Pub Date : 2023-01-01DOI: 10.1590/1984-0411.8955-t
A. Gouveia, Jorge A Leiva
ABSTRACT This article presents the dossier “Teacher appreciation in the Brazilian and Chilean contexto in the face of the marches and countermarches of neoliberalism”, considering the singular social and political conditions of theses countries in which neoliberalism was conceived and implemented. Based on the idea that the essence of politics is the debate of the conjuncture, the authors present the elements that define what they call neoliberal marches and countermarches. Starting from this key idea the eight articles that make up the dossier are presented focusing on the issues training policies, remuneration and teachers’ working conditions in Brazil and Chile. The different approaches that make up the analysis reveal a somewhat negotiated agenda that preserves the elements of neoliberalism incorporated in contemporary educational policies.
{"title":"Presentation: Brazil and Chile: Educational Policies and Neoliberalism in the Marches and Countermarches of the 2000s","authors":"A. Gouveia, Jorge A Leiva","doi":"10.1590/1984-0411.8955-t","DOIUrl":"https://doi.org/10.1590/1984-0411.8955-t","url":null,"abstract":"ABSTRACT This article presents the dossier “Teacher appreciation in the Brazilian and Chilean contexto in the face of the marches and countermarches of neoliberalism”, considering the singular social and political conditions of theses countries in which neoliberalism was conceived and implemented. Based on the idea that the essence of politics is the debate of the conjuncture, the authors present the elements that define what they call neoliberal marches and countermarches. Starting from this key idea the eight articles that make up the dossier are presented focusing on the issues training policies, remuneration and teachers’ working conditions in Brazil and Chile. The different approaches that make up the analysis reveal a somewhat negotiated agenda that preserves the elements of neoliberalism incorporated in contemporary educational policies.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"27 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79069019","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}
RESUMO Este estudo apresenta os resultados de uma pesquisa que teve por objetivo analisar a Resolução CNE/CP n.º 2/2019 - que define as atuais Diretrizes Curriculares Nacionais para a formação inicial de professores e institui a Base Nacional Comum (BNC-Formação) - de modo a identificar e discutir as implicações das mudanças propostas na valorização do trabalho docente. Trata-se de uma pesquisa qualitativa na qual os dados foram coletados por meio de análise bibliográfica e documental, sistematizados e analisados por meio de duas categorias: Relação formação docente - ethos profissional; Valorização e engajamento profissional. Os resultados demonstram o alinhamento da nova resolução com o receituário neoliberal, limitando essa formação a aspectos técnicos e pragmáticos ajustados a uma perspectiva economicista. Fica explícito que essa resolução expressa uma padronização das políticas para a formação docente centrada em competências de modo a atender aos pressupostos da Base Nacional Comum Curricular (BNCC). Entendemos também que a lógica na qual está baseada negligencia a valorização profissional como um projeto coletivo e passa a ser associada a critérios meritocráticos de desempenho individual ligados ao ideário liberal. Por fim, consideramos a necessidade de construção de uma resistência ativa/coletiva, tanto no plano pedagógico como no plano político, contra a precarização e a privatização do Ensino Superior.
