Showing papers in "Educação e Pesquisa in 2004"

Metodologia qualitativa de pesquisa

Abstract: This article presents considerations about what it means to do science within the context of qualitative methods and techniques in sociology. It is founded on the conception of methodology as the critical knowledge of the ways of the scientific process, a knowledge that questions and investigates its own limits and possibilities, and also on the recognition that all sociological knowledge has at its basis a commitment to values. Qualitative research is defined by its stress on the analysis of micro-processes through the study of individual and group social actions, carrying out an intensive assessment of data, and characterized by heterodoxy in the analysis. It emphasizes the need for the exercise of intuition and imagination by the sociologist, in a kind of handmade work, seen not only as a condition for an in-depth analysis, but also - and that is very important - for the freedom of the intellectual. The main criticisms made against qualitative research are discussed, especially the allegations of lack of representativeness and possibilities for generalization; of subjectivity due to the closeness between researcher and researched, and the descriptive and narrative character of its results. Within this context, considerations are made on the ethical problems involved in this kind of research, and a brief review is made of the history that culminated in the dominance of the quantitative approach, particularly in the postwar North American sociology. The text concludes by proposing that it is most important today to produce knowledge that, besides being useful, is also explicitly oriented by an ethical project aiming at solidarity, harmony and creativity.

Estudos quantitativos em educação

Abstract: The article refers to studies in education carried out in Brazil during the last three decades using quantitative approaches. The selection of the works to be examined was based on a survey of all issues published since 1970 by the following journals: Revista Brasileira de Estudos Pedagogicos (Inep/MEC), Cadernos de Pesquisa (Fundacao Carlos Chagas), Educacao e Realidade (UFRS), Educacao e Sociedade (Cedes/Unicamp), Revista Brasileira de Educacao (ANPEd), Estudos em Avaliacao Educacional (Fundacao Carlos Chagas), and Ensaio (Fundacao Cesgranrio). Some bibliographical sources were consulted in the search for other studies. The text highlights the importance of theoretical perspectives for the outlining and development of the studies, which should be put in the context of a reflection on education and of problematization. It also points to the need for adjusting the choices of types of analyses used. The work discusses the weak Brazilian tradition of carrying out quantitative studies in education, and the possible role of quantification in educational research. It shows some contributions from quantitative studies to the reflection in the field of education, and also for the basis of some critical perspectives. Those contributions were treated according to some themes, namely: illiteracy, schooling path and school failure; school flux/cutoff analysis; literacy; policies and basic education; financing of education/municipalization; social factors and education; youth and education; educational evaluation; assorted themes.

O estado da arte da pesquisa sobre o fracasso escolar (1991-2002): um estudo introdutório

Abstract: Este artigo apresenta um estudo introdutorio do estado da arte da pesquisa sobre o fracasso escolar na rede publica de ensino fundamental, partindo de uma retrospectiva historica da pesquisa educacional no Brasil. A insercao da producao atual numa perspectiva historica permite a percepcao de continuidades e descontinuidades teorico-metodologicas, avancos e redundâncias na producao de saber sobre o objeto de estudo. O corpus sobre o qual incidiu a pesquisa e composto de teses e dissertacoes defendidas entre 1991 e 2002 na Faculdade de Educacao e no Instituto de Psicologia da Universidade de Sao Paulo. Foram encontradas e categorizadas 71 obras, das quais treze foram analisadas em profundidade, tendo como base as seguintes questoes: como o tema e abordado? Qual a concepcao teorica e metodologica subjacente? Ha coerencia entre teoria e metodo? Quais as concepcoes de escola e de fracasso escolar que fundamentam o trabalho? Quais as relacoes com o conhecimento ja produzido? Que novos aspectos sao anunciados? Revelaram-se vertentes que compreendem o fracasso escolar das seguintes formas: como problema essencialmente psiquico; como problema meramente tecnico; como questao institucional; como questao fundamentalmente politica. Verificou-se a existencia de continuidades e rupturas teorico-metodologicas em relacao aos caminhos percorridos pela producao de saber na area: ha teses em que permanece o predominio de concepcoes psicologizantes e tecnicistas de fracasso escolar; em outras, coexistem concepcoes inconciliaveis que resultam em um discurso fraturado; ha tambem teses que dialogam e avancam a pesquisa critica do fracasso escolar, inserindo-o nas relacoes de poder existentes numa sociedade de classes.

