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This article aims to discuss the actions of the Inforcampo Extension Project, an annual edition newsletter, elaborated through a partnership between students and professors of the Undergraduate Course in Rural Education of the Federal University of Piauí (UFPI), Campus of Teresina, aiming of expanding and socializing knowledge about the place of Field Education in public policies, Brazilian legislation and school and community educational practices, opportunistizing academics experiences that articulate reading, discussion, research and written production. The research was based on the following guide questions: how does the process of production and socialization of knowledge about Field Education develop in the scope of Inforcampo? How does the proposal of this newsletter dialogue with the propositions of the Political Pedagogical Project of the LEdoC? In order to answer them, a qualitative critical research was developed, through documentary analysis of the five editions of Inforcampo. The results indicate that, through their production, undergraduates have the opportunity to identify and problematize the impact of these policies and methodologies on school routine sand the identities of school actors, as well as establish links between social, political, economic and educational organization in the municipalities where they live. It is concluded that Inforcampo is an important means of communication, dissemination and production of knowledge and pedagogical instrument that enables the interdisciplinary work of contents contained in the curricular components: Theoretical and Methodological Foundations of Rural Education Legislation, Organization of Brazilian Education and Public Policies of Rural Education.

A comunicação pretende analisar as primeiras iniciativas de elaboração de uma história da educação brasileira, apresentando várias publicações. As principais fontes utilizadas neste estudo foram divulgadas durante as Exposições Nacionais e Internacionais realizadas no final do século XIX e início do século XX. O marco inicial, no ano de 1881, refere-se à realização da Exposição de História do Brasil, ocorrida no Rio de Janeiro, e a data de 1922, à Exposição do Centenário da Independência do Brasil, ocorrida também naquela cidade. A cada exposição, anunciava-se o trilhar da nação rumo ao progresso, amparada pela ciência, pela indústria e pela técnica. Impulsionava-se a elaboração de nossa história, da história de cada um dos setores e das instituições que representariam os pilares da civilização "moderna", entre elas a história da educação brasileira. Anunciava-se uma "evolução" a ser alcançada em um futuro mais ou menos distante. A análise irá mostrar ainda que o privilégio ao uso de fontes oriundas da legislação, dos relatórios elaborados por representantes do executivo, ou dos debates parlamentares e anuários estatísticos, assim como a eleição de certos temas recorrentes em nossa historiografia educacional, têm suas raízes no material estudado.The article intends to analize the beginning of the history of the Brazilian education, presenting several publications. The sources of this study were disclosed during the national and international expositions in the late 19th and early 20th centuries. The initial landmark in 1881 refers to the Exposition of History of Brazil, in Rio de Janeiro, and the end in 1922 refers to the International Exhibit which celebrated the centennary of the Independance, also in Rio. For each exhibit, the nation was proclaimed in the wake of progress, guided by science, industry and technology. The history of every sector and institution which were seen as the foundation of the "modern" civilization were boosted, including the history of the Brazilian education. Our "evolution" was announced for a near future. The analysis will show that the privilege assigned to sources coming from the educational legislation, governamental repports, or parliament debates, and the election of recurrent themes in our educational historiography has its roots in these publications.

The text discusses Brazilian education, based on Jair Bolsonaro's Government Plan Proposal, in correlation with the three main agendas of the first year of his presidential term: ideological indoctrination, literacy, and discipline. The freedom category, presented in the Proposal as the most precious asset of human beings, is considered in the study. The documentary analysis is mainly based on the dialogue with Fernandes (1981) and Todorov (2012). It concludes that there is an ultraconservative educational project in progress, that does not consider education as a right.

The aim of this essay is to present the dynamics and results achieved through the youth and adults schooling project – final years of elementary school (phase II) –in areas of agrarian reform of the State of Parana. We sought to describe the essence of the project in order to highlight the importance of educational actions focused on attending to latent social demands in the history of Brazilian education. As a methodology, we used documentary analysis, based on the scope of the project and the relevant legislations, with the specialized bibliography to reach the presentation of the results obtained with the development of the course. As a result, we have the remarkable presence of the difficulties of the EJA modality, in addition to the reality of rural communities, mainly linked to social movements, but in the contradictory process, the demand for education is highlighted in the number of enrollments and evidenced in the relationship of seniors, revealing a reality still present in our country.

