Search

In federations and other regionalised arrangements, the search for co-operation may lead to a hierarchical alignment where the centre concentrates policy decision-making power. The use of conditional grants to build this kind of co-ordination can disguise its rather coercive character when opt-out clauses are counteracted by fiscal constraints that virtually force subnational adherence. Previous accounts on recentralisation in Latin America have overlooked this feature, particularly by mistakenly identifying the transfer of fiscal resources and responsibilities with authority over policies. The article adopts a configurational approach, focused on mechanisms, to reassess two Brazilian programmes redesigned in the 1990s and 2000s – the Fundamental Education Fund (Fundef) and the Basic Health Care Programme (Programa de Atenção Básica, PAB). Our evidence shows that both reforms followed hierarchical paths and received massive adherence of municipalities. We discuss how this kind of coercion in disguise is especially concerning in settings where some retrenchment of social expenditure is expected.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Este artículo presenta un análisis de la trayectoria de formación de los profesores de Geografía en Brasil. Se utilizó investigación cualitativa de carácter bibliográfico, haciendo uso de lecturas de la Historia de la Educación y Formación de Profesores de Geografía, para el análisis del objeto. Para ello, nos hemos apropiado de lecturas como Saviani (2005 y 2008), Frigotto (1998 y 2003) así como la legislación que rige la educación brasileña. Para comprender mejor la trayectoria de formación de los profesores de Geografía, utilizamos discusiones como Pontuschka (2007) y Cavalcanti (2020). La investigación tiene como objetivo comprender los procesos históricos de la ciencia geográfica en el país en cuanto a la formación de docentes para trabajar en Educación Básica., O presente artigo apresenta uma análise da trajetória de formação dos professores de Geografia no Brasil. Utilizamos de pesquisa qualitativa de cunho bibliográfico, fazendo uso de leituras da História da Educação e Formação dos Professores de Geografia, para análise do objeto. Para tanto, nos apropriamos de leituras como Saviani (2005 e 2008), Frigotto (1998 e 2003) bem como a Legislação que rege a educação brasileira. Tendo em vista melhor compreensão da trajetória de formação dos professores de Geografia, utilizamos de discussões como Pontuschka (2007) e Cavalcanti (2020). A investigação tem como objetivo compreender os processos históricos da ciência geográfica no país no que tange à formação de professores para atuação na Educação Básica., This article presents an investigation of the trajectory of Training Geography teachers in Brazil. For that, we used qualitative research of bibliographic nature, making use of readings of the History of Education and Training of the Teachers of Geography, for analysis of the object. In this way, we have appropriated readings such as Saviani (2005 and 2008), Frigotto (1998 and 2003) as well as the legislation that governs Brazilian education. In order to better understand the formation trajectory of Geography teachers, we used discussions such as Pontuschka (2007) and Cavalcanti (2020). The research aims to understand the historical processes of geographic science in the country regarding the training of teachers to work in Basic Education.

Este artículo presenta un análisis de la trayectoria de formación de los profesores de Geografía en Brasil. Se utilizó investigación cualitativa de carácter bibliográfico, haciendo uso de lecturas de la Historia de la Educación y Formación de Profesores de Geografía, para el análisis del objeto. Para ello, nos hemos apropiado de lecturas como Saviani (2005 y 2008), Frigotto (1998 y 2003) así como la legislación que rige la educación brasileña. Para comprender mejor la trayectoria de formación de los profesores de Geografía, utilizamos discusiones como Pontuschka (2007) y Cavalcanti (2020). La investigación tiene como objetivo comprender los procesos históricos de la ciencia geográfica en el país en cuanto a la formación de docentes para trabajar en Educación Básica., O presente artigo apresenta uma análise da trajetória de formação dos professores de Geografia no Brasil. Utilizamos de pesquisa qualitativa de cunho bibliográfico, fazendo uso de leituras da História da Educação e Formação dos Professores de Geografia, para análise do objeto. Para tanto, nos apropriamos de leituras como Saviani (2005 e 2008), Frigotto (1998 e 2003) bem como a Legislação que rege a educação brasileira. Tendo em vista melhor compreensão da trajetória de formação dos professores de Geografia, utilizamos de discussões como Pontuschka (2007) e Cavalcanti (2020). A investigação tem como objetivo compreender os processos históricos da ciência geográfica no país no que tange à formação de professores para atuação na Educação Básica., This article presents an investigation of the trajectory of Training Geography teachers in Brazil. For that, we used qualitative research of bibliographic nature, making use of readings of the History of Education and Training of the Teachers of Geography, for analysis of the object. In this way, we have appropriated readings such as Saviani (2005 and 2008), Frigotto (1998 and 2003) as well as the legislation that governs Brazilian education. In order to better understand the formation trajectory of Geography teachers, we used discussions such as Pontuschka (2007) and Cavalcanti (2020). The research aims to understand the historical processes of geographic science in the country regarding the training of teachers to work in Basic Education.

The objective of this article is to rescue and reflect on the psychological bases of Brazilian education and teacher education in contemporary capitalism, considering that the historical background concerning psychology in its démarche as a science is of paramount importance to understand the role of psychology On education. For this purpose, we rely on the Marxian onto-criticism, a reference that allows us to unveil the contradictions and determinants of the real. The methodological procedures adopted are based on bibliographic and documentary research. It was observed that the institutionalization of psychological knowledge in education, as a tool to construct the subjectivity of individuals, intends to postulate itself as a neutral knowledge, however, we must be aware that our social practices are not neutral, but, contradictory, full of guiding ideologies of educational praxis. We recognize that both psychology and hegemonic education act as instruments of reform, contrary to revolutionary practice, the only real tool of social transformation., O objetivo deste artigo é realizar o resgate e a reflexão das bases psicológicas da educação brasileira e da formação docente no capitalismo contemporâneo, tendo em vista que o apanhado histórico concernente à psicologia em sua démarche como ciência é de suma importância para compreender o papel da psicologia na educação. Para tal intento, nos apoiamos na onto-crítica-marxiana, referencial que nos permite desvelar as contradições e os determinantes do real. Os procedimentos metodológicos adotados estão pautados na pesquisa bibliográfica e documental. Observou-se que a institucionalização do saber psicológico na educação, como ferramenta de construção da subjetividade dos indivíduos, pretende postular-se como um saber neutro, porém, devemos ter ciência que nossas práticas sociais não são neutras, e sim, contraditórias, repletas de ideologias norteadoras das práxis educacionais. Reconhecemos que tanto a psicologia quanto a educação hegemônica atuam como instrumentos de reforma, contrários a prática revolucionária, única ferramenta real de transformação social.

