Pub Date : 2022-08-15DOI: 10.20396/RHO.V9I36.8639657
E. S. Oliveira
{"title":"O GINÁSIO EM CONQUISTA - A memória de uma instituição escolar (1940-1960)","authors":"E. S. Oliveira","doi":"10.20396/RHO.V9I36.8639657","DOIUrl":"https://doi.org/10.20396/RHO.V9I36.8639657","url":null,"abstract":"","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"34 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123210266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8658505
Elisangela Isaias Palavezzini, Giovanna Pezarico
The article addresses the professional education of SENAC and SENAI offered by the Professional Rehabilitation Service of INSS to insured persons who are incapacitated, totally or partially for work, due to illness or accident, aiming at learning a new activity that allows them to re-enter work. The study carried out field research with policyholders rehabilitated by the INSS of the municipality of Pato Branco-PR, who took a professional training course at SENAC or SENAI in the period from 2015 to 2017, as well as with the teachers and pedagogical coordinators of these institutions. The research investigated the evaluation of courses in the perception of research participants and whether professional training contributed to reintegration into work. Data were collected using the focus group technique with the rehabilitated and with the teachers linked to SENAC and SENAI. Semi-structured interviews were also conducted with the pedagogical coordinators and rehabilitated. Qualitative data were analyzed and interpreted using principles from the Content Analysis methodology. The survey showed that policyholders had access to different types of professional education, with some having access to a professional qualification that was only initial and lightened to exercise the activity, while others had access to a more structured technical qualification training. It also revealed that the professional training process has presented limits on the training of the insured for a new activity that effectively allows reinsertion to work, in addition to showing that the development of such training courses does not consider the singularities of the insured in the rehabilitation process, such as individual desires and expectations, or even aspects related to the consequences of illnesses or accidents at work.
{"title":"Os reabilitados do INSS e a educação profissional do SENAC e SENAI","authors":"Elisangela Isaias Palavezzini, Giovanna Pezarico","doi":"10.20396/RHO.V21I00.8658505","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8658505","url":null,"abstract":"The article addresses the professional education of SENAC and SENAI offered by the Professional Rehabilitation Service of INSS to insured persons who are incapacitated, totally or partially for work, due to illness or accident, aiming at learning a new activity that allows them to re-enter work. The study carried out field research with policyholders rehabilitated by the INSS of the municipality of Pato Branco-PR, who took a professional training course at SENAC or SENAI in the period from 2015 to 2017, as well as with the teachers and pedagogical coordinators of these institutions. The research investigated the evaluation of courses in the perception of research participants and whether professional training contributed to reintegration into work. Data were collected using the focus group technique with the rehabilitated and with the teachers linked to SENAC and SENAI. Semi-structured interviews were also conducted with the pedagogical coordinators and rehabilitated. Qualitative data were analyzed and interpreted using principles from the Content Analysis methodology. The survey showed that policyholders had access to different types of professional education, with some having access to a professional qualification that was only initial and lightened to exercise the activity, while others had access to a more structured technical qualification training. It also revealed that the professional training process has presented limits on the training of the insured for a new activity that effectively allows reinsertion to work, in addition to showing that the development of such training courses does not consider the singularities of the insured in the rehabilitation process, such as individual desires and expectations, or even aspects related to the consequences of illnesses or accidents at work.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117093320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8657365
Josivânia Ferreira Brito, G. Araújo, Juliane Gomes de Sousa
The objective was to identify how the pedagogical practices in arts of a multi-series classes teacher are developed in a rural school in the State of Tocantins. From a theoretical and empirical perspective, from a qualitative approach and from the case study, we used the observation of Art lessons in this class and a semistructured interview with this teacher. The research revealed that the pedagogical practices in arts developed in the class are based on painting, sculpture, and systematization of texts, of which the educator sought to work with his students in a dialogical way, important to expanding their cultural knowledge and aesthetic peasant.