A cultura escolar como categoria de análise e como campo de investigação na história da educação brasileira

Abstract: The concern with the issue of school culture has arisen in the context of a turn taken by the works in the history of education and of an ever so fruitful confluence with the discipline of History, be it for the practice of gathering, organization and expansion of the documental mass of data to be used in the analyses, be it by the acceptance of legitimacy protocols from the historiographic narrative. The article represents a synthesis of the investigations that have been conducted by researchers, and intends to apprehend how school culture has been taken on board by the field of History of Brazilian Education as a category of analysis and as a topic of study. To such purpose, the paper is composed of three parts. The first part deals with the most commonly used definitions of school culture. Works by Dominique Julia, Andre Chervel, Jean-Claude Forquin and Antonio Vinao Frago are focused here in an attempt to establish similarities and differences between the ideas of the various authors. The dissemination of these texts in Brazil is also discussed in this first part. The second part of the article, without any intention of representing a complete bibliographic review or a comprehensive listing of titles and authors, draws attention to some of the dimensions of the Brazilian education reality, which the researchers have been trying to understand with the aid of the notion of school culture. Finally, the article points out some of the challenges that have to be faced in carrying on these studies and in strengthening the theoretical-methodological foundations of the studies that use the general framework discussed here.

Estudos sobre educacao rural no Brasil: estado da arte e perspectivas

Abstract: This work maps out and discusses the knowledge created in the area of Rural Education during the 1980s and 1990s, with the purpose of outlining the 'state-of-the-art' in this field of investigation. Among other aspects, this article introduces and discusses the most recurring themes of study, the regional organization of this production and, towards the end, the current trends and the themes still not sufficiently explored. Markedly bibliographical, and restricted to the academic production in the area of Education, this work is based on the following sources: 1. Master and doctoral dissertations found in the ANPEd (National Association for Graduate Studies and Research in Education) database; 2. Brazilian academic journals; and 3. the main books focusing on the theme of rural education published within this period of time. One of the conclusions is that there is an increasing academic production discussing the issue of rural education from the point of view of the target population, that is, the rural workers. Such trend, however, is not born out of foresight or extreme sensitivity on the part of the researchers, but springs from the circumstances of the reality under study, since the rural workers, through their political organization, have become sufficiently visible to draw to themselves the attention of researchers.

Ciclos de vida: algumas questões sobre a psicologia do adulto

Abstract: This article seeks to systematize some reflections on the possibility of formulating a psychology of the adult, starting from the definition of psychological development as a transformation that occurs throughout the life, and from the postulation of adulthood as a culturally organized stage of the subject's passage through the typically human existence. Based on the assertion of the importance of the cultural practices and activities to the constitution of the psyche, especially through the execution of tasks and the use of instruments and signs as mediators of the psychological activity, ways of historicizing the psychology of the adult are pursued. To that end, a deeper understanding of the organization of different cultural practices is proposed, as well as of the shared construction of sense and meanings, of the internalization of ways of doing, thinking and producing culture in each one of its concrete domains, whose purpose is to go beyond the more common practice in Psychology, i.e., that of presenting as universal that which is historically contextualized. With the intention of enhancing the understanding about a specific group of adults, a discussion is included in this article of empirical data obtained during the preliminary stage of a research on urban workers attending a supletivo course (a substitute course for secondary education) with the purpose of increasing schooling in connection with their preparation for work. Implications for the education of youngsters and adults, implied throughout the text, are briefly elucidated at the end.