Este artículo es el resultado de una investigación en curso, cuyo objetivo es analizar los roles de UNDIME en el proceso de definición e implementación de políticas educativas en Brasil, en el contexto de la crisis de capital y el consiguiente movimiento de refuncionalización del Estado, en el período de 1980 a 2020, con énfasis en la política curricular, expresada por el BNCC. Específicamente, dependía de este texto discutir el proceso de establecer la gobernanza en el campo educativo brasileño, en vista del avance del neoliberalismo en las últimas décadas del siglo XX. En esta perspectiva, se destacó el papel de la Unión Nacional de Directores de Educación Municipal - UNDIME en la dinámica fundamental de la producción consensuada, junto con los sistemas y redes educativas del país, con miras a su adhesión, a los nuevos arreglos institucionales promovidos por el paradigma gobernancia. Para este propósito, la reflexión se realizó con base en la concepción del estado integral de Antonio Gramsci, además de las consideraciones engelmarxianas sobre el metabolismo capitalista. Además, el camino reflexivo tuvo como estrategia metodológica, el análisis cualitativo de los documentos, con énfasis en el estudio específico sobre el Libro Guía para el Director Municipal de Educación, elaborado en 2008 por la institución investigada. Por lo tanto, se demostró el importante papel de UNDIME en el avance de los principios y conceptos empresariales en la educación institucionalizada en el país., This article is the result of research in progress, the objective is to analyse the role(s) of UNDIME in the process of defining and implementing educational polices in Brazil, in the context of capital crises and the consequent refunctionalization movement of the State, from 1980 to 2020, with emphasis on the curriculum policy formulated by the BNCC. It was specifically up to this text to discuss the process of establishing governance in the field of Brazilian education, in the face of advance of neoliberalism in the last decades of the 20th century. In this perspective, the role of the National Union of Municipal Education Directors – UNIME was emphasised, in the fundamental dynamics of consensus production, along with the educational systems and networks of the country, with a view to their adherence, to the new institutional arrangements promoted by the governance paradigm. For this purpose, a reflection was conducted based on Antonio Gramsci’s concept of the Integral State, in addition to Engelmarxian considerations on the capitalist metabolism. Furthermore, the reflective path had as a methodological strategy, the qualitative analysis of documents, with emphasis on the specific study on the Guidance Book for the Municipal Director of Education, prepared in 2008 by the investigated institution. Therefore, the importance of UNDIME is demonstrated in the advancement of business principals and concepts in institutionalized education in the country., Este artigo é o resultado de uma pesquisa em andamento, cujo objetivo é o de analisar o (s) papel (is) da UNDIME no processo de definição e implementação de políticas educacionais no Brasil, no contexto de crise do capital e do consequente movimento de refuncionalização do Estado, no período de 1980 a 2020, com destaque à política curricular, expressa pela BNCC. De modo específico, coube a este texto, discutir o processo de instauração da governança no campo educacional brasileiro, diante do avanço do neoliberalismo nas últimas décadas do século XX. Nessa perspectiva, destacou-se o papel da União Nacional dos Dirigentes Municipais de Educação – UNDIME, na fundamental dinâmica de produção de consensos, junto aos sistemas e redes de ensino do país, com vistas à adesão destes, aos novos arranjos institucionais promovidos pelo paradigma da governança. Para tanto, a reflexão foi conduzida com base na concepção sobre Estado integral de Antonio Gramsci, além das considerações engelmarxianas, acerca do metabolismo capitalista. Ademais, o percurso reflexivo teve como estratégia metodológica, a análise qualitativa de documentos, com destaque ao estudo específico sobre o Caderno de Orientações ao Dirigente Municipal de Educação, elaborado em 2008 pela instituição investigada. Destarte, demonstrou-se a importante atuação da UNDIME no avanço de princípios e concepções empresariais na educação institucionalizada do país.

Este artículo es el resultado de una investigación en curso, cuyo objetivo es analizar los roles de UNDIME en el proceso de definición e implementación de políticas educativas en Brasil, en el contexto de la crisis de capital y el consiguiente movimiento de refuncionalización del Estado, en el período de 1980 a 2020, con énfasis en la política curricular, expresada por el BNCC. Específicamente, dependía de este texto discutir el proceso de establecer la gobernanza en el campo educativo brasileño, en vista del avance del neoliberalismo en las últimas décadas del siglo XX. En esta perspectiva, se destacó el papel de la Unión Nacional de Directores de Educación Municipal - UNDIME en la dinámica fundamental de la producción consensuada, junto con los sistemas y redes educativas del país, con miras a su adhesión, a los nuevos arreglos institucionales promovidos por el paradigma gobernancia. Para este propósito, la reflexión se realizó con base en la concepción del estado integral de Antonio Gramsci, además de las consideraciones engelmarxianas sobre el metabolismo capitalista. Además, el camino reflexivo tuvo como estrategia metodológica, el análisis cualitativo de los documentos, con énfasis en el estudio específico sobre el Libro Guía para el Director Municipal de Educación, elaborado en 2008 por la institución investigada. Por lo tanto, se demostró el importante papel de UNDIME en el avance de los principios y conceptos empresariales en la educación institucionalizada en el país., This article is the result of research in progress, the objective is to analyse the role(s) of UNDIME in the process of defining and implementing educational polices in Brazil, in the context of capital crises and the consequent refunctionalization movement of the State, from 1980 to 2020, with emphasis on the curriculum policy formulated by the BNCC. It was specifically up to this text to discuss the process of establishing governance in the field of Brazilian education, in the face of advance of neoliberalism in the last decades of the 20th century. In this perspective, the role of the National Union of Municipal Education Directors – UNIME was emphasised, in the fundamental dynamics of consensus production, along with the educational systems and networks of the country, with a view to their adherence, to the new institutional arrangements promoted by the governance paradigm. For this purpose, a reflection was conducted based on Antonio Gramsci’s concept of the Integral State, in addition to Engelmarxian considerations on the capitalist metabolism. Furthermore, the reflective path had as a methodological strategy, the qualitative analysis of documents, with emphasis on the specific study on the Guidance Book for the Municipal Director of Education, prepared in 2008 by the investigated institution. Therefore, the importance of UNDIME is demonstrated in the advancement of business principals and concepts in institutionalized education in the country., Este artigo é o resultado de uma pesquisa em andamento, cujo objetivo é o de analisar o (s) papel (is) da UNDIME no processo de definição e implementação de políticas educacionais no Brasil, no contexto de crise do capital e do consequente movimento de refuncionalização do Estado, no período de 1980 a 2020, com destaque à política curricular, expressa pela BNCC. De modo específico, coube a este texto, discutir o processo de instauração da governança no campo educacional brasileiro, diante do avanço do neoliberalismo nas últimas décadas do século XX. Nessa perspectiva, destacou-se o papel da União Nacional dos Dirigentes Municipais de Educação – UNDIME, na fundamental dinâmica de produção de consensos, junto aos sistemas e redes de ensino do país, com vistas à adesão destes, aos novos arranjos institucionais promovidos pelo paradigma da governança. Para tanto, a reflexão foi conduzida com base na concepção sobre Estado integral de Antonio Gramsci, além das considerações engelmarxianas, acerca do metabolismo capitalista. Ademais, o percurso reflexivo teve como estratégia metodológica, a análise qualitativa de documentos, com destaque ao estudo específico sobre o Caderno de Orientações ao Dirigente Municipal de Educação, elaborado em 2008 pela instituição investigada. Destarte, demonstrou-se a importante atuação da UNDIME no avanço de princípios e concepções empresariais na educação institucionalizada do país.

This article analyzes, in the context of contemporary capitalism, some movements within the educational policy of the current federal government dedicated to the recent program Future-se, aimed at higher education. This analysis is based on the historical review of the advance of capitalism, especially in Latin America, focusing on Brazil. The axes of the program are approached, especially the Social Organizations, whose tendency is configured as a mechanism of public subsidy to institutions managed by private organizations as a management alternative for Brazilian public education. In the methodological development, we proceeded to the survey and analysis of primary sources (official, institutional documents and reports) and secondary sources. In the considerations, we present the consequences for education in the current context., Este artículo busca analizar, en el contexto del capitalismo contemporáneo, algunos movimientos dentro de la política educativa del gobierno federal actual dedicados al programa reciente Future-se, dirigido a la educación superior. Este análisis se basa en la revisión histórica del avance del capitalismo, especialmente en América Latina, centrándose en Brasil. Se abordan los ejes del programa, especialmente las Organizaciones Sociales, cuya tendencia se configura como un mecanismo de subsidio público a las instituciones administradas por organizaciones privadas como una alternativa de gestión para la educación pública brasileña. En el desarrollo metodológico, se procedió a la encuesta y análisis de fuentes primarias (documentos e informes oficiales, institucionales) y fuentes secundarias. En las consideraciones, presentamos las consecuencias para la educación en el contexto actual., Este artigo busca analisar, no contexto do capitalismo contemporâneo, alguns movimentos no âmbito da política educacional do atual governo federal dedicando-se ao recente programa Future-se, destinado à educação superior. Tal análise é realizada a partir da revisão histórica do avanço do capitalismo, especialmente na América Latina, com foco no Brasil. Os eixos do programa são abordados, em especial o que trata das Organizações Sociais, cuja tendência se configura como mecanismo de subsídio público a instituições geridas por organismos privados como uma alternativa de gestão para a educação pública brasileira. No desenvolvimento metodológico, procedemos ao levantamento e à análise de fontes primárias (documentos oficiais, institucionais e relatórios) e secundárias. Nas considerações, apresentamos as consequências para a educação no contexto atual.

