Educação

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Authors: Emilio Lucio-Villegas

This paper tries to consider differences between the concepts and practices of the Lifelong Learning and Adult Education paying attention on the evolution of Education of the adults in Andalusia (south of Spain). From 1982 on, Andalusia has full autonomy for legislating in education. From this date it started the project to overcome the high rates of illiteracy developing a specific project in the field of adult education closely related to municipalities and communities in a model called: the territorial model. From 1990 onwards there was a radical change in the policy on adult education. The 90’ represented a change and marked a specific model of adult education, characterised by its distance from communities and more centred on curricula.

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Authors: Jaime José Zitkoski

The paper examines, through bibliographical research, the challenges currently placed to the Popular Social Movements in Latin America that intend to organize new forms of social struggle. In the current context, one of the biggest challenges for the Latin American people is resist against the intense demobilization of social agenda imposed by hegemonic globalization. Conservative forces emerge more strongly, revealing the interests of financial institutions economic power, combining media and market, and imposing an international political agenda. But, no power is absolute, regardless how strong its structure may be. Thus, the objective of the article is to show that the current situation in Latin America is important for its political experiences, which present alternative of participatory democracy and, also in the production of life via alternative economies.

12

Authors: Fernanda Mota

The present article aims to investigate the issue of philosophical or pedagogical predominance in the teaching of the discipline of philosophy of education and to present some aspects of propositional variants of overcoming the aforementioned dilemma within the contemporary Brazilian philosophical-educational field. In order to contribute to further discussions on this topic as well as to seek new directions for the teaching of Philosophy of Education we are based in theoretical references that area such as: Albuquerque (1998; 2010), Tomazetti (2003; 2010), Valle; Kohan (2004), Tadeu e Kohan (2005), Gallo (2008), Pagni (2008; 2011; 2013), Deleuze; Guattari (2010), Deleuze (2010; 2011), among others. After exposing the historical dilemma between the philosophical domain and the pedagogical domain that permeates the teaching and research in the field of the philosophy of education in Brazil, we indicate some recent experiments, inspired by the writings of Gilles Deleuze and Michel Foucault, as an alternative to overcome this problem.

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Authors: Renata Maria Moschen Nascente; Celso Luiz Aparecido Conti; Emília Freitas de Lima

The aim is to analyze the visions of a group of principals on external evaluation effects in school routines, which expressed the ways they incorporated such macro regulations, translating them into micro regulations that composed the organization of their schools. The text is based on a qualitative and exploratory investigation carried out with 65 public school principals at the state of São Paulo. The instrument was a questionnaire answered by the principals when participating in an on line specialization course offered by the Education Ministry, managed by a public university. The theoretical discussion of the data have evidenced that the micro regulations may have a resistance character, broadening school autonomy scope, or, on the contrary, a reactionary one, enhancing the external regulations logic.

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Authors: Amanda Cristina Teagno Lopes Marques

This paper aims to propose a dialogue between the fields of sociology of childhood and early childhood education, pointing elements for the formulation of educational proposals for that level of education. Based on bibliographical and documentary research, are presented concepts of sociology of childhood from authors like Corsaro (1997, 2002), Jenks (2002), Qvortrup (1993, 1994), Sarmento (2003, 2005, 2007), and also reflections about a pedagogical proposal for Early Childhood Education. The sociology of childhood configured as a field of study that realizes childhood as a social category, and the child as a producer of culture. These concepts can contribute to the construction of projects and practices in early childhood education institutions that considers the specificities of childhood and the child as an agent.

14

Authors: Denize Sepulveda; José Antonio Sepulveda

This is a documentary analysis work that was based almost exclusively on primary sources, and had as theoretical reference the concept of Pierre Bourdieu's field. This study made use of legislation concerning the legality of religious education in Brazilian public schools. As time frame, this work meets the period 1930-2010. It is observed so that the compulsory presence of religious education in the curriculum of Brazilian public schools shows that state and church historically mutually reinforcing, thereby generating tensions and conflicts undermine the secular nature of the State and the autonomy of educational field. The study concludes recognizing that in the current context secularity in schools is a prerequisite for the realization of an emancipatory education that enables the implementation of democracy in these spaces.

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Authors: Benedito Eugenio

The paper presents the results of an ethnographic study in a high school, which aimed to analyze how is the process of recontextualization of a curriculum policy . The data are discussed on the basis in some concepts proposed by sociologist Basil Bernstein and point out the contributions of this author for understanding the pedagogical practice within the classroom.

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Authors: Yésica Paola Montes; Nilce Vieira Campos Ferreira

The normal feminine schools in Colombia were created in the year of 1874 under the decree n ° 356. In the department of Bolivar, in the year of 1878, the first Normal School of Institutes of Bolivar was created. This article is part of an investigation that studies the training of teachers in the Normal School of Institutes of Bolivar in the period from 1903 to 1930. This analysis is based on the history of education, based on the vision of New History, which introduces new themes, objectives, paths, objects and subjects in historical research. We analyzed how the primary teachers were formed at the beginning of the 20th century. The training of teachers in the first three decades of the twentieth century was considered as the workspace for Colombian women.