{"title":"O ensino de arte no contexto da educação do campo","authors":"Josivânia Ferreira Brito, G. Araújo, Juliane Gomes de Sousa","doi":"10.20396/RHO.V21I00.8657365","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8657365","url":null,"abstract":"The objective was to identify how the pedagogical practices in arts of a multi-series classes teacher are developed in a rural school in the State of Tocantins. From a theoretical and empirical perspective, from a qualitative approach and from the case study, we used the observation of Art lessons in this class and a semistructured interview with this teacher. The research revealed that the pedagogical practices in arts developed in the class are based on painting, sculpture, and systematization of texts, of which the educator sought to work with his students in a dialogical way, important to expanding their cultural knowledge and aesthetic peasant.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124045038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8657394
R. Gandin, A. Vieira
This paper aims to analyze the notebook by Arlindo Gandin, used at the Professional Railway School in Curitiba, from the 1940s, in the context of the Capanema Reform. The methodological procedure adopted was bibliographic and documentary research, based on Oral History. By way of conclusion, this article brings reflections about school notebooks as a research object in the History of Education, as well as analyzing the teaching coming from the educational project implemented at Escola Profissional Ferroviaria, which appeared in general to meet the demand for labor railways of the Parana region.
{"title":"Cadernos escolares","authors":"R. Gandin, A. Vieira","doi":"10.20396/RHO.V21I00.8657394","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8657394","url":null,"abstract":"This paper aims to analyze the notebook by Arlindo Gandin, used at the Professional Railway School in Curitiba, from the 1940s, in the context of the Capanema Reform. The methodological procedure adopted was bibliographic and documentary research, based on Oral History. By way of conclusion, this article brings reflections about school notebooks as a research object in the History of Education, as well as analyzing the teaching coming from the educational project implemented at Escola Profissional Ferroviaria, which appeared in general to meet the demand for labor railways of the Parana region.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128060920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8659287
V. Calheiros, Liliana Soares Ferreira
This article presents a reflection centered on the approximate effort between Physical Education (PE) understood as a discipline that deals with an area called corporal culture (SOARES et al., 2012), and historical-critical pedagogy (PHC). It is justified by the need to radicalize pedagogical theory (FRIZZO, 2015) in the perspective of knowledge construction and strengthening counter-hegemony (SOUZA, 1999), as well as justifying Silva's (2013) that new studies and reflections are formed that articulate the EF with the PHC, since this production in the area is still incipient. Therefore, this text is the result of a theoretical reflection having as an aid authors who have as a theoretical-methodological perspective, historical and dialectical materialism. Throughout the investigative process, we explain the general historical development processes of EF in order to recognize the conditions of its production in order to understand its main manifestations, giving centrality to the developments related to the educational and school field. In this movement of analysis, we carry out a debate based on EF as a materiality that contains, in itself, history, that is, it is the fruit of contradictory social relations being the result of human action. We also perform a historical contextualization of the processes that triggered the construction of historical-critical pedagogy, understanding that these same social determinations influenced EF. Finally, we state the position that PHC constitutes an important theoretical foundation for the EF to reach conditions, through the radicalization of pedagogical theory, to contribute to the construction of counter-hegemony.
{"title":"A educação física e a pedagogia histórico-crítica","authors":"V. Calheiros, Liliana Soares Ferreira","doi":"10.20396/RHO.V21I00.8659287","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8659287","url":null,"abstract":"This article presents a reflection centered on the approximate effort between Physical Education (PE) understood as a discipline that deals with an area called corporal culture (SOARES et al., 2012), and historical-critical pedagogy (PHC). It is justified by the need to radicalize pedagogical theory (FRIZZO, 2015) in the perspective of knowledge construction and strengthening counter-hegemony (SOUZA, 1999), as well as justifying Silva's (2013) that new studies and reflections are formed that articulate the EF with the PHC, since this production in the area is still incipient. Therefore, this text is the result of a theoretical reflection having as an aid authors who have as a theoretical-methodological perspective, historical and dialectical materialism. Throughout the investigative process, we explain the general historical development processes of EF in order to recognize the conditions of its production in order to understand its main manifestations, giving centrality to the developments related to the educational and school field. In this movement of analysis, we carry out a debate based on EF as a materiality that contains, in itself, history, that is, it is the fruit of contradictory social relations being the result of human action. We also perform a historical contextualization of the processes that triggered the construction of historical-critical pedagogy, understanding that these same social determinations influenced EF. Finally, we state the position that PHC constitutes an important theoretical foundation for the EF to reach conditions, through the radicalization of pedagogical theory, to contribute to the construction of counter-hegemony.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130449906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8657662
Antonio Claudio Jorge da Silveira, A. Tonini
This article is part of a study, however ongoing in PPGET - Graduate Program in Technological Education of CEFET-MG, under Concentration Area and line of research: Formative Processes in Technological Education. The objective is to bring an analysis about the debate on professional regulation in the sector of Information and Communication Technology in Brazil, which has direct implications for the insertion of graduates from digital courses in the labor market. To this end, through a qualitative perspective, the investigation was carried out from a documentary and bibliographical survey of the proposals presented in the form of a Bill of Law (PL) to the Federal Chamber of Deputies and the Federal Senate. In addition, articles and theses that addressed the topic in the past 20 years were consulted, using the database of the Coordination for the Improvement of Higher Education Personnel (CAPES), as well as taking into account the positioning of some companies and bodies in the ICT segment in Brazil, such as the Data Processing Companies Syndicate (SINDPD), the Brazilian Association of Information Technology Companies (ASSESPRO) and the Brazilian Computer Society (SBC). In fact, the analysis shows that, in the last four decades, there has been a maturation around the discussions on the professional regulation of the ICT segment in Brazil, however, it is clear that the sector is still subject to the corporate requirements of Brazilian legislative bodies, a fact that compromises their full professional standardization and, consequently, the legal emancipation of professionals in the area.