Autoscopia: um procedimento de pesquisa e de formação

Abstract: This article considers a procedure for data collection called autoscopy. Autoscopy entails the video recording of a practice with the purpose of allowing analysis and self-evaluation by one of the protagonists of that practice. The objective of the video recording is that of apprehending the actions of the agent (or agents), the scenario, and the plot that make up a situation. The recorded material is subjected to sessions of analysis after the action that aim at the understanding of the reflective process of the agent (or agents) through their verbalizations during the analysis of video recorded scenes. The present text introduces a theoretical basis for the procedure of autoscopy, deals with advantages and limitations of its use, as well as with aspects that deserve attention and, finally, describes the authors' experiences in two studies in which the procedure was employed. Starting from these two experiences, differences and similarities are pointed out between the studies, especially regarding the participants, object, and the time distribution of the video recordings. The authors draw considerations about the formative-reflective potential of the procedure, both for research situations and for the learning and training of various professionals, considering it to be an excellent educational instrument. It is, however, vital to keep in mind the need to recognize and return to the teacher, as an autoscopic participant, his condition as subject of his own profession, thereby promoting, besides the self-evaluation, also the autonomy of his thinking and doing.

Autores e editores de compêndios e livros de leitura (1810-1910)

Abstract: This article presents considerations about the issue of the authorship of schoolbooks The role of the authors of a schoolbook has been a controversial topic due to its ambiguity with respect to their rights and legal accountability A schoolbook can offer substantial financial return to editors and authors, and such situation implies more complex and tense connections Under this perspective, the article seeks to draw a profile of the first authors of Brazilian schoolbooks, from 1810 to 1910, with the purpose of characterizing the process through which different agents intervened in such production The particular features of the production of a schoolbook as a text subjected to curricula, dependent on the approval of official educational bodies, and the commercialization and circulation conditions are indicated to show who were the authors that accepted those impositions The article also presents the demands placed on the elaboration of schoolbooks by the changes in the books' target public Initially prepared for teachers, the schoolbook gradually becomes a book for the pupil Along this process, the pedagogical framework and the target public begin to demand greater care with language and with the constitution of new "didactic genres" directed at the elementary level The profile of the author of a schoolbook changes, as does his/her autonomy, accentuating the relations between editor and author

The state of the art in the research on school failure (1991-2002): an introductory study

Abstract: Considering the political and economical changes that took place in the Brazilian society during the last decade of the 20th century, characterized as they were, among other facts, by the rising of the neoliberal ideology and by changes in the productive sector, apart from the professed emphasis government and business sectors have placed on the necessary reform of the education system aimed at achieving a competitive economy, the objective of this article is to investigate the role industrial businessmen assign to professional education within their projects of economic development. The primary reference material used were technical documents by the Confederacao Nacional da Industria (CNI - National Confederation of Industries) and by the Federacao das Industrias do Estado de Sao Paulo (Fiesp - Industry Federation of the State of Sao Paulo), and also testimonies from leaders of those institutions extracted from various Brazilian periodicals. The conclusion has been that although Brazilian businessmen have emphasized investments in basic and professional education, such emphasis seeks to adjust education in Brazil to economic interests and not to regard it as a social right to be guaranteed by the state to all citizens. The analyses and proposals for education made by businessmen evolve around principles similar to those put forward by the World Bank, which adhere strictly to the Theory of Human Capital. The text also shows that such proposals regarding economic development and educational policy have been incorporated into the Brazilian central government agenda during the 1990s.

Estudos sobre ciclos e progressão escolar no Brasil:uma revisão

Abstract: This article is a review of published studies about school cycles and school progression in this country, based on a survey of academic publications on this issue covering the period from 1980 to the first half of 2002, as well as more recent material. From the focal points identified during the preliminary review of the material carried out in the above-mentioned survey the text attempts to highlight: conclusions drawn from the historical recovery of the experiences of introducing cycles in schools; data on the coverage and current configuration of schools organized in cycles in Brazil; dimensions emphasized, omitted or little explored in essays and research on school cycles; bibliographical sources for the study of specific experiences. Special attention is given to recent articles that refer to the reforms carried out in state capital cities, which have introduced the cycle organization within innovative contexts, such as those conducted in Sao Paulo, Belo Horizonte and Porto Alegre. As a conclusion, the authors consider that, although the literature examined does contain valuable elements to the comprehension of the current stage in which the issues related to school cycles find themselves, the ongoing policies demand further investigation covering the dimensions of formulation, implementation and impact; timely studies are not just those of a descriptive or analytical nature, but also those submitting proposals.

