Libânia Nacif Xavier

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.

A construção social e histórica da profissão docente uma síntese necessária

El presente estudio presenta una sintesis de la produccion teorica que aborda el proceso de construccion social e historica de la profesion docente, en circulacion en los ultimos treinta anos. Prioriza las publicaciones de investigaciones realizadas fuera de Brasil, principalmente las de lengua inglesa y francesa, pero que circularon entre nosotros con traducciones al portugues de Brasil o de Portugal. Incluye, tambien, publicaciones en lengua espanola, asi como aquellas resultantes de intercambios academicos entre investigadores brasilenos y portugueses. Finalmente, indica algunas potencialidades teoricas y practicas del conjunto de estudios seleccionados.The study provides an overview of the theory that addresses the process of social and historical construction of the teaching profession in the last thirty years. Publications from research outside Brazil are prioritized, especially in English and French, but have been translated into Brazilian Portuguese or Portuguese from Portugal. It also includes publications in spanish, as well as those resulting from academic exchanges between Brazilian and Portuguese researchers. At the end, the study suggests some potential theoretical and practical selected studies.

La construcción social e histórica de la profesión docente: una síntesis necesaria

El presente estudio presenta una sintesis de la produccion teorica que aborda el proceso de construccion social e historica de la profesion docente, en circulacion en los ultimos treinta anos. Prioriza las publicaciones de investigaciones realizadas fuera de Brasil, principalmente las de lengua inglesa y francesa, pero que circularon entre nosotros con traducciones al portugues de Brasil o de Portugal. Incluye, tambien, publicaciones en lengua espanola, asi como aquellas resultantes de intercambios academicos entre investigadores brasilenos y portugueses. Finalmente, indica algunas potencialidades teoricas y practicas del conjunto de estudios seleccionados.The study provides an overview of the theory that addresses the process of social and historical construction of the teaching profession in the last thirty years. Publications from research outside Brazil are prioritized, especially in English and French, but have been translated into Brazilian Portuguese or Portuguese from Portugal. It also includes publications in spanish, as well as those resulting from academic exchanges between Brazilian and Portuguese researchers. At the end, the study suggests some potential theoretical and practical selected studies.

THE SOCIAL AND HISTORICAL CONSTRUCTION OF THE TEACHING PROFESSION: A NECESSARY OVERVIEW

El presente estudio presenta una sintesis de la produccion teorica que aborda el proceso de construccion social e historica de la profesion docente, en circulacion en los ultimos treinta anos. Prioriza las publicaciones de investigaciones realizadas fuera de Brasil, principalmente las de lengua inglesa y francesa, pero que circularon entre nosotros con traducciones al portugues de Brasil o de Portugal. Incluye, tambien, publicaciones en lengua espanola, asi como aquellas resultantes de intercambios academicos entre investigadores brasilenos y portugueses. Finalmente, indica algunas potencialidades teoricas y practicas del conjunto de estudios seleccionados.The study provides an overview of the theory that addresses the process of social and historical construction of the teaching profession in the last thirty years. Publications from research outside Brazil are prioritized, especially in English and French, but have been translated into Brazilian Portuguese or Portuguese from Portugal. It also includes publications in spanish, as well as those resulting from academic exchanges between Brazilian and Portuguese researchers. At the end, the study suggests some potential theoretical and practical selected studies.

Universidade, pesquisa e educação pública em Anísio Teixeira

The article investigates the issues that were central to the debate about Brazilian education in intellectual circles in the 1920s-1930s and 1950s-1960s. It analyzes the project for Universidade do Distrito Federal, highlighting what set it apart from other higher education models, and the articulation between education and social science that oriented the work of Centro Brasileiro de Pesquisas Educacionais, founded and run by Anisio Teixeira. The positions of Darcy Ribeiro and Anisio Teixeira concerning the plans for Universidade de Brasilia are set forth. The changes in Brazils intellectual field in the midst of competing university projects and the prospect of developing social science research and applying it to education policymaking are analyzed.The article investigates the issues that were central to the debate about Brazilian education in intellectual circles in the 1920s-1930s and 1950s-1960s. It analyzes the project for Universidade do Distrito Federal, highlighting what set it apart from other higher education models, and the articulation between education and social science that oriented the work of Centro Brasileiro de Pesquisas Educacionais, founded and run by Anísio Teixeira. The positions of Darcy Ribeiro and Anísio Teixeira concerning the plans for Universidade de Brasília are set forth. The changes in Brazils intellectual field in the midst of competing university projects and the prospect of developing social science research and applying it to education policymaking are analyzed.