This article analyzes, in the context of contemporary capitalism, some movements within the educational policy of the current federal government dedicated to the recent program Future-se, aimed at higher education. This analysis is based on the historical review of the advance of capitalism, especially in Latin America, focusing on Brazil. The axes of the program are approached, especially the Social Organizations, whose tendency is configured as a mechanism of public subsidy to institutions managed by private organizations as a management alternative for Brazilian public education. In the methodological development, we proceeded to the survey and analysis of primary sources (official, institutional documents and reports) and secondary sources. In the considerations, we present the consequences for education in the current context., Este artículo busca analizar, en el contexto del capitalismo contemporáneo, algunos movimientos dentro de la política educativa del gobierno federal actual dedicados al programa reciente Future-se, dirigido a la educación superior. Este análisis se basa en la revisión histórica del avance del capitalismo, especialmente en América Latina, centrándose en Brasil. Se abordan los ejes del programa, especialmente las Organizaciones Sociales, cuya tendencia se configura como un mecanismo de subsidio público a las instituciones administradas por organizaciones privadas como una alternativa de gestión para la educación pública brasileña. En el desarrollo metodológico, se procedió a la encuesta y análisis de fuentes primarias (documentos e informes oficiales, institucionales) y fuentes secundarias. En las consideraciones, presentamos las consecuencias para la educación en el contexto actual., Este artigo busca analisar, no contexto do capitalismo contemporâneo, alguns movimentos no âmbito da política educacional do atual governo federal dedicando-se ao recente programa Future-se, destinado à educação superior. Tal análise é realizada a partir da revisão histórica do avanço do capitalismo, especialmente na América Latina, com foco no Brasil. Os eixos do programa são abordados, em especial o que trata das Organizações Sociais, cuja tendência se configura como mecanismo de subsídio público a instituições geridas por organismos privados como uma alternativa de gestão para a educação pública brasileira. No desenvolvimento metodológico, procedemos ao levantamento e à análise de fontes primárias (documentos oficiais, institucionais e relatórios) e secundárias. Nas considerações, apresentamos as consequências para a educação no contexto atual.

This paper is about the historiography of the Brazilian education starting with the consideration about the appearance and development of the field of history of education in Brazil covering five aspects: 1) preservation of the memory of the Brazilian education; 2) introduction of the subject History of Education in the curricula of the common schools and in the courses of pedagogy; 3) historiographic production about education; 4) organization of research groups in the history of education; 5) circulation of the production of the field of the history of Brazilian education covering the different forms of publicity consubstantiated in the different types of events and in the different types of publications in the area of history of education. Then, there is the consideration of the course of the historiography in the Brazilian education as a process of construction-deconstruction of the educational memory. Finally, in the last part, there is the critical appreciation of the historiography of the Brazilian education in the current situation., Este artículo trata de la historiografía de la educación brasileña empezando por la consideración referente al surgimiento y desarrollo del campo de la historia de la educación en Brasil planteando cinco aspectos: 1) preservación de la memoria de la educación brasileña; 2) introducción de la asignatura Historia de la Educación en los currículos de las escuelas normales y de los cursos de pedagogía; 3) producción historiográfica sobre educación; 4) organización de los grupos de investigación en historia de la educación; 5) circulación de la producción del campo de la historia de la educación brasileña comprendiendo los diferentes medios de divulgación consubstanciados en los diversos tipos de eventos y en las diferentes modalidades de publicaciones en el área de la historia de la educación. En el segundo momento se considera la trayectoria de la historiografía de la educación brasileña como un proceso de construcción-desconstrucción de la memoria educacional. Finalmente, en el tercer momento, fue hecha una apreciación crítica de la historiografía de la educación brasileña en la situación actual.

This paper is about the historiography of the Brazilian education starting with the consideration about the appearance and development of the field of history of education in Brazil covering five aspects: 1) preservation of the memory of the Brazilian education; 2) introduction of the subject History of Education in the curricula of the common schools and in the courses of pedagogy; 3) historiographic production about education; 4) organization of research groups in the history of education; 5) circulation of the production of the field of the history of Brazilian education covering the different forms of publicity consubstantiated in the different types of events and in the different types of publications in the area of history of education. Then, there is the consideration of the course of the historiography in the Brazilian education as a process of construction-deconstruction of the educational memory. Finally, in the last part, there is the critical appreciation of the historiography of the Brazilian education in the current situation., Este artículo trata de la historiografía de la educación brasileña empezando por la consideración referente al surgimiento y desarrollo del campo de la historia de la educación en Brasil planteando cinco aspectos: 1) preservación de la memoria de la educación brasileña; 2) introducción de la asignatura Historia de la Educación en los currículos de las escuelas normales y de los cursos de pedagogía; 3) producción historiográfica sobre educación; 4) organización de los grupos de investigación en historia de la educación; 5) circulación de la producción del campo de la historia de la educación brasileña comprendiendo los diferentes medios de divulgación consubstanciados en los diversos tipos de eventos y en las diferentes modalidades de publicaciones en el área de la historia de la educación. En el segundo momento se considera la trayectoria de la historiografía de la educación brasileña como un proceso de construcción-desconstrucción de la memoria educacional. Finalmente, en el tercer momento, fue hecha una apreciación crítica de la historiografía de la educación brasileña en la situación actual.

The Brazilian Schools Panel database and Brazilian Municipal Education Panel Database combine and simplify 20 years' worth of data from the Brazilian School Census, educational testing, and educational indicators. This report provides an introduction to the data and serves as a road map to their strengths and limitations. In particular, it draws attention to the points in time at which major changes were made in the format of data collection, as well as the characteristics of different subsamples within the data. The report seeks to provide a practical introduction for researchers interested in using the data to understand and research the Brazilian education system.

Tarkastelin pro gradu -tutkielmassani Maailmanpankin, OECD:n ja UNICEFin pyrkimyksiä saavuttaa legitimiteettiä Brasilian koulutuspolitiikassa tiedolla hallinnan strategioiden avulla. Olen hyödyntänyt legitimiteetin teoretisoinnissa pehmeän hallinnan sekä tiedolla hallinnan näkökulmia. Niiden myötä empiirisesti olin kiinnostunut siitä, millaisin hallinnan strategioin toimijat konsturoivat Brasilian koulutusta koskevaa tietoa ja totuutta sekä perustelevat ja merkityksellistävät tiedon tuottamisen tärkeyttä. Tutkimuksen analyyttisia ulottuvuuksia tiedolla hallinnan tarkasteluun ovat erilaiset kvantifioivat strategiat ja vertailu, parhaat käytännöt, depolitisointi sekä puhemieheys. Tutkimukseni kiinnittyy foucault’laiseen hallinnan tutkimusperinteeseen ja on saanut runsaasti inspiraatiota tiedon, totuuden ja vallan yhteen liittymistä koskevista tutkimuksista. Käytin tutkimuksessa diskurssianalyyttistä analyysitapaa, ymmärtäen diskurssin historialliseksi ja kulttuuriseksi käsitteeksi, joka ilmentää, uusintaa ja tuottaa erilaisia valtasuhteita. Analyysini asettui aineisto- ja teorialähtöisyyden väliin: hyödynsin sekä tiedolla hallinnan että legitimiteetin yleisiä linssejä aineistoa lukiessa, mutta lopulta teoreettinen näkökulma tarkentui vasta aineiston ensimmäisten analyysikierrosten jälkeen. Aineistona oli sekä organisaation edustajien kanssa käytyjä haastatteluja että organisaatioiden tuottamaa dokumenttimateriaalia. Tutkimuksen tuloksena on seitsemän erilaista tiedolla ja totuudella hallinnan strategiaa. Niitä ovat kapasiteetin rakentaminen, evidenssiperustainen politiikka, kansallinen suvereniteetti, julkinen ja paikallinen vaikuttaminen, ulkopuolinen arvioija, kansainvälinen kilpailu sekä numeerinen totuus. Keskeistä ja kiinnostavaa strategioissa on toimijoiden asettuminen tiettyyn positioon suhteessa Brasiliaan: tietoa tuotetaan usein joko ”yhdessä”, paikallisilla tason toimijoita osallistaen, tai selkeästi ulkoa käsin, tiettyyn neutraaliin ja etäiseen asiantuntija, In my thesis, I scrutinized the World Bank, OECD and UNICEF’s aims to achieve legitimacy in Brazilian education policy by using knowledge-related governance strategies. In theoretizing the concept of legitimacy, I’ve employed perspectives from soft governance and knowledge governance. Thus, I was empirically interested in the question of which strategies international organizations (IOs) use to construe knowledge and ‘truth’ about Brazilian education, as well as how they rationalize and constitute meanings and essentiality of knowledge. My analytical angles to investigate knowledge governance are different strategies of quantification and comparison, so-called ‘best practices’, depolitization and acting as a spokesperson. The research is stemming from Foucauldian governance studies and is inspired by the triangle of knowledge, truth and power. I used discourse analytical analysis method with an understanding of discourse as a historical and cultural concept that displays, produces and re-produces different power relations. My method of analysis lies in between theory- and data-driven; on one hand, I used comprehension of knowledge governance and legitimacy in reading the data, on the other hand, the final theoretical perspective came to be as it is only after initial analysis. The data consisted of both interviews with the IOs and documents produced by the IOs. According to my study, there are seven different strategies of knowledge and truth governance. Those are capacity building, evidence-based policymaking, national sovereignty, public and local advocacy, external evaluator, global competition and numeric truth. The essential and intriguing part in those strategies is the positioning of oneself in relation to Brazil: knowledge is often produced either together, involving local actors, or clearly from outside, by performing as a neutral and distant expert. However, from perspective of governance studies, these positions are all different strategies of governance