In this article, black feminism is analyzed as an anti-racist tool and a form of contribution to education. Specialized literature of black women and decolonial education was used as a bibliographic base, as well as scientific articles were consulted, selected by searching the Scielo and Google Scholar databases. The study is based on the protagonism and resistance of black women and a means of understanding the formation of black feminism, extracting from this understanding the relevance of the decolonity of knowledge. Thus, situations of black women stand out not only in their daily struggle movements, but mainly in the line of intellectuality, as well as their place of speech and what this movement can contribute to Brazilian education

O presente artigo traz a análise do papel da UNESCO frente ao processo de modernização da educação no Brasil e a interpretação de como suas recomendações nortearam as mudanças na política educativa para o meio rural em Sergipe nas décadas de 1940 e 1960. Para tanto foram utilizadas como fontes as “Recommandations 1934-1977”, documento da UNESCO publicado em 1979, os “Relatórios Manuscritos do Curso de Agricultura (1948)” do professor José Ribeiro Filho, os “Boletins de Inscrição de Clubes Agrícolas das escolas rurais de Sergipe (1949)” e “Relação de escolas rurais e da capital com Clubes Agrícolas em Funcionamento em Sergipe nos anos de 1948 a 1950”. Em termos de resultado o que fi cou evidenciado foi a supremacia norte-americana, sobretudo no que se refere às politicas de promoção do campo, e, com relação a educação não se pode negar a formação aligeirada dos professores e a pouca efi cácia desta formação. Palavras-chave: Brasil. Formação de professores rurais. Política educativa. Sergipe. Unesco. UNESCO recommendations and the Sergipe rural education (1940-1960) Abstract This article brings the analysis of UNESCO function in front of Brazilian education modernization process. Furthermore, the interpretation of how its recommendations had guided the educative politics changes for Sergipe’s countryside in the decades of 1940-1960. For this purpose had been in such a way used as sources the “Recommendations (1934-1977)”, a UNESCO document published in 1979; the professor Jose Ribeiro Filho “Course of Agriculture Manuscript Reports (1948)”; the “Application Forms of Sergipe’s Rural Schools Agricultural Clubs (1949)” and the “Rural Schools with active Agricultural Clubs in Sergipe during the years of 1948-1950”. In result terms it was evidenced the North American supremacy, especially concerning to the countryside promotion politics. Regarding to education it cannot deny the hasty professors’ qualifi cation and its low eff ectiveness. Keywords: Brazil. Educational policy. Rural teachers training. Sergipe. Unesco. Las recomendaciones de la UNESCO y la educación rural en Sergipe (1940-1960) Resumen El presente artículo lleva a cabo un análisis del papel de la UNESCO frente al proceso de modernización de la educación en Brasil y una interpretación de cómo sus recomendaciones guiaron los cambios en la política educativa para el medio rural en Sergipe en las décadas de 1940 a 1960. Al respecto, las fuentes utilizadas fueron las “Recommandations 1934-1977”, documento de la UNESCO publicado en 1979; los “Relatórios Manuscritos do Curso de Agricultura” (1948), del profesor José Ribeiro Filho; los “Boletins de Inscrição de Clubes Agrícolas das escolas rurais de Sergipe” (1949) y la “Relação de escolas rurais e da capital com Clubes Agrícolas em Funcionamento em Sergipe nos anos de 1948 a 1950”. Lo que el resultado puso en evidencia fue la supremacía norteamericana, sobre todo en lo concerniente a las políticas de promoción del campo; y, respecto de la educación, no es posible negar la superficial formación de los profesores y la escasa eficacia de la misma. Palabras clave: Brasil. Formación de docentes rurales. Política educativa. Sergipe. Unesco.

This paper originates from a reflection on the term competence (and skill), concepts widely discussed in Brazilian education policies until the homologation and publication process, on December 14th, 2018, of the National Common Curricular Base (Base Nacional Comum Curricular - BNCC). The objective was to understand that, in the process of elaborating and implementing the BNCC, the concepts of competence and skill revealed a principle of awareness. Therefore, the research problem aimed to ponder about the definition of awareness that gave theoretical support to the elaboration of the BNCC. When assuming a qualitative approach, it was a study whose methodological procedures were based on bibliographic research. Based on the results, subsidies of different proposals of awareness in thinking were identified from Edmund Husserl to Paulo Freire, which could contribute to the epistemological bases of the BNCC. It is concluded that, when there is no deep and democratic discussion on education policies, the worst of humanity is preserved: conservatism and obscurantism expressed in the concept of awareness as competence in the BNCC.

This paper aims to analyze public-private partnership (PPP) historical trajectory in Brazil, the process of regulation and consolidation of PPPs in a Brazilian political scene, as well as how such partnerships are part of the context of Basic Education in said country. The analysis departs from a historical study on PPPs, going through a discussion about the reconfiguration of the State role from 90’s onwards. Results reveal that these partnerships have occurred in Brazil since D. Pedro II’s management, based on premises of improving public services; also that the discourse has become more sophisticated over time, due to such discourses being employed in the same way to solve old issues of public responsibility, as it is with education. Furthermore, through PPPs, activities carried out in Basic Education have been planned, done and assessed by the private sector, which proposes as its own attributes aspects as efficacy, efficiency and ability to improve both the condition and indices of Brazilian education, although it also changes the meaning of an education for a fully realized citizenship to that of a collective work towards high indicators.