{"title":"A contrarreforma da formação de professores no Brasil: BNC-Formação e os retrocessos para a valorização docente","authors":"Lilian Giacomini Cruz Zucchini, Andrêssa Gomes de Rezende Alves, Leandro Picoli Nucci","doi":"10.1590/1984-0411.87143","DOIUrl":"https://doi.org/10.1590/1984-0411.87143","url":null,"abstract":"RESUMO Este estudo apresenta os resultados de uma pesquisa que teve por objetivo analisar a Resolução CNE/CP n.º 2/2019 - que define as atuais Diretrizes Curriculares Nacionais para a formação inicial de professores e institui a Base Nacional Comum (BNC-Formação) - de modo a identificar e discutir as implicações das mudanças propostas na valorização do trabalho docente. Trata-se de uma pesquisa qualitativa na qual os dados foram coletados por meio de análise bibliográfica e documental, sistematizados e analisados por meio de duas categorias: Relação formação docente - ethos profissional; Valorização e engajamento profissional. Os resultados demonstram o alinhamento da nova resolução com o receituário neoliberal, limitando essa formação a aspectos técnicos e pragmáticos ajustados a uma perspectiva economicista. Fica explícito que essa resolução expressa uma padronização das políticas para a formação docente centrada em competências de modo a atender aos pressupostos da Base Nacional Comum Curricular (BNCC). Entendemos também que a lógica na qual está baseada negligencia a valorização profissional como um projeto coletivo e passa a ser associada a critérios meritocráticos de desempenho individual ligados ao ideário liberal. Por fim, consideramos a necessidade de construção de uma resistência ativa/coletiva, tanto no plano pedagógico como no plano político, contra a precarização e a privatização do Ensino Superior.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135700065","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}
RESUMO Este artigo tem por objetivo analisar a governança baseada em indicadores e manuais de “boas práticas”, a chamada administração por benchmarking. Em tempos de “sociedade métrica” (MAU, 2019; SANTOS, 2019; MULLER, 2019), esse tipo de regulação, caracteristicamente economicista, vem afetando, inclusive, os campos acadêmico e da educação (BOURDIEU, 1996; LAVAL, 2020). Nesse sentido, argumenta-se que a regulação economicista, característica da administração por benchmarking, interfere na democracia (ROSANVALLON, 2007) e na autonomia dos campos sociais específicos. Dessa forma, para cumprir esses objetivos, metodologicamente, utiliza-se a teoria dos campos de Pierre Bourdieu.
{"title":"O campo acadêmico e a regulação métrica: autonomia, heteronomia e democracia - a ingerência economicista","authors":"Mário Luiz Neves de Azevedo","doi":"10.1590/1984-0411.86030","DOIUrl":"https://doi.org/10.1590/1984-0411.86030","url":null,"abstract":"RESUMO Este artigo tem por objetivo analisar a governança baseada em indicadores e manuais de “boas práticas”, a chamada administração por benchmarking. Em tempos de “sociedade métrica” (MAU, 2019; SANTOS, 2019; MULLER, 2019), esse tipo de regulação, caracteristicamente economicista, vem afetando, inclusive, os campos acadêmico e da educação (BOURDIEU, 1996; LAVAL, 2020). Nesse sentido, argumenta-se que a regulação economicista, característica da administração por benchmarking, interfere na democracia (ROSANVALLON, 2007) e na autonomia dos campos sociais específicos. Dessa forma, para cumprir esses objetivos, metodologicamente, utiliza-se a teoria dos campos de Pierre Bourdieu.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"574 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135702021","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 : 2023-01-01DOI: 10.1590/1984-0411.85976-t
Ana Cecília Romano de Mello, Ivanilda Higa
ABSTRACT The contribution of Bourdieu’s sociological theory to Education is current. The concepts of habitus, capital, and social field, in an articulated way, allow a dialectical understanding of the social agents in society. Thus, with the use of a concept derived from Bourdieu, such as school field and subfield, it is possible to understand the school institution as a builder of its own dynamics, with specific characteristics and demands, far beyond a mere passive consumer of educational projects and policies produced externally to it. In this sense, this work proposes, through systematic narrative observation and interviews with a group of Science and Biology teachers from a subfield of the school, the description and analysis of disputes, capitals, strategies, and positions of teachers in the subfield in question. A different valuation was assigned to each of the strategies according to the greater or minor possibility of social prestige in the subfield. With this, the dynamics of this subfield were understood, contributing to highlighting that within Brazilian schools there are disputes, interests, and demands that must be considered in the relationship with the other subfields, as well as in the development of educational projects and policies.
