ECCOS, REVISTA CIENTÍFICA

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Authors: Antonio Joaquim Severino, Carlos Bauer

Editorial Eccos 41

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Authors: Antonio Joaquim Severino

Adquiri este livro de Alessandro Portelli, após cruzar aleatoriamente, na Internet, com o anúncio de sua publicação, motivado pelo desejo de me esclarecer mais sobre o procedimento metodológico da história oral. Assunto certamente de pleno domínio pelos historiadores, não me parece muito utilizado no campo da pesquisa educacional. Embora sejam muitas as pesquisas em educação que se utilizam de entrevistas, a mim me parecia que esse procedimento era visto e praticado antes de tudo como uma técnica de coleta de dados, não sendo atravessada pela preocupação em si com todas as implicações da historicidade, prevalecendo o interesse pelas representações dos sujeitos entrevistados.

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Authors: Paula Ramos de Oliveira, Denis Domeneghetti Badia, Ivan Fortunato

A teacher uses his/her voice and pronounces him/herself to others who will share a space-time dedicated to some aspect of knowledge. In this space-time, institutional, all of them enter into certain orders of discourse and bundles of power, among which we have what is thought, what is spoken and what is heard in the most varied forms of class. We intend here to reflect philosophically about class and its potentialities, in times of administered university. To do so, we will try to learn some lessons from the inaugural lectures of the Collège de France, especially Michel Foucault’s and Roland Barthes’, who also take an inaugural look at their intellectual research paths. How can we “philosophically” listen to these lessons? What can they inaugurate in us? How can we think of the class as a set of events that stand between philosophy and education? Here are the questions we would like to think about.

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Authors: Marcos Garcia Neira, Wilson Alviano Júnior, Déberson Ferreira de Almeida

Between June 2015 and May 2016, the Ministry of Education undertook a major effort in producing a Common National Base Curriculum. Being the first time that Brazilian society perform such a task, there remained no alternative but to “learn by doing”. This article narrates from the point of view of one of its participants, the process of construction of the first and second versions of the document, as well as the intentions that mobilized the people involved. Describes the stages of the process, the main influences, shows the expected effects and the conditions that would enable the implementation of a curriculum policy that mounts.

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Authors: Celso Carvalho

School curriculum has occupied a significant space in the contemporary educational debate. Taking cultural studies and Stephen Ball’s Policy Cycle as reference, we understand that curriculum development is a process embedded with meaning that points out political, and cultural, and social issues. Although the need for dialogue with the school community is praised in several official documents, the different mediations present in the design and implementation process has privileged policy makers discourse, producing a situation in which teachers have their voices rarely heard. Thus, the act of understanding which texts are legitimized in curriculum development becomes fundamental to unveil which meaning is intended by educational policies writers. The aim of this paper is to discuss this issue through curriculum proposed by the São Paulo State Education (SEE-SP).

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Authors: Astrogildo Fernandes da Silva Júnior

This text aims to reflect on the Common National Base Curriculum (BNCC) history seeking to identify possibilities of overcoming Eurocentrism. an analysis of the document was carried, still in its preliminary stage and establishing a dialogue with authors who discuss the teaching of history, the South epistemologies and decolonial studies. It was concluded that the document on the one hand, has limitations, on the other, reveals signs of prospects for overcoming Eurocentrism. The story school situation can not develop products that do not respond to social contexts and needs, can not develop products obsolete, decontextualized that have no use or social value. Hence the need to reflect carefully on the BNCC, forward, and, in its preliminary character.

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Authors: Renan Araújo, Helen Cristina de Oliveira

This article will discussed issues such as: quality, efficiency and teacher assessment. These themes are frequent in education and they relate to the restructuring of the world of contemporary work. Over the 1970s, the metamorphosis in the world of work and education correspond to the continuum process of changes triggered in the Central capitalist countries. In this context, toyotism emerged as flexible organization whose productive efficiency is based on polyvalence required in the reeducation of workers in order to perform the work. In addition, when it extrapolates the manufacturing universe, the Toyota management as a mechanism of social reproduction imposes itself in a new social logic, for example: the proposal of teachers training through educational reforms. In this sense, we are interested in analyzing the intrinsic relationship between the toyotism organizational protocol, namely: Quality Control Cireles (QCC). Thus, there’s also to consider the integration – total quality, team-work, quality and teacher assessment and professionalization. This way, it will be possible detect the influence of toyotism logic in the current teacher training.

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Authors: Eliane Ludwig

Historically the Curriculum Component of Religious Education (RE) underwent distinct concepts and forms of expression in different historical contexts of Brazilian education. His identity is marked by the relations established between State, Church, Politics and Religion, which defined its nature and its social function. Currently, the RE, according to Art. 33 of the Law of Directives and Bases of National Education (LDB) No 9394/96 is binding offer for discipline in elementary school, optional registration, and integral part of the baric trailing of citizens constituted discipline normal hours of teaching in public schools with responsibility for ensuring respect for cultural diversity Religious in Brazil, without any form of proselytizing.

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Authors: Antonio Joaquim Severino, Dimitri Wuo Pereira, Vinicius Sampaio Feitoza dos Santos

The National Plan of Education is a governmental instrument that aims to structure the education in Brazil. One of its goals is to universalize the education and this takes on consideration a minimum curriculum that has to be in conformity with all schools of the country. This article has the objective to propose some important and urgent reflections regarding the theme of Corporal Practices of Adventure in the National Common Curriculum Base, which is a document that aims to discuss, open a society debate in order to create uniform subjects in the Brazilian schools. For this, a theoretical research was made reviewing the literature. Lots of concerns and inquiries have come up in the reading of the documents, since the use of terminologies that are on debate without consensus academically until schooling, training, performance and challenges of the physical education teachers to develop adventure subjects at national level.