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This paper aims to present the discourse analysis capabilities within a Foucault's perspective as an analytical and critical tool next to the field of educational policies. The article first undertakes a brief contextualization about the ways used by Foucault to materialize his methodological proposal, followed by the presentation of some essential notions of the author regarding the discourse analysis. Subsequently, we seek to articulate the philosopher's thinking around objects related to educational policies, taking as an example, the notion of 'educational quality', assumed here as the axis of a series of strong political discourses and practices in contemporary education. [ABSTRACT FROM AUTHOR]

Current paper focuses on the idea that problematization should be the focal point of all historiographical activities, or rather, the writing of History, particularly the History of Education. The paper contributes towards the already existing production within the field of the History of Education that employs pedagogical printed texts as privileged sources which answer the following questions: What, in historiographical terms, may be done with a source? How is a source selected? Which possibilities may it reveal when it penetrates the meanderings that involve the tension produced within the educational field? Why should one describe a source? What is the relevance that such a procedure provides for historiographical activity, especially in activities with the specialized press focused on education and teaching? Responses give rise to discussion on the methodology of historiographical activities on Education. Their dissemination is sharing results, originating from the challenge in accepting the evidence, through one's production, results from the historiographical activity conducted on the Revista do Ensino, published in the state of Minas Gerais, Brazil. This is especially true for the section 'Our tests', or rather, the presupposition that the sources do not speak for themselves and there is no a priori selection by the researcher. [ABSTRACT FROM AUTHOR]

The phenomenon of education, foregrounded on certain ideas by Heidegger, with special reference to finitude and the meaning of being, is analyzed. Current paper shows the basis of education within the original comprehensive opening of the human being, within the characteristics of the project of have-to-be, present in humans and absent in other beings. Results show that the concept reveals no objective and universalizing alternative. The only alternative is to put on the way and always prepare the subject Dasein as from himself, allowing him to be aware and available for the occurrence of world. [ABSTRACT FROM AUTHOR]

Studies of public policy have grown in Brazil. However, several authors detect the conceptual blurring of themes and others indicate the prevalence of neutral action perspective of the State and the acceptance of the objectivity of public policy. These factors have hampered the comprehension of public policy as a historical product and expression of the State's organizational processes in capitalism. Current paper analyzes the issue from a political point of view foregrounded on the fact that the close relationship between the neutral and objective treatment of public policies such as 'State in action' strengthens the very social cohesion of the capitalist system. The essay questions whether public policies actually aim at the public interest. After baseline studies involving the theme, current article discusses some contributions and, above all, postulates if it is not the case to rethink the adequacy of the expression 'public policy', as the term 'public', in this definition, definitely concerns the State's role to reach only certain segments of society and it is not addressed to all. [ABSTRACT FROM AUTHOR]

Current investigation describes and reflects on the limitations and possibilities of inclusive education by its foregrounding on Psychology and discusses aspects related to teaching, learning and development of students with disorders. Is it relevant to include these students within the school context? Is it possible to include these children? Based on the Historical and Cultural Theory, the issues involve the premise that a properly organized learning produces development. Current paper deals with a theoretical research in which we provide a historical outline of the education of people with disorders and establish a relationship between Psychology, Education and Inclusion. Results show that we have made a lot of progress with regard to normative aspects that warrant the access of students with disorder to regular schooling. However, the construction of a really inclusive school, featuring educational practices for the maximum development of the students' capacities, is still a long way off. [ABSTRACT FROM AUTHOR]

Current paper analyzes the textbook called Pequena História da Educação by Sisters Francisca Peeters and Augusta de Cooman (1936), which was widely used in Training Colleges in Brazil. The concept of History, Education and Childhood in the textbook are discussed. [ABSTRACT FROM AUTHOR]

Current paper relates two views on social reality, each one considered within its specific historical period. The first, from the XVIII century, is presented by Montesquieu (1721), in Cartas Persas, and the second, presented by Pondé (2012) in Guia Politicamente Incorreto da filosofia. Four themes were selected: courage, hypocrisy, female and male relationships and intellectual vanity. Parts Letters I to LII by Montesquieu were selected in which ironical views of reality were detected. The choice of the first third part of Cartas Persas was made by the first experiences of the interlocutor with the other culture, specifically, the French society of the XVIII century. The presentation of the Letters, however, is not linear, but correspondent to the themes selected for this research. It may be observed that both sources, imbued with ironical literary resources, contribute towards an understanding of societies, the French one in the XVIII century and Brazilian society in the XXI century. Underlying ironical language, the two authors try to uncover society's hypocrisy and demonstrate the need of a profound respect, and not a politically correct respect, among individuals. [ABSTRACT FROM AUTHOR]

Based on cultural studies this paper analyzes the assumptions of Adventist Pedagogy for body education, more specifically what it produces and reproduces regarding body and sport practices. The corpus of analysis consisted of 12 issues of Sinos magazine published from 1968 to 2008 by Instituto Adventista Cruzeiro do Sul (Taquara, RS). From the analysis of the empirical material, it was possible to identify the valorization of a healthy, useful and recreated body, whose production occurs through both the stimulus to the practice of some activities, particularly sports, and the rejection of others such as fights and dances. Such representations put into circulation the pedagogical proposal spread by Adventism and its doctrine by emphasizing that both actions and care to develop the body aim at developing the intellect as well as a better relationship with God. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present a brief reflection on the teaching of philosophy and sociology at the basic education. To do so, we rely on the available literature and official documents, especially the Basic Education Curriculum Guidelines of the State of Paraná. After presenting a brief historical analysis of the presence / absence of philosophy and sociology in what we now call high school, I discuss the main objectives of these areas of knowledge. Finally, I briefly discuss my work as a professor of sociology in high school to demonstrate how labor categories of estrangement and denaturalization. [ABSTRACT FROM AUTHOR]