{"title":"A “symbol school”: disputes and strategies of teachers from a school subfield","authors":"Ana Cecília Romano de Mello, Ivanilda Higa","doi":"10.1590/1984-0411.85976-t","DOIUrl":"https://doi.org/10.1590/1984-0411.85976-t","url":null,"abstract":"ABSTRACT The contribution of Bourdieu’s sociological theory to Education is current. The concepts of habitus, capital, and social field, in an articulated way, allow a dialectical understanding of the social agents in society. Thus, with the use of a concept derived from Bourdieu, such as school field and subfield, it is possible to understand the school institution as a builder of its own dynamics, with specific characteristics and demands, far beyond a mere passive consumer of educational projects and policies produced externally to it. In this sense, this work proposes, through systematic narrative observation and interviews with a group of Science and Biology teachers from a subfield of the school, the description and analysis of disputes, capitals, strategies, and positions of teachers in the subfield in question. A different valuation was assigned to each of the strategies according to the greater or minor possibility of social prestige in the subfield. With this, the dynamics of this subfield were understood, contributing to highlighting that within Brazilian schools there are disputes, interests, and demands that must be considered in the relationship with the other subfields, as well as in the development of educational projects and policies.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"72 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77549759","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 : 2023-01-01DOI: 10.1590/1984-0411.87090-t
Renata Brião de Castro
ABSTRACT This text aims to investigate the Italian school in Pelotas, in the decades of 1920 and 1930, when there were important changes in the institutions related to immigration groups. The research is justified by the need to boost studies about the scholarization of Italian immigrants in these decades, since most of the knowledge about it up to now is focused on the late 19th and early 20th century. To contemplate the discussion on this context, the research uses the theoretical perspective of transnational history and transnational history of educations. Sources are Italian consulate documents, reports by commissions in charge of the restructuring of Italian schools abroad, and reports by the Italian Society in Pelotas and by the city’s mayors. Analyzing the sources from the perspective proposed herein, it was observed that Italian school, along the years analyzed, was influenced by both Italian fascist policies of Mussolini’s governments and by the my the municipal context of Pelotas’ government, with the opening of new public schools: in addition to that, it was also affected by the greater Brazilian context, with nationalist policies by the government of Getulio Vargas’, that culminated with the closing of the school in 1938.
{"title":"The Italian school in Pelotas (RS, Brazil) during the decades of 1920 and 1930: among local, national and international contexts","authors":"Renata Brião de Castro","doi":"10.1590/1984-0411.87090-t","DOIUrl":"https://doi.org/10.1590/1984-0411.87090-t","url":null,"abstract":"ABSTRACT This text aims to investigate the Italian school in Pelotas, in the decades of 1920 and 1930, when there were important changes in the institutions related to immigration groups. The research is justified by the need to boost studies about the scholarization of Italian immigrants in these decades, since most of the knowledge about it up to now is focused on the late 19th and early 20th century. To contemplate the discussion on this context, the research uses the theoretical perspective of transnational history and transnational history of educations. Sources are Italian consulate documents, reports by commissions in charge of the restructuring of Italian schools abroad, and reports by the Italian Society in Pelotas and by the city’s mayors. Analyzing the sources from the perspective proposed herein, it was observed that Italian school, along the years analyzed, was influenced by both Italian fascist policies of Mussolini’s governments and by the my the municipal context of Pelotas’ government, with the opening of new public schools: in addition to that, it was also affected by the greater Brazilian context, with nationalist policies by the government of Getulio Vargas’, that culminated with the closing of the school in 1938.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135700047","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}
RESUMO O presente artigo trata do estágio curricular supervisionado em gestão educacional nos cursos de licenciatura, buscando analisar a necessidade de sua criação e ou fortalecimento, bem como a importância no que concerne à formação inicial de licenciados/professores, diante da conjuntura atual, no âmbito normativo, com a aprovação da Resolução CNE/CP n.2/2019. Para tanto, realizamos pesquisa bibliográfica e documental. Concluímos que a formação prática em gestão educacional, garantida na Resolução CNE/CP n. 02/2015, que pode ser compreendida no estágio curricular supervisionado em gestão educacional, é considerada importante para a formação de professores, pois garante a formação com prática em gestão educacional, abarcando a gestão no âmbito escolar e dos sistemas de ensino, e tem como fim uma formação crítica, que proporcione trabalho coletivo, participativo com vistas à emancipação do indivíduo e dos grupos sociais, como requer a gestão democrática da educação. Contudo, antes mesmo de se consolidar efetivamente, a Resolução CNE/CP n. 02/2019 a retira das diretrizes nacionais para a formação de professor, sendo este um retrocesso para a democratização da educação, restringindo tal formação a prática docente (focalizada na sala de aula).