In the present study, based on a bibliographic analysis centered on the Marxist framework, we seek as a general objective to understand the functionality of formal education orchestrated by the capitalist mode of production. Specifically, we analyze the State's role in criminalizing and repressing the struggles that have taken place in education in the last decade, as well as addressing the prohibitionism behind the actions of the organization "school without a party" that is aligned with the ultra-conservatism present in the government's proposals extreme right wing in Brazil. Finally, we present some suggestive ideas on what to do to face the obscurantism that has recently spread in Brazilian education and in the main body responsible for the application of institutionalized educational policy, the Ministry of Education – MEC.

This article proposes a dialogue between the specificities of Teacher Education, from the perspective of PARFOR, and the proposal, encamped by the federal government, the regulation of Home Education. It seeks to understand the relationships between the government and its impacts on the macro and micro space of Brazilian Education. Its guiding thread is the texts presented at the coordinated thematic table of JOINPP 2019 - What education do we need ?, which problematized the dismantling of educational policies marked by the delegitimization of workers' historical achievements, loss of rights and deconstruction of public education. This text articulates the reflections on PARFOR, as a national policy of teacher training, its formative correlations for the action/trajectory of women-teachers, their school literacy practices and the neoliberal project of privatization and defunding of public education.

Resumen: Este trabajo presentará una breve reflexión sobre la trayectoria de los Derechos Humanos en Brasil, particularmente en lo que se refiere al derecho a la Educación y analizará el Proyecto de Ley Escuela sin Partido (PLS 193/2016) que pretende incluir en la Ley de Directrices y Bases de la Educación Brasileña (1996) el dicho proyecto. Abstract: This paper will present a brief reflection on the trajectory of Human Rights in Brazil, particularly as it relates to the right to Education and will analyze the School Law Project without Party (PLS 193/2016) that it intends to include in the Law of Guidelines and Bases of the Brazilian Education (1996) the said project.

Este artigo se constitui em um diagnóstico da educação brasileira na década (2004-2014), a partir de informações disponíveis em bancos de dados do Instituto Brasileiro de Geografia e Estatística, levantadas pela Pesquisa Nacional por Amostra de Domicílios, especificamente a partir da análise de dados da área educacional. Apresenta políticase programas educacionais promovidos durante os períodos de gestão presidencial de Lula (2003-2010) e Dilma (2011-2016). A metodologia se baseou em uma pesquisa em fontes secundárias com tratamento estatístico dos dados, bem como suas análises foram desenvolvidas à luz de referenciais teóricos inspirados no Pensamento Social Contemporâneo. Os principais resultados do estudo apontam para um crescimento no acesso à educação para estudantes declarados como pretos ou pardos, assim como na redução das diferenças no acesso à educação entre famílias menos favorecidas economicamente. Contudo, ainda revelama persistência das desigualdades brasileiras, conservando e reproduzindo processos socialmente excludentes para grande parte da população. THE BRAZILIAN INEQUALITY REVEALED BY THE RESULT OF EDUCATIONAL INDICATORS Abstract: This article is a diagnosis of Brazilian education in decade (2004-2014), from information available in databases of the Brazilian Institute of Geography and Statistics, raised by the National survey by sample of households, specifically from the data analysis from educational area. Present educational policies and programs promoted during the periods of presidential management Lula (2003-2010) and Dilma (2011-2016). The methodology was based on a research in secondary sources with data statistical treatment, as well as their analyses were developed in light of theoretical references inspired by contemporary social thought. The main results of the study point to a growth in access to education for students declared as black or brown, as well as reducing differences in access to education among economically disadvantaged families. However, they still reveal the persistence of Brazilian inequalities, preserving and reproducing socially excluding processes for a large part of population. Keywords: Education. Educational inequalities. Access. Permanence. LA DESIGUALDADE BRASILEÑA REVELADA POR EL RESULTADO DE INDICADORES EDUCACIONALES Resumen: Este artículo se constituye en un diagnóstico de la educación brasileña en la década (2004-2014), a partir de informaciones disponibles en bancos de datos del Instituto Brasileño de Geografía y Estadística, levantadas por la Encuesta Nacional por Muestra de Domicilios, específicamente a partir del análisis de datos del área educativa. Presenta políticas y programas educativos promovidos durante los períodos de gestión presidencial de Lula (2003-2010) y Dilma (2011-2016). La metodología se basó en una investigación en fuentes secundarias con tratamiento estadístico de los datos, así como sus análisis fueron desