Month: February 2016

The importance of the understanding of the education of History during the Military regimen, for the construction of the historical knowledge the present dissertao is about an inquiry about education History in the Basic Education and superior education, over all, in the formation of professors of History during the Military period (1964-1985) in Brazil. One searchs as this work to analyze practical the pedagogical ones used in the education of the dsiciplina in this context and inheritances or resqucios that play influences until the current days. In this perspective, this work is very important not only for us academics of the course of History, but for the professors, historians and sympathetical of Sciences Human beings in general, therefore it makes a reflection about the trajectory of the education of History in Brazil. We intend to answer during the dissertao some questions, such as: How consisted the education of History during the Military period? Which factors had taken the substitution of it disciplines for Social Studies and OSPB? That citizens searched to form? Why was implanted in the pertaining to school resume disciplines it Moral and Civic Education? Which the concerns with the formation of the professor of History? Which the ideologies of the military government? , amongst other fidgets that will be appearing in the development of the research. To answer these questionings, we will retake in a historical approach the set of circumstances that had preceded the military blow of 64 and the repression of the totalitarian governments to the education of History, for its critical text and of too much sciences human beings. With the substitution of History while it disciplines pertaining to school, for the Studies Partners in the education of 1 Degree, has a depreciation of the histriografia and of the reflections on the reality, proper of the history education, a factual History come back the nationalistic ideals and the figure of heroes appears.

The way covered for History: education methods and the commitment with the construction of the citizenship As all social factor, the Education suffers transformations throughout the time, even so they happens here of gradual form. In this direction, to understand History while it disciplines pertaining to school and science they demand to know its bases of formation, as well as making one retaken the history of the education of History in Brazil. for this, we have as norteadoras sources the texts: History of the education of History in Brazil: one retaken plural, On the norm and the obvious one: the classroom as research place and the education of History and the construction of the citizenship. (Not to be confused with In such a way, the quarrel is about the resumes and current or retreating programs in the maximum to the period Vargas, it collates and them with the historiogrfica production, establishing a relative value for this education. Later, the researcher deals with the education of History in Brazil, focando the look for the analysis that interprets relative the social thought to the pertaining to school education, as example, the relation that establishes enters the intellectual movement of century XIX and the slavery.

It, looks for to defend that the analyzed books are a significant sampling of what he has been used in the schools of all Brazil, as material of support to the education of History in the levels average and basic. From this small introduction we can say that the ANDRIA boarding is sufficiently complex, however, it detaches first that the sprung from the same father and mother subject is left in second plain, without value as an important subject for the History of the average age, and detaches despite the book that more approached the subject used in maximum 4% of its pages to speak of the full brothers. According to it the subject ' ' germano' ' it is dealt with exclusion: or the full brothers are treated as wild or as barbarous to a general way, and to the confused times until with other peoples. According to ANDRIA, many of analyzed books create a empatia with the reader when presenting the full brothers and some authors express a lack of alignment, accord or correspondence with one determined time. Many of analyzed books include terms that make a judgment based on a set particular of values. Finally, it shows a total exaggeration between the didactic books that had been searched, and that these books still show today the same historiografia of Sec. XIX as for the full brothers. It adds saying that, in the specific case of the full brothers, some researchers and historians with works published and in progress in the country exist all, and that these works little are divulged in the academic circuits. The Medieval Studies in Brazil and the Internet: an analysis of the virtual resources in the medievalista production (1995 the 2006). One is about a text where the authors, Prof Dr Leila Rodrigues Da Silva and Prof Dr Andria Cristina Lopes Frazo Da Silva, both of the UFRJ, had considered it to elaborate an analysis of the impact of the virtual resources, through the INTERNET, in the medievalista production in the period of 1995 the 2006, in Brazil.

In the times of the decade of 30, education for people in the interior of Brazil was rare thing. Click film director for additional related pages. Rarer still it was school in agricultural area and beyond the difficulties of pertaining to school material, starchy and white uniforms extreme still it had the preconception of the previous people, without culture and vision. My grandfather, born still in century 19, did not see utility none of a woman to know to read and to write, therefore pra it woman place was in the kitchen and reading and writing would only serve them children to pass bilhetinhos for pretense boyfriends. My grandmother, little more understood insisted and obtained to give the minimum of possible education for the children, but as the difficulties were enormous, placed two children in the school of each time and when already they knew to read they took off, them to place others. My mother was awardee, obtained to go pra school during four years. if capsized to obtain to study, the way until the school was long, of that if it still comes in some places of the country, where if kilometers walk, if cross streams and pinguelas until the school. In the way still she harvested wild fruits as guaviras, goiabas and others to change in the one with the pupils of the city, and if it changed for pencil, rubber, tinteiros, kill-blots and snacks to obtain to study with materials and full belly. still had that to be with the spotless uniform, with right the white beret and stockings, despite dusty, but with all uniform contrary case still had that to give accounts with the director. the punishments? These were the worse ones, because good educators existed, however existed bad, but the bad ones exactly, not of bad, but of evil. What today she is considered maltreatment and until torture was current thing, as if kneel for hours in the maize until bleeding or the palmatrias feared ones, that the child nor wrote in the other day eats s swelled hands and other ways to discipline that pain and humilhao incluam.

In the present time, when the world passes for deep transformations and fast advances in the economic, social direction, technological politician and, the necessary school to speed walked its so that the education folloies this permanent process of mutation. It school to be inserted and articulated to the social context is necessary to think about dynamic, humanistic, formative and, above all democratic an education. It is not only the responsible one for social justice, but she needs through an efficient and coherent educative work to brighten up the inaqualities and to prepare the individual in the best way so that it if becomes a critical citizen e, above all, capable to face the adversities day to day. (Source: Richard Linklater). For this, the estimated ones theoretician-metodolgicos is essential for the good level of the process education and learning. She is necessary to reflect on the same ones when they are convenient for the enrichment of pedagogical practical ours.

Education does not consist of the unicity. The process to educate is collective and participativo, demands interaction to know, creation and desconstruo of concepts, discovery of new images and setting of others and makes possible in the act integrator collective singularidades/, the enraizamento of necessary primary concepts for the preservation of the social relations: ' ' Education is meeting of singularidades' '. (GALLO, 2008). In this manner, we will argue a proposal pedagogical for the education of History that if it does not arrest only to the facts, and that it has as main object the study of the concepts, providing new possibilities, beyond a process of evolution in the education and learning of the pupils and pupils, after all, through a critical vision of the concepts gifts in personal experience of each one, is born a bigger understanding of the proper reality. It fits to the professor and teacher of History, to rescue these experiences, to give sensible concrete to them and, to make possible the appropriation, on the part of pupils and pupils, making possible to them it understanding of such concepts for the life and, not simply to prepare pupils and pupils to enter the Facultieses.