Showing papers in "Educação (UFSM) in 2009"

Filmes na sala de aula: recurso didático, abordagem pedagógica ou recreação?

Abstract: Cinema is highly applied in classrooms and in circumstances that involve teaching and learning. Teachers from different degrees of training resort to the showing of fiction and non-fiction movies, as much to demonstrate curriculum contents as to reinforce the knowledge. However, little is known about the use of films by teachers, since there is not a specific pedagogy for this resource, neither there are rules to help guiding the use of this technology. Over the first years of scholar education, movies can even be recreational, but in a stage of higher education, more oriented to a wide and professional formation of individuals, in which way do videos and movies work as pedagogic helpers? Pursuing this aspect, this survey pointed out 55 professors of eleven courses of a high school institution, tackling subjects such as the routine of the using of movies in classroom, the nature of this pedagogic resource and the capacity of teachers on the use of it. Results gathered on forms allow us to reflect over the relation between movies, technology and education.

Representações dos professores sobre indisciplina escolar

Abstract: In this article we analyze a set of teachers’ representations of school indiscipline and its implications for pedagogical practices, particularly related to the resolution of problems in the classroom. Initially we explore three teachers’ representations on the genesis of school indiscipline. The first representation attributes prominence to the student as the singular subject in the production of indiscipline and who will be the center of the pedagogical intervention. The second representation attributes the genesis of the indiscipline to the context of the relations among the subjects in the classroom. The third representation suggests that the indiscipline would be something socially constructed in the schools, where it is intrinsically related to its nature and social function, and is an intrinsic part of its institutional culture. This third representation is distant of the previous ones, and provides an understanding of the indiscipline as a cultural message. In the second part of this article we analyze a set of implications of the teachers’ representations in relation to their pedagogical practices. At the ending of the text, we present some notes that put in evidence some issues that seems to be at the center in the study of the representations regarding to school indiscipline, in relation to the roles teachers are supposed to taken in contexts of indiscipline.

Palabras desoídas – palabras silenciadas – palabras traducidas: voces y silencios de niños bolivianos en escuelas de Buenos Aires

Abstract: In this work we present some reflections on the way that children coming from Bolivia transit schooling in formal educational institutions of Buenos Aires Argentina. Given certain situations recollected in a primary school, we advance towards the following issues: the ethnic and national identities tensions that these children live in learning contexts, the questioning that these students pose to educational humanistic discourses when they contrast it with there real life conditions, the meanings of their silences and their noiselessness. We pay attention to teachers representations of ways of speaking and knowledge in inter-cultural educational contexts, to concentrate in the multiple meanings of words, silences and knowledge that these children and adults unfold in both situations, everyday interactions and formal learning. We concentrate on certain institutional commands and suppositions of the hegemonic educational paradigm, related to certain communicative styles, imposed as ordinary, and the relation of these to other styles associated to diverse groups that attend to schools in Buenos Aires. The work is based on the analysis of documents and ethnographic records done in a school of the south zone of the city of Buenos Aires during the years of 2005, 2006 and 2007.

Ser professor nos dias de hoje... Formar professores num mundo em mudança

Abstract: As the title reveals, this paper points out the roles that have been assigned to teachers, acknowledging the increasing complexity of scholar education, in order to enhance the aspects to attend in teachers training. The aims of this paper are, therefore, as follows: defining knowledge and abilities necessary to perform the teaching work; putting in perspective the components and procedures of teachers training. Referring to these aims and basing upon the roles that have been assigned to the school and the teachers in Portugal in the last four decades,this paper builds up a reflection on the aspects to look for on teacher’s training.

Diversidade cultural e políticas públicas educacionais

Abstract: The objective of the present article is to verify as the public politics are contemplation the “Diversity”. It understands that the implantation of educational public politics can make possible a process of new meaning of the present cultural diversity in the Brazilian society. It results of a bibliographical research on the concept of cultural diversity, its context and historical evolution. Discuss the actuality panorama of educational public politics in Brazil about the question of cultural diversity. It analyzes as the cultural diversity became itself synonymous of dialogue and shared values, in opposition to the homogenization and cultural imposition. It identifies in an education of respect to differences one of the possibilities most promising in the context of a multicultural society and of necessary instruments of inclusion and democratization.

