Marcus Aurelio Taborda de Oliveira

Educação política no Brasil e na Itália: duas histórias, muitos problemas comuns.

Apresentamos um conjunto de argumentos que visam evidenciar como a educacao politica e um projeto de dificil realizacao em paises com caracteristicas bastante similares, como sao a Italia e o Brasil. Para tanto percorremos tracos da sua definicao em parâmetros legais, visitando a legislacao, programas de ensino e a imprensa. Observamos que as preocupacoes de corte politico nos processos educativos escolares dos dois paises foram impulsionadas a partir de um mesmo periodo historico, a saber, entre os anos 30 e 40 do seculo XX, com forte acento conservador. Seja na forma de disciplinas escolares ou de praticas educativas, nomeadas de diferentes maneiras ao longo do tempo, a educacao politica assumiu quase sempre uma dimensao ideologica de perpetuacao do status quo . Em um momento de forte refluxo conservador como o atual, e dificil prognosticar o sucesso de qualquer iniciativa de educacao politica, na medida em que as praticas sociais, culturais e politicas mais amplas constantemente depoem contra valores que poderiam ser considerados universais, atendendo aos interesses de todos, fim ultimo da democracia.

Esporte e política na ditadura militar brasileira: a criação de um pertencimento nacional esportivo

No trabalho percorro indicios da relacao entre esporte e politica durante o periodo da ditadura que assolou o Brasil nas decadas finais do sec. XX. Distancio-me de explicacoes conspiratorias, e problematizo o fato de o fenomeno esportivo, marca da universalizacao da cultura, ter servido ao proposito politico da ditadura, sem que tenha sido ela o seu propulsor. Antes, argumento que a ditadura soube ler o contexto mundial para apropriar e difundir uma pratica de grande apelo de massas e consumo, que remeteu a novas formas de subjetivacao, afetando, assim, os interesses e as necessidades de grandes parcelas da populacao brasileira. Tomo como fontes, alem de documentos proprios do universo esportivo, rastros do debate sobre o nacional e o popular, marca do que foram as tentativas de afirmacao da nacao.

EDUCATION OF SENSES AND SENSIBILITIES: BETWEEN THE TREND AND THE POSSIBILITY OF RESEARCH RENOVATION IN HISTORY OF EDUCATION

O artigo, de carater teorico-historiografico, discute a voga atual de estudos sobre a historia da educacao dos sentidos e das sensibilidades. Inicia-se com a apresentacao do tema “sensibilidades” e a sua presenca em diferentes tradicoes historiograficas, mostrando como nao e nova essa abordagem no campo da Historia. Em seguida, ainda na sua primeira parte, discute a chegada recente do tema nos debates da Historia da Educacao na America Latina. Na segunda parte, apresenta e situa um conjunto de estudos de carater monografico desenvolvidos pelo Nucleo de Estudos sobre a Educacao dos Sentidos e das Sensibilidades – NUPES, da FAE/UFMG, em parceria com pesquisadores do Brasil e de outros paises, discutindo alguns dos seus pressupostos basicos. Finaliza o texto a problematizacao dos limites, dos riscos e do alcance da historia da educacao dos sentidos e das sensibilidades como uma voga que se equilibra entre o modismo academico e a possibilidade de arejamento das formas consagradas de inquirir o passado e o presente da educacao no âmbito latino-americano.

A invenção dos recreios nas escolas primárias paranaenses: o lugar da educação do corpo, dos sentidos e das sensibilidades na escola

This article covers a wide range of documents with the purpose of problematizing some approaches to the renewal of public primary schools in Brazil, highlighting the social construction of playtime. Analyzing academic discourse within teaching, as well as records produced by public school teachers of Parana during the first decades of the twentieth century, this study seeks to demonstrate how playtime, as part of the curriculum, has arisen informally out of teachers’ worries about the burden which schools put on pupils to later transform into a constitutive element of the standards that would define the organization and management of knowledge within schools. From a diffuse understanding of its meaning to precise understanding as an important aspect of training processes, playtimes mobilized time, space and knowledge, and were articulated with other elements related to the renewing wave of education, such as methods, school subjects, practices and knowledge which affected the desire to establish a new sensibility, according to the sources. These were based on rhetorical stances which affirmed activities, experience and work, either as a means or as the goal of public primary education.

LA INVENCIÓN DE LOS RECREOS EN LAS ESCUELAS PRIMARIAS DE PARANÁ: EL LUGAR DE LA EDUCACIÓN DE LOS CUERPOS, DE LOS SENTIDOS Y DE LAS SENSIBILIDADES

This article covers a wide range of documents with the purpose of problematizing some approaches to the renewal of public primary schools in Brazil, highlighting the social construction of playtime. Analyzing academic discourse within teaching, as well as records produced by public school teachers of Parana during the first decades of the twentieth century, this study seeks to demonstrate how playtime, as part of the curriculum, has arisen informally out of teachers’ worries about the burden which schools put on pupils to later transform into a constitutive element of the standards that would define the organization and management of knowledge within schools. From a diffuse understanding of its meaning to precise understanding as an important aspect of training processes, playtimes mobilized time, space and knowledge, and were articulated with other elements related to the renewing wave of education, such as methods, school subjects, practices and knowledge which affected the desire to establish a new sensibility, according to the sources. These were based on rhetorical stances which affirmed activities, experience and work, either as a means or as the goal of public primary education.

The introduction of breaks in primary schools in Paraná: the place of body education, senses and sensibilities in school

This article covers a wide range of documents with the purpose of problematizing some approaches to the renewal of public primary schools in Brazil, highlighting the social construction of playtime. Analyzing academic discourse within teaching, as well as records produced by public school teachers of Parana during the first decades of the twentieth century, this study seeks to demonstrate how playtime, as part of the curriculum, has arisen informally out of teachers’ worries about the burden which schools put on pupils to later transform into a constitutive element of the standards that would define the organization and management of knowledge within schools. From a diffuse understanding of its meaning to precise understanding as an important aspect of training processes, playtimes mobilized time, space and knowledge, and were articulated with other elements related to the renewing wave of education, such as methods, school subjects, practices and knowledge which affected the desire to establish a new sensibility, according to the sources. These were based on rhetorical stances which affirmed activities, experience and work, either as a means or as the goal of public primary education.