This dissertation examines the organisational background to the modern British health education movement, largely by reference to the origins and forty years' history of the Central Council for Health Education (1927-1968), the first body attempting to impart leadership and national coherence to a diffuse and eclectic field of educational practice and health promotion which has found secure administrative foundations difficult to establish. The study begins with a review of nineteenth and early twentieth century influences contributing to the character and status of the movement in its pioneering years. The predominantly propagandist roots and voluntary sector affinities with which it emerged from half and century's precursory endeavours profoundly affected health education's opportunities to advance with other aspects of health care and education in the inter-war years. By then, health education had become a diffuse and unco-ordinated field of minor, local authority initiatives and separatist campaigning by specialist, national health charities, remaining largely outside the remit of health and education professions and neglected officially. How the challenge of countering developmental difficulties fell to a minor professional body rather than an officially promoted one, is a question critical to any interpretation of later developments, and the subject of further enquiry. Subsequent investigation focuses on the evolution of the central agency which resulted, the Central Council for Health Education, particularly its thirty years' quest for official recognition and stature, and the strategies and services devised in this cause. It is a story of persistent and widespread enterprise, significant in many of its ideas but constrained in their effective development by enduring failure to attract Government support and to progress beyond the limited subscription income and essentially propagandist aspirations of local public health services. Adjudged ineffective by the 'Cohen Enquiry' of 1960-64, Government intervation proved forty years late in seeking to redress the problems of inadequate central provision, when in 1968 an officially funded Health Education Council replaced its neglected predecessor. The investigation reveals the classical dilemma of a multi-disciplinary field failing to transcend the divisive character of its own interests, in search for developmental coherence, and failing, consequently, to command effective professional and political support.

Made available in DSpace on 2016-06-02T19:35:33Z (GMT). No. of bitstreams: 1 2250.pdf: 1145464 bytes, checksum: a12dad6c4b7ebd87b2092b69d5d6ea9a (MD5) Previous issue date: 2008-12-11 / This research aimed a study on the configuration of the field of Brazilian Education through publication in scientific journals in the area. From a theoretical- methodological point of view the research supported in the bibliometric approach to the analysis of scientific production. To facilitate the search, is elected as a source of data two periodicals: Revista Brasileira de História da Educação (RBHE) of the Sociedade Brasileira de História da Educação (SBHE) and Revista Brasileira de Educação (RBE), the Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd). The survey was developed in five parts: 1) Construction of theoretical reference: research in Education and History Education in Brazil, science, science communication, evaluation and analysis of scientific production of citations; 2) Data collection: the sample consisted of 15 numbers of each magazine, totaling 241 articles; 3) Construction of bibliometric indicators; 4) description and categorization of data collected using automated tools (software Vantage Point) for the analysis of scientific papers, seeking the organization of results for subsequent analysis and interpretation; 5) analysis and interpretation of results, carried out in the light of theoretical reference for Education and bibliometric approach. Among the partial results obtained it was found that the behavior of publication of the researchers who publish in RBHE is similar to that researchers who publish in RBE. This allows infer that the scientific production of the History of Education has particularities, however, brings in its core characteristics of research in human sciences in general, for example, high levels of individual publication, predilection for publications in books and chapters of books, high frequency of scientific communication on national sources, among others characteristics. / Esta pesquisa consistiu em realizar um estudo sobre a configuração do campo da Educação brasileira por meio da publicação científica em periódicos da área. Do ponto de vista teóricometodológico, a pesquisa apoiou-se nas abordagens bibliométricas e cientométricas para a análise da produção científica. Para viabilizar a pesquisa, elegeram-se como fonte de dados duas publicações periódicas: a Revista Brasileira de História da Educação (RBHE), da Sociedade Brasileira de História da Educação (SBHE), e a Revista Brasileira de Educação (RBE), da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPED). A pesquisa foi desenvolvida em cinco fases: 1) Construção do referencial teórico: pesquisa em Educação e História da Educação no Brasil, ciência, comunicação científica, avaliação da produção científica e análise de citações; 2) Coleta de dados: a amostra consistiu em 13 números de cada revista, totalizando 214 artigos; 3) Construção de indicadores bibliométricos; 4) Descrição e categorização dos dados levantados, utilizando ferramentas automatizadas (softwares Vantage Point) para a análise dos artigos científicos, visando à organização dos resultados obtidos para posterior análise e interpretação. 5) Análise e interpretação dos resultados obtidos, realizadas à luz do referencial teórico da Educação e das abordagens bibliométricas e cientométricas. Entre os resultados obtidos verificou-se que o comportamento de publicação dos pesquisadores que publicam na RBHE é similar ao dos pesquisadores que publicam na RBE. Isto permite inferir que a produção científica da História da Educação possui particularidades, porém traz em seu cerne características da pesquisa em Ciências Humanas em geral; por exemplo, índices elevados de publicação individual, predileção por publicações em livros e capítulos de livros, freqüência elevada de comunicação científica em fontes nacionais, entre outras características.