Ações afirmativas na Universidade Federal do Rio Grande do Sul e o seu significado simbólico

Abstract: This article analyses how income, educational and racial inequalities in Brazil result in the lack of opportunities for a large part of the population reinforcing a cycle of exclusion in our society. The article presents the debate about affirmative action policies, especially the one referring to quotas in universities, through the analysis of four public manifestos. It also discusses the symbolic meaning of the implementation of these policies, taking the case of the Federal University of Rio Grande do Sul as an example.

Ensinar a nação pela região: o exemplo da Terceira República francesa

Abstract: The Third French Republic (1870-1940) achieved a huge task concerning mass education. The schooling of children from 6 to 12 years became compulsory. State primary schools were free and their teaching was non-confessionnal. School houses were built in the whole country and primary schools teachers were trained at a good level. Often described by French historiography as a time of intensive centralism – and even of “Jacobinism” –, the Third Republic was also an era where a strong regionalist movement could develop. This regionalism was seldom fighting against national unity but often pretended to be the most authentic nationalism. At primary schools the love for the “small fatherland” was used to foster the love for the Great Fatherland. Numerous regionalist textbooks were published. They provided the teachers and the children not only with an intellectual, but also an aesthetic and emotional education about the “small fatherlands”.

Imaginario grupal y formaciones grupales en torno al saber

Abstract: The imaginary of the group will be the core concept of this article In order to capture its senses, we will comment on the meanings given to the word in the dictionaries and the specialized literature, particularly in the psychoanalytical literature In the pedagogical or teaching field, the Imaginary will be thought as a deployment of scenes of the group, of “other scenes” that, beyond the evident and visible aspects of a group encounter, fold and unfold in the life and evolution of a group Thinking the group as a set of scenes allows going beyond the representative and symbolic sense of the image to venture into the sense of imagination and, from there, into the sphere of the imaginary as something that creates and reveals the senses The imaginary of the group will be conceived as something that, from its group nature, can be staged, whether as script or as an expression of conscious or unconscious meanings related to fantasy, into something that beats, and folds and unfolds in the movement of the occurrences of the group, revealing itself in various ways These scenes are what exposes the conscious or unconscious senses, on the one hand, and what creates new sense, on the other In this article, we will establish the place of the imaginary in some group formations that have been conceptualized in the pedagogical field, and we will develop the type of formation that is typical of some teaching and educational groups: the formations centered on the knowledge

Entrelugares: antropologia e educação no Brasil

Abstract: Anthropology has a theoretical and methodological apparatus that is used when it comes to action in other fields of knowledge. This apparatus implements a cross-curricular dialogue and shows how anthropology is part of different courses and areas of knowledge in curricular contexts. In this text, some debates in biannual ABA – Sociedade Brasileira de Antropologia and restrictions of “Anthropology of Education” in Brazil and the objects, methods and topics it involves. Along the period of five ABA meetings, between 2000 and 2008, and in the debate about anthropology and education, a possible view of anthropology can be observed in a search for a good status for ABA and for a good relationship with and between anthropologists. The results of the Forums and GTs from 2000 to 2008 show us that, according to the various topics and approaches, projects, research and teaching experiences, this debate is still open, regarding anthropology of education. However, there is still very little effort towards thinking critically about the relations between anthropology and education. This is due to the way this science field is assumed by other fields of knowledge, in the name of a kind of humanism that blurs the ability to see and overlooks anthropologic actions, their central concepts and theoretical support.

Relações étnico-raciais e de gênero na escola e no espaço acadêmico: experiências de jovens negras da Universidade de Brasília

Abstract: This article presents the experiences of four black female students admitted by the University of Brasilia through the affirmative action programme. They attend courses in Electrical Engineering, Medicine, Pedagogy and Social Work. Analysing different courses enables a reflection on how different contexts, with distinct mechanisms of regulation, can produce different representations of gender and racial relations. By choosing students of different academic courses we are interested in observing the strategies to overcome racism and prejudice linked to the contexts or to the relational processes where their identities are constructed. We are not interested in producing a general overview about the situation of the students, but in obtaining some insights about their representations of gender and race relation. Through their narratives we try to comprehend the relevance they give to school and academic experiences linked to racism and prejudice and also the mechanisms which influence their position concerning these issues.

Políticas públicas e educação para indígenas e sobre indígenas

Abstract: In Brazil the education system underwent broad reformulation as a result of the promulgation of the National Constitution in 1988 and the subsequent approval, in 1996, of the new Law of National Education Directives and Bases. Brazilian laws regognize indigenous knowledge and propose their inclusion in public schools curricula. They also recognize that indigenous people have their own teaching and learning process which each school needs to take into account and propose the formulation of diferenciated curricula. This presentation will attempt to assess the consequences and challenges brought about by these changes, with respect to the treatment of indigenous knowledges in the regular schools as well as in the indigenous schools, focusing the gaps between the law and the practice in the schools.

