investigates how the earliest history textbooks – published in the post-fascist successor states of East Germany, West Germany, and Italy between 1950 and 1960 – evaluated the relationship between Mussolini's Italy and Hitler's Germany during the 1930s. The 1930s are key because they began with Mussolini as the senior fascist dictator; over the course of the decade – with the war in Ethiopia, the Spanish Civil War, the passage of anti-Semitic racial laws, and the creation of the Pact of Steel – Hitler's Germany eclipsed Mussolini's Italy as the preeminent fascist power. By looking at postwar textbooks’ representations of the Fascist Italy–Nazi Germany relationship during the 1930s, we can see that the postwar post-fascist states often blamed each other for the emergence of the especially imperialist, racist and violent elements of fascism. Thus, this article illustrates how educational materials marshalled deflection strategies during the long process of Vergangenheitsbewältigung.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

Evaluation of Senior High School History’s Program Curriculum Implementation of Curriculum 2013 in the Province of DKI Jakarta

The purpose in this study to evaluate of Senior High School (SMA) Historys Program Curriculum Implementation in Jakarta Province. This study used the CIPPO program evaluation model includes: (1) Context, consisting of the fundamental framework, curriculum standards, and curriculum goals; (2), Input, consisting of elements of curriculum developers, principal, teacher, and student; (3) Process, consisting of planning, learning, and assessments; (4) Product, and the effect of history (5) Outcomes, consisting of history.This research is qualitative with documentation studies, interviews, and observations, which are then enriched with a quantitative data in the form of tests. Data analysis techniques include data collection, data condensation, data presentation, and conclusions. The population studied were SMAN 70, SMAN 48, SMAN 77, and SMAN 18 which implemented Curriculum 2013 and opened a class Science Social Knowledge (IPS) where the subjects of History Indonesia and History Interest in the same academic Interest in Students. The results of the study show that there is a systemic bias, starting from stakeholder understanding, curriculum documents, processes by teachers, learning outcomes, to learning outcomes in the implementation of the High School History Curriculum in the 2013 Curriculum in DKI Jakarta Province.