Luciano Mendes de Faria Filho

A cultura escolar como categoria de análise e como campo de investigação na história da educação brasileira

The concern with the issue of school culture has arisen in the context of a turn taken by the works in the history of education and of an ever so fruitful confluence with the discipline of History, be it for the practice of gathering, organization and expansion of the documental mass of data to be used in the analyses, be it by the acceptance of legitimacy protocols from the historiographic narrative. The article represents a synthesis of the investigations that have been conducted by researchers, and intends to apprehend how school culture has been taken on board by the field of History of Brazilian Education as a category of analysis and as a topic of study. To such purpose, the paper is composed of three parts. The first part deals with the most commonly used definitions of school culture. Works by Dominique Julia, Andre Chervel, Jean-Claude Forquin and Antonio Vinao Frago are focused here in an attempt to establish similarities and differences between the ideas of the various authors. The dissemination of these texts in Brazil is also discussed in this first part. The second part of the article, without any intention of representing a complete bibliographic review or a comprehensive listing of titles and authors, draws attention to some of the dimensions of the Brazilian education reality, which the researchers have been trying to understand with the aid of the notion of school culture. Finally, the article points out some of the challenges that have to be faced in carrying on these studies and in strengthening the theoretical-methodological foundations of the studies that use the general framework discussed here.

Os tempos e os espaços escolares no processo de institucionalização da escola primária no Brasil

This study focuses on the images of Brazil conveyed by XIXth century Portuguese textbooks, periodicals and intellectuals. Through the analysis of such documents, we intend to recreate some of the mental atmosphere that surrounded the Portuguese nations idea of Brazil and their perception of the themes of the Brazilian country, its people and of emigration. We believe that this approach will make it possible to understand the identities that shaped certain cultural myths as well as define distances and differences.This article analyses the relationship between (social and scholar) space and time and their relevance on structuring public primary education in Brasil. It is divided into three parts: improvised schoolhouses, schoolhouse-monuments and funcional schoolhouses, intending to distinguish three diferents moments of history of primary school, difined upon the phisical-architectural place taken by the school, as well as the various temporalities experienced in its interior, interlinked both with material and methodological changes on Brazilian education.

História da educação no Brasil: a constituição histórica do campo (1880-1970)

This article tackles on the structuring of the field of history of education in Brazil through two angles. The first one elaborates on the history of the discipline from three views: the historiographic tradition of the Historical and Geographical Institute of Brazil ( IHGB); the development of teachers colleges and the academic production from 1940 to 1970. The second one, focus on works done during the last 20 years, pointing out to topics, periods of interest and the most recurrent theoretical approaches.

Grupos de pesquisa sobre infância, criança e educação infantil no Brasil: primeiras aproximações

The article presents a survey of groups and institutions which produce research in the field of education on infancy, children and preschool education in Brazil by geographical regions and principal themes investigated. In order to carry out the research the CNPq Directory of Research Groups was consulted as were the Notebooks of Indicators of Postgraduate Programmes in Education, with relation to 2006 and the CNPq Lattes data base.O artigo apresenta um mapeamento dos grupos e instituicoes que produzem pesquisas na area de educacao sobre a infância, a crianca e a educacao infantil no Brasil, por regioes geograficas e principais temas investigados. Para o desenvolvimento da pesquisa, procedeu-se a consultas no Diretorio de Grupos de Pesquisa do CNPq, nos Cadernos de Indicadores dos Programas de Pos Graduacao em Educacao, relativos ao ano de 2006, e na base Lattes do CNPq.

History of Brazilian Urban Education: Space and Time in Primary Schools

W. T. Pink and G. W. Noblit (Eds.), International Handbook of Urban Education, 581–600.

Ilustração e educação: uma leitura de Bernardo Guimarães

This articles aims at explaining some important facets of the Brazilian culture and its schooling process, taken place especially in Minas Gerais throughout the 1800s. It follows in the footsteps of other studies as we try to gather data from several sources such as newspapers, records, schools’ legislation and school directors’ reports in an attempt to highlight both importance of both culture and schooling for the history of education and generate an understanding for each one of them. The article brings up to the table the works of one of the greatest intellectuals of Minas Gerais of the XIX century – the novel writer Bernardo Guimaraes – in an attempt to highlight the intellectuals’ importance for the schooling process throughout the two last centuries.