Submitted by FRANCIELE RUIZ PASQUIM null (franpedago@yahoo.com.br) on 2018-01-04T04:08:52Z No. of bitstreams: 1 2017 TESE FRANCIELE RUIZ PASQUIM.pdf: 3258190 bytes, checksum: 212912461ffbeb0b54aa68038005bfcd (MD5) / Approved for entry into archive by Telma Jaqueline Dias Silveira null (telmasbl@marilia.unesp.br) on 2018-01-04T12:44:10Z (GMT) No. of bitstreams: 1 pasquim_fr_dr_mar.pdf: 3258190 bytes, checksum: 212912461ffbeb0b54aa68038005bfcd (MD5) / Made available in DSpace on 2018-01-04T12:44:10Z (GMT). No. of bitstreams: 1 pasquim_fr_dr_mar.pdf: 3258190 bytes, checksum: 212912461ffbeb0b54aa68038005bfcd (MD5) Previous issue date: 2017-12-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Dans cette thèse, sont présentés les résultats de recherche de Doctorat en Éducation, lièe au Projet Intégreé de Recherche “Histoire de l’Enseignement de Langue at Littérature au Brésil”, tous coordonnés par Maria do Rosário Longo Mortatti. Afin de comprendre la contribution de l'enseignante et bibliothécaire brésilienne Lenyra Camargo Fraccaroli (1908-1991) à l'histoire de la littérature pour les enfants au Brésil, sa conception de la littérature pour les enfants est formulée, pendant plus de 50 ans de sa carrière. professionnelle, en tant que bibliothécaire pédagogique, pour la formation culturelle des enfants, à travers la création de bibliothèques pour les enfants dans l'état de São Paulo. L’Enseignant formé Escola Normal de São Paulo en 1932, et bibliothécaire à Escola de Sociologia e Política de São Paulo, en 1943, il a travaillé à la bibliothèque pour les enfants municipale à São Paulo depuis 25 ans, et après sa retraite en tant que membre de différentes institutions en relation avec la lecture, les livres et les enfants, y compris Academia de Literatura Infantil e Juvenil (ABLIJ), dont elle a été la fondatrice et la présidente. Par une approche historique, centrée dans recherche documentaire et bibliographique, mis au point par la recherche des procédures, la récupération, la réunion, la sélection et la commande des sources documentaires, a élaboré un outil de recherche contenant 280 références textes écrits par Fraccaroli et références de texte d'autres auteurs qui traitent des aspects de leur vie et de leur performance professionnelle. Parmis les textes Fraccaroli assemblés ont été choisis comme corpus d'analyse de sa configuration textuelle, ce qui suit: “Como despertar na infância o prazer pela leitura, tornando-a um hábito” (1975) e “Bibliotecas infantis” (1976) e Bibliografia de literatura infantil em língua portuguesa (1953).En raison de son expérience en tant que bibliothécaire des enseignants, sur la base des études de psychologie de l'éducation du XXe siècle, Fraccaroli a rencontré dans cette catalogue, 1843 livres disponibles sur le marché de l'édition brésilienne du temps, ce qui indique la détermination de l'âge auquel chaque destiné . Selon Fraccaroli, les livres de la littérature pour enfants devraient être adaptés au développement de la psyché de l'enfant, passant de “leitura recreativa” pour “leituras de níveis mais elevados”, reprenant la classification présentée dans l'éducateur des textes et psychologue Manuel Bergström Filho Lourenço (1897- 1970). Il a été conclu que le statut d'expert dans la littérature pour enfants et de défendre les droits des enfants aux bibliothèques, aux livres et à la lecture, Fraccaroli a contribué à l'éducation culturelle des enfants brésiliens, compte tenu de ses enfants, la production des auteurs de la littérature enfantine des auteurs brésiliens et la permanence d'une manière d'indiquer et de guider les lectures pour les enfants, toujours présents de nos jours. / Nesta tese, apresentam-se resultados de pesquisa de Doutorado em Educação, vinculada à linha "História do ensino de literatura infantil e juvenil" do Grupo de Pesquisa e ao Projeto Integrado de Pesquisa - História do Ensino de Língua e Literatura no Brasil, todos coordenados por Maria do Rosário Longo Mortatti. Com o objetivo de compreender a