A escola e os educadores em tempo de ciclos e progressão continuada: uma análise das experiências no estado de São Paulo

Abstract: This article discusses the role of educators in the process of establishing and implementing learning cycles and continued progression in the city and state public school networks of Sao Paulo in four different moments: in the 1967/1968 Reform, in the implementation of the Literacy Basic Cycle in 1983/1984, in the creation of the regime of continued progression in 1998 (state public network), and in the adoption of the learning cycles and continued progression in 1992 (city of Sao Paulo public network). It is assumed that the realization of public policies in education depends to a large extent upon the participation of their main protagonists - the educators. It is thus important to know how certain factors influence the conceptions and the actions of educators with respect to learning cycles and continued progression. We seek to understand how these factors interact to determine the conception, very common among educators, that learning cycles and continued progression are important for the democratization of schooling and learning, but that the material and institutional/pedagogical conditions to implement them are lacking. In that way, they contribute to deteriorate even further the quality of teaching. The goal here is to help clarifying one of the controversies surrounding learning cycles and continued progression: the resistance of educators in accepting and implementing this educational proposal.

Democratização do ensino revisitado

Abstract: Em 1997, numa reunião de professores encarregados de propor uma nova ementa para a disciplina Introdução aos Estudos da Educação — que a partir de então passava a integrar um programa de formação de professores ligado à Cátedra USP/Unesco de Educação para a Paz, Tolerância, Democracia e Direitos Humanos — sugeri a inclusão do artigo “Democratização do ensino: vicissitudes da idéia no ensino paulista”, republicado nesta edição da revista EDUCAÇÃO E PESQUISA, na bibliografia da disciplina. O professor José Mário Pires Azanha, seu autor e então coordenador da cátedra, fez algumas objeções à sugestão. Argumentava que era um artigo “datado”, cuja polêmica não mais fazia sentido, uma vez que o ensino fundamental de oito anos praticamente se universalizara e poucos eram os que ainda apresentavam restrições às políticas de promoção do acesso maciço a esse nível de escolaridade. Na ocasião, não tive a oportunidade de lhe apresentar as razões que me levam a crer que, contrariamente à sua opinião, não se trata de um artigo “datado”, pois sua abordagem transcende a polêmica histórica e pode dar um modelo de alto interesse para a análise dos discursos pedagógicos e educacionais. Em diversas outras ocasiões, cheguei a lhe apresentar alguns dos argumentos, mas nunca o fiz de forma sistemática — ele nunca se interessou em discuti-los, reiterando sua posição de que só escrevera o artigo como uma resposta aos críticos da eliminação dos exames de admissão.1 Sua republicação nesta edição pareceume, então, a ocasião propícia para a defesa da hipótese de que, mais do que uma resposta à polêmica gerada, “Democratização do ensino” apresenta uma forma inovadora de análise do discurso educacional. Sua aplicação a outros problemas ligados aos discursos sobre políticas de educação pode ser extremamente elucidativa das tensões que subjazem aos consensos eivados de retórica, cujas expressões como “qualidade de ensino”, “educação para a cidadania”, “defesa da escola pública” e tantas outras que, por se terem tornado palavras de ordem ou slogans educacionais, tendem a obscurecer as complexas divergências conceituais e programáticas que estão em jogo nesse campo.

Ética e educação: uma revisão da literatura educacional de 1990 a 2003

Abstract: The work presents a quantitative and qualitative analysis of dissertations, theses, and articles published from 1990 to 2003 on the relation between ethics and education, and associated issues (discipline, authority, limits, violence at school). The criteria employed in the analysis were: 1) the amount of academic production; 2) definitions of ethics and moral used; 3) theoretical frameworks adopted and presence of empirical research; 4) adoption or otherwise of critical stance in relation to society and to school; 5) presence of pedagogical proposals for the ethical education of students; and 6) reference or otherwise to the document Etica dos Parâmetros Curriculares Nacionais (Ethics of the National Curriculum Parameters). The main conclusions were: 1) the number of publications on the theme of ethics and education has increased in the last years, although the amount remains small; 2) ethics is, almost invariably, related to directions derived from the recognition of rights and duties, therefore references to the classical theme of the "good life" are virtually absent; 3) philosophy, sociology and moral psychology are the theoretical frameworks that most inspire the reflections; 4) there is little empirical research; most texts are speculative and critical; 5) pedagogical proposals for the ethical education of students are practically absent, as are references to the National Curriculum Parameters.