The objective of this article is to discuss the educational thinking of Rui Barbosa and Lourenço Filho about the intuitive method of teaching from 1890, in the process of renewal of the Brazilian public school. It is worth mentioning that the first thought of educational issues that occurred in the transition from the Empire to the Republic, and the second, were the exponents of the New School movement in Brazil. The analysis is conducted to show the approximations and distances between these two perspectives in order to highlight the ruptures and (dis) continuities of these thoughts in Brazil, during the period that passes through the First Republic. In addition, the present article seeks to make relationships about the different perspectives of these intellectuals on the method of intuitive teaching in the period undertaken from 1890 to 1930., O objetivo deste artigo é discutir o pensamento educacional de Rui Barbosa e Lourenço Filho para o método de ensino intuitivo a partir de 1890, no processo renovação da escola pública brasileira. Vale mencionar que o primeiro pensou questões educacionais que se apresentaram na transição do Império para a República, já o segundo, foi um dos expoentes do movimento da Escola Nova no Brasil. A análise é conduzida a evidenciar as aproximações e distanciamentos entre essas duas perspectivas de modo a destacar as rupturas e (des)continuidades desses pensamentos no Brasil, no período que atravessa a Primeira República. No mais, o presente artigo buscar fazer relações sobre as diferentes perspectivas desses intelectuais sobre o método de ensino intuitivo no período empreendido de 1890 a 1930.

The objective of this article is to discuss the educational thinking of Rui Barbosa and Lourenço Filho about the intuitive method of teaching from 1890, in the process of renewal of the Brazilian public school. It is worth mentioning that the first thought of educational issues that occurred in the transition from the Empire to the Republic, and the second, were the exponents of the New School movement in Brazil. The analysis is conducted to show the approximations and distances between these two perspectives in order to highlight the ruptures and (dis) continuities of these thoughts in Brazil, during the period that passes through the First Republic. In addition, the present article seeks to make relationships about the different perspectives of these intellectuals on the method of intuitive teaching in the period undertaken from 1890 to 1930., O objetivo deste artigo é discutir o pensamento educacional de Rui Barbosa e Lourenço Filho para o método de ensino intuitivo a partir de 1890, no processo renovação da escola pública brasileira. Vale mencionar que o primeiro pensou questões educacionais que se apresentaram na transição do Império para a República, já o segundo, foi um dos expoentes do movimento da Escola Nova no Brasil. A análise é conduzida a evidenciar as aproximações e distanciamentos entre essas duas perspectivas de modo a destacar as rupturas e (des)continuidades desses pensamentos no Brasil, no período que atravessa a Primeira República. No mais, o presente artigo buscar fazer relações sobre as diferentes perspectivas desses intelectuais sobre o método de ensino intuitivo no período empreendido de 1890 a 1930.

This article searches to discuss the space held by literature in Brazilian technological schools, thinking about the place of literature in contemporary times through theoretical researches and the experiences of teaching initiation scholarships by the project PIBID –Letras, that had implemented projects at IFSUL/ Campus Bagé, aiming to promote literary literacy for the students in this system of education. The choice of this theme is due tothe concerns that the experiences led to the group that worked in the literature discipline in the school during two years, from 2014 to 2015. In our theoretical approach, we discuss concepts about the place of the art in contemporary times and the humanizing and democratic characteristics that the contact with literature involves. At IFSul, it was possible to identify that literature occupies a limited space in this system of education, what results in a different teaching load among the Integrated Courses that the school offers and, also, that the school community expresses a pragmatic view about the role of literature in the young students’ education. From the relations we built between our theoretical research with the scholarship experiences and to theperceptions about the projects of literary developed by PIBID at IFSul, it was possible to access the limited space dedicated to the literary art in the institution, as well as in which ways we achieved our objectives during the implementation of the projects, O presente artigo busca discutir o espaço que é destinado à literatura na formação tecnológica brasileira, onde refletiremos acerca da literatura na contemporaneidade através de pesquisas bibliográficas e das vivênciasde um grupo de bolsistas de iniciação à docência do PIBID - subprojeto Letras, que aplicaram projetos no IFSul/Campus Bagé, visando promover o letramento literário dos alunos inseridos nesta modalidade de ensino profissional e tecnológica. A escolha deste tema se dá devido às inquietações que essas experiências provocaram no grupo que atuou na disciplina de literatura na escola durante os anos de 2014 e 2015. Em nossa pesquisa bibliográfica, discutiremos o lugar da arte na contemporaneidade e o caráter humanizador e democrático que envolve o contato com a literatura. Na escola em questão, foi possível identificar que a literatura ocupa um lugar restrito na educação tecnológica, o que se traduz em cargas horárias diferentes entre os Cursos Integrados de Agropecuária e Informática. Observamos também que a comunidade escolar manifesta uma visão pragmática a respeito do papel da arte na formação dos jovens. Ao relacionarmos nossos estudos bibliográficos às experiências dos bolsistas com a aplicação de projetos de leitura desenvolvidos pelo PIBID no IFSul, foi possível avaliar o espaço limitado reservado à arte literária nesta instituição, assim como em que medida alcançamos nossos objetivos durante a aplicação dos projetos.

This article searches to discuss the space held by literature in Brazilian technological schools, thinking about the place of literature in contemporary times through theoretical researches and the experiences of teaching initiation scholarships by the project PIBID –Letras, that had implemented projects at IFSUL/ Campus Bagé, aiming to promote literary literacy for the students in this system of education. The choice of this theme is due tothe concerns that the experiences led to the group that worked in the literature discipline in the school during two years, from 2014 to 2015. In our theoretical approach, we discuss concepts about the place of the art in contemporary times and the humanizing and democratic characteristics that the contact with literature involves. At IFSul, it was possible to identify that literature occupies a limited space in this system of education, what results in a different teaching load among the Integrated Courses that the school offers and, also, that the school community expresses a pragmatic view about the role of literature in the young students’ education. From the relations we built between our theoretical research with the scholarship experiences and to theperceptions about the projects of literary developed by PIBID at IFSul, it was possible to access the limited space dedicated to the literary art in the institution, as well as in which ways we achieved our objectives during the implementation of the projects, O presente artigo busca discutir o espaço que é destinado à literatura na formação tecnológica brasileira, onde refletiremos acerca da literatura na contemporaneidade através de pesquisas bibliográficas e das vivênciasde um grupo de bolsistas de iniciação à docência do PIBID - subprojeto Letras, que aplicaram projetos no IFSul/Campus Bagé, visando promover o letramento literário dos alunos inseridos nesta modalidade de ensino profissional e tecnológica. A escolha deste tema se dá devido às inquietações que essas experiências provocaram no grupo que atuou na disciplina de literatura na escola durante os anos de 2014 e 2015. Em nossa pesquisa bibliográfica, discutiremos o lugar da arte na contemporaneidade e o caráter humanizador e democrático que envolve o contato com a literatura. Na escola em questão, foi possível identificar que a literatura ocupa um lugar restrito na educação tecnológica, o que se traduz em cargas horárias diferentes entre os Cursos Integrados de Agropecuária e Informática. Observamos também que a comunidade escolar manifesta uma visão pragmática a respeito do papel da arte na formação dos jovens. Ao relacionarmos nossos estudos bibliográficos às experiências dos bolsistas com a aplicação de projetos de leitura desenvolvidos pelo PIBID no IFSul, foi possível avaliar o espaço limitado reservado à arte literária nesta instituição, assim como em que medida alcançamos nossos objetivos durante a aplicação dos projetos.

This article searches to discuss the space held by literature in Brazilian technological schools, thinking about the place of literature in contemporary times through theoretical researches and the experiences of teaching initiation scholarships by the project PIBID –Letras, that had implemented projects at IFSUL/ Campus Bagé, aiming to promote literary literacy for the students in this system of education. The choice of this theme is due tothe concerns that the experiences led to the group that worked in the literature discipline in the school during two years, from 2014 to 2015. In our theoretical approach, we discuss concepts about the place of the art in contemporary times and the humanizing and democratic characteristics that the contact with literature involves. At IFSul, it was possible to identify that literature occupies a limited space in this system of education, what results in a different teaching load among the Integrated Courses that the school offers and, also, that the school community expresses a pragmatic view about the role of literature in the young students’ education. From the relations we built between our theoretical research with the scholarship experiences and to theperceptions about the projects of literary developed by PIBID at IFSul, it was possible to access the limited space dedicated to the literary art in the institution, as well as in which ways we achieved our objectives during the implementation of the projects, O presente artigo busca discutir o espaço que é destinado à literatura na formação tecnológica brasileira, onde refletiremos acerca da literatura na contemporaneidade através de pesquisas bibliográficas e das vivênciasde um grupo de bolsistas de iniciação à docência do PIBID - subprojeto Letras, que aplicaram projetos no IFSul/Campus Bagé, visando promover o letramento literário dos alunos inseridos nesta modalidade de ensino profissional e tecnológica. A escolha deste tema se dá devido às inquietações que essas experiências provocaram no grupo que atuou na disciplina de literatura na escola durante os anos de 2014 e 2015. Em nossa pesquisa bibliográfica, discutiremos o lugar da arte na contemporaneidade e o caráter humanizador e democrático que envolve o contato com a literatura. Na escola em questão, foi possível identificar que a literatura ocupa um lugar restrito na educação tecnológica, o que se traduz em cargas horárias diferentes entre os Cursos Integrados de Agropecuária e Informática. Observamos também que a comunidade escolar manifesta uma visão pragmática a respeito do papel da arte na formação dos jovens. Ao relacionarmos nossos estudos bibliográficos às experiências dos bolsistas com a aplicação de projetos de leitura desenvolvidos pelo PIBID no IFSul, foi possível avaliar o espaço limitado reservado à arte literária nesta instituição, assim como em que medida alcançamos nossos objetivos durante a aplicação dos projetos.

The Brazilian education system provides a specific form of organization for the inclusive education of students with disabilities. Law No. 9394 dated December 20, 1996, “Lei de diretrizes e bases da educação nacional”, presents in Chapter V the “educação especial" as a form of organization offered to students "portadores de Necessidades especiais”. Admission of students with disabilities in the Brazilian schools was characterized by several phases: the welfarist phase, the integration phase and the inclusion phase, which is the most recent one and now being debated. The presence of a special device fosters the differences, even when everybody enters the classbecause a separation perspective damps down all the procedural and design efforts towards a true integration, holding back collaboration and action sharing among teachers. We consider however effective an action that accompanies the gradual learning evolution mediating between the student with disabilities and peers, between him and the teachers, between him and the learning tools designed.

Este artigo trata da produção acadêmica da Linha de Pesquisa História e Historiografia da Educação do Programa de Pós Graduação em Educação da Universidade Federal do Paraná, construída em seus primeiros dez anos (1999-2008) de dedicação à formação de pesquisadores. Trata-se de um ensaio cuja cartografia bibliográfica apresenta interesse historiográfico ao analisar a relação estabelecida por esse grupo de investigadores com o cenário das trilhas percorridas pela produção nacional em História da Educação.&nbsp, This article concerns the academic output of the History and Historiography of Education researching field of the Post graduation program in Education of the Federal University of Paraná (Universidade Federal do Paraná), which was created in its first ten years (1999-2008) of dedication to the instruction of the researchers. It's an essay whose bibliographic cartography has a historiographic interest when analyzing the relation set by this researchers group with the scenario of the paths made by the national output in the field of Education History.

This article shares reflections on the historical clashes of federalism in Brazilian education. It presents the origins, concepts and historical conflicts in the configuration of federalism in Education, as well as the role of several actors in the educational context. It discusses the impacts of the distortions and historical misunderstandings of federalism arising from the limits of asymmetric federalism in Brazil, in view of the discrepancies between and within the federative units. The various bodies and institutions seek to work together so that Brazilian education can play its role in society. The progressive evolution from hegemonic federalism to cooperative federalism helps to reduce regional inequalities, which necessarily depend on political decisions that only a legitimate federative pact will make possible., Esse artigo compartilha reflexões sobre os embates históricos do federalismo na educação brasileira. Apresenta as origens, conceitos e embates históricos na configuração do federalismo na Educação, bem como o papel de diversos atores no contexto educacional. Discute-se sobre os impactos das distorções e equívocos históricos do federalismo advindos dos limites do federalismo assimétrico no Brasil, tendo em vista as discrepâncias existentes entre as unidades federativas e dentro delas. Os vários órgãos e instituições buscam trabalhar conjuntamente para que a educação brasileira possa desempenhar seu papel na sociedade. A progressiva evolução de um federalismo hegemônico para um federalismo cooperativo contribui para reduzir as desigualdades regionais, que dependem necessariamente de decisões políticas que somente um pacto federativo legítimo viabilizará., Este artículo comparte reflexiones sobre los enfrentamientos históricos del federalismo en la educación brasileña. Presenta los orígenes, conceptos y conflictos históricos en la configuración del federalismo en la educación, así como el papel de varios actores en el contexto educativo. Discute los impactos de las distorsiones y los malentendidos históricos del federalismo derivados de los límites del federalismo asimétrico en Brasil, en vista de las discrepancias entre y dentro de las unidades federativas. Los diversos organismos e instituciones buscan trabajar juntos para que la educación brasileña pueda desempeñar su papel en la sociedad. La evolución progresiva del federalismo hegemónico al federalismo cooperativo ayuda a reducir las desigualdades regionales, que necesariamente dependen de decisiones políticas que solo un pacto federativo legítimo hará posible.