{"title":"Para onde vai a prática e o estágio curricular supervisionado em gestão educacional nos cursos de licenciatura?","authors":"Andréia Vicência Vitor Alves, Rosemeire Messa de Souza Nogueira, Caroline Touro Beluque","doi":"10.1590/1984-0411.87160","DOIUrl":"https://doi.org/10.1590/1984-0411.87160","url":null,"abstract":"RESUMO O presente artigo trata do estágio curricular supervisionado em gestão educacional nos cursos de licenciatura, buscando analisar a necessidade de sua criação e ou fortalecimento, bem como a importância no que concerne à formação inicial de licenciados/professores, diante da conjuntura atual, no âmbito normativo, com a aprovação da Resolução CNE/CP n.2/2019. Para tanto, realizamos pesquisa bibliográfica e documental. Concluímos que a formação prática em gestão educacional, garantida na Resolução CNE/CP n. 02/2015, que pode ser compreendida no estágio curricular supervisionado em gestão educacional, é considerada importante para a formação de professores, pois garante a formação com prática em gestão educacional, abarcando a gestão no âmbito escolar e dos sistemas de ensino, e tem como fim uma formação crítica, que proporcione trabalho coletivo, participativo com vistas à emancipação do indivíduo e dos grupos sociais, como requer a gestão democrática da educação. Contudo, antes mesmo de se consolidar efetivamente, a Resolução CNE/CP n. 02/2019 a retira das diretrizes nacionais para a formação de professor, sendo este um retrocesso para a democratização da educação, restringindo tal formação a prática docente (focalizada na sala de aula).","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"278 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135700398","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}
ABSTRACT The research investigates the concept of teacher success disseminated by the Educador Nota 10 awards, discussing the implications of their perception of success for the recognition of the work performed by this occupational category. Using authors such as Dardot and Laval and Montaño, the study is based on a content analysis of the summaries published by the contest about the winning projects in ten editions, and discusses the conceptions promoted by it to reward teachers and, thus, impose its criteria for recognition. This is a qualitative, documentary study, which identifies entrepreneurism, competition, and meritocracy as concepts that define success in the awards. The dissemination of these elements by the awards contributes to the assimilation of precariousness in teaching work by promoting the perception that the teacher could individually overcome difficulties and achieve their goals, waiving their rights and having their recognition limited to individual and temporary rewards.