A prática da não-retenção escolar na narrativa de professores do ensino fundamental: dificuldades e avanços na busca do sucesso escolar

Abstract: Este estudo descreve e analisa as percepcoes de professores sobre a pratica da nao-retencao escolar que busca possibilitar a alunos de camadas populares uma sobrevivencia escolar mais prolongada. Para tanto, definiu-se como locus da pesquisa uma escola fundamental da Rede Municipal de Educacao de Belo Horizonte, que, desde 1995, assumiu o projeto politico-pedagogico Escola Plural. A partir dessa reforma, mudancas radicais foram introduzidas na organizacao pedagogica das escolas e no trabalho docente objetivando construir uma escola mais includente e democratica. Numa abordagem qualitativa como procedimento central de investigacao, foram realizadas entrevistas semi-estruturadas com os professores, no sentido de configurar as praticas pedagogicas construidas por esses atores e apreender alteracoes nos aspectos relativos aos processos de escolarizacao dos educandos a partir da adocao dos ciclos de formacao e da eliminacao dos mecanismos de reprovacao escolar. A analise do material discursivo, obtido com a realizacao das entrevistas, foi feita pelo metodo de analise de conteudo. A conclusao e de que o principio da nao-retencao, no âmbito da escola pesquisada, nao consegue desfazer, por si mesma, os nos imbricados no sistema de ensino e reverter o quadro de exclusao que ainda persiste. Sem que os processos de ensino, as praticas pedagogicas e as estrategias escolares se reformulem para adquirirem contornos menos punitivos, seletivos e excludentes, o avanco certamente se mostrara limitado a uma escola que exclui menos, mas que continua excluindo.

O pensamento de Vygotsky nas reuniões da ANPEd (1998-2003)

Abstract: This article analyzes the works based on Vygotsky's thought presented at the annual ANPEd (National Association for Graduate Studies and Research in Education) meetings from 1998 to 2003, aiming at an understanding of how that theoretical framework is being incorporated by the authors that participate in those events. The text is organized into three parts. Firstly it describes the research process followed here. It then introduces and discusses the quantitative data extracted from the material analyzed, which is presented in the attached tables. The last part is a qualitative analysis that shows which bibliographical references are the most frequently used sources, which themes and concepts from the Vygotskyan approach predominate in the works investigated, and the incorporation of the theory revealed by the texts. In this last part some of the works are highlighted, which seem to offer a more valuable contribution to the construction of the knowledge in this field, advancing the theory and expanding on Vygotsky's original concepts. The article is concluded with some thoughts on the current incorporation of Vygotsky's thought, as revealed in the works analyzed here, contrasting it with the author's doctoral thesis written twelve years ago, where she dealt with the same issue and focused on the arrival in Brazil of authors of the historical-cultural approach, the beginning of the diffusion of their ideas and the initial efforts to incorporate their concepts. Finally, some implications are raised of the present work to Brazilian educators and to readers of Vygotsky.

Livros didáticos em dimensões materiais e simbólicas

Abstract: The text reports on an ongoing study about people's memories of schoolbooks. The reflections are based on oral histories and on the conduction and analysis of interviews with pupils and teachers from various places in Brazil, and which interacted with schoolbooks within the school environment between the 1940s and 1970s. The proposal has been to investigate the reminiscences of the schoolbook, which of them point to their influence in the social and cultural education of the users, as well as in the constitution of their imaginaries; the social, educational and cultural roles achieved by the schoolbook in the education of generations and/or localities; and finally the values attributed to those objects, which guide, for instance, attitudes towards their guard and preservation. The present study is part of a larger project entitled "Education and memory: organization of collections of schoolbooks" coordinated by Dr Circe Bittencourt from the Faculty of Education, USP. That project has researchers working on different problems, from various fields of knowledge, and utilizing distinct sources in their work. In that sense, the present study seeks to contribute also to the identification of sources that may be of use in increasing the overall information available to foster or supplement other possible researches about this object of study.