Nanotechnology is considered a strategic area within the Brazilian Science, Technology and Innovation policy. It has been promoted since 2001, and more intensively since the launching in 2004 of the National Program for Nanoscience and Nanotechnology. Since 2009, the Nanotechnology Competitiveness Forum comprises a Working Group that has been analyzing the workforce needs for the development of nanotechnology in the country. The purpose of this paper is twofold. Firstly, we analyzethe profile of the workforce employed in activities involving nanotechnology and the demands of companies in terms of qualification. Secondly, we examine the supply of trained professionals by three undergraduate nanotechnology courses in the country. Based on questionnaires completed by companies in different industries that develop or use nanotechnology and interviews with coordinators of the nanotechnology courses, we identified a strong emphasis on interdisciplinary training. We found that most of current nanotechnology workers have post-graduate level and work in R&D. With respect to the provision of training in nanotechnology, our research shows two paths: one course offers interdisciplinary training in nanotechnology generally, with contributions from chemistry,physics, biology and engineering, and two others propose a specialization in nanotechnology from courses in physics and engineering. [ABSTRACT FROM AUTHOR]

The financing of Iberian Crowns by Catholic priests received the designation of Patronage (in spanish Patronage or Patronasgo). The patronage was, throughout the expansion process Iberian achievements inherent in an institution of Portugal and Spain. It was part of the duties of the Catholic King to ensure the presence and permanence of priests in the territories of its domain in order to ensure the new evangelization of the subjects and the process of expansion of Christianity. The funding of religious missions entailed, however, that the priests became subjects of the Portuguese king, in addition to belonging to any religious society. The aim of this paper therefore is to analyze the presence of priests' and religious brothers among the processes of Portuguese expansion in the period comprised between the fifteenth and sixteenth centuries. Through the reading of a set of documents, especially letters, and its comparison with historiographical texts about the period we intend to demonstrate how the actions of these priests, in addition to evangelization and catechesis, contributed to the civilization of the new subjects and their consequent payment the Empire. [ABSTRACT FROM AUTHOR]

This paper seeks to understand the relationship between the thinking of Maurício Tragtenberg and the ideals of the Modern School of Francisco Ferrer y Guardia in the early 20th century, based on the analysis of Tragtenberg's publications in the journal "Educação and Sociedade" (1978- 2008). In these publications, emphasis is given to the approximations between the thoughts of the two authors in defense of an education focused on the interests of the working class, making it a class conscious of the domination processes of capitalist society as well as the possibilities of overcoming them. By denouncing the monopolization of knowledge by private, prejudiced and exclusionary interests -- whether religious or in the secular form of the bourgeois state -- the education advocated by the authors seeks to lead people through awareness, autonomy and self-management, all of which are necessary for a true democracy. Against training, obedience and ideological manipulation, the authors converge in the defense of an education aimed at freedom, criticism and solidarity. [ABSTRACT FROM AUTHOR]

Having as a frame of reference certain formative aspects in Antigone by Sophocles, this paper intends to discuss how the dramatist, in the aforementioned play, represents the process of transition between myth and reason -- gentilic faith and City-State laws -- which the Greek society of the 8-5th centuries B.C. faced. The reflection proposed by Sophocles has as its guiding principle the acts of princess Antigone against an edict by King Creon, concerning the burial ceremony of her brother, Polynices. As the protagonist is backed up by the religion of the patriarchal society, the antagonist is the defender of the City-State laws. Within this conflict, not only did Sophocles make use of his character's issues, but also those of the Greek Man during that transitional time. Thus, in Antigone, the poet presents, though not intentionally, the formative ideal that would fulfill the necessities of the Hellenic society of his time. Therefore, in order to develop this approach, a methodology that contemplates the Greek society of his time is required, as this is the basis to discuss the formative process inherent in Sophoclean drama. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to determine the degree of importance that experimentation has in physics education. To that end, a project was developed with 18 first-year high school students from a private institution in Maringá, Paraná State, during the 3rd bimester of the 2006 school year. Research and production were done by the students outside school hours, and every 15 days a physics class was given to answer questions. Over the course of these classes, we noticed that, in spite of the difficulties faced by the students, what effectively happened were moments full of joy, enthusiasm and motivation, which really got our attention, as the students had been put in a new situation. During that period, information was collected through reports by the participants in the project, as well as photos and videos produced by them. Ten months later, an interview was conducted with each student who had participated in the project to observe whether the experimentation can contribute effectively with the teaching and learning process, providing good results in student learning. [ABSTRACT FROM AUTHOR]

The present paper was developed by making use of some theoretical contributions by Tomás de Aquino, in order to understand his conceptions, concerning reasoning and intellect, as well as to be aware of the role played by reasoning and intellect aspects in the medieval period. Thus, it is necessary to reflect upon the influence played by Church and by Christian philosophy on the constitution of medieval society. Within such a context, the relationship between reason-subjectivity in Aquino's thought is emphasized. Thus, based on both, the theoretical contributions by Deleuze and Guattari (1996), and on the conceptualizations about the significance of intellect in the human constitution, it is made a brief conceptualization about subjectivity. Tomás de Aquino conceives the human reasoning as the subject's power for acting when in search for knowledge, a fact that makes possible a counterpoint with the concept of instrumental reasoning, established by Adorno and Horkheimer (1985), whose peculiarity or singularization is understood as a possibility for developing the intellectual power of human being, as well as a possibility of constituting more conscious subjectivities in contemporary society. [ABSTRACT FROM AUTHOR]