Denice Barbara Catani

As apropriações da obra de Pierre Bourdieu no campo educacional brasileiro, através de periódicos da área

Based on research carried out in 20 specialised educational periodicals, published between 1971 and 2000, the present text analyses the forms of appropriation from Pierre Bourdieus work in the field of Brazilian education. The set of 355 articles published in those periodicals that make reference to the sociologist constitutes the basic corpus for the analysis of the peculiarities of the Brazilian interpretations of this author.

O amor dos começos: por uma história das relações com a escola

Este texto explicita e discute peculiaridades das relacoes que os individuos, homens e mulheres (alunos e professores), mantem com a escola e com as diferentes disciplinas e os significados dessas relacoes em historias de escolarizacao, com base em depoimentos presentes na literatura, nas autobiografias e nos relatos de formacao intelectual de alunos e professores ja atuantes. Pretende-se, com a analise, propor novas modalidades de formacao favoraveis ao conhecimentos e, assim, ultrapassar concepcoes de que essas relacoes sao contaminadas por vagos atributos como o interesse ou o desinteresse dos alunos.

Histórias de vida e autobiografias na formação de professores e profissão docente (Brasil, 1985-2003)

The text offers a review within the area of Education of the works that make use of life histories and autobiographic studies as a scientific research methodology in Brazil. The period between 1985 and 2003 is focused under two different slants, one temporal, and the other thematic: teacher education and teaching profession. The main purpose here was to map out the national production, seeking to identify the themes that have emerged with greater strength, pointing out deficient aspects, and suggesting directions for future studies in this field. Several sources were utilized: abstracts of theses and dissertations from the CAPES database; complete texts of theses and dissertations presented to the graduate programs of the Pontifical Catholic University of Sao Paulo - PUC-SP - and of the Faculty of Education of the University of Sao Paulo - FEUSP; books; and scientific journals. The analyses have shown that the use of these approaches has grown significantly in Brazil since the 1990s but, in a very disperse manner, they have been used more as a source of data for the development of a wide spectrum of studies, and only timidly as formation devices. Nevertheless, it has become apparent that the rise of these methodologies has contributed to a renewal in the studies about teachers, at the same time that it has fostered the interest in new issues and themes, such as those developed, for example, in the researches about profession, professionalization and teacher identity.

Docência, memória e gênero: estudos alternativos sobre a formação de professores

O trabalho analisa os fundamentos teoricos e as potencialidades praticas de formacao de professores baseados em interpretacoes autobiograficas e relatos de formacao intelectual. Discute questoes teoricas relativas a memoria individual e coletiva, aos processos tradicionais de educacao docente e aos estudos sobre genero, em especial sobre a condicao feminina e o trabalho de magisterio. Destaca e analisa tambem a fecundidade da proposta de geracao de uma contra-memoria profissional, mediante a producao de autobiografias e relatos, no processo deformacao continuada de professores.

School and modernity: Knowledge, institutions and practices. Introduction

This issue of Paedagogica Historica brings together 15 articles selected from more than 200 hundred papers presented at the 25th session of the International Standing Conference for the History of Education (ISCHE XXV, 16–19 July 2003). It was an important decision to hold this Conference in São Paulo, Brazil, to encourage educational historiography in Latin America. The organization of the present issue reflects the main theme of the meeting, School and Modernity—Knowledge, Institutions and Practices. The articles are organized under five subheadings in function of the themes analysed by the authors: the social and political construction of educational systems; illuminations of modernity in science, innovation and religion; travel, circulation and international influences; school objects and buildings as ‘documents’ of modernity; and the emergence and worldwide diffusion of New Education. Modernity is one of the most difficult, yet necessary, concepts, and it is related to distinct understandings and even to distinct historical periods, depending on the disciplines using it. A precise definition of the term depends largely on its specific usage: a historian may use it to address the changes after the Renaissance while a political scientist may use the same term to refer to the period after the ‘Great Revolutions’ and an artist may use it to indicate the first half of the twentieth century. Furthermore, ‘modernity’ has its own ‘variations’, with differences and subtleties which lead to very different positions that are often at odds with one another. ‘Modern’, ‘modernity’, ‘modernism’ and ‘modernization’ are far too univocal, even when used in the same breath or to discuss similar issues. Finally, it is impossible to utter the word modernity, without a reference to premodern times or to postmodernism or without entering into a debate about late modernity or liquid modernity.1

“What kind of student is this?”: psychology, pedagogy and teacher training

El texto analiza la presencia de explicaciones acerca de las diferencias in - dividuales y de personalidad en libros de psicologia educacional utilizados para la formacion de profesores entre las decadas de 1920 y 1960 en Brasil. Se trata de un estudio que permite mostrar como esas explicaciones agregan y privilegian saberes y perspectivas filosoficas, biologicas, psicoanaliticas o religiosas, en diferentes momentos. Se destacan tambien las caracteristicas de las recomendaciones dirigidas a los profesores y la constitucion de prescripciones relativas a los procesos de ensenanza. Los vinculos entre la psicologia y la pedagogia a lo largo del periodo estudiado pueden ser observados en los discursos de esas obras, en las cuales el caracter deduc - tivo de las consecuencias educativas a partir de los conocimientos sobre el desenvolvimiento humano adquiere un caracter progresivo.

“Que tipo de aluno é esse?”: psicologia, pedagogia e formação de professores

El texto analiza la presencia de explicaciones acerca de las diferencias in - dividuales y de personalidad en libros de psicologia educacional utilizados para la formacion de profesores entre las decadas de 1920 y 1960 en Brasil. Se trata de un estudio que permite mostrar como esas explicaciones agregan y privilegian saberes y perspectivas filosoficas, biologicas, psicoanaliticas o religiosas, en diferentes momentos. Se destacan tambien las caracteristicas de las recomendaciones dirigidas a los profesores y la constitucion de prescripciones relativas a los procesos de ensenanza. Los vinculos entre la psicologia y la pedagogia a lo largo del periodo estudiado pueden ser observados en los discursos de esas obras, en las cuales el caracter deduc - tivo de las consecuencias educativas a partir de los conocimientos sobre el desenvolvimiento humano adquiere un caracter progresivo.

“¿QUÉ TIPO DE ALUMNO ES ESE?”: PSICOLOGÍA, PEDAGOGÍA Y FORMACIÓN DE PROFESORES

El texto analiza la presencia de explicaciones acerca de las diferencias in - dividuales y de personalidad en libros de psicologia educacional utilizados para la formacion de profesores entre las decadas de 1920 y 1960 en Brasil. Se trata de un estudio que permite mostrar como esas explicaciones agregan y privilegian saberes y perspectivas filosoficas, biologicas, psicoanaliticas o religiosas, en diferentes momentos. Se destacan tambien las caracteristicas de las recomendaciones dirigidas a los profesores y la constitucion de prescripciones relativas a los procesos de ensenanza. Los vinculos entre la psicologia y la pedagogia a lo largo del periodo estudiado pueden ser observados en los discursos de esas obras, en las cuales el caracter deduc - tivo de las consecuencias educativas a partir de los conocimientos sobre el desenvolvimiento humano adquiere un caracter progresivo.

L'enseignement de la lecture et de l'écrit dans la production autobiographique d'enseignants et d'élèves au Brésil (1870-1970)

L’histoire de l’education bresilienne compte relativement peu de productions sur l’histoire de l’alphabetisation en lecture et a l’ecrit. Et celles existantes, bien qu’expressives, ne suffisent guere, vu leur nombre reduit, a rendre compte de la variete des pratiques et des specificites de ce secteur d’activites depuis les premiers temps de la structuration des systemes d’education. Un vaste territoire d’etudes s’ouvre a l’investigation de ces pratiques. Parmi les possibilites d’approche, nous avons choisi d’etudier le potentiel que representent les sources litteraires et les memoires dans l’analyse des modes selon lesquels les pratiques de la lecture et de l’ecrit furent developpees en divers moments. Nous y discutons amplement la nature des informations qui ont pour origine des reconstructions fictionnelles ou autobiographiques et nous y soulignons la possibilite d’apprendre, par l’examen de telles sources, les manieres selon lesquelles les sujets construisent les sens de leurs experiences de la vie scolaire et comment de telles experiences s’integrent au developpement de ces sujets tout au long des divers moments de leur existence.

Informação, disciplina e celebração: os anuários de ensino do Estado de São Paulo

O texto analisa o significado do aparecimento e da publicacao dos Anuarios de Ensino do Estado de Sao Paulo, na historia da imprensa periodica educacional interrogando-se sobre o papel que lhes era atribuido e sobre o que vieram a desempenhar na organizacao do campo educacional paulista no inicio do seculo. Reinterpreta-se a logica de producao dos Anuarios e entende-se a proposta de criacao e circulacao dos mesmos como formas especificas da organizacao do espaco profissional dos educadores.