O artigo discute as contribuicoes de Michel Foucault e Norbert Elias para a historiografia da educacao e para a historia da escolarizacao. Especificamente, desenvolve, a partir de Norbert Elias, uma reflexao sobre o significado da monopolizacao do ensino elementar pelo Estado, no seculo XIX e nas sociedades ocidentais, enquanto estrategia fundamental para completar o projeto de civilizacao.

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A escolarização como projeto de civilização

In the context of a renovation of the historiography of education in Brazil, there have been a growing number of studies trying to understand how certain knowledges became school knowledges proper. These studies have contributed to improve our under-standing about the role played by the school and by other social organizations in the definition of what has been regarded at different times as essential in the formation of the new generations. This field of study has been identified to what has been called History of School Subjects, a multidisciplinary approach that has been developed by researchers around the world during the last decades. The article constitutes a bibliographical essay, and seeks to identify and problematize research trends in this area within the wider field of the History of Education. Lastly, it briefly describes two studies carried out recently by Brazilian researchers in the areas of Physical Education and Artistic Education that can be included in this line of investigation. Despite the rising number of studies carried out around this topic, the majority of works, often dedicated to outline chronologically and retrospectively the presence of a specific knowledge at school, are conducted in isolation, and adopt assumptions - many times rigidly - coming from the didactic transposition or school culture traditions. We believe that it is only by conducting periodic assessments that the process of transformation and/or construction of knowledges into school knowledges proper can be made intelligible, both from an empirical perspective and from a theoretical point of view.

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História das disciplinas escolares e história da educação: algumas reflexões

The approval of the 10639/03 law, which made compulsory the teaching of African and African-descendants history, has brought some uneasiness and many questions to the academic sphere. How is it possible to teach something we do not know? Besides this questioning, the law comes up with something that African history specialists have been warning us for a long time: we "forgot" to study the African continent. Beginning from these facts, the article's objective is to analyze how the African history and the Africans have been represented in the very few history books, made in Brazil, in which the African theme is brought up in a specific chapter. The many critics and short complements towards these books, should not be interpreted as lack of consideration to the authors' work, but as an alert: we have to turn our attention to Africa, considering its unquestionable relevance as a stage to human actions and because of the deep relations we have with that continent through the Atlantic.

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A História da África nos bancos escolares: representações e imprecisões na literatura didática

TORRES, Aracele Lima. The free and open internet as an ideology: the net neutrality debate in Brazil and the United States. Tese (Doutorado). Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo, 2018. This work addresses the historical construction of a contemporary ideology that defends the view that the internet should be open and free. This ideology, called by many authors of ―cyberlibertarian‖ ideology, has a hybrid character and is defended by groups on the right and left side of the political spectrum. The vision that sustains it is the product of a synthesis made of cybernetic ideas of the 1940s, with an individualistic romanticism of the counterculture of the 1960s and the neoliberal discourse on the rise in the United States of the 1980s. This synthesis was carried out mainly by the countercultural catalog Whole Earth Catalog published in the 1960s in the USA and propagated by the network of people who articulated around this catalog and its derived publications. It emerged in the 1990s in the Silicon Valley region as an ideology, fueling the internet bubble and the discourse that the network was an exceptional, democratic and transparent media, a space for the exercise of freedom, and a greater example of the benefits of free market. In defining this discourse as ideological we argue here that it functions as a field of dispute for power and legitimation among significant social groups within society. In this sense, this ideology would not be exclusively benefiting any of the groups in dispute, but would obey the dynamics of fighting for political power, which sometimes puts one group in advantage, and sometimes puts another. The thesis that this ideology serves the neoliberal right-wing, defended by some authors, is thus countered here by us. Our thesis is that, although it has contributed to the restructuring of capitalism since the 1980s, and continues to contribute to the propagation of its practices in some contexts, this ideology also favors the flourishing of some practices that challenge it. So we must not believe that the left-wing groups are totally disarmed by this discourse and have necessarily in any and all situation their political resistance nullified by aligning themselves with it. To support our argument, we present the net neutrality debate, which has developed in several countries since the 2000s, as a clear demonstration of this. This debate, which is anchored in the defense of a neutral and open internet, can be a showcase through which we can perceive this ideology functioning as a field of disputes between left and right-wing groups. Through the comparison between the debate about net neutrality in Brazil and in the United States, it was possible to perceive that the implications of this discourse can manifest in even opposing directions, resulting, for example, in the defense of democracy or in the defense of the market.

https://www.teses.usp.br/teses/disponiveis/8/8138/tde-25062012-160142/publico/2011_TiagoSantosAlmeida_VOrig.pdf

Universidade de são paulo faculdade de filosofia, letras e ciências humanas departamento de história programa de pós-graduação em história social

O texto compreende um estudo sobre as praticas de militarizacao da infância, isto e, praticas de natureza patriotica, civico-militar que predominaram no ensino primario, no inicio do seculo XX. Nesse sentido, destaca a introducao da disciplina "Ginastica e exercicios militares" nos programas de ensino e seus desdobramentos mediante a criacao dos Batalhoes Infantis. Analisa, tambem, o escotismo escolar, movimento efervescente no estado de Sao Paulo nas decadas de 1910 e 1920, identificando-o como mais uma expressao do militarismo e do nacionalismo na educacao brasileira. Para a realizacao deste estudo foram utilizadas fontes manuscritas encontradas no Arquivo do Estado de Sao Paulo e periodicos educacionais da epoca.

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A militarização da infância: Expressões do nacionalismo na cultura brasileira

CHARTIER, Roger. A historia cultural entre praticas e representacoes. Trad. de Maria Manuela Galhardo. Lisboa: Difusao Editora, 1988, 244 p.

https://www.revistas.usp.br/revhistoria/article/download/64289/66975

A história cultural entre práticas e representações

A analise das relacoes culturais portuguesas no seculos XVII e XVIII e a base desse artigo. A preocupacao em entender o papel dos "estrangeirados" e seus efeitos na corte portuguesa sao explorados atraves da revisao de documentos de epoca c de uma revisao historiografica. Os "estrangeirados" foram, no quadro portugues de entao, intelectuais protegidos pelo Estado atento a uma politica de coerencia cultural com o resto da Europa.

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Tiago C. P. dos Reis Miranda

Papers

A história cultural entre práticas e representações

"Estrangeirados": A questão do isolacionismo português nos séculos XVII e XVIII