Não é fita, é fato: tensões entre instrumento e objeto – um estudo sobre a utilização do cinema na educação

Abstract: This dissertation aims at discussing the relationship between the school and the use of audiovisuals, mainly, cinema. The starting point is that even though schools are more equipped than ever, the insertion of the cinema in schools is not effective. With the advance of technology and the improvement of audiovisual equipments, nowadays, great movie productions are accessible to most part of the population through VHS and DVD. Such growth seemed to be ignored by schools, and it is noticed that public administrations publicize largely that schools are equipped with the necessary equipments for the reproduction of films, but with no preoccupation when it comes to the courses for teachers and educators for the task. This piece of work also discusses the historical importance of the language and its way of cumulated historical knowledge to be transmitted by the school to its members. The hypothesis of this dissertation that movie language besides being a pedagogical tool is also a knowledge tool that allows a broader perception of reality, and that the courses for teachers do not prepare the professionals for an adequate use of this resource and its language were confirmed during the research, leading to the conclusion that the school still uses new languages, technologies and knowledge in a disjointed, inadequate and insufficient ways that leads to inferior results that could be achieved through the effective use of these languages, technologies and knowledge.

Brincar e aprender: um novo olhar para o lúdico no primeiro ano do Ensino Fundamental

Abstract: This article has the purpose to present some reflexions about the place of ludicity in learning and in the development of the child, in the case of the six year old, that, according to the new legislation, are in the first year of elementary school. To allow the experience of ludic activities in educational practices in this level of teaching is to enable the integral development of the child, respecting the singularities of the infantile world. Unlike some tradicional ways of teaching, the playing and the learning are not opposite aspects in the teaching-learning process, being possible through this encounter, a dialogue with several humane dimensions-cognition, affection and motion. To make the professionals actions of this phase more significant and pleasant, it is necessary that the concept of ludicity be understood before it can be experienced.

A educação impossível

Abstract: Why a concept as ambiguous as the imaginary would be of interesting to education, which in many cases is difficult to distinguish from its mysterious correlative – imagination? In Cornelius Castoriadis’s work, the imaginary takes on the meaning of the radical power of creating society through a collectivity that is always anonymous; as for imagination, the term refers to the equally radical power that describes the activity of the self-constitution of the human being. This is the good reason that the great philosopher’s work gives us for adopting such concepts: the requirement to think of education under the sign of human creation. For the impossible task of education consists on it: to take part in the resurgence of the project of individual and collective autonomy, that is to say, in the revival of the will of freedom. In those days of loss of meaning, if we still intend to struggle for a change in society, for truly democratic institutions, we cannot discard the struggle for an education geared toward autonomy.

A formação inicial de professores e a didática na perspectiva inter/ multicultural

Abstract: The article begins by presenting the conception of teachers’ formation on which it is based and, in it, by discussing the place and function of initial/basic formation, in which the discussion about the role of Didactics is inserted. Afterwards, it tries to justify the defense of the inter/multicultural perspective and the foremost domains herein involved. The main justification for assuming Didactics on the inter/multicultural perspective is based on the finding that Brazilian public school hasn’t effectively incorporated the demands of the lower social classes as a consequence of the supposed democratization of teaching. The logics of learning consequent need for incorporation, by school, of the contributions from different cultural traditions brought by the students, making room for the critical review of school culture, of its rituals, standards, values, conceptions. Finally, reflections are weaved, looking for reiterating some aspects considered fundamental to the set of discussions undertaken, among which is the one that states that adhering to the inter/multicultural perspective of Didactics does not exclude the discussion of the theoretical basis of pedagogic thinking, neither the concern with aspects of how to do involved in the process of teaching, having the learning of students in sight. The idea defended is that, besides formation, it is necessary to fight for better career and work conditions for teachers.