contribuição da professora e bibliotecária brasileira, Lenyra Camargo Fraccaroli (1908-1991), para a história da literatura infantil no Brasil, enfoca-se sua concepção de literatura infantil, que foi formulada ao longo de 50 anos de sua trajetória profissional, como bibliotecária educadora, em prol da formação cultural de crianças, por meio da criação de bibliotecas infantis no estado de São Paulo. Formada professora pela Escola Normal de São Paulo, em 1932, e bibliotecária pela Escola de Sociologia e Política de São Paulo, em 1943, atuou na Biblioteca Infantil Municipal em São Paulo, durante 25 anos e, após sua aposentadoria, como membro de diferentes instituições relacionadas à leitura, ao livro e às crianças, dentre as quais a Academia Brasileira de Literatura Infantil e Juvenil (ABLIJ), da qual foi fundadora e presidente. Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica, desenvolvida por meio de procedimentos de localização, recuperação, reunião, seleção e ordenação de fontes documentais, elaborou-se um instrumento de pesquisa contendo 280 referências de textos escritos por Fraccaroli e referências de textos de outros autores que tratam de aspectos de sua vida e sua atuação profissional. Dentre os textos de Fraccaroli reunidos, foram selecionados, como corpus para análise de sua configuração textual, os seguintes: “Como despertar na infância o prazer pela leitura, tornando-a um hábito” (1975) e “Bibliotecas infantis” (1976) e Bibliografia de literatura infantil em língua portuguêsa (1953). Em decorrência de suas experiências como bibliotecária educadora, com base nos estudos da psicologia educacional do século XX, Fraccaroli reuniu, nesse catálogo, 1843 livros disponíveis no mercado editorial brasileiro da época, indicando a determinação da idade a que se destinava cada um. Segundo Fraccaroli, os livros de literatura infantil deveriam ser adequados ao desenvolvimento do psiquismo infantil, passando da “leitura recreativa” para as “leituras de níveis mais elevados”, retomando a classificação apresentada em textos do educador e psicólogo Manuel Bergström Lourenço Filho (1897–1970). Concluiu-se que, na condição de especialista em literatura infantil e em defesa dos direitos das crianças às bibliotecas, ao livro e à leitura, Fraccaroli contribuiu para formação cultural da infância brasileira, tendo em vista sua significativa contribuição no que se refere ao aperfeiçoamento do mercado de livros para crianças, à produção de literatura infantil de autores brasileiros e à permanência de um modo de indicar e orientar leituras para crianças, ainda presente nos dias atuais. / In this thesis, we present results of a doctoral study in Education in the scope of Research Group and Integrated Research Project "History of teaching children and youth literature", coordinated by Maria do Rosário Longo Mortatti. Aiming to contribute to the understanding of the contribution of the Brazilian teacher and librarian, Lenyra Camargo Fraccaroli (1908-1991) in the history of children's literature in Brazil, focuses his conception of children's literature, which was formulated over 50 years of his professional career, as an educator librarian, for the cultural formation of children, through the creation of children's libraries in the state of São Paulo. Trained as a teacher at the Escola Normal de São Paulo in 1932 and a librarian at the Escola de Sociologia e Política de São Paulo in 1943, she worked at the Biblioteca Infantil Municipal de São Paulo for 25 years and, after her retirement, as a member of different institutions related to reading, books and children, among which the Brazilian Academia Brasileira de Literatura Infantil e Juvenil (ABLIJ), of which she was founder and president.By means of historical approach, focusing on documentary and bibliographical research, using procedures such as locating, recovering, assembling, selecting and ordering documentary sources, it was elaborated a research guide that contains 280 references of texts written by Fraccaroli