Maria Celi Chaves Vasconcelos

LUIZA, ISABEL E LEOPOLDINA: UMA HISTÓRIA DE MULHERES, NOBREZA E EDUCAÇÃO NO BRASIL IMPERIAL (1856-1864)

O artigo trata da atuacao da condessa de Barral, Luiza Margarida Portugal de Barros, como preceptora das princesas Isabel e Leopoldina, escolhida pelo proprio Imperador, D. Pedro II, para educar suas filhas. O objetivo central e recompor aspectos da conducao educacional dirigida pela condessa nos palacios de Sao Cristovao e Petropolis, especialmente, as estrategias utilizadas para ensinar e educar as duas meninas, ciente da responsabilidade que tal funcao implicava. A pesquisa apresenta-se como historico-documental e utilizou, sobretudo, egodocumentos, produzidos pelas princesas e pela propria condessa, colocados em dialogo com autores que enfocam tematica semelhante. Conclui-se, que a condessa exerceu forte influencia na vida das princesas, desde a infância ate apos o casamento de ambas.

Educação na casa: perspectivas de desescolarização ou liberdade de escolha?

O estudo objetiva analisar como a educacao domestica na atualidade tem sido tratada por autores que examinam o tema, sinalizando perspectivas de desescolarizacao relacionadas ao projeto neoliberal de sociedade, em oposicao a alegada liberdade de escolha das familias. Em um plano mais especifico, e abordada a discussao norte-americana sobre o assunto, partindo da premissa que, no Brasil, a opcao pelo homeschooling esta ligada a forte influencia dessa pratica existente nos Estados Unidos da America. Os procedimentos teoricometodologicos sao aqueles relativos a pesquisa qualitativa, essencialmente bibliografica, que tem como referencia os escritos de Paraskeva (2010) e Torres Santome (2003). Conclui-se com a exposicao de parte das questoes suscitadas no debate relativo ao fato de casa e escola coexistirem na sociedade como espacos legitimados para ensinar, indicando a tensao entre a tendencia de desescolarizacao e o declarado direito dos pais de decidir sobre a educacao dos filhos.

Diagnósticos locais do Plano de Ações Articuladas: uma análise de sua confiabilidade

O artigo visa a analise da confiabilidade da diagnose do PAR no Estado do Rio de Janeiro, tomando por base dados oficiais de sua implantacao em 90 (98%) dos seus 92 Municipios, relativos ao quadrienio 2007-2010, de modo a avaliar a possibilidade de estarem refletindo desafios postos a realidade educacional deste territorio. Do ponto de vista interno aos mecanismos diagnosticos do PAR, constata a existencia de inconsistencias e incoerencias vinculadas aos indicadores e criterios empregados, enquanto que do ponto de vista externo, relativo a sua elaboracao local, hipotetisa sobre possiveis desvios de sua finalidade original. Em consequencia, postula que os dados forne- cidos por esses diagnosticos sao duvidosos, pouco contribuindo para o conhecimento da realidade educacional no Estado.

La Genese du concept d'éducation publique au Portugal et au Brésil

The study is concerned with how the public education concept has been appropriated by several academic works in the field of history of education. In fact, they seem to use this concept in an anachronic way, without any real concern about its historicity. Thus, the study dialogues with the historian Reinhart Koselleck, in order to develop reflections on the historicity of the public education concept. From such a standpoint, it postulates assumptions that the concept has a history; it is articulated to a specific context that makes it comprehensible. Hence, the temporal variation of the concept is assumed as a historical event with a unique character articulated to its timing. Given this assumption, the study analyses two moments/dimensions of the genesis of the modern concept of public education in the Luso‐Brazilian world. The first moment relates to the Marques de Pombal Reform of Education (Estudos Menores) in Portugal, in the eighteenth century. This educational reform expressed one of the first attempts at public education “statisation” in Europe. It stresses the character of this policy, to be understood in the context of Illustrated Despotism in Portugal. Indeed such an intervention basically expresses the States concern in controlling the formation of mentalities, mostly among the intellectual aristocracy. Hence, public education was aimed at the social strata that would support State policy to establish its centralisation project. From this perspective, it is not possible to identify public education with popular education. The second moment/dimension relates to Brazil in the nineteenth century, in the context of the constitution and consolidation of the Imperial State, which foresees the chance to straighten the State power, a pathway towards the fulfilment of its purposes. In such a context, the education and the legitimacy of its institutionalisation reflect the struggle between the local power (a Casa) and its resistance to Imperial State interference and domination. This theoretical and practical confrontation, occurring in the specific context of conflict between domestic education and public education, represents a twofold level of particular interest. At a first analytical level, the concept of public education springs from the opposition/differentiation established between the public ambit and the private one; hence, from such a perspective, public education is primordially that realised outside the domestic ambit. This antagonism is mostly expressed by the tension among the terms of public education/instruction that pervades pedagogical debate at that time. It also refers to the resistance showed by the leading elites towards the growing interference of public power, mostly the State, in the private ambit that had been, until then, under its own jurisdiction: to decide on, to contract out and to account for in relation to their childrens education. At a second analytical level, without any doubt, such a conflict is related to the universalisation process of the school model being consolidated in Brazil at the end of the nineteenth century and at the beginning of the twentieth century.The study is concerned with how the public education concept has been appropriated by several academic works in the field of history of education. In fact, they seem to use this concept in an anachronic way, without any real concern about its historicity. Thus, the study dialogues with the historian Reinhart Koselleck, in order to develop reflections on the historicity of the public education concept. From such a standpoint, it postulates assumptions that the concept has a history; it is articulated to a specific context that makes it comprehensible. Hence, the temporal variation of the concept is assumed as a historical event with a unique character articulated to its timing. Given this assumption, the study analyses two moments/dimensions of the genesis of the modern concept of public education in the Luso-Brazilian world. The first moment relates to the Marques de Pombal Reform of Education (Estudos Menores) in Portugal, in the eighteenth century. This educational reform expressed one of the first attempts at public education �statisation� in Europe. It stresses the character of this policy, to be understood in the context of Illustrated Despotism in Portugal. Indeed such an intervention basically expresses the States concern in controlling the formation of mentalities, mostly among the intellectual aristocracy. Hence, public education was aimed at the social strata that would support State policy to establish its centralisation project. From this perspective, it is not possible to identify public education with popular education. The second moment/dimension relates to Brazil in the nineteenth century, in the context of the constitution and consolidation of the Imperial State, which foresees the chance to straighten the State power, a pathway towards the fulfilment of its purposes. In such a context, the education and the legitimacy of its institutionalisation reflect the struggle between the local power (a Casa) and its resistance to Imperial State interference and domination. This theoretical and practical confrontation, occurring in the specific context of conflict between domestic education and public education, represents a twofold level of particular interest. At a first analytical level, the concept of public education springs from the opposition/differentiation established between the public ambit and the private one; hence, from such a perspective, public education is primordially that realised outside the domestic ambit. This antagonism is mostly expressed by the tension among the terms of public education/instruction that pervades pedagogical debate at that time. It also refers to the resistance showed by the leading elites towards the growing interference of public power, mostly the State, in the private ambit that had been, until then, under its own jurisdiction: to decide on, to contract out and to account for in relation to their childrens education. At a second analytical level, without any doubt, such a conflict is related to the universalisation process of the school model being consolidated in Brazil at the end of the nineteenth century and at the beginning of the twentieth century