Formação de infâncias ledoras-escrevedoras: desafios da Escola do Campo

Abstract: The article focuses on the debate of the Rural/Country Education in Brazil since the social movements; it also presents a research activity conducted by the Field Pedagogy Course, a partnership between the Universidade Estadual do Rio Grande do Sul – UERGS (State University) and the Instituto Tecnico de Capacitacao e Pesquisa da Reforma Agraria – ITERRA (Institute for Training and Research of the Agrarian Reform), with the Rural/Country Schools about the development in reading and writing practices within and about them, it establishes a series of analysis on the reading and writing social function for the individuals training preparation in the field. The basic bibliographic references are: Caldart, Freire, Kaufman, Rodrigues, Kleiman and Soares. In addition, with the same perspective, the practice of reading, writing and exchanging letters with Escola Municipal Irmao Cirilo do Assentamento Missoes de Francisco Beltrao (Municipal School), Parana, whose was considered transgressive and relevant in sense of the desired human training. To summarize, the challenges that Pedagogy teachers have to assume when dealing with reading and writing techniques at the Rural/Country School are described.

Representações sobre relações raciais na sala de aula: o negro no cotidiano escolar

Abstract: This paper presents some preliminaries results of a research that investigates the representations about race, color, Difference, Prejudgment and Racial Discrimination of the school’s agents teachers, employees and students) on the quotidian of the History’s, Portuguese’s and Art’s classes of the first two year of the secondary education of a Belem-PA’s private school, in order to understand the place of the black people in the school pedagogic practices, regarding the obligation of touching racial subjects as established by the low 10.639/2003. Using the methodological and theoretic approach of Pierre Bourdieu and Roger Chartier, we analyzed the representations obtained by the non-participative observation in those classes. We realized that teachers almost didn’t know anything about the low 10.639/2003 and about the ethnic and racial question on Brazil, what brings as result the reproduction of racial prejudgment and discrimination by the students. Our analysis aims, from understanding the problems with teacher development, to understand the problems related to the ethnic and racial question at school and propose solutions.

Entre senhas e telas: as reconfigurações do trabalho docente

Abstract: In the context of productive restructuring and digital culture, this study analyses the effects of technological and cultural transformations in higher education. Due to cultural change, and the new subjects and social relationships that delimitate the professor’s work, the challenges put to the professor’s professionalism and their development, in order to take their place in a web society, are assessed based on a case study. It is necessary to perceive how they understand their work, the changes occurred in it, and how it reconfigures its subjectivity. The results vary from the perception of the new demands and work rhythms brought by the digital technology, the making sense of them as updating resources, up to the preference for traditional education. The acknowledgement of the social role of the educator and the reaffirmation of values that do not depend on digital technologies are still maintained. Despite the awareness that something is not well in the profession, the perception of the history of the education process is fragile. There is a lack of clarity in perceiving the conditions that contribute to the strengthening of isolation and the expansion of the individualistic mentality, reinforced by the over-implication in a job that sways more and more to levels of precariousness. Information and communication technologies have an ambivalent action in the teacher’s work. They can contribute to change, as well as to maintaining old practices, with the appearance of innovation. In this situation, it lies with the professors, to go in search of their professional development, in order to find in it the foundation for actions that will offer commitment, professional achievement and autonomy when dealing with the contemporary transformations.

Desafios e obstáculos da pesquisa em educação para a transformação das práticas pedagógicas

Abstract: Educational reforms which are undertaken by many countries mark a major rupture with previous models of teaching and indicate the need for transformation of practices. The present text discusses the contributions and limits of scientific research in the field of Educational Science. It takes a particular interest in some research that are relate to teaching practice with regards to the construction of a Professional Training Referential that can be used for teacher training as well as the transformation of teaching practices. After highlighting the necessary transformations of the teaching practices, that the current educational reforms require, this article brings to light certain obstacles and challenges that confront research in education. It also proposes a number of potentially favorable theoretical and methodological avenues linking research and practice. The article does not provide definitive answers to the questions raised, but it does identify some theoretical and methodological lines of inquiry that fuel the reflections of researchers and trainers everywhere for whom the analysis of practices is a major issue in achieving reforms.

Significado e sentido da atividade de brincadeira para professoras de educação infantil

Abstract: In this paper we discusses the importance of the childish education teachers clearly know about the meaning and the sense of the play activities with children 0 a 6 years old. This is part of doctor thesis from among of goals, one of them was to unveil the meaning and sense of the play activities attributed by childish education teachers. Part of the methodology used in the research involved interview with five childish education teachers who participated of a course about o theme and, so, video-records about yours routines and activities with the children. The results denote that the meaning and sense attributed by these teachers at to propose play activities for the children are connected to understanding of this activity as generating of the learns for this ages and, therefore, it needs to be developed with pleasure. The changes in the practices with the children are attribute to the courses which the teachers change experiences, discusses problems, suggest solutions and enlarge the possibilities about yours practices with children, which can to mean the improvement of the childish education quality. From There the importance of the public politics invest in the actions to the continuing childish teacher education by partnership with the university, so that the teachers can enlarge yours conceptions about the play activities and feel safety about to propose and to encourage these activities between children.