Este artigo tem como objetivo analisar a avanço da utilização de metodologias ativas na educação brasileira, e seus métodos mais empregados. Tendo como base que os educadores brasileiros estão familiarizados com o pensamento pedagógico de Paulo Freire, com o foco na combinação dos saberes e convivência dos alunos com a base para o ensino, método este sendo convergente com a metodologia ativa de ensino, onde o incentivo ao compartilhamento entre professor/aluno no protagonismo no processo de ensinar. Foi elaborada uma breve descrição dos métodos descritos na pesquisa como forma de melhorar a compreensão de sua utilização. A metodologia aplicada foi de revisão bibliográfica, na base de dados da Scopus relacionado ao período de 2017 a 2021, tendo como base na delimitação o período englobando anterior ao isolamento até o retorno pleno das atividades escolares; apenas artigos com a descrição do método e o resultado de sua aplicação e a identificação do grupo de alunos ou pessoas foram aceitos, O resultado mostrou que no período a metodologia foi amplamente utilizada no ensino superior, destacando a área de saúde, bem como o método mais empregado foi o de aprendizagem baseada em problemas, mesmo abrangendo o período do isolamento social, o estudo não trouxe dados relativos a este impacto., This article aims to analyze the progress of the use of active methodologies in Brazilian education, and its most used methods. Based on the fact that Brazilian educators are familiar with Paulo Freire's pedagogical thinking, with a focus on combining students' knowledge and coexistence with the basis for teaching, a method that converges with the active teaching methodology, where the incentive to sharing between teacher/student in the protagonism in the teaching process. A brief description of the methods described in the research was elaborated as a way to improve the understanding of their use. The applied methodology was a bibliographical review, in the Scopus database related to the period from 2017 to 2021, based on the delimitation of the period encompassing before the isolation until the full return of school activities; only articles with the description of the method and the result of its application and the identification of the group of students or people were accepted. The result showed that in the period the methodology was widely used in higher education, highlighting the health area, as well as the method problem-based learning was the most used, even covering the period of social isolation, the study did not bring data on this impact., Este artículo tiene como objetivo analizar el avance del uso de metodologías activas en la educación brasileña y sus métodos más utilizados. Partiendo del hecho de que los educadores brasileños están familiarizados con el pensamiento pedagógico de Paulo Freire, con un enfoque en combinar el conocimiento y la convivencia de los estudiantes con la base para la enseñanza, siendo este método convergente con la metodología de enseñanza activa, donde el incentivo para compartir entre profesor/estudiante en el protagonismo en el proceso de enseñanza. Se elaboró ​​una breve descripción de los métodos descritos en la investigación como una forma de mejorar la comprensión de su uso. La metodología aplicada fue una revisión bibliográfica, en la base de datos Scopus relacionada con el período de 2017 a 2021, a partir de la delimitación del período que abarca desde antes del aislamiento hasta el pleno retorno de las actividades escolares; solo se aceptaron artículos con la descripción del método y el resultado de su aplicación y la identificación del grupo de estudiantes o personas, el resultado mostró que en el período la metodología fue ampliamente utilizada en la educación superior, destacándose el área de la salud, así como como el método de aprendizaje basado en problemas fue el más utilizado, incluso cubriendo el período de aislamiento social, el estudio no trajo datos sobre ese impacto.

The purpose of this study is to understand the challenges and possibilities of implementing affirmative actions policies in the schooling system of Curitiba which is in Brazil. Affirmative actions are public policies aimed at groups that suffer ethnic, racial, gender and religious discrimination. These policies aim to promote the socioeconomic inclusion of populations historically deprived of access to opportunities. Given the fact that affirmative actions are overlooked in Paraná, investigating, and challenging the educational system of Curitiba can be a way of disrupting institutional racism and culture intolerance which are deeply ingrained in Brazilian society. By doing so, educators could teach students to think critically about Paraná's history and society. Considering this scenario, I argue there is a progressive dystopia in the school investigated. To gather my data, I conducted field research which was supported by the University of Arizona and the Tinker grant, in 2022. After interviewing the teachers in a public school in Curitiba and analyzing five textbooks, I concluded that due to a progressive dystopia, the implementation of law 10.639 occurred partially. The dystopia found were, respectively: the lack of anti-racist continuing education, the lack of anti-racist intervention for students, the teacher's lack of knowledge to handle racist situations in school, racism in the school workplace, prejudice against African religions and disarticulation between inclusive and updated textbooks and outdated content taught by the teachers. Therefore, evidence showed that even though there are progressive laws, and materials to be used in the classroom regarding racism, most teachers were not aware of how to implement an anti-racist approach in the school setting. In conclusion, anti-racist theory/laws and practice are not in alignment. Keywords: Dystopia, Brazilian education, anti-racist education, anti-Blackness in the classroom, Racial inequality

Education qualification can be considered important for the democratic management of education, since it has in mind a human development aimed at not only the emancipation of those involved in it but also the transformation of relationships. This study seeks to understand how the democratic management of education has been presented in the Brazilian national educational legislation, starting with the Federal Constitution of 1988. Therefore, the qualitative research, carried out with documentary research, reached the conclusion that the democratization of educational management achieved centrality in Brazilian education in the 1980s, being standardized and materialized in 1988, with the introduction of the democratic management principle in the form of the Law in the 1988 Federal Constitution, and reaffirmed in the subsequent regulation. It consists of important progress, as it establishes democratic management as the concept that must prevail in Brazilian education. However, it does not define how this management should be implemented. Also, it presents the concept associated with strategic planning, merit criteria, educational performance, and the search for educational results in the PNE (2014-2024)., Considerando a gestão democrática da educação importante para a qualificação da educação por ter em vista uma formação humana, voltada para a emancipação dos envolvidos e a transformação das relações, este estudo busca compreender como a gestão democrática da educação vem sendo apresentada na legislação educacional nacional brasileira, a partir da Constituição Federal de 1988. Para isso, foi realizada uma pesquisa qualitativa, por meio da documental, chegando a conclusão de que a democratização da gestão educacional ganhou centralidade na educação brasileira nos anos de 1980, sendo normatizada e materializada a partir de 1988, com a introdução do princípio gestão democrática na forma da Lei na Constituição Federal de 1988, e reafirmada na normatização subsequente. Este é um avanço importante, pois estabelece a gestão democrática como a concepção que deve vigorar na educação brasileira. Contudo, não define como essa gestão deve ser implementada e, ainda, a apresenta associada a planejamento estratégico, a critérios de mérito e desempenho educacional e a busca por resultados educacionais no PNE (2014-2024)., Considerando que la gestión democrática de la educación es importante para la cualificación de la educación, por llevar a la formación humana orientada a la emancipación de los involucrados y a la transformación de las relaciones, este estudio busca comprender cómo la gestión democrática de la educación está siendo presentada en la legislación educativa nacional brasileña, a partir de la Constitución Federal de 1988. Para esto, la investigación cualitativa, a través de la documentación, llegó a la conclusión de que la democratización de la gestión educativa ganó centralidad en la educación brasileña en la década de 1980, siendo reglamentada y materializada a partir de 1988, con la introducción del principio de la gestión democrática en forma de Ley en la Constitución Federal de 1988, y reafirmada en el reglamento posterior. Esto constituye un avance importante, pues establece la gestión democrática como el concepto que debe estar vigente en la educación brasileña. Sin embargo, no define cómo debe implementarse esta gestión y, además, la presenta asociada a la planificación estratégica, a criterios de mérito y desempeño educativo, así como a la búsqueda de resultados educativos en el PNE (2014-2024).

A pesquisa tem por objetivo conhecer a importância do financiamento para a educação brasileira, apresentando, inicialmente, uma linha cronológica das políticas públicas, para se conhecer a história e as prioridades da Educação brasileira; entendendo os instrumentos e mecanismos de financiamento da Educação, a sua origem, alocação e formas de fiscalização. Por meio do estudo do Fundeb (Fundo de Manutenção e Desenvolvimento da Educação Básica e de Valorização dos Profissionais da Educação) é possível compreender os investimentos do Brasil em Educação e a sua distribuição entre as regiões brasileiras, proporcionando, assim, observação sobre a sua relevância para o desempenho educacional brasileiro em provas como o Pisa (Programme for International Student Assessment), instrumento que estabelece um comparativo internacional da educação a cada três anos pela Organização para a Cooperação e Desenvolvimento Econômico (OCDE). A pesquisa direciona sua atenção para os investimentos em Educação no Brasil, realizando uma comparação com os países que mais investem em educação na OCDE. Dessa análise, é possível identificar a correlação entre o montante investido e as deficiências presentes no sistema educacional brasileiro. As estratégias de pesquisas utilizadas neste trabalho foram descritivas e exploratórias e ao método, classifica-se em qualitativo-quantitativo, envolvendo a integração da pesquisa bibliográfica e documental, focando na análise da política educacional nacional., The research aims to comprehend the significance of financing in Brazilian education. Initially, it presents a chronological overview of public policies to grasp the historical trajectory and priorities of Brazilian Education. The study delves into the instruments and mechanisms employed for financing Education, encompassing their origins, allocation, and modes of oversight. By examining the Fundeb (Fund for Maintenance and Development of Basic Education and Valorization of Education Professionals), this research sheds light on Brazil's investments in Education and their distribution across different Brazilian regions. This, in turn, offers insights into their impact on Brazilian educational performance in assessments like PISA (Programme for International Student Assessment). PISA serves as a tool for conducting international comparisons of education every three years, overseen by the Organization for Economic Cooperation and Development (OECD). The research directs its attention to investments in Education in Brazil, making a comparison with the countries that invest the most in education in the OECD. From this analysis, it is possible to identify the correlation between the amount invested and the deficiencies present in the Brazilian educational system. The research employed descriptive and exploratory strategies, while the method was classified as qualitative-quantitative. It entailed the integration of bibliographic and documentary research, with a primary focus on the analysis of national educational policies.

