Results of the international project on publishing the works of Gertsel’ Shklyar

At late December 2017, in pursuance of the previously concluded international agreement on cooperation between Kostroma State University and the Centre for Research of Belarusian Culture, Language and Literature of the National Academy of Sciences of Belarus, a three-year work plan was approved. It included a project aimed at systematisation, scientific interpretation and preparation for publication of the heritage of Gertsel Shklyar, a talented linguist who, in the mid-20th century, contributed a lot to Belarusian linguistics, Russian linguistics, hebraistics. In the course of the project, previously unknown facts of Gertsel’ Shklyar’s biography, summary of the results of his scientific activities during his work at the Belarusian Academy of Sciences (the 1930s) and Kostroma Pedagogic Institute (the 1940s–60s) were disclosed. The linguistic scientist worked actively in the field of Belarusian studies – he participated in the compilation of the Belarusian-Russian and Russian-Belarusian dictionaries, studied Polonisms in the Belarusian language, worked on amending the existing Belarusian-language spelling, on the creation of university textbooks on the modern Belarusian language. Together with Sof’ya Rokhkind, he created the USSR’s first “Yiddish-Russian Dictionary (Jewish-Russian Dictionary)ˮ. Research in the field of the Russian language was mainly dialectological. Gertsel’ Shklyar laid the foundations for the card index of Kostroma regional dictionary. The article examines the results of the international project, highlights the events dedicated to the presentation of the book of selected works by Gertsel’ Shklyar.

Ivanovo State Pedagogic Institute during the Nazis aggression

The events of the East Front of World War II had an impact on the activities of the higher educational institutions in the City of Ivanovo and Ivanovo Region. There had been significant changes in the organisation of the educational process, the content of the curricula, the academic performance, the number of the teachers and the students, and the living conditions. The Soviet authorities took a number of the organisational measures to ensure the work of higher education institutions in the wartime conditions. This article examines the activities of one of the leading higher education institutions in Ivanovo Region – Ivanovo State Pedagogic Institute - in 1941-1945. Special attention is paid to the organisation of the educational process at the faculties, the changes in the educational programmes, the academic performance, the number of the teachers and the students, the working and leisure conditions. In addition, the article examines the administrative actions of the regional leadership to provide the pedagogic institute with fuel and its teachers and students, with food; we reflect the effectiveness of the measures taken. The result of this study was the conclusion about the essence of the "survival" of the institute in a military environment, the adaptation of the educational process to the emerging problems, the contribution of teachers and students to the country's defence and the work of the rear. The conditions in which the intitute carried out its activities allow us to conclude that although it was not the largest and not the greatest prestigious, the establishment had managed to "survive" in those difficult years.

Pedagogical Practice As a Mean of Formation of the Responsibility of Future Teachers for Their Results of Work

The article discusses the problem concerning the “fi lling the curriculum with branchy system of practices” in the context of strengthening the practical orientation of professional teacher education. Including the branchy system of practice into the curriculum will allow to create conditions for the conscious embracement of theoretical material by future teachers and to obtain their fi rst professional experience. The article presents the results of a pilot experiment concerning the organization of distributed educational practice. This experiment was carried out on the basis of the Pedagogic Institute of the Vyatka State University. The purpose of the practice was to obtain primary professional skills by future teachers, including the study of the functioning system of modern educational institutions, the work experience of the class teacher and subject teachers. The article describes the content and expected results of the distributed educational practice on the example of forming the professional competence (general professional competence — 4 (GPC-4) and analyzes the results of the carried out pilot experiment.

Reflexões sobre a educação escolar quilombola: elementos para a prática docente

ResumoA compreensão de quilombo como território de resistência e preservação da cultura de base africana perpassa os discursos de pesquisadores diversos, como Almeida, O’Dwyer e Arruti, inserindo-se nas análises deste último as ressemantizações sofridas pelo termo e os determinantes históricos que as trouxeram à luz. A ressemantização, ainda segundo Arruti, que interpreta quilombo como território de resistência, vai compor as bandeiras do Movimento Negro Unificado (MNU). Por outro lado, o entendimento de currículo como relação de poder e como instrumento/estratégia capaz de interferir na formação do outro revela o quanto este instituto pedagógico é capaz de inserir/excluir, empoderar/fragilizar, desvelar/camuflar. É neste cenário de entendimentos que se insereeste artigo, objetivando pensar/propor saberes capazes de fomentar a Educação Escolar Quilombola nosterritórios dos remanescentes quilombos e nas unidades de ensino que atendem a estudantes originários/as daquelas comunidades. Para tanto, construímos diálogos com as legislações (vigentes) e com teóricos que abordam a temática. Palavras-chave: quilombo; currículo; educação escolar quilombola. Reflections on quilombola school education: elements for teaching practice AbstractThe understanding of a quilombo as a resistance territory and african culture preservation territory permeates the words of several researchers, such as Almeida, O’Dwyer and Arruti, being inserted in the last author’s analysis the changes in meaning suffered by the expression and the historical determinants which brought those to light. – It’s precisely the change in meaning, still according to Arruti, who interprets a quilombo as a space/time of resistance that will compose the flags of the United Black Movement (UBM). On the other hand, the understanding of curriculum as a power relation and as a tool/strategy capable of interfering in the formation of other emphasizes how much this pedagogic institute is able to insert/exclude, empower/weaken, revealing/hiding. It is in such a scenario of thoughts and understandings that this article is inserted, aiming to think/propose knowledges capable of promoting Quilombola School Education in the territories of the remaining quilombos and at the educational units that assist students originated/from that community. To do so, we have established dialogues with legislations (in effect) and also with theorists who do research on the topic.Keywords: quilombo; curriculum; quilombola school education.