摘要:本研究调查了Educador Nota 10奖项传播的教师成功概念，讨论了他们对这一职业类别所做工作的认可的成功感知的含义。这项研究使用了Dardot和Laval等作者以及Montaño等人的资料，基于对该竞赛发布的十期获奖项目摘要的内容分析，并讨论了该竞赛所倡导的奖励教师的概念，从而强加了其认可标准。这是一项定性的文献研究，将企业家精神、竞争和精英管理作为定义奖项成功的概念。通过奖项传播这些因素有助于同化教学工作中的不稳定性，因为它促进了这样一种观念，即教师可以单独克服困难并实现其目标，放弃其权利并将其认可限于个人和暂时的奖励。
{"title":"(De)Valuation of teachers in Brazilian basic education: the naturalization of precariousness promoted by teacher awards","authors":"Renata Cecilia Estormovski, Rosimar Serena Siqueira Esquinsani","doi":"10.1590/1984-0411.87138-t","DOIUrl":"https://doi.org/10.1590/1984-0411.87138-t","url":null,"abstract":"ABSTRACT The research investigates the concept of teacher success disseminated by the Educador Nota 10 awards, discussing the implications of their perception of success for the recognition of the work performed by this occupational category. Using authors such as Dardot and Laval and Montaño, the study is based on a content analysis of the summaries published by the contest about the winning projects in ten editions, and discusses the conceptions promoted by it to reward teachers and, thus, impose its criteria for recognition. This is a qualitative, documentary study, which identifies entrepreneurism, competition, and meritocracy as concepts that define success in the awards. The dissemination of these elements by the awards contributes to the assimilation of precariousness in teaching work by promoting the perception that the teacher could individually overcome difficulties and achieve their goals, waiving their rights and having their recognition limited to individual and temporary rewards.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"114 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86756193","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}
RESUMO Partindo de alguns traços biográficos de Willie Ann Bowman, missionária vinculada à Methodist Episcopal Church, South que atuou no Brasil entre 1895 e 1906, o artigo tem o objetivo de investigar a circulação transnacional de pessoas, saberes e práticas viabilizada pela denominação protestante norte-americana. Utilizando documentos oficiais produzidos pela Igreja, entre os quais destacam-se relatórios, missivas e periódicos, focalizamos o protagonismo feminino ao mesmo tempo em que enquadramos o problema a partir dos referenciais da História Transnacional da Educação. Desse modo, a investigação permitiu demonstrar que o vigor da circulação de pessoas e repertórios dinamizado pela Methodist Episcopal Church, South entre os Estados Unidos e o Brasil contribuiu para a construção de sentidos educacionais em âmbito local.
摘要本文以1895年至1906年在巴西工作的卫理公会圣公会传教士威利·安·鲍曼(Willie Ann Bowman)的一些传记特征为基础，旨在调查美国新教教派使人员、知识和实践的跨国流动成为可能。利用教会制作的官方文件，包括报告、信件和期刊，我们关注女性的角色，同时从跨国教育史的参考框架框架这个问题。因此，研究表明，在美国和巴西之间的南方卫理公会圣公会教会的推动下，人们的流动和剧目的活力有助于当地教育意义的构建。
{"title":"“Senhor, se eu sou a escolhida, abra o caminho”: Willie Ann Bowman e a circulação metodista transnacional (1895-1906)","authors":"Vitor Queiroz Santos, Sérgio César da Fonseca","doi":"10.1590/1984-0411.86970","DOIUrl":"https://doi.org/10.1590/1984-0411.86970","url":null,"abstract":"RESUMO Partindo de alguns traços biográficos de Willie Ann Bowman, missionária vinculada à Methodist Episcopal Church, South que atuou no Brasil entre 1895 e 1906, o artigo tem o objetivo de investigar a circulação transnacional de pessoas, saberes e práticas viabilizada pela denominação protestante norte-americana. Utilizando documentos oficiais produzidos pela Igreja, entre os quais destacam-se relatórios, missivas e periódicos, focalizamos o protagonismo feminino ao mesmo tempo em que enquadramos o problema a partir dos referenciais da História Transnacional da Educação. Desse modo, a investigação permitiu demonstrar que o vigor da circulação de pessoas e repertórios dinamizado pela Methodist Episcopal Church, South entre os Estados Unidos e o Brasil contribuiu para a construção de sentidos educacionais em âmbito local.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135699415","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}
RESUMEN El trabajo analiza los nueve números del semanario educativo “L’Educatore” (1880), publicado en Buenos Aires para las escuelas de las asociaciones italianas de ayuda mutua de la ciudad. Dirigido por los maestros italianos Pietro Bertazzoni y Lorenzo Fazio, “L’Educatore” permite reflexionar sobre las estrategias usadas por los docentes en un contexto marcadamente migratorio. Su bilingüismo, su currículum “mixto” y su orientación laica y republicana invitan a redimensionar la imagen nacionalista y expansionista construida sobre la educación italiana en el extranjero entre los siglos XIX y XX.