and references of texts by other authors dealing with aspects of their life and their professional performance. Among the collected Fraccaroli texts, the following were selected as corpus for analysis of their textual configuration: “Como despertar na infância o prazer pela leitura, tornando-a um hábito” (1975) e “Bibliotecas infantis” (1976) e Bibliografia de literatura infantil em língua portuguesa (1953).As a result of his experiences as an educatorl librarian, based on the studies of educational psychology of the twentieth century, Fraccaroli collected in this Bibliografia…1843 books available in the Brazilian publishing market of the time, indicating the age of each one. According to Fraccaroli, children's literature should be adapted to the development of children's psyche, moving from "leitura recreativa" to " leituras de níveis mais elevados", returning to the classification presented in texts by educator and psychologist Manuel Bergström Lourenço Filho (1897- 1970). It was concluded that, as a specialist in children's literature in defense of the rights of children in libraries, books and reading, Fraccaroli contributed to the cultural formation of Brazilian children, to the production of children's literature by Brazilian authors and to the permanence of indicating and guiding the readings for children, still present in the present. / CAPES

In Sweden, the subject of history has become more comprehensive and diverse in recent decades. Parallel to this development, a new media landscape has been established, both in society at large and in school. Today there is a wide variety of teaching materials available, such as documentaries, news media, digitalized source material, music, computer games, encyclopedias, popular scientific articles, etc. This raises questions about which types of media history teachers use to teach their subject. The aim of this study is to analyze how teachers approach and relate to the qualities and usability of different media for teaching and learning history in upper secondary school. Semi-structured interviews are used to obtain detailed accounts of how teachers view their media use. Methodologically, the study examines teaching materials in a practice-oriented research tradition, focusing on the perceptions and uses of various media. Media ecology and sociocultural theory serve as the theoretical basis of the study. In brief, these theoretical perspectives claim that media should not be seen as neutral and value-free channels for conveying information, because intermediary media can both form and affect the learning that comes through the use of a certain medium. The concept of affordance is used in order to highlight and analyze how teachers view the effects that various types of media might have on how students understand history. This study shows that history teaching in upper secondary school is conducted in a media-rich environment. Based on the categorizations used, the eleven teachers who participated in this study report that they use a total of eighteen different types of media, and this complements and nuances the image of history teaching as a textbook-driven activity. This study also shows diversity in the teachers’ media repertoires. To explain this variation and to show the considerations underlying teachers’ media use, the term mediation strategies is used. The use of this concept shows that teachers’ perceptions of the usability of various media depend on how they perceive the qualities of these various media, as well as how the teachers relate both to the subject of history and to the pupils. Based on previous research and the results of the present study, it is concluded that it is advisable to advocate an extensive and varied media use when teaching history. Furthermore, it is highlighted that there is a need for a thorough discussion regarding which types of media should be part of history teachers’ media repertoires and what kind of mediation competence history teachers require today.