Los Consejos Municipales de Educación en Brasil: un análisis de las referencias nacionales (1996-2002)

AbstractThe Municipal Councils ofEducation in Brazil: abalance of nationalreferences (1996 - 2002) The present task was done based onan expressive draft of the scientificBrazilian production about the themePolitics, Administration and Finance ofthe Municipal Public Systems ofEducation in Brazil, between 1996-2002 which resulted in a summary of355 published references in thecountry, corresponding to theproduction of about 266 authors. Fromthis theme analysis, emerged, betweenother questions, data that permitted abrief balance about the theoric –conceptual and theoric – empiricalproduction that verse on the councilsof the education area in Brazil,referring to that period, focusing,specially, on the references that takeas a central object or a secondary oneof the Municipal Council of Education(CMEs) and the Council ofAccompamiment and Social Control(CACSs) considering three segmentsfrom this last type of council: fromFUNDEF, from PNAE and from theactual Scholarship Family Program. Asa summary of its main results, unitially,it can be showed the fact that nostudies were turned to the last twoFederal programs, having exclusively,a low concentration of work inFUNDEF. Individual references reign,whose scientific production, mainly, isoriginally from the Southeru Region,being appealing the worries about theproblem of the participation of thelocal society on councils. Finally, it’sna urge for the necessity tounderstand better the nature andfunctioning of these councils, turningthe objects from a wider quantitativeand qualitative universe, focusing,above all, the social intervention.Keywords: Municipal Councils ofEducation. Councils of accompanimentand social control. Participation of thecivil society. Decentralization andmunicipalization of education.

The Municipal Councils of Education in Brazil: a balance of national references (1996 - 2002)

AbstractThe Municipal Councils ofEducation in Brazil: abalance of nationalreferences (1996 - 2002) The present task was done based onan expressive draft of the scientificBrazilian production about the themePolitics, Administration and Finance ofthe Municipal Public Systems ofEducation in Brazil, between 1996-2002 which resulted in a summary of355 published references in thecountry, corresponding to theproduction of about 266 authors. Fromthis theme analysis, emerged, betweenother questions, data that permitted abrief balance about the theoric –conceptual and theoric – empiricalproduction that verse on the councilsof the education area in Brazil,referring to that period, focusing,specially, on the references that takeas a central object or a secondary oneof the Municipal Council of Education(CMEs) and the Council ofAccompamiment and Social Control(CACSs) considering three segmentsfrom this last type of council: fromFUNDEF, from PNAE and from theactual Scholarship Family Program. Asa summary of its main results, unitially,it can be showed the fact that nostudies were turned to the last twoFederal programs, having exclusively,a low concentration of work inFUNDEF. Individual references reign,whose scientific production, mainly, isoriginally from the Southeru Region,being appealing the worries about theproblem of the participation of thelocal society on councils. Finally, it’sna urge for the necessity tounderstand better the nature andfunctioning of these councils, turningthe objects from a wider quantitativeand qualitative universe, focusing,above all, the social intervention.Keywords: Municipal Councils ofEducation. Councils of accompanimentand social control. Participation of thecivil society. Decentralization andmunicipalization of education.