Injustiça na escola: representações sociais de alunos do ensino fundamental e médio

Abstract: This article reports on two studies that aimed at the investigation of how students from elementary and secondary schools, both private and public, from the town of Presidente Prudente (SP) represent situations of injustice at school, as well as their agents and the kind of actions they take. Two sets of data were analyzed: 1) open answers to a questionnaire submitted in 1999 to 480 pupils from the 8th grade of the elementary school and the 1st grade of secondary school; the answers selected were those in which reference was made to injustice at school; 2) answers given in 2003 by students of the 5th grade of the elementary school to questions about injustice at school. The theoretical analysis was based on the approach of the Psychology of Moral Development of Piaget and Kohlberg, and on the Social Representation approach created by Moscovici. Comparing the 1999 and the 2003 studies the conclusions can be drawn that none of the school series see the school as a "just community", and that retributive and legal injustices prevail. The main agents of injustice are revealed to be teachers (against students), followed by students (against other students). Students from private schools point the teachers as the agents of injustice more often that students from public schools. The latter put first the injustices among students; they also opposed more strongly the rules that go against personal needs than their counterparts from private schools.

Aprender a ler entre cartilhas: civilidade, civilização e civismo pelas lentes do livro didático

Abstract: The present essay seeks to identify the social locus occupied by the literacy primer in the customs and practices of the history of modern primary schooling. The purpose of the study is to examine the intermingling between the schoolbook and primary school practices through the analytical cleavage of the field of History of Education. Direction, constriction, control and confrontation, the school manual for teaching literacy proposes to highlight the context of literacy as an alternative to the orality of the world of the child. Under such premise, this work investigates the didactic production of a mid-19th century Portuguese intellectual named Francisco Julio Caldas Aulete, more specifically his Cartilha Nacional. That literacy primer proposed a teaching that was, at one and the same time, simultaneous (since all pupils should be taught together and indistinctly, as if they were one), founded on the parallel learning of reading and writing, and explicitly against the practice of spelling - a feature that brought his proposal close to the path later characterized as the analytical method of teaching literacy. Finally, one can understand that the study by the Cartilha Nacional - despite its topical character - points to socio-historical aspects of great relevance, given that one can find in that schoolbook a clear blueprint for a country: civility, civism and civilization were the motto that directed the proposal for teaching in the initial rite of primary school.

Formação de professores e educação em direitos humanos e cidadania: dos conceitos às ações

Abstract: This article reports on the experiences of the Human Rights in Schools Project in the creation and conduction of a teacher education course aiming at the dissemination of the ideals and values of human rights, democracy and citizenship as guiding principles for each and every school practice, and not just for pedagogical discourses. It must be said that such objective constitutes a great challenge, given the historical features of the Brazilian school and of the Brazilian society at large. Against the backdrop of that challenge, the text summarizes the principles, activities, and reflections resulting from the most significant experiences of the first three years of work of this project in schools belonging to the state and municipal networks in the cities of Sao Paulo and Osasco. Among other things, this article presents the different forms assumed by the above-mentioned course given the difficulty in shaping activities capable of turning school's everyday practices into an object of reflection for those directly involved in the act of educating, as well as for the school institution as a whole. It also points out important features engendered by this teacher continuing education proposal in its search for answers to the challenges currently faced by the Brazilian school in fulfilling its public role.

