Ana Waleska Pollo Campos Mendonça

Pragmatismo e desenvolvimentismo no pensamento educacional brasileiro dos anos de 1950/1960

El articulo analiza las formas de apropiacion del ideario de la Escuela Nueva en Brasil, particularmente del pragmatismo deweyano, en los anos de 1950/1960. Se parte de la suposicion de que la ideologia desenvolvimentista que marco el debate en torno de la reestructuracion economica, politica y social del pais, en esas dos decadas, se costituyo en un suelo fertil para la retomada y la expansion del ideario pragmatista entre los educadores brasilenos, articulandose de forma algunas veces hasta contradictoria, con esa ideologia. El foco de nuestro trabajo es la produccion bibliografica del grupo de educadores que se articulaban en torno de Anisio Teixeira, en la epoca era director del Instituto Nacional de Estudios Pedagogicos (INEP), organo vinculado al Ministerio de Educacion y Cultura (MEC). De forma general se puede afirmar que la apropiacion del pragmatismo deweyano, en ese contexto, se dio en una triple perspectiva: el pragmatismo como metodo cientifico, implicando en una determinada concepcion de ciencia, particularmente de las ciencias sociales, con enfasis en la aplicacion del conocimiento cientifico en la solucion de los problemas de orden practica; como modo de vida democratico, y como sinonimo de experimentalismo, en el ambito de la escuela.

O educador: de intelectual a burocrata

The aim of this paper is to provide an interpretation of the consequences of the extinction of the University of Federal District (UDF) to the field of education. The extinction of UDF occurred in a period in which the field of education was in a process of institutionalization, particularly referring to the social role of educators and their training process. The paper departs from Anisio Teixeiras conception of the role of intellectuals, both as leaders and as educators. This conception which was advanced by Anisio Teixeira during the 30s was at the root of UDFs educational experience.

OS ANOS INICIAIS DE FUNCIONAMENTO DO IMPERIAL COLÉGIO DE PEDRO II: CONSTITUINDO UM PRIMEIRO QUADRO DOCENTE (1838-1855)

Apresentamos aqui uma investigacao a respeito da Constituicao dos Saberes Elementares Matematicos - o ensino de Aritmetica e de Geometria - e a participacao da mulher no Curso Primario na Bahia Imperio-Republica (1827-1939). Para tanto, nos valemos da analise de documentos, acervos historicos e culturais, registros publicos e particulares correlacionados as Constituicoes Brasileira e Baiana, a Educacao de/para mulheres, ao magisterio feminino, a insercao/participacao da mulher no âmbito social, que sao constructos para uma Historia da Educacao, relacoes de genero e o ensino de Matematica, focos deste trabalho.

La Genese du concept d'éducation publique au Portugal et au Brésil

The study is concerned with how the public education concept has been appropriated by several academic works in the field of history of education. In fact, they seem to use this concept in an anachronic way, without any real concern about its historicity. Thus, the study dialogues with the historian Reinhart Koselleck, in order to develop reflections on the historicity of the public education concept. From such a standpoint, it postulates assumptions that the concept has a history; it is articulated to a specific context that makes it comprehensible. Hence, the temporal variation of the concept is assumed as a historical event with a unique character articulated to its timing. Given this assumption, the study analyses two moments/dimensions of the genesis of the modern concept of public education in the Luso‐Brazilian world. The first moment relates to the Marques de Pombal Reform of Education (Estudos Menores) in Portugal, in the eighteenth century. This educational reform expressed one of the first attempts at public education “statisation” in Europe. It stresses the character of this policy, to be understood in the context of Illustrated Despotism in Portugal. Indeed such an intervention basically expresses the States concern in controlling the formation of mentalities, mostly among the intellectual aristocracy. Hence, public education was aimed at the social strata that would support State policy to establish its centralisation project. From this perspective, it is not possible to identify public education with popular education. The second moment/dimension relates to Brazil in the nineteenth century, in the context of the constitution and consolidation of the Imperial State, which foresees the chance to straighten the State power, a pathway towards the fulfilment of its purposes. In such a context, the education and the legitimacy of its institutionalisation reflect the struggle between the local power (a Casa) and its resistance to Imperial State interference and domination. This theoretical and practical confrontation, occurring in the specific context of conflict between domestic education and public education, represents a twofold level of particular interest. At a first analytical level, the concept of public education springs from the opposition/differentiation established between the public ambit and the private one; hence, from such a perspective, public education is primordially that realised outside the domestic ambit. This antagonism is mostly expressed by the tension among the terms of public education/instruction that pervades pedagogical debate at that time. It also refers to the resistance showed by the leading elites towards the growing interference of public power, mostly the State, in the private ambit that had been, until then, under its own jurisdiction: to decide on, to contract out and to account for in relation to their childrens education. At a second analytical level, without any doubt, such a conflict is related to the universalisation process of the school model being consolidated in Brazil at the end of the nineteenth century and at the beginning of the twentieth century.The study is concerned with how the public education concept has been appropriated by several academic works in the field of history of education. In fact, they seem to use this concept in an anachronic way, without any real concern about its historicity. Thus, the study dialogues with the historian Reinhart Koselleck, in order to develop reflections on the historicity of the public education concept. From such a standpoint, it postulates assumptions that the concept has a history; it is articulated to a specific context that makes it comprehensible. Hence, the temporal variation of the concept is assumed as a historical event with a unique character articulated to its timing. Given this assumption, the study analyses two moments/dimensions of the genesis of the modern concept of public education in the Luso-Brazilian world. The first moment relates to the Marques de Pombal Reform of Education (Estudos Menores) in Portugal, in the eighteenth century. This educational reform expressed one of the first attempts at public education �statisation� in Europe. It stresses the character of this policy, to be understood in the context of Illustrated Despotism in Portugal. Indeed such an intervention basically expresses the States concern in controlling the formation of mentalities, mostly among the intellectual aristocracy. Hence, public education was aimed at the social strata that would support State policy to establish its centralisation project. From this perspective, it is not possible to identify public education with popular education. The second moment/dimension relates to Brazil in the nineteenth century, in the context of the constitution and consolidation of the Imperial State, which foresees the chance to straighten the State power, a pathway towards the fulfilment of its purposes. In such a context, the education and the legitimacy of its institutionalisation reflect the struggle between the local power (a Casa) and its resistance to Imperial State interference and domination. This theoretical and practical confrontation, occurring in the specific context of conflict between domestic education and public education, represents a twofold level of particular interest. At a first analytical level, the concept of public education springs from the opposition/differentiation established between the public ambit and the private one; hence, from such a perspective, public education is primordially that realised outside the domestic ambit. This antagonism is mostly expressed by the tension among the terms of public education/instruction that pervades pedagogical debate at that time. It also refers to the resistance showed by the leading elites towards the growing interference of public power, mostly the State, in the private ambit that had been, until then, under its own jurisdiction: to decide on, to contract out and to account for in relation to their childrens education. At a second analytical level, without any doubt, such a conflict is related to the universalisation process of the school model being consolidated in Brazil at the end of the nineteenth century and at the beginning of the twentieth century