{"title":"Análise sobre a regulamentação do profissional do setor de tecnologia da informação e comunicação no Brasil","authors":"Antonio Claudio Jorge da Silveira, A. Tonini","doi":"10.20396/RHO.V21I00.8657662","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8657662","url":null,"abstract":"This article is part of a study, however ongoing in PPGET - Graduate Program in Technological Education of CEFET-MG, under Concentration Area and line of research: Formative Processes in Technological Education. The objective is to bring an analysis about the debate on professional regulation in the sector of Information and Communication Technology in Brazil, which has direct implications for the insertion of graduates from digital courses in the labor market. To this end, through a qualitative perspective, the investigation was carried out from a documentary and bibliographical survey of the proposals presented in the form of a Bill of Law (PL) to the Federal Chamber of Deputies and the Federal Senate. In addition, articles and theses that addressed the topic in the past 20 years were consulted, using the database of the Coordination for the Improvement of Higher Education Personnel (CAPES), as well as taking into account the positioning of some companies and bodies in the ICT segment in Brazil, such as the Data Processing Companies Syndicate (SINDPD), the Brazilian Association of Information Technology Companies (ASSESPRO) and the Brazilian Computer Society (SBC). In fact, the analysis shows that, in the last four decades, there has been a maturation around the discussions on the professional regulation of the ICT segment in Brazil, however, it is clear that the sector is still subject to the corporate requirements of Brazilian legislative bodies, a fact that compromises their full professional standardization and, consequently, the legal emancipation of professionals in the area.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125286524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8659484
Talita Costa de Oliveira Almeida, Rita de Cássia da Silva Oliveira
This article aims to analyze the relationship between Brazilian educational policies for Youth, Adult and Elderly Education (EJAI) and permanent education, based on a critical approach and through bibliographic and documentary research. For that, it starts from the premise of education as a human and constitutional right, considering that the right to educational formation, as human formation, is not restricted to schooling, Basic Education or a certain age group, since everyone must have the possibility to learn at the same time. throughout their life trajectory. Therefore, the following research problem is established: What are the relationships between educational policies for Youth, Adult and Elderly Education and permanent education? As a result, historical and conceptual characteristics are identified as points of convergence between permanent education and educational policies for EJAI, since EJAI is part of the concept of permanent education and both have characteristics common to the fact that they do not establish age restrictions, to learn and develop in different areas of education, such as non-formal and informal.