Democratização do ensino: vicissitudes da idéia no ensino paulista

Abstract: Partindo do reconhecimento de que o termo “democracia” pode prestar-se a todo tipo de propaganda ideologica, ha muita dificuldade em esclarecer a nocao derivada de ensino democratico. Para contornar esse obstaculo, o autor distingue entre a propaganda e a acao democratizadora, atendo-se ao exame da segunda. Neste sentido analisa alguns esforcos de democratizacao do ensino no Estado de Sao Paulo, atraves dos seguintes episodios: Reforma Sampaio Doria (1920); expansao da matricula no ensino ginasial (1967-1969) e tentativa de renovacao pedagogica proposta pelos Ginasios Vocacionais. Nessa analise procura tambem distinguir entre a ideia de democratizacao do ensino como pratica de liberdade e como expansao de oportunidades a todos, procurando mostrar como no primeiro sentido pode haver uma degradacao, em termos pedagogicos, da ideia de democracia politica.

A educacao na etica kantiana

Abstract: This article deals with Kant's moral anthropology, in which his considerations about education are included. Kant's ethics is routinely treated in such way that we fail to grasp its empirical part, many times denied. Such empirical part consists of this moral anthropology that enables us to embrace in our will, through education, and specifically through what Kant calls the "ethics didactics", the moral laws in their principles, and also to ensure their efficacy in our social world. Given that Kant says that "man, influenced by some many inclinations, is actually capable of conceiving the idea of a practical pure reason, but he is not so easily endowed with the strength needed to effect it in concreto in his behavior", we must implement our tenets of behavior through education and through the cultivation of our spirit. That will lead us to the theses of a virtue taught to the young who later will learn to make use of his freedom. This text is divided into six short parts, namely: a brief introduction, a study about moral anthropology, the issue of education within that anthropology, a brief analysis of Kant's On Pedagogy (Uber Padagogik), in which we focus on the stages of education as seen by Kant and on the important issue of character formation, and finally a short conclusion.

A reinvenção da escola a partir de uma experiência instituinte em hospital

Abstract: The purpose of this work is to reflect on the importance of the narrative method and of the pedagogical listening to the construction of alternative discourses to the hegemonic messages in education, construction which is to be achieved through teachers' investigation of their own practice. By listening to hospitalized children, and based on readings of Walter Benjamin, this text proposes to challenge the thinking that has dominated the educational scene in Brazil. Even though this hegemonic thinking may have us believe there are no alternatives, the proposals for reforms are varied and refute the ideology disseminated by the media. Such reforms spring from the base of society and are articulated to popular segments whose protagonists are the educators. The founding experiences both inside and outside of public schools seek to respond to the changes of our times. The society of media information and visual bombardment gives up reflecting on and carefully analyzing the cultural and educational production that invade it, reproducing as dogmas the parlance produced by the media. What is the place for excluded individuals in a society of the spectacle? In a society that promises easy profits, rapid celebrity and knowledge without learning? Amidst the complex informational culture of disconnected discourses, what seems to be usual for most hospitalized children in Brazil is that they are marked by the cycle of poverty, exclusion and absence of anybody who, allowing them to speak, listens to their voices. It can be concluded that listening to the narrative of the excluded has consequently implications to the expansion of educational experiences that can tell a different story: that of a more humanized world.

Comprender y hacerse comprender: como reforzar la legitimidad interna y externa de los estudios cualitativos

Abstract: El objetivo de este texto es de tomar en cuenta los aportes de un cierto numero de publicaciones recientes de caracter metodologico, principalmente francesas, y nuestras propias reflexiones acerca de las condiciones de produccion y de recepcion de las interpretaciones cualitativas para proponer diferentes maneras de aumentar la legitimidad interna y externa de los estudios cualitativos, particularmente en la sociologia de la educacion. En la primera parte analizamos como mejorar la validez de las interpretaciones a traves de la observacion de un cierto numero de reglas en la seleccion del campo de estudio y en la realizacion de entrevistas y observaciones. En la segunda parte nos interesamos a la manera de mejorar el trabajo de interpretacion a traves de la toma de distancia, el refuerzo de la coherencia interna y la aplicacion de diversas estrategias de generalizacion.

