Moral values in Sarah Fielding's novel “The Governess, or the Little Female Academy”

This article deals with the moral values and social issues described in the school story of the famous English writer Sarah Fielding “The Governess, or the Little Female Academy”, which is considered one of notable works written specifically for children in the Age of Enlightenment. The article examines some of the components of the genre “School Story” – the traditional opening and description of the daily routine of an educational institution for girls, plot twists, certain characters, etc. At the same time, following Sarah Fielding’s ideas, the author scrutinises the issue of children's reading and the need to discuss its content with adults. Using the examples of the wards' stories about their life before school, the problem of interpersonal relations of characters is analysed – within a family, with parents, brothers and sisters, other relatives, governesses and servants; whereas outside it, with representatives of various social groups. Much attention is paid to the depiction of behaviour etiquette and constant striving for perfection, as well as control over various emotions. As a result of the study, it is concluded that school stories are useful for young readers due to their topicality and positive general attitude, which allows adolescents to overcome numerous life difficulties during the formation and development of their personalities.

The Schools

In this chapter, principals and teachers talk about the new changes in school education, pedagogy, and curriculum; it discusses what they understand about them and how they are implementing the phenomenon-based and integrative learning ideas. Principals and teachers talk about the future of school education as well. They address how Finland is changing in education; how they are changing; how they are implementing the new curricula; and what they like and do not like about the new paths. The chapter also shows—through the lens of 14 case studies—the new learning environments in the twenty-first century from the architectural, pedagogical, and digital points of view. The 14 school stories might show a future of education in the world’s schools. The chapter divides the narrative of visits to schools into two main sections, background and interview. For most schools, there are more sections as the information provided by principals and teachers allowed describing in greater detail the learning environments in each school.

Memórias postadas, histórias compartilhadas: a educação rondoniense nas páginas do Facebook / Posted memories, shared stories: Rondonian education on the Facebook pages

Numa tentativa de trazer para o debate as postagens dos estudantes que também transitam na web, este estudo traz para a discussão os posts que circulam no Facebook, mais especificamente na Página da Escola Duque de Caxias, Página do Colégio Carmela Dutra e Página do Colégio Barão de Solimões de Porto Velho, estado de Rondônia, procurando destacar que os registros compartilhados, possíveis fontes para a historiografia da educação, mantêm acesas a memória e as vivências compartilhadas de participação dos usuários junto à vida escolar. Quais as histórias escolares mais lembradas? Conhecer sobre as histórias dessas escolas pode ser um caminho para tentar compreender os sentidos atribuídos à memória das experiências manifestadas através dos relatos dos sujeitos. Os usuários desempenham papéis indicadores de parâmetros culturais que condicionam as ações cotidianas, as representações e lugares. Cabe à tela, a capacidade de conceder um brilho à vida recriada no espaço midiático, no qual produtores e receptores manejam a linguagem, com vistas à produção de sentidos, demandando novas interpretações. Valho-me dos estudiosos Certeau (1982), Chartier (2002), Lèvy (1999) e Sibilia (2008) instigando-me a pensar que essas postagens representam valores culturais, criatividades cotidianas, práticas sociais para a produção e significação das histórias escolares, ampliando, os repertórios de fontes para a História da Educação rondoniense.* * *In an attempt to bring to the debate the postings of students who also travel on the web, this study brings to the discussion the posts circulating on Facebook, more specifically the Page of the Duque de Caxias School, Page of the College Carmela Dutra and Page of the College Barão de Solimões of Porto Velho, state of Rondônia, seeking to emphasize that shared records, possible sources for the historiography of education, keep alive the memory and the shared experiences of users' participation in school life. Which school stories are most remembered? Knowing about the stories of these schools can be a way to try to understand the senses attributed to the memory of the experiences manifested through the subjects' reports. Users play the role of indicators of cultural parameters that condition daily actions, representations and places. It is the capacity to give a brightness to the life recreated in the media space, in which producers and receivers manage the language, with a view to the production of senses, demanding new interpretations. I think the researchers Certeau (1982), Chartier (2002), Lèvy (1999) and Sibilia (2008) help me to that these postings represent cultural values, everyday creations, social practices for the production and signification of school histories, amplifying, the repertoires of sources for the History of the rondonian Education.