Made available in DSpace on 2016-08-03T16:16:08Z (GMT). No. of bitstreams: 1 Paginas 1-55.pdf: 1545101 bytes, checksum: e45ef7f4cdf1d73a59fe97cca3944692 (MD5) Previous issue date: 2008-08-13 / O presente trabalho pretende mostrar, à luz da abordagem sócio-histórica ou histórico-sociológica, a formação da professora primária na Escola Normal Particular Santa Teresa, uma instituição de irmãs salesianas que se dedicam à educação em Lorena-SP desde 1954. O problema da parte da seguinte indagação: como as irmãs salesianas do Instituto Santa Teresa em Lorena/SP formaram a professora primária, no período de 1964 -1974? Os objetivos que norteiam o problema da pesquisa são: compreender os motivos da criação e extinção da Escola Normal Particular Santa Teresa; conhecer a clientela inicial e quem a freqüentou durante seu funcionamento; descrever a constituição do corpo docente; verificar a legislação pertinente a essa escola; desvelar indícios das práticas pedagógicas. O presente estudo, compreendido entre os anos de 1964 a 1974, fundamenta-se nos aportes teóricos de Mogarro, sobre os arquivos escolares; Demartini, sobre memória e relatos orais; Saviani e outros pesquisadores que tecem novas concepções históricas de instituições escolares no Brasil. A partir dos estudos dos documentos da Escola Normal e da analise dos relatos dos sujeitos ntrevistados percebe-se que: as irmãs salesianas do Instituto Santa Teresa ao formarem a moça professora tinham como finalidade a formação da moça, da mãe, da esposa, da mulher.(AU)

This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development. / Forskarskolan Historiska Medier (ForHiM)

Esta pesquisa foi dedicada à abordagem das estratégias de reforma da educação pública na capital federal do Brasil entre os anos de 1922 e 1935. Ela teve como objetivo compreender as iniciativas de implementação de políticas públicas na área da educação, então acionadas na Diretoria Geral de Instrução Pública do Distrito Federal. Em especial, propôs-se a investigar as ações que Carneiro Leão no quadriênio 1922- 1926, Fernando de Azevedo entre 1927 e 1930 e Anísio Teixeira de 1932 a 1935 desenvolveram nessa instância da prefeitura do Rio de Janeiro. Para tanto, pesquisou uma série de textos produzidos no âmbito da administração pública. Relatórios, atas e legislação, bem como correspondências e até publicações em periódicos informaram acerca das várias tentativas de controle das práticas escolares e seus óbices. Igualmente, foram fontes para o estudo da administração central do ensino no Distrito Federal as memórias e parte da produção intelectual de seus principais componentes. Ao final da análise, concluiu-se que toda uma inconfessa atividade de improvisação e invenção cotidiana contribuiu para a reforma da educação pública no período. No estudo dos serviços educacionais e de sua burocracia, sobretudo, interessou mostrar as estratégias de controle e organização do funcionamento escolar como uma incessante invenção de subterfúgios e artifícios da ação administrativa. Para além disso, importou considerar o modo de administrar a educação pública segundo suas formalidades, a partir das suas normas regulamentares. Nesse sentido, predominou uma preocupação com os desdobramentos que, por meio das estratégias de reforma do ensino, a ação sobre os espaços e temporalidades da escola, sobre a carreira docente e sua especialização e sobre as populações escolares logrou alcançar à época. Em virtude dessas relações, a pesquisa, por um lado, ocupou-se da inventividade da ação administrativa e, por outro, das políticas públicas de educação que a Diretoria Geral de Instrução Pública do Distrito Federal gerou entre 1922 e 1935. / This research deals with the strategies concerning the public educational reform in Brazil`s federal capital between 1922 and 1935. The chief goal has to understand the measures taken by the Federal District`s Public Instruction General Directorate as to the implementation of public policies in Education. Particular attention was given to the programs developed by Carneiro Leão (1922-26 term), Fernando de Azevedo (1927- 1930), and Anísio Teixeira (1932-1935) while at the head of such portfolio at Rio de Janeiro government. A careful scanning of a series of documents issued by the public administration - ranging from reports, minutes and legislation to official correspondence and periodicals - was the source to learn about the attempts to control school practices and their set backs. Likewise the memoirs and a fair part of the intellectual output of the notables involved in Educational central administration were duly probed. A surprising outcome at the end of the analysis revealed an impressive amount of improvisation and daily reinvention playing a key role in the reform of public instruction at the time. Of special interest to show the mechanism of control and the organizational work as a continuous make up subterfuges and artifices of administrative action was the examination of educational services and their bureaucracy. The formal aspect of public instruction administration starting from basic rules has taken into account as well, with a keen eye on the unfoldings brought about by actions on school ambience, teaching, career, its specialization and students staff. This research aiming to the relations between both instances in the analysis, engaged in the inventiveness of administrative action to shape a historical understanding of public educational policies engendered by the Federal District`s Public Instruction General Directorate between 1922 and 1935.