{"title":"“L’Educatore”: una revista semanal educativo entre didáctica, política y estrategias institucionales del asociacionismo italiano en Buenos Aires (1880)","authors":"Paula Alejandra Serrao, Paolo Bianchini","doi":"10.1590/1984-0411.86739","DOIUrl":"https://doi.org/10.1590/1984-0411.86739","url":null,"abstract":"RESUMEN El trabajo analiza los nueve números del semanario educativo “L’Educatore” (1880), publicado en Buenos Aires para las escuelas de las asociaciones italianas de ayuda mutua de la ciudad. Dirigido por los maestros italianos Pietro Bertazzoni y Lorenzo Fazio, “L’Educatore” permite reflexionar sobre las estrategias usadas por los docentes en un contexto marcadamente migratorio. Su bilingüismo, su currículum “mixto” y su orientación laica y republicana invitan a redimensionar la imagen nacionalista y expansionista construida sobre la educación italiana en el extranjero entre los siglos XIX y XX.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135699444","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 : 2023-01-01DOI: 10.1590/1984-0411.87131-t
Patrícia Weiduschadt, Elias Krüger Albrecht
ABSTRACT This study discusses a possible cultural exchange among young Lutherans associated with Missouri Synod in different countries worldwide. The discussion is based on the magazine “The Young Lutheran” (1929-1970), a periodical for young adults created by the Missouri Synod, the current Evangelical Lutheran Church of Brazil, to educate and mentor the social and religious life of their youths. The chosen timeframe is between 1950 and 1970, since it was a period of distribution and strategies aiming to foster such exchange. Thus, “The Young Lutheran was printed and published to accomplish the mission. This magazine was responsible for mediating questions and connections from different Lutheran youth realities. Through its pages, strategies were spread, such as reading plans, friendship circles, and youth trips, allowing the connection of young people from different parts of the world. For corpus analysis, we used the transnational theory and crossed histories (WERNER; ZIMMERMANN, 2003; SCHWRIEWER; CARUSO, 2005) to understand how the religious ideas and principles engaged in the dynamics reverberated within the Brazilian context, as well as how the interconnectivity occurred between realities. We can affirm that the Missouri Synod Lutheran institution, through the incorporated exchanges and experiences, pursued to standardize cultural, educational, and moral development of the youth unity. However, such actions were taken and adapted according to the local situation.
摘要:本研究探讨了在世界不同国家与密苏里教会有关联的年轻路德会信徒之间可能的文化交流。讨论的基础是《青年路德派》(The Young Lutheran, 1929-1970)杂志，这是一份由密苏里教会(现巴西福音派路德教会)为年轻人创办的期刊，旨在教育和指导他们的年轻人的社会和宗教生活。所选择的时间范围是1950年至1970年，因为这是一个旨在促进这种交流的分配和战略时期。因此，《青年路德会》的出版就是为了完成这个使命。这本杂志负责调解来自不同路德会青年现实的问题和联系。通过它的页面，策略被传播，如阅读计划，朋友圈和青年旅行，让来自世界各地的年轻人联系起来。对于语料库分析，我们使用了跨国理论和交叉历史(WERNER;齐默尔曼,2003;SCHWRIEWER;CARUSO, 2005)，以了解宗教思想和原则是如何在巴西的背景下产生动态反响的，以及现实之间的相互联系是如何发生的。我们可以肯定，密苏里教会路德会机构，通过合并交流和经验，追求标准化的文化，教育和道德发展的青年团结。但是，这些行动是根据当地情况采取和调整的。
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