Percepções sobre Fumo Passivo: um olhar sobre o ensino de ciências e seu comprometimento na construção da cidadania para a saúde e qualidade de vida

Abstract: Este estudo analisou as percepcoes acerca do Fumo Passivo entre estudantes de Ensino Fundamental de uma escola publica de Santa Maria (RS) com o objetivo de mensurar os conhecimentos sobre este tipo de poluicao e sobre suas implicacoes na saude e qualidade de vida da populacao. A amostra constou de 298 alunos das 5a, 6a, 7a e 8a series com idades variando entre 10 e 15 anos. O instrumento utilizado para coleta de dados foi o questionario semiestruturado. A metodologia utilizada para o tratamento dos dados foi a Analise de Conteudo. Os resultados demonstraram que a maioria dos estudantes (78,18%) associa o termo “Fumo Passivo” aos binomios saude/doenca e vida/ morte; 57,71% dos estudantes associam o termo ao cigarro e fumaca; porem, os dados apreendidos apontam que as percepcoes acerca do tema sao desencontradas e mal definidas, fato este que requer maiores investigacoes. O entendimento da nocividade do Fumo Passivo para o sistema biologico requer da Educacao em Ciencias alternativas no ensino que abarquem os efeitos toxicos do mesmo sobre as celulas e tecidos. Dada a relevância do Fumo Passivo enquanto agente causador de doencas, e importante que se conhecam as percepcoes previas com o intuito de contribuir na implementacao de politicas socioeducativas, as quais coibam esse tipo de poluicao ambiental. E nesse sentido que a Educacao em Ciencias pode contribuir para que os alunos construam uma cidadania voltada para a saude e para a qualidade de vida.

Reaprendendo a ser chinês: o “processo civilizador” de um país em transformação

Abstract: This article discusses the current changes in the Chinese society caused by the opening up of economy in the post-Mao era. It argues that, based on Nobert Elias’ work, China passes by its Civilization Process, since new practices and values are introduced from its insertion into globalization flows and into a capitalist market economy. Several spheres of the social life are affected, bringing deep consequences in the subjectivity of individuals. This will provoke a reinterpretation of cultural conceptions about the body and behavior, as well as an internal and external control process over them. The analyses are based on fieldwork carried out in China, Canton Province from 2006 to 2007.

“Vestida de prenda”: sobre as significações da pedagogia tradicionalista das pilchas

Abstract: This article presents some reflections about the gauchismo in Rio Grande do Sul and analyses the meanings of being a traditionalist inside speeches of some young peoples that participate of the GauchoTraditionalistMovement in Santa Maria, RS. The text aims to focus some pedagogical and educational dimensions in this traditionaluniverse, working about the prendado and female stereotypes into the prenda dress. This perception was elaborated on the field works based on the participant observations in several educational spaces. In this sense the text aims to do a dense description of “web meanings” (GEERTZ: 1989, 17) about to be a traditionalist man/woman, nowadays.

Colcha de Retalhos: história de vida e imaginário na formação

Abstract: This text focus on the activities of the Patchwork quilt in order to talk about life, education and self-education, the place as well as the importance of the Esthetic and Bioethics Education, as far as preparation of teachers is concerned, by the stories built in scraps, as a possibility of teachers to develop theories from the research of their own practices and emergency of authorship. It comprises in its theoretical references Josso (2002), Freire (1992, 1997) Hillman (1995,1997), Ferreira-Santos (2004). The study points to the Education through Images, a knowledge acquisition based on imaginative experience for thinking the esthetic education in the field of images, a place for metaphors as the emerging of the imagination from autobiographies.

Reconstruindo o ensino de Ciências nas séries iniciais por meio da Educação Continuada dos professores

Abstract: This paper presents the report of an investigation whose aim was to know the focus on Science teaching in initial series of elementary school and to understand the contributions of teacher’s participation in study groups for transformation of teaching practice in Sciences classes. It’s believed that the role of teachers is to give to their students opportunities for construction/reconstruction of knowledge. Thus, there is essential that teachers keep themselves in constant training The study was conducted with teachers of initial series (to 1st from 4th) from a school from the Rio Grande do Sul (RS) state in the 2006 / 2007 period. A qualitative analysis methodology was employed in this study, and data was obtained in the natural environment, namely,the school. Through Discoursive Textual Analysis (MORAES and GALIAZZI, 2007) about the data that was collected, it was concluded that the study groups can contribute to transformation and to development of pedagogical teacher’s practice, particularly in regard to Sciences classes, as well on student learning, ie the construction of their knowledge. It has been observed a growth of the group in the course of the meetings, not only by the concern of the teachers in changing their classes, but also to taking the necessary decisions to make it possible.