Com a expansão das relações internacionais, os sistemas educacionais necessitam estar atualizados para os novos desafios, oferecendo conhecimentos, competências e habilidades para um mundo cada vez mais globalizado. É nesse contexto que a aplicação dos conceitos sobre a internacionalização da educação no ensino médio e o desenvolvimento de disciplinas com capacidade de integrar os saberes além de uma região tornam-se fundamentais para o crescimento social. Esta dissertação tem como objetivo analisar os desafios da gestão escolar diante das transformações culturais de um mundo globalizado e interconectado, com a implementação de um currículo internacionalizado no ensino médio, examinando a Base Nacional Comum Curricular e os marcos regulatórios nacionais; identificando as principais potencialidades e dificuldades (materiais, tecnológicas e estruturais) que os professores terão para o uso das metodologias voltadas à internacionalização do ensino; evidenciando os conceitos sobre a internacionalização da educação básica para que se possa compreender a melhor forma de gestão de processos de ensino e aprendizagem; buscando ações administrativas e elaborando estratégias de gestão para a formação continuada eficientes voltadas à implementação de disciplinas e atividades de acordo com os parâmetros nacionais para a Internacionalização da Educação Básica no Brasil. Utilizou-se a metodologia da Pesquisa Participante onde, ao final de três encontros presenciais em que foram debatidos alguns marcos regulatórios da educação no Brasil, conceitos da Internacionalização e sugestões de soluções e ações práticas para a gestão, foi aplicada uma entrevista com o objetivo de obter respostas quantitativas e qualitativas.tendo como finalidade compreender o entendimento de alguns educadores vinculados ao ensino médio de uma escola privada acerca dos conceitos e da importância de se desenvolver um ensino com base em parâmetros da internacionalização. Os resultados encontrados subsidiaram as, With the expansion of international relations, educational systems need to be updated to new challenges, offering knowledge, skills and abilities for an increasingly globalized world. It is in this context that the application of concepts about the internationalization of education in secondary education and the development of subjects with the capacity to integrate knowledge beyond a region become fundamental for social growth. This dissertation aims to analyze the challenges of school management in the face of cultural transformations in a globalized and interconnected world, with the implementation of an internationalized curriculum in secondary education, examining the National Common Curricular Base and national regulatory frameworks; identifying the main potentialities and difficulties (material, technological and structural) that teachers will have when using methodologies aimed at the internationalization of teaching; highlighting the concepts about the internationalization of basic education so that one can understand the best way to manage teaching and learning processes; seeking administrative actions and developing management strategies for efficient continuing education aimed at implementing disciplines and activities in accordance with national parameters for the Internationalization of Basic Education in Brazil. The Participant Research methodology was used where, at the end of three meetings in which some regulatory frameworks for Brazilian education, Internationalization concepts and suggestions for solutions and practical actions for educational management were discussed; an interview was carried out with the aim of obtaining quantitative and qualitative responses.with the aim of understanding the understanding of some educators linked to secondary education at a private school regarding the concepts and importance of developing teaching based on internationalization parameters. The results found supported reflections to think about how to implemen

The year 2020 was marked by the beginning of the intense journey against Covid-19, which brought strong impacts to Brazilian education. In view of this, the educational system began to adapt to the “new normal” and, with this, problems arose in adapting to virtual education, especially in the scope of School Inclusion (SI) of the deaf public, since social distancing requires significant attention in the use of aspects of communication and online technologies. These difficulties were more prominent, especially in the discipline of Chemistry, which is not detached from experimentation. Thus, the research demonstrates the need for better approaches to SI in Emergency Remote Education (ERE), especially in Chemistry contextualized to Environmental Education (EE). This work aims to adopt Active Methodologies (AM) and it is justified in offering activities aimed at the interassociations between Chemistry and EE, through the Case Study (CS) method. These actions addressed the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG) on drinking water and sanitation. The development of the work occurred remotely in an inclusive class. The results of the research demonstrated the importance of using inclusive methodologies that favor the construction of effective knowledge and enable the exchange of knowledge in a bilingual and accessible environment. Thus, the adaptation or development of new didactic methodologies can change the reality of Brazilian education.

The year 2020 was marked by the beginning of the intense journey against Covid-19, which brought strong impacts to Brazilian education. In view of this, the educational system began to adapt to the “new normal” and, with this, problems arose in adapting to virtual education, especially in the scope of School Inclusion (SI) of the deaf public, since social distancing requires significant attention in the use of aspects of communication and online technologies. These difficulties were more prominent, especially in the discipline of Chemistry, which is not detached from experimentation. Thus, the research demonstrates the need for better approaches to SI in Emergency Remote Education (ERE), especially in Chemistry contextualized to Environmental Education (EE). This work aims to adopt Active Methodologies (AM) and it is justified in offering activities aimed at the interassociations between Chemistry and EE, through the Case Study (CS) method. These actions addressed the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG) on drinking water and sanitation. The development of the work occurred remotely in an inclusive class. The results of the research demonstrated the importance of using inclusive methodologies that favor the construction of effective knowledge and enable the exchange of knowledge in a bilingual and accessible environment. Thus, the adaptation or development of new didactic methodologies can change the reality of Brazilian education.

This article aims to address the concept of Afrocentric education, from the theory of Afrocentricity, disseminated mainly by the Afro-American educator and intellectual Molefi Asante, inserting some of its principles in the context of Latin American decolonial pedagogy, with special attention to the Brazilian educational context. The result of the approach points to the need to employ Afro-centered education and the Afro-centered curriculum as instruments for the realization of an authentic decolonial pedagogy. Keywords: Afro-centered education. Afrocentricity. Molefi Asante. Decolonial pedagogy. Brazilian education., Este artigo tem como objetivo abordar o conceito de educação afrocentrada, a partir da teoria da afrocentricidade, divulgada principalmente pelo educador e intelectual afro-americano Molefi Asante, inserindo alguns de seus princípios no contexto da pedagogia decolonial latino-americana, com especial atenção para o contexto educacional brasileiro. O resultado da abordagem aponta para a necessidade de empregar a educação afrocentrada e o currículo afrocentrado como instrumentos para a efetivação de uma autêntica pedagogia decolonial Palavras-chave: Educação afrocentrada. Afrocentricidade. Molefi Asante. Pedagogia decolonial. Educação brasileira., Este artículo tiene como objetivo abordar el concepto de educación afrocentrada, a partir de la teoría del afrocentrismo, divulgada principalmente por el educador e intelectual afroamericano Molefi Asante, insertando algunos de sus principios en el contexto de la pedagogía decolonial latinoamericana, con especial atención al contexto educativo brasileño. El resultado del abordaje apunta a la necesidad de emplear la educación afrocentrada y el currículo afrocentrado como instrumentos para la efectivización de una auténtica pedagogía decolonial. Palabras clave: Educación afrocentrada. Afrocentrismo. Molefi Asante. Pedagogía decolonial. Educación brasileña.

