Peri Mesquida

Educação e saúde: um binômio que merece ser resgatado

Specialization has brought about a rupture between health and education, a binomial today being rescued as a necessary combination. The aim of this article is to show the importance of rearticulating these two areas. To this purpose, a bibliographic research was carried out for defining the role education plays for the physician and for health. Education allows the physician to improve his communication skills, language and autonomy. Education turns it easier for him to establish good doctor-patient relationships and increases his ability to provide professional guidance to people. thus returning to him his function as an educator. Education of the population, on the other hand, is a condition for the success of health prevention and promotion campaigns because they depend on the understanding and active participation of the public. Schools need to include health-related subjects such as environment, toxic habits, sex, birth control, hygiene, physical exercise, nutrition, first aid and traffic in their curriculum. Medical schools should offer their students subjects that complement their professional education and the schools should incorporate subjects related to the health and well-being of the population. Education and health are social demands that must be assured by the State. The people are entitled to enjoy these rights but have the duty to contribute to their concretization.

A Contribuição de Paulo Freire à Educação na África: Uma proposta de Descolonização da Escola

Este artigo apresenta uma leitura critica da participacao de Paulo Freire no processo de descolonizacao na Africa durante a decada de 1970, bem como uma analise da atualidade de sua proposta politico-pedagogica para a realidade educacional daquele Continente. No primeiro momento, procuramos situar social, historica e culturalmente a colonizacao na Africa, suas caracteristicas e as particularidades da dominacao. No segundo momento, apontamos as principais propostas politico-educacionais de Paulo Freire para a Africa pos-colonial, deparando-se com a pluralidade cultural africana. E, para finalizar, apresentamos um panorama conjuntural da situacao politico-educacional africana, de modo a identificar a atualidade da contribuicao de Freire diante dos novos desafios educacionais naquele Continente.

Catequizadores de índios, educadores de colonos, Soldados de Cristo: formação de professores e ação pedagógica dos jesuítas no Brasil, de 1549 a 1759, à luz do Ratio Studiorum

Resumen La presencia de los jesuitas en el Brasil Colonia, desde 1549 hasta 1759, ha marcado de forma indeleble nuestra educacion y nuestra practica docente. El Ratio Studiorum, un compendio de normas de como ensenar y aprender como administrar una institucion educativa, fue el responsable de la construccion de un verdadero sistema de educacion en el pais, porque no solo homogeneizar la practica educativa, segun se establece un metodo unico de ensenanza aprendizaje. El objetivo principal del informe de investigacion que se presenta en forma de articulo es analizar criticamente el Ratio Studiorum de 1599, su edicion en Ingles de 1870, y su impacto en la formacion de docentes por los jesuitas en Brasil, asi como de encontrar las huellas de la practica pedagogica ignaciana y su influencia en la sociedad en el periodo estudiado. Para este fin, el dialogo con la historiografia que tuvo acceso, en particular, LEITE (1938), LACOUTURE (1994), FRANCA (1952), SCHMITZ(1994), entre otros, y las fuentes documentales de apoyo, y principalmente mediante la critica hermeneutica para interpretacion y analisis critico de los datos recogidos, ha llegado hasta algunos resultados, como el hecho de que la accion pedagogica de los jesuitas fue incorporada en la practica de la ensenanza en Brasil, marcandolo indeleblemente. La investigacion mostro tambien que la educacion fue elegida como la mejor opcion tomada por la Compania de Jesus, desde su creacion, y como la educacion, basada teoricamente en el tomismo aristotelico, ayudaron a conformar la sociedad a la cultura Luso -Europea, basada en el orden, la disciplina, la obediencia, la autoridad, y en el respeto de las reglas jerarquicas.

The Pestalozzi Method: Mathematics as a Way to the Truth

Johann Heinrich Pestalozzi (1746-1827), the father of modern pedagogy (Soetard, 1985), dedicated his life to the pursuit of truth for mankind. This quest considered the education and teaching of children as a whole hence, his famous formula of “head, heart, and hands” was conceived not just as a slogan but, particularly, as a concept of comprehensive education. But how do you get to the truth behind education and teaching? How do you teach and educate children? What method ought to be used for this task? Pestalozzi wrote five volumes on his own Method (in Germany), which were later translated into French, and in these, he aimed to address the three questions mentioned above. Ever since the first attempt to explain the Pestalozzi Method, by Marc Antoine JULLIEN in his work Spirit of the Method of Pestalozzi education (Esprit de la Methode d’education de Pestalozzi) (1812), followed by Daniel Alexandre CHAVANNES in his Elemental Method of H. Pestalozzi (Methode elementaire de H. Pestalozzi) (1819) and the works of Soetard (1994) and Throler (2008), many of the Method’s concepts have been discussed and defended. However, the various authors do not appear to have settled on a common ground. Nevertheless, this article aims to offer a reflection on the subject based on a reading and analysis of the texts by Pestalozzi that were translated into French. It will attempt to defend the argument that Pestalozzi appropriated the inductive Method of Locke and Comenios who, like himself, were protestants, and whose methodological resources for finding the “Truth” through both education and teaching involved geometry and mathematics; these were elements that Pestalozzi considered useful for approaching and identifying truth and accuracy.

Paulo Freire: da denúncia da educação bancária ao anúncio de uma pedagogia libertadora

In this paper, we aim to identify the meaning of the denunciation in the banking education, idealized by Paulo Freire, as well as to point out the implications of a liberating education for the the education of educators. First, the article discusses the denunciation of banking education, as it appears in his work entitled Pedagogy of the Oppressed (2005) and also in his books Pedagogy of Indignation (2000) and Education and Actuality Brazilian (2003). Secondly, this paper discusses the announcement of a liberating pedagogy idealized by Paulo Freire: problematization and critical consciousness, based on theoretical arguments of Paulo Freire, approached in Awareness (2001b), Cultural Action for Freedom (2002a) and Education as the Practice of Freedom (2009). Using hermeneutic as a research methodology, we showthat, when Freire makes the announcement of a liberating pedagogy, he is not only proposing another possible reality, but also he is making the denunciation of an oppressing education, seen as a denial of the body in the pedagogical practice. Finally, a liberating education only will become effective when the oppressed educator-educating become aware, recognizing that the oppressor is been hosted into your own body. They will be free, therefore, from the praxis and their self-humanization and others.