This dissertation investigates the schooling process of the elementary knowledge which occurred in Portugal and its provinces, especially in Brazil, during the public educational reforms promoted by Pombal. The following sources were analyzed: legislation, classical authors regarded as the precursors of the theory concerning the elementary school, and some theoretical assumptions of cultural history (ANDERSON, 2008); (CHARTIER, 1991, 1998); (CHERVEL, 1990); (FALCON, 1993); (HEBRARD, 1990, 1999); (VICENT, LAHIRI AND THIN, 2001), history of education (ANDRADE (1978); (CARVALHO, 1978); (OLIVEIRA, 2010a) and the linguistic historiography (BUESCU, 1969), (HUE, 2007); (OLIVEIRA, 2010b). After the analysis of the quality of their expressions I just removed the significances. In order to consolidate the collected data, the following books were analyzed: Diálogo em louvor da nossa linguagem (1540), Nova escola para aprender a ler, escrever e contar (1722) and Apontamentos para a educação de hum menino nobre (1734), aiming to highlight the principles and guidelines of the public educational reforms promoted by Pombal, in the period which starts in 1757 and ends in 1827. Chronologically speaking, this dissertation covers the aspects of the institution of the First Letters teaching, due to the projects which are linked to this research, and the fact that in 1757 the Lei do Diretório dos Índios do Grão Pará e Maranhão was promulgated. Through this law, the Portuguese language was unified and became official in all the territories under the rule of the Lusitanian crown, and, in 1827, the law which authorized the opening of First Letters schools in Brazil was promulgated. By confirming the many reasons of intersection of the pombaline law in these texts, it can be stated that the pedagogical project of these authors influenced the construction and consolidation of the guidelines of the public education established by the reforms of Pombal. Finally, the pedagogical plan implemented by Pombal standardized lessons and learnings of the First Letters in Portugal and its colonies as well, making the learning useful for the purposes of the state. / Este trabalho investiga o processo de escolarização dos saberes elementares ocorridos em Portugal e seus domínios, especialmente no Brasil, à luz das reformas pombalinas da instrução pública. Para tanto, utilizamo-nos das seguintes fontes: legislação, autores clássicos tidos como precursores da teorização do ensino elementar e alguns pressupostos teóricos da história cultural (ANDERSON, 2008); (CHARTIER, 1991; 1998); (CHERVEL, 1990); (FALCON, 1993); (HÉBRARD, 1990; 1999); (VICENT, LAHIRE E THIN, 2001), história da educação (ANDRADE (1978); (CARVALHO, 1978); (OLIVEIRA, 2010a) e historiografia linguística (BUESCU, 1969), (HUE, 2007); (OLIVEIRA, 2010b), analisando a qualidade de suas expressões abstraio apenas a significação. Para a consolidação dos dados compilados, as seguintes obras foram analisadas: Diálogo em louvor da nossa linguagem (1540), Nova escola para aprender a ler, escrever e contar (1722) e Apontamentos para a educação de hum menino nobre (1734), com o objetivo de destacar os princípios e diretrizes das reformas pombalinas da instrução pública no período de 1757 a 1827. O recorte temporal prioriza aspectos relacionados à instituição do ensino de Primeiras Letras, tanto pelos projetos a que se vincula esta pesquisa, como pelo fato de em 1757 ter sido promulgada a Lei do Diretório dos Índios do Grão Pará e Maranhão, que unificou e oficializou a língua portuguesa em todos os territórios sob o domínio da coroa lusitana, e em 1827 foi publicada a lei que autorizou a abertura de Escolas de Primeiras Letras no Brasil. Ao confirmar os muitos motivos de interseção da legislação pombalina nessas obras analisadas, nota-se que o projeto pedagógico desses pedagogistas influenciaram na construção e consolidação das diretrizes da instrução pública instituídas pelas reformas pombalinas. Enfim, o plano pedagógico implantado por Pombal uniformizou os ensinamentos e aprendizagens das Primeiras Letras tanto em Portugal quanto em suas colônias, tornando o ensino útil aos fins do Estado.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-10-15T19:40:57Z No. of bitstreams: 2 Rosangela_Parizotto2018.pdf: 3442193 bytes, checksum: e009a64727ed2388b5abd1201a752cde (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-15T19:40:58Z (GMT). No. of bitstreams: 2 Rosangela_Parizotto2018.pdf: 3442193 bytes, checksum: e009a64727ed2388b5abd1201a752cde (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-27 / In the realization this research, I basically use two sources types: oral and written, that is, bibliographic research and field research, treated here as semi-structured interview. The intention is document these memories of the characters who helped in the formation (colonization) of the Portão do Ocoí District – Missal/PR, that even in the middle of the land tenure conflicts, caused the construction of the Church/School, which marks the creation and subsequent transition as Public