{"title":"Políticas educacionais brasileiras para EJAI e a educação permanente","authors":"Talita Costa de Oliveira Almeida, Rita de Cássia da Silva Oliveira","doi":"10.20396/RHO.V21I00.8659484","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8659484","url":null,"abstract":"This article aims to analyze the relationship between Brazilian educational policies for Youth, Adult and Elderly Education (EJAI) and permanent education, based on a critical approach and through bibliographic and documentary research. For that, it starts from the premise of education as a human and constitutional right, considering that the right to educational formation, as human formation, is not restricted to schooling, Basic Education or a certain age group, since everyone must have the possibility to learn at the same time. throughout their life trajectory. Therefore, the following research problem is established: What are the relationships between educational policies for Youth, Adult and Elderly Education and permanent education? As a result, historical and conceptual characteristics are identified as points of convergence between permanent education and educational policies for EJAI, since EJAI is part of the concept of permanent education and both have characteristics common to the fact that they do not establish age restrictions, to learn and develop in different areas of education, such as non-formal and informal.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"04 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128352892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8658602
Pedro de Nogueira Marins, Bruno Alves Dassie
Ever since the emergence of the field of History of Mathematical Education in Brazil, research on the Modern Mathematics Movement (MMM) has been present from works of varied nature. Along this path, the investigations concerning the state of Sao Paulo stand out. Alternatively, there is an increase in research that deals with other local movements. And, the state of Rio de Janeiro is one of those instances with investigations pertaining MMM proposals from an European perspective. The studies carried out so far deal with some institutionalized experiences, in addition to indicating the agents involved in this network. In this article, based on one of these surveys, we covered the proposal of Arago de Carvalho Backx at the Centro Educacional de Niteroi (CEN), in the 1970s. This cut advances in relation to the broader research, as it contextualizes the performance of this teacher. Out of his professional trajectory, the understanding about the origins of the CEN, and the new questions about the sources, some of which were mapped after the completion of the Dissertation. We considered as sources the official and institutional documents, notes and reports from the periodical press, narratives elaborated on the teaching of mathematics dated in the analyzed period, in addition to the literature on the subject.
自从巴西数学教育史领域出现以来，对现代数学运动(MMM)的研究从各种性质的作品中呈现出来。沿着这条道路，关于圣保罗州的调查脱颖而出。另外，对其他地方运动的研究也在增加。从欧洲的角度来看，里约热内卢州是对MMM提案进行调查的例子之一。到目前为止所进行的研究除了指出参与这一网络的人员外，还涉及一些制度化的经验。在本文中，基于其中一项调查，我们介绍了20世纪70年代Niteroi教育中心(CEN)的Arago de Carvalho Backx的建议。这一切割与更广泛的研究有关，因为它将这位教师的表现置于背景中。在他的职业轨迹之外，对CEN起源的认识，以及关于来源的新问题，其中一些是在论文完成后绘制的。我们考虑了官方和机构的文件、期刊出版社的笔记和报告、对所分析时期数学教学的详细叙述以及有关该主题的文献作为来源。
{"title":"Centro educacional de Niterói e uma experiência do movimento da matemática moderna","authors":"Pedro de Nogueira Marins, Bruno Alves Dassie","doi":"10.20396/RHO.V21I00.8658602","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8658602","url":null,"abstract":"Ever since the emergence of the field of History of Mathematical Education in Brazil, research on the Modern Mathematics Movement (MMM) has been present from works of varied nature. Along this path, the investigations concerning the state of Sao Paulo stand out. Alternatively, there is an increase in research that deals with other local movements. And, the state of Rio de Janeiro is one of those instances with investigations pertaining MMM proposals from an European perspective. The studies carried out so far deal with some institutionalized experiences, in addition to indicating the agents involved in this network. In this article, based on one of these surveys, we covered the proposal of Arago de Carvalho Backx at the Centro Educacional de Niteroi (CEN), in the 1970s. This cut advances in relation to the broader research, as it contextualizes the performance of this teacher. Out of his professional trajectory, the understanding about the origins of the CEN, and the new questions about the sources, some of which were mapped after the completion of the Dissertation. We considered as sources the official and institutional documents, notes and reports from the periodical press, narratives elaborated on the teaching of mathematics dated in the analyzed period, in addition to the literature on the subject.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116489081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8658014
Marcela Figueira Ferreira, Anderson dos Anjos Pereira Pena, Clarice Zientarski
This article aims to demonstrate the links between the foundations of historical-critical pedagogy and Gramsci's (2001) proposal of the unitary school in the field of didactics. Despite the immense contradictions imposed by the imprisonment and censorship inflicted by the Italian fascist regime, the communist Antonio Gramsci succeeded in providing subsidies for Marxist pedagogical theory, a fact that is proved in his proposal for the unitary school. However, Gramsci did not come to formulate a pedagogical theory and it was up to Saviani (2008, 2013a, 2013c) and a group of other intellectuals to devote themselves to developing the historical-critical theory, which has been asserting itself as the conception and practice in service of the materialization of the Gramsci school. It has Marx's method (2008) as its centrality; It maintains the rigorous analysis of capitalist society and its commitment to its eradication, in favor of the constitution of the true universality and emancipation of individuals in a communist society.