The year 2020 was marked by the beginning of the intense journey against Covid-19, which brought strong impacts to Brazilian education. In view of this, the educational system began to adapt to the “new normal” and, with this, problems arose in adapting to virtual education, especially in the scope of School Inclusion (SI) of the deaf public, since social distancing requires significant attention in the use of aspects of communication and online technologies. These difficulties were more prominent, especially in the discipline of Chemistry, which is not detached from experimentation. Thus, the research demonstrates the need for better approaches to SI in Emergency Remote Education (ERE), especially in Chemistry contextualized to Environmental Education (EE). This work aims to adopt Active Methodologies (AM) and it is justified in offering activities aimed at the interassociations between Chemistry and EE, through the Case Study (CS) method. These actions addressed the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG) on drinking water and sanitation. The development of the work occurred remotely in an inclusive class. The results of the research demonstrated the importance of using inclusive methodologies that favor the construction of effective knowledge and enable the exchange of knowledge in a bilingual and accessible environment. Thus, the adaptation or development of new didactic methodologies can change the reality of Brazilian education.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.

Discussions around the School without a Party movement (Escola sem Partido) have intensified the struggles for Brazilian education in recent years. Given the importance of this debate, we would like to explore in this article a small part of a research developed in the Master’s Degree, but with a focus on other aspects. Thus, we seek to describe statements present in a given discursive formation produced by the movement. To that end, we used the theoretical and methodological tools offered by the French philosopher and historian Michel Foucault. The results point to the existence of statements that revitalize neoliberal and conservative ideas in the field of Brazilian education., As discussões em torno do movimento Escola sem Partido vêm acirrando as lutas pela educação brasileira nos últimos anos. Dada a importância desse debate, gostaríamos de explorar, neste artigo, uma pequena parte de uma pesquisa desenvolvida no Mestrado, mas com foco em outros aspectos. Assim, buscamos descrever enunciados presentes em uma determinada formação discursiva produzida pelo movimento. Para tal, fizemos uso das ferramentas teórico-metodológicas oferecidas pelo filósofo e historiador francês Michel Foucault. Os resultados apontam para a existência de enunciados que reatualizam ideias neoliberais e conservadoras no campo da educação brasileira., Las discusiones en torno al movimiento Escuela Sin Partido han intensificado las luchas por la educación brasileña en los últimos años. Dada la importancia de este debate, nos gustaría explorar en este artículo una pequeña parte de una investigación desarrollada en el Máster, pero con foco en otros aspectos. Así, buscamos describir enunciados presentes en una determinada formación discursiva producida por el movimiento. Para ello, se utilizaron las herramientas teóricas y metodológicas ofrecidas por el filósofo e historiador francés Michel Foucault. Los resultados apuntan a la existencia de enunciados que revitalizan las ideas neoliberales y conservadoras en el campo de la educación brasileña.

This paper tries to make an appraisal of the historical research in brazilian education accomplished in São Paulo state, Brazil, during the decade before the graduate courses were started. It emphasizes that the educational history researches carried out in this period constitute an important contribution to historiography of brazilian education., O presente texto analisa a produção historiográfica da educação brasileira no Estado de São Paulo, na década anterior à instalação dos cursos de pós-graduação, procurando evidenciar que tal período deu início a uma tradição de pesquisa no âmbito da história da educação brasileira e apresentou contribuição relevante, por ter produzido obras que, ainda hoje, constituem-se em referências obrigatórias.

This paper tries to make an appraisal of the historical research in brazilian education accomplished in São Paulo state, Brazil, during the decade before the graduate courses were started. It emphasizes that the educational history researches carried out in this period constitute an important contribution to historiography of brazilian education., O presente texto analisa a produção historiográfica da educação brasileira no Estado de São Paulo, na década anterior à instalação dos cursos de pós-graduação, procurando evidenciar que tal período deu início a uma tradição de pesquisa no âmbito da história da educação brasileira e apresentou contribuição relevante, por ter produzido obras que, ainda hoje, constituem-se em referências obrigatórias.

In this article, the main objective is to analyze the role of Religious Education in the face of the growth of religious intolerance. Being a predominantly Christian country, and knowing that teachers can impose their own points of view in the classroom, the research question asks: how can we prevent this from resulting in proselytizing Religious Education? As a hypothesis, this article argues that the solution lies in better training of Religious Education teachers, who should be based on the Sciences of Religion, ensuring non-confessional teaching. Among the justifications, there is the need to adapt Elementary Education, putting it at the service of a democratic society, free from prejudice and accepting diversity. Therefore, it is essential to ensure that Religious Education remains free from proselytism, integrating itself into the fight against religious intolerance—especially concerning African-based religions. Regarding the methodological procedures, bibliographic and documentary research is highlighted, through which the main concepts and prevailing philosophical principles guiding Brazilian education were sought, as well as legal instruments that assist in combating religious intolerance in Brazil.

In this article, the main objective is to analyze the role of Religious Education in the face of the growth of religious intolerance. Being a predominantly Christian country, and knowing that teachers can impose their own points of view in the classroom, the research question asks: how can we prevent this from resulting in proselytizing Religious Education? As a hypothesis, this article argues that the solution lies in better training of Religious Education teachers, who should be based on the Sciences of Religion, ensuring non-confessional teaching. Among the justifications, there is the need to adapt Elementary Education, putting it at the service of a democratic society, free from prejudice and accepting diversity. Therefore, it is essential to ensure that Religious Education remains free from proselytism, integrating itself into the fight against religious intolerance—especially concerning African-based religions. Regarding the methodological procedures, bibliographic and documentary research is highlighted, through which the main concepts and prevailing philosophical principles guiding Brazilian education were sought, as well as legal instruments that assist in combating religious intolerance in Brazil.

In this article, the main objective is to analyze the role of Religious Education in the face of the growth of religious intolerance. Being a predominantly Christian country, and knowing that teachers can impose their own points of view in the classroom, the research question asks: how can we prevent this from resulting in proselytizing Religious Education? As a hypothesis, this article argues that the solution lies in better training of Religious Education teachers, who should be based on the Sciences of Religion, ensuring non-confessional teaching. Among the justifications, there is the need to adapt Elementary Education, putting it at the service of a democratic society, free from prejudice and accepting diversity. Therefore, it is essential to ensure that Religious Education remains free from proselytism, integrating itself into the fight against religious intolerance—especially concerning African-based religions. Regarding the methodological procedures, bibliographic and documentary research is highlighted, through which the main concepts and prevailing philosophical principles guiding Brazilian education were sought, as well as legal instruments that assist in combating religious intolerance in Brazil.

In this article, the main objective is to analyze the role of Religious Education in the face of the growth of religious intolerance. Being a predominantly Christian country, and knowing that teachers can impose their own points of view in the classroom, the research question asks: how can we prevent this from resulting in proselytizing Religious Education? As a hypothesis, this article argues that the solution lies in better training of Religious Education teachers, who should be based on the Sciences of Religion, ensuring non-confessional teaching. Among the justifications, there is the need to adapt Elementary Education, putting it at the service of a democratic society, free from prejudice and accepting diversity. Therefore, it is essential to ensure that Religious Education remains free from proselytism, integrating itself into the fight against religious intolerance—especially concerning African-based religions. Regarding the methodological procedures, bibliographic and documentary research is highlighted, through which the main concepts and prevailing philosophical principles guiding Brazilian education were sought, as well as legal instruments that assist in combating religious intolerance in Brazil.

In this article, the main objective is to analyze the role of Religious Education in the face of the growth of religious intolerance. Being a predominantly Christian country, and knowing that teachers can impose their own points of view in the classroom, the research question asks: how can we prevent this from resulting in proselytizing Religious Education? As a hypothesis, this article argues that the solution lies in better training of Religious Education teachers, who should be based on the Sciences of Religion, ensuring non-confessional teaching. Among the justifications, there is the need to adapt Elementary Education, putting it at the service of a democratic society, free from prejudice and accepting diversity. Therefore, it is essential to ensure that Religious Education remains free from proselytism, integrating itself into the fight against religious intolerance—especially concerning African-based religions. Regarding the methodological procedures, bibliographic and documentary research is highlighted, through which the main concepts and prevailing philosophical principles guiding Brazilian education were sought, as well as legal instruments that assist in combating religious intolerance in Brazil.