institution, exploring the senses of space in four verbs: occupy, name, live and work. As it deals with research on memory history of local education, it was considered what already exists that is the didactic book, used as official source of the memory of the origin and plots of local education. Next to this official source, were recorded memories by oral history. We sought to understand and bring to writing the density of these memories and their conflicts at the same time demonstrate how they are articulated with the history education in Missal City and what the relationship of the school in the process of territorial occupation in the Portão do Ocoí, Territory of the municipality of Missal/ Paraná. I chose to research from the formation of the District in 1961 until 2017, since there are still many living inhabitants who helped in the formation of these communities and who are still part of it, thus helping to insert significant and new elements in the formation history of our municipality, in this case in the history of education / Na realização desta pesquisa foi utilizada dois tipos de fontes: orais e escritas, ou seja, realização de uma pesquisa bibliográfica juntamente com uma pesquisa de campo, ambas tratadas como entrevista semiestruturada, com o intuito de documentar as memórias dos personagens que auxiliaram na formação do Distrito do Portão do Ocoí, que, mesmo em meio aos conflitos da posse da terra, fizeram com que ocorresse a construção da Igreja/escola, edificação que marca a criação e a posterior transição como instituição pública, explorando os sentidos do espaço em quatro verbos: ocupar, nomear, morar e trabalhar. Considerou-se o que já existe que é o livro didático utilizado como fonte oficial da memória da origem e das tramas do ensino local. Ao lado dessa fonte oficial, foram expostas memórias registradas pela história oral. Buscou-se compreender e trazer para a escrita à densidade dessas memórias e seus conflitos e, ao mesmo tempo, demonstrar como elas se articulam com a história da educação no município de Missal e qual é a relação da escola no processo de ocupação territorial no Portão do Ocoí, território do município de Missal/Paraná. A opção foi pesquisar desde a formação do distrito administrativo em 1961 até 2017, pois ainda são muitos os moradores vivos que auxiliaram na formação dessas comunidades e que ainda dela fazem parte, auxiliando assim, para inserir significantes e novos elementos na história de formação do nosso município, no caso, na história da educação.

This study focuses on the University of the Highlands and Islands (UHI) modelled on a federal, collegiate university based on a number of existing and geographically dispersed Further Education (FE) colleges and research institutions. The inclusion of FE colleges and their geographical dispersal distinguishes it from most mainstream institutions. The UHI was heralded by its advocates as a distinctively radical enterprise designed to meet the fast-moving challenges of the twenty-first century by embracing new technologies and overcoming geographical barriers. After attaining Higher Education (HE) status in 2001, the policy goal of fostering a research culture emerged as a prominent concern for the UHI. This study explores the policy drive to foster such a research culture, focusing on the period from 2003 to 2008. The study was informed by a constructivist grounded theory methodological approach and the data gathering included twenty-six semi-structured interviews to ascertain how this policy drive was received within the UHI partners. The study found that a unified research culture was not perceived to have embedded throughout the partners, with the exception of one or two research institutions where it can be said to have pre-existed. Against this backdrop, the study identified emerging discourses encapsulating how the policy drive was perceived by a wide spectrum of different actors throughout the UHI. Two different types of performativity discourses proved to be central in shaping the policy aspiration, namely a ‘RAE performativity discourse’ and a ‘Further Education (FE) performativity discourse’. Both discourses can be seen to have influenced the trajectory of research expansionist policy within the UHI by setting up a normative space privileging certain identities, subjectivities and associated actions at the expense of others. In highlighting both the structural and socio-cultural barriers to the policy of promoting research, the study aims to contribute to wider debates on institutional policies for building research capacity in a dual sector/hybrid institutional setting. In terms of offering direct benefits to the UHI, by analysing the different sort of assumptions and realities that shape the meaning of a research culture within the UHI, this study may help inform future policy making on research expansion within UHI partners. The study concludes by making a number of practical recommendations which the author believes will help move research from the periphery to a more central stage within the UHI partners.