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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to analyze catholic schooling practices and their uses in the life of Elfrida Lobo, between the end of the 1910s and the mid-1960s, using the ego document Retalhos de Uma Vida as a source. In the first part, the schooling practices experienced by Elfrida Lobo and provided to her by Colégio São José are investigated, bricolated with practices of catholic spirituality, but also transformed into educational practices in the daily education destined for Elfrida and her colleagues by the Sisters of Chambery. In the second part, the uses that Elfrida makes, in her adult life, of this repertoire of knowledge in the face of the facts that condition her life to maturity are studied: financial difficulties, widowhood, small children, the Christian faith, the desire for independence and a great inclination for the study of foreign languages. The conclusions point out that the teaching received at Colégio São José worked in many ways, although its purposes have been extrapolated to the intellectual expansion and financial and social independence of Elfrida Lobo through her training and professional performance. From the education received at the Catholic College and extended throughout her life, she made her own use. [ABSTRACT FROM AUTHOR]

This article analyzed the processes of stigmatization, labeling and deviation in the school context, taking as a heuristic object the novel Nossa Senhora do Nilo, by the Rwandan writer Scholastique Mukasonga (2017). Articulating testimony and fictional elaboration, the writer exposed the marks of colonialism in the face of cultural, social and religious relations by illustrating the daily life of a Catholic school exclusively for girls (daughters of the Hutu political and economic elite of Rwanda, for the most part) amid the conflict between Tutsis and Hutus that resulted in a civil war (1990-1994) and later in the Rwandan genocide (1994). The article is divided into three sections. In the first, we deal with how the author elaborates on the work of memory in her literary. In the second, we discuss the concepts of stigmatization, labeling and deviance in the light of classic works, as well as more recent studies on the subject. In the third section, we analyze the chapter "O nariz da virgem", from Nossa Senhora do Nilo, linking it to the phenomenon of stigmatization and labeling that, in that context, contributed to Tutsi students being persecuted and killed in high school, with their consent either silent or declared by the professors and directors of the institution. In the final considerations, we reflect on the fruitfulness of studies that analytically combine the fields of Sociology and Literature. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Educação & Formação is the property of Revista Educacao & Formacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The trajectory of school subjects is impregnated by diversities of rituals, these have progressively undergone changes in meanings and moments of accomplishment, however they have preserved riches of symbolism, profusion of meanings and production of material and immaterial goods, being able to evoke varieties of feelings and revolving memories. Among the school graduation rituals, it stands out, although it has undergone modifications, in contemporary times, connections with the meanings and symbolisms inherited from the solemnities of previous centuries, especially in the 20th century. Study of graduation boards, especially, those existing in Brazilian Catholic schools, learn, in addition to the school culture and the memories inscribed by students in these documents, the configuration of the socio-cultural and historical, and to identify the social configuration in which the schools intertwined. We analyzed 26 graduation pictures produced between the 1930s and 1970s, to celebrate the graduation in different courses in two Brazilian Catholic confessional schools dedicated exclusively to female schooling. To understand these historical sources, a reference of Cultural History was used. [ABSTRACT FROM AUTHOR]

This article stems from the program “History and Conceptions of Religious Education”, conducted by the Education and Religion Research Group (IPFER). The research developed and presented here had as a reference a qualitative approach and the bibliographical and documentary method of information identification was used to recognize the importance of the advertisement in the educational dynamics of the Catholic School. In this aspect we show the characteristic of the announcement with the look of Jesus Christ that makes no distinction, for we are all brothers in Christ, therefore looking, loving and acting like Jesus, the announcement will reach its goal. “The joy of the Gospel always contains the dynamics of the exodus and of the gift, of going out of oneself, of walking and of sowing ever again, of sowing ever further” (EG 21). Within the movement of leaving oneself they establish themselves connections with the culture of mankind and in it are inserted dialogical attitudes, for the advertisement carries within itself the ability to interact with society by welcoming cultural diversity and assuming the mediation of the journey towards the edification of the Kingdom of God. The proclamation of the Gospel requires embodying itself in the culture proper to each space where one wants to evangelize and a space specially prepared for the announcement to take place is the Catholic School, since it meets special conditions by having an audience in search of knowledge as a way of living the truths of science and faith. [ABSTRACT FROM AUTHOR]

This article aims to address school culture in experimental secondary classes of female catholic school Nossa Senhora de Sion from São Paulo city, between 1959 and 1961, by the memories of Sister Maria de Sion, classes cordinator. Aspects of such school culture are understood to be appropriations of Pedagogia Personalizada e Comunitária (PPC) from Pierre Faure. We investigate in which way the cultural goods avaliable were resignified and appropriated to form a new school practice. Studying the renovation of space and time and the personalized work as aspects of a new school culture, we understand that the PPC was appropriated and ressignified by the stundants and the teachers. The PPC moves the experimental secondary classes of the 50's and 60's in Brazilian Catholic colleges. We found that, according to the memories of Sister Maria Luiza de Sion, the traditional methods of teaching were gradually replaced by personalized work. [ABSTRACT FROM AUTHOR]

The article discusses the conservative and religious origins of social work and the agency of Catholic women in the organization of social action and schools of domestic and family education. The first part of the article discusses the relations between Catholicism and feminine engagement in social action. In the second part, the focus switches to religious women of the Society of the Daughters of the Heart of Mary and Stella de Faro, leader of the Ação Católica Brasileira (Brazilian Catholic Action), in the creation of Rio de Janeiro's first Catholic school of social work, Instituto Social. [ABSTRACT FROM AUTHOR]

Copyright of Educação em Revista is the property of Educacao em Revista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to understand the role of catholic education in brazilian society it is important to look at poor children's teaching In the Church. The concept of charity must be expanded from the tomist principle of distributive Justice to the education and teaching concepts. The schooling for the poor is based on the Church documents and linked, or not, to catholic hierarchy practices. There were parochial schools runned by Lay Brotherhoods, asylums, orphanages, masculine and feminine religious orders, besides the participation of the poor in private schools. This article was based on the newspapers from 1870 to 1920 decades and the available literature. In the historical temporality perspective of Paul RIcoeur Is sought to relate the catholic "tradition" and the introduction of schooling to the deprived of livelihoods in the absence of the Rio de Janeiro State. [ABSTRACT FROM AUTHOR]

The present study is part of research conducted in a Master's program in the field of Management of Learning Organizations at the Universidade Federal da Paraíba (the Paraíba State Federal University). The objective of the study is to analyze school effectiveness within the context of management practices in catholic schools in the state of Paraíba, as school management has an influence on results reached by these institutions in a contemporary educational setting. The methodology adopted included a quali quantitative approach applied through exploratory and descriptive research and documental analysis procedures. Data obtained will be used to evaluate the effectiveness of management practices in catholic schools taking five factors into consideration: sense of community, organizational environment, management and leadership, emphasis on pedagogy and organizational learning. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)