José Rubens Lima Jardilino

Formación de docentes y modelo pedagógico en la Universidad Pedagógica y Tecnológica de Colombia

The pedagogical model of The Science Education Faculty is conceived at the Universidad Pedagogica y Tecnologica de Colombia on the humanistic approach, proposed since its inception with the direct antecedent of the Teacher college, originally named; Superior Normal School, in Colombia. The focus on the educational approach and the pedagogical models that underlie the faculty are established from the social history of education method, the imaginaries, and the qualitative analysis. It is concluded that the humanistic educational approach changed from Catholic to critical and keeps the principle of the integrality of the human being. An approximation to the current cognitive trend, located in the school of epistemological thought and leaned towards socio-critical models within an ethical code of principles, which are framed in the identity of the professional performance of the educator. It is proposed, in the approach to the critical pedagogical model, a balanced triad where the educator and the learner reach the focal point in the act of knowledge, this under the principle of dialogicity and mediated by social responsibility, emancipatory pedagogy and the happiness of the human being in the construction of peace in Colombia.

Formação de mulheres professoras afrodescendentes condição e profissão docente na região dos inconfidentes

This article presents reflections on the trajectories of Afrodescendant women teachers in the “Inconfidentes” region in the state of Minas Gerais in southeastern Brazil. The research was conducted by means of narratives and life histories of rural teachers through the research method: conversation analysis. Categories of gender and race were used and as a frame of reference we had into account the construction of the various identities that help teachers to develop their careers. The results have shown that research subjects, women teachers of basic education in the region, have some difficulty in integrating the identities of race and gender into their educational and social practices.

Training afrodescendant women teachers. Condition and teaching profession in the "inconfidentes"region

This article presents reflections on the trajectories of Afrodescendant women teachers in the “Inconfidentes” region in the state of Minas Gerais in southeastern Brazil. The research was conducted by means of narratives and life histories of rural teachers through the research method: conversation analysis. Categories of gender and race were used and as a frame of reference we had into account the construction of the various identities that help teachers to develop their careers. The results have shown that research subjects, women teachers of basic education in the region, have some difficulty in integrating the identities of race and gender into their educational and social practices.

Formación de maestras afrodescendientes: La condición y profesión docente en la Región de los "Inconfidentes"-Minas Gerais, Brasil

This article presents reflections on the trajectories of Afrodescendant women teachers in the “Inconfidentes” region in the state of Minas Gerais in southeastern Brazil. The research was conducted by means of narratives and life histories of rural teachers through the research method: conversation analysis. Categories of gender and race were used and as a frame of reference we had into account the construction of the various identities that help teachers to develop their careers. The results have shown that research subjects, women teachers of basic education in the region, have some difficulty in integrating the identities of race and gender into their educational and social practices.

Educadora, Feminista, Indigenista: Leolinda Figueiredo Daltro, uma “Dama” da educação brasileira no final do século XIX

Apresentar ao publico de fala hispânica essa mulher brasileira e sua atuacao instigante e plural em diversos setores da vida nacional no final do seculo XIX e comeco do XX, nao e tarefa facil, mas, por outro lado, necessario para resgatar, na memoria latino-americana, a luta tambem no Brasil, pelo reconhecimento da cidadania dos povos indigenas, pela exigencia de uma educacao para todos e pelo protagonismo da mulher numa sociedade masculina. E neste intuito que a Revista de Historia da Educacao Latino-americana, homenageia nesse numero – a professora, feminista e indigenista – Leolinda Figuieredo Daltro

Políticas de Formação de Professores em conflito com o currículo:Estágio Supervisionado e PIBID

In the framework of government policies designed to teacher training, this article aims to understand the relationship between the curricular training and Institutional program initiation to teaching profession (PIBID) both performed at the School. The reflection is the result of observation and ethnography in the field and interviews with education professionals who work at schools where they develop the curricular training and PIBID. The research findings suggest a tenuous relationship, sometimes conflicting between curricular component and government program considering that both have similarities, have differentiated purposes, divided into objectives, legislation and separate funding. We can see a overlap of these activities that take place within the school.

PAULO FREIRE, FILÓSOFO, PEDAGOGO E CIENTISTA SOCIAL: SINGULARIDADE E A UNIVERSALIDADE DO SEU PENSAMENTO

This paper deals with a summary of the ideas of the small book stated by the author, beginning within the filing of the Freire’s thought. This version comes in Portuguese, it deals with the biographic remnants of life span and the thought of the educator Paulo Freire. We also invite the readers of the Rhela to keep a record about life span and thought of the emblematic educator Pablo Nun, who died ten years ago.

OS FRUTOS DE MAIO: RESENHA HISTÓRICA DO MOVIMENTO ESTUDANTIL NA AMÉRICA LATINA NO INICIO DO SÉCULO XX

In this article, I intend to review the issues of social history of student movements on the continent, focusing on Argentina, Peru, Cuba and Mexico. Of course, I do it in full partnership with specialists with whom I maintain intensive dialogue about my narrative on the subject. In France, even with the Socialists in power, there was a defacement work of the movement soon after its end. May 68 was definitively established as youth´s revolt or youth´s love time. The movement of 1968 was like an aspiration of young people seeking to abolish the father´s yoke and sexual taboos. Moreover, we must recognize the French cultural content movement and its strong desire to change the institutional structures of modernity - University, family, pointing it as a social movement that align strong partnerships between farmers and workers in the fight for a culture change. There are also some who say that its legacy has left only the weight of drugs to a postmodern and esoteric world. In front of this diversity of visions, we take the freedom to understand the movement of “half-eight” in a historical perspective of the role of youth, who claimed changes in social structures since the beginning of the century.