Scolarisation, cultures et pratiques scolaires au Brésil: Éléments théoriques et méthodologiques d'un programme de recherche

This article concentrates on some considerations concerning the schooling process in Brazil during the nineteenth and twentieth centuries. Taking as reference the research carried out in the state of Minas Gerais, it particularly focuses on elementary/primary education there. First, it looks at the different schooling models in Brazil during that period of time and argues that educational statistics are one of the most interesting ways to study the representations about this phenomenon. It then looks at the sociocultural consequences of schooling and stresses the importance of educational institutions as a socialisation model for children, young people and society as a whole.This article concentrates on some considerations concerning the schooling process in Brazil during the nineteenth and twentieth centuries. Taking as reference the research carried out in the state of Minas Gerais, it particularly focuses on elementary/primary education there. First, it looks at the different schooling models in Brazil during that period of time and argues that educational statistics are one of the most interesting ways to study the representations about this phenomenon. It then looks at the sociocultural consequences of schooling and stresses the importance of educational institutions as a socialisation model for children, young people and society as a whole.

Reescrevendo a história do ensino primário: o centenário da lei de 1827 e as reformas Francisco Campos e Fernando de Azevedo

Este texto analisa o lugar ocupado pelos festejos comemorativos do centenario de promulgacao da Lei de 15 de outubro de 1827, no interior dos processos de discussao das reformas da instrucao mineira e carioca, em 1927/1928. As duas reformas caracterizavam os esforcos educativos anteriores como sem sucesso, descrevendo como caotico o quadro educacional brasileiro. No caso do Rio de Janeiro, produzindo-se como marco na constituicao de um sistema educacional, a reforma Fernando de Azevedo constituia um discurso que ao mesmo tempo projetava um novo futuro para a educacao publica e pretendia romper com as iniciativas anteriores. Diverso parecia ser o caso da reforma mineira. Num discurso articulado ora pela ideia de uma escola moderna, ora pela ideia de uma escola ativa, os reformadores mineiros se propunham a superar o passado e a construir um futuro grandioso. No entanto, nao o faziam a partir de uma ruptura com a tradicao e com o passado educacionais. Mais do que isso, buscava-se afirmar a inovacao dentro da tradicao, o que dava lugar a uma leitura muito mais indulgente da escola antiga do que aquela de Fernando Azevedo. Ao reescrever o passado, esses discursos, disseminados pelas reformas Francisco Campos e Fernando de Azevedo, produziram o presente e reverberaram no porvir, instaurando uma leitura da educacao brasileira que por decadas perdurou na historiografia educacional brasileira.

O caderno de uma professora-aluna e as propostas para o ensino da aritmética na escola ativa (Minas Gerais, década de 1930)

El articulo tiene como tema el cuaderno de Metodologia de la Aritmetica de Imene Guimaraes, alumna de la docente Alda Lodi (1898-2002) en la segunda turma de la Escola de Aperfeicoamento de Minas Gerais. Alda Lodi participo del grupo de docentes enviadas por el gobierno minero al Teachers College, en Estados Unidos, para que se prepararan para actuar en la formacion de maestras en ejercicio en el contexto de las reformas educativas de 1927-1928. Considerando la relevancia, las potencialidades y los limites de los cuadernos escolares como fuente, los registros que contiene ese cuaderno de 1932 son estudiados y comparados con otros materiales, en la busqueda de una comprension inicial de los modos de apropiacion de las propuestas para la ensenanza de la Aritmetica cuando de la adhesion al ideario de la escuela activa en Minas.

El cuaderno de una docente-alumna y las propuestas para la enseñanza de la aritmética en la escuela activa (Minas Gerais, década de 1930)

El articulo tiene como tema el cuaderno de Metodologia de la Aritmetica de Imene Guimaraes, alumna de la docente Alda Lodi (1898-2002) en la segunda turma de la Escola de Aperfeicoamento de Minas Gerais. Alda Lodi participo del grupo de docentes enviadas por el gobierno minero al Teachers College, en Estados Unidos, para que se prepararan para actuar en la formacion de maestras en ejercicio en el contexto de las reformas educativas de 1927-1928. Considerando la relevancia, las potencialidades y los limites de los cuadernos escolares como fuente, los registros que contiene ese cuaderno de 1932 son estudiados y comparados con otros materiales, en la busqueda de una comprension inicial de los modos de apropiacion de las propuestas para la ensenanza de la Aritmetica cuando de la adhesion al ideario de la escuela activa en Minas.