Imaginário e literatura infantil – imagens e simbolismos

Abstract: The text presents a history of literature in Brazil with emphasis on the imaginary evoked from the literary texts produced since the fifteenth century until today, that may be, in general, thus described: (a) in the sixteenth century, the paradise/fascination image of yhe new; (b) in the seventeenth century, the game of appearances; (c) the eighteenth century, the idea of independence, and, (d) in the nineteenth century, the radiography of the human soul. Then, the article highlights the greatest and expressive writers of Children s Literature in the country, coming to the discussion on the experiences developed in Brazilian schools with books of children s literature. In summary, it shows that the literary text must be seen as an encounter between the reader and the characters and allowing interpretations and developments of ideas and feelings. It strengthens further, children s literature as a bridge linking letters to the direction, analysis, interpretation, reality, dream, and to the imagination.

Literatura, intercultura e formação docente – um entre-lugar a ser visitado

Abstract: In this essay I bring to reflection some questions concerning the literature as a teaching education territory. The literature saw not just as a technique, but also as a territory of production of knowledge (BARCELOS, 2001). The literature saw as a between-place (BHABHA, 2003) of symbolical and intercultural exchanges. How the relations between the literature and the education in general, and in private, as teaching education are established? How can the literature contribute to the construction of the knowledge in education in general and, in private, to the teaching education taking in account the production of the professor being? It is to designate this role of the literature that we refer to it as something similiar to what Bhabha denominates of a between-place of happening(s). In the case of the education professional, it would be a between-place of teaching education. We defend in this text that this plot that is created around the reader/text/office/ society is more a between-place of teaching education. And this between-place may need to be visited by plenty. In other way, to those that already visited or are visiting it, it is necessary to recall what the Mexican poet and essayist Ocatvio Paz teaches, to whom, the books are as cities made of letters, and, as well as the cities are changed by every visit, so are the books changed by every reading.

John Dewey e a educação como reconstrução da experiência : um possível diálogo com a educação contemporânea

Abstract: This text is resulted from a research project whose main objective was to know the concept of experience in John Dewey’s work, in the expression “education as construction and reconstruction of the experience”. Considering bibliographical researches in some works about education by John Dewey, some elements concerned to experience were delineated. Also, the investigation was in charge of understanding and reflecting, in view of the current literature, what characterizes the school culture today and which are the conceptions that supply the valorization of the student’s experiential culture in the school environment. With the purpose of including the current education speeches of valorization of the experience uttered inside the school atmosphere itself, six teachers’ speeches who work with children in a public school were also brought for reflection, by semi-structured interviews. Such interviews, analyzed through the technique of content analysis and of textual analysis, received an appraisal devoted to the understanding of those issues that sustain the concept of experience. By comparing the Deweyian education conception and what today comes at the school as characterizing elements of the experience, our research concludes that we are still seated on an education basically traditional that, although it says it is promoting experiences in the school space, it reduces this understanding when “going there and doing something”. And, when it is affirmed as an expert of the student’s experiences, it is not conceived as a mean of new constructions, in the sense of the process of construction of the knowledge. This impossibility of putting together the Deweyian concept of experience with that one which is uttered in the current education discourses is due to the lack of basement of what is supported at this time, especially.

O “espírito do comentário” – a idéia de educação e de cultura como demarcadores étnicos

Abstract: This article analyzes the educational institutions created by the jewish intellectuals of the Associacao Scholem Aleichem (ASA) and Casa do Povo or Instituto Cultural Israelita Brasileiro (ICIB), both institutions located in the city of Rio de Janeiro and Sao Paulo, Brazil. These institutions was created by the generations of jewish inmigrants which came from Oriental Europe and identified themselves with the political and social fights of the national and international left s party. This work analyses the constructions of jewish identity, reconstructing theirs life s stories and their daily routine in these associations, specially what they offer us to reflect about inner differences in the original community and how they elaborate their identity construction based in the ideas about education and “progressist culture” and the importance of argumentation and what we call the “commentary s spirit“.