Carmen Sylvia Vidigal Moraes

Ensino médio: possibilidades de avaliação

This paper correlates a set of indicators to assess both high school and the Education Program for Youth and Adults. The first ones are the enrolment data from 1991 to 2010, with the net enrollment rates for the 15-17 year old students by administrative regions and shifts (morning, afternoon, and evening). It also considers yield rates, especially approval ones, which illustrate schooling success. This framework is completed by the performance results of the saeb (Sistema de Avaliacao da Educacao Basica - Evaluation System of Basic Education), which are combined to the approval rates to compose the ideb (Indice de Desenvolvimento da Educacao Basica - Index of Basic Education Development). The latter is presented by the Ministry of Education (MEC) as an indicator of the quality of basic education, which raises some problematizations of the concEPTs of assessment and quality. These indicators highlight the challenges faced to satisfy the demands of this education stage, which should soon become compulsory, as part of the so called democratization of education. PROEJA is detailed to include other elements for a more comprehensive assessment of high school, especially with regard to adult education and the world of work.

A normatização da pobreza: crianças abandonadas e crianças infratoras

O artigo apresenta a origem e o desenvolvimento do ensino de oficios para trabalhadores das manufaturas e industrias no Brasil, desde o seculo XVIII. A tese central e a de que os preconceitos contra o trabalho manual representam o mais importante determinante da desvalorizacao das escolas profissionais, assim como do sistema educacional dual no pais. Desde 1942, o SENAI desempenhou um novo papel na formacao da forca de trabalho industrial brasileira, em termos de recrutamento de alunos, pedagogia, gestao e financiamento. Nos anos recentes, todavia, essa instituicao perdeu a hegemonia conquistada no campo educacional, e prepara um conjunto de importantes decisoes para se prevenir dos conflitos com o Estado e os sindicatos de trabalhadores.

O ensino libertário e a relação entre trabalho e educação: algumas reflexões

One of the major challenges in the studies on anarchist school pedagogy consists precisely of apprehending the contents of teaching. Assuming that concern, this text has three-fold objective: to analyze the educational proposal of the institution that libertarian teacher Joao Penteado was in charge of, in the city of Sao Paulo, in the first decades of the 20th century; to indicate significant aspects of the concept of integral education and the way labor is present in the organization of teaching; and, finally, to present some research notes that may contribute to a further and in-depth study. A choice was made to encompass the period when two moments in the life of the school run by Joao Penteado – the Modern School N o 1 (1912-1919) and the New School (1920-1923). It is understood that the chronology so defined is able to include the plurality of the school practices required for the purpose of analysis. The documentation utilized is basically limited to newspapers and other sources produced and/or accumulated in the different periods during which the school(s) existed, especially, the newspapers Boletim da Escola Moderna (the Modern School newsletter), Boletim da Escola Nova (the New School newsletter), Boletim da Academia Saldanha Marinho (the Saldanha Marinho Academy newsletter), O Inicio (the Beginning), O Iris (the Iris). In the study of the first period, simultaneous with the Modern School, there are also news published bsao by some newspapers of the working-class and anarchist press, including A Lanterna (the Lantern), A Vida (the Life) and O Amigo do Povo (the Friend of the People).