{"title":"A escola unitária de Gramsci e os fundamentos da pedagogia histórico-crítica","authors":"Marcela Figueira Ferreira, Anderson dos Anjos Pereira Pena, Clarice Zientarski","doi":"10.20396/RHO.V21I00.8658014","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8658014","url":null,"abstract":"This article aims to demonstrate the links between the foundations of historical-critical pedagogy and Gramsci's (2001) proposal of the unitary school in the field of didactics. Despite the immense contradictions imposed by the imprisonment and censorship inflicted by the Italian fascist regime, the communist Antonio Gramsci succeeded in providing subsidies for Marxist pedagogical theory, a fact that is proved in his proposal for the unitary school. However, Gramsci did not come to formulate a pedagogical theory and it was up to Saviani (2008, 2013a, 2013c) and a group of other intellectuals to devote themselves to developing the historical-critical theory, which has been asserting itself as the conception and practice in service of the materialization of the Gramsci school. It has Marx's method (2008) as its centrality; It maintains the rigorous analysis of capitalist society and its commitment to its eradication, in favor of the constitution of the true universality and emancipation of individuals in a communist society.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123282927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.20396/RHO.V21I00.8659665
S. T. Souza
This article discusses the history of MOBRAL (Brazilian Literacy Movement) in the municipality of Ituiutaba in the period between 1970 and 1985. This project arose in the context of the Civil-Military Dictatorship by Law 5.379/1967 that proposed functional literacy to young people and adults. It started its activities in 1970 with a wide dissemination and mobilization by the spoken and written press. The program aimed to reach the entire national territory with the main goal of eradicating illiteracy, proposing a period of 10 years for this purpose. The research addresses a small part of this history in the interior of Minas Gerais, observing its implantation and some results, using oral history as a source with the social actors involved (professionals and students), documentary sources such as newspapers and legislation of the period. The MOBRAL in Ituiutaba reveals similarities with the national scenario, that is, in charge of civil society with the support of the Catholic Church and supported by the municipal government, it gave organicity to its actions, within the authoritarian logic of that moment. It was a program marked by improvisation, whose teachers had no training beyond high school, and acted after a brief training, being sufficient just to have had good school performance. We believe that MOBRAL was another vehicle used by the Civil-Military Dictatorship in order to train the workforce with the rudiments of reading and writing, in addition to generating voters who could, through voting, legitimize the government's authoritarian actions. Thus, the results obtained were quite limited also in cities in the interior, far from the great centers of power.
{"title":"O MOBRAL no Pontal de Minas Gerais","authors":"S. T. Souza","doi":"10.20396/RHO.V21I00.8659665","DOIUrl":"https://doi.org/10.20396/RHO.V21I00.8659665","url":null,"abstract":"This article discusses the history of MOBRAL (Brazilian Literacy Movement) in the municipality of Ituiutaba in the period between 1970 and 1985. This project arose in the context of the Civil-Military Dictatorship by Law 5.379/1967 that proposed functional literacy to young people and adults. It started its activities in 1970 with a wide dissemination and mobilization by the spoken and written press. The program aimed to reach the entire national territory with the main goal of eradicating illiteracy, proposing a period of 10 years for this purpose. The research addresses a small part of this history in the interior of Minas Gerais, observing its implantation and some results, using oral history as a source with the social actors involved (professionals and students), documentary sources such as newspapers and legislation of the period. The MOBRAL in Ituiutaba reveals similarities with the national scenario, that is, in charge of civil society with the support of the Catholic Church and supported by the municipal government, it gave organicity to its actions, within the authoritarian logic of that moment. It was a program marked by improvisation, whose teachers had no training beyond high school, and acted after a brief training, being sufficient just to have had good school performance. We believe that MOBRAL was another vehicle used by the Civil-Military Dictatorship in order to train the workforce with the rudiments of reading and writing, in addition to generating voters who could, through voting, legitimize the government's authoritarian actions. Thus, the results obtained were quite limited also in cities in the interior, far from the great centers of power.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"269 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124363769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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