Educação e participação no Brasil:: um retrato aproximativo de trabalhos entre 1995 e 2003

Abstract: The paper examines sixty titles related to the topic of Education and Participation in Brazil produced by universities from the Southeast Region. The works were grouped, according to the approach adopted here, into two dimensions: a) participation at school; b) democratic administration in school reform programs. The first group of works puts more emphasis on one of the following aspects: teacher participation; community participation; formal mechanisms of participation; parental participation; student participation. Works from the other group focus on: school supervision; teacher participation; community participation; formal mechanisms of participation. As a conclusion, this work identifies gaps that could be filled by new research in a variety of issues, such as: the relationship between teacher participation and that of other groups; initiatives supported both by the upper administrative bodies and by social organizations; features of the work of those bodies; experiments bringing together mobilization and innovative conceptions in education; comparisons between schools as to their financial autonomy; the ability of the category "parents" to display collective behavior; how do teachers treat parents and how the latter treat their children; the sharing of functions among different educational agents; the collaboration offered by parents to the school according to pupil's age and wealth; rigorous comparisons between public and private schools; student participation according to age group and topics of interest; participation in other types of public services; influence of poor job stability and of volatility of teams at school; participation in evaluation (of projects, schools and policies).

Dois manuais de história para professores: histórias de sua produção

Abstract: When he took up the direction of the National Institute for Pedagogical Studies (Instituto Nacional de Estudos Pedagogicos - INEP) in 1952, Anisio Teixeira started the Schoolbook and Teaching Manual Campaign (Campanha do Livro Didatico e Manuais de Ensino - CALDEME) with the objective of producing schoolbooks and teaching manuals, among other didactic material. The Brazilian History and World History manuals for teachers were ordered in 1953 to Americo Jacobina Lacombe and Carlos Delgado de Carvalho, respectively. This article follows the production of those manuals presenting, as much as possible, the characters involved in it. The conflicts and debates are expressed at a particular moment of our educational history, and relate to the process of change of the historiographical production, allowing the identification of the relations between the different spheres of the didactic production. The decision to select university teachers for the composition of those works establishes the watershed between academic productions and those of a pedagogical character. The variations between different university projects to deal with the problem of teacher education are here seen under this perspective. It is hoped that the present analysis will elucidate aspects of a public educational policy at the federal level little investigated until now. Apart from that, by following the discussions that took place during the composition of those manuals, the text seeks to examine the conceptions of History, and of its teaching, that challenged each other at that time, as well as the approximations and separations between academic and school productions.

A política de educação do estado de São Paulo (uma notícia): considerações sobre a política de educação do Estado de São Paulo

Abstract: Educação e Pesquisa, São Paulo, v.30, n.2, p. 349-361, maio/ago. 2004 O Estado de São Paulo está vivendo uma profunda alteração no seu panorama educacional. O ensino primário, o ensino secundário e o ensino normal foram modificados nas suas bases. Essa é uma verdade irrefutável; outra, não menos, é a de que essa comoção provocou inevitáveis e profundos desajustes, só historicamente superáveis. Não havia, contudo, alternativa face ao quadro existente. No ensino primário, uma organização e um padrão curricular e programático de há mais de vinte anos sofrendo esporádicas e periféricas tentativas de renovação metodológica. Gerações de professores — e eles são mais de 50 mil — sucedendo-se num esforço nobre e louvável, mas indiscutivelmente abstraído do contorno social, econômico e histórico no qual a escola se insere. Para agravar a situação, pode-se dizer que as rotinas estabelecidas estavam muito bem organizadas. Na reforma em desenvolvimento, não se cuidou da substituição dessas rotinas, pois muitas vezes essa tentativa já havia sido feita sempre com os mesmos resultados periféricos. Era preciso uma alteração das coordenadas dai própria organização do ensino primário, e isso foi feito a partir da idéia de que “... para isso era necessário o rompimento com uma concepção das funções sociais da escola primária, que insiste em ver nesta instituição a agência realizadora de uma tarefa que, na verdade, supera as suas efetivas possibilidades de atuação. Pretender, por exemplo, que num contexto urbano-industrial em elevado estágio de desenvolvimento, a escola primária forme a personalidade integral do educando, não é, de maneira alguma, valorizar-lhe as funções. A POLÍTICA DE EDUCAÇÃO DO ESTADO DE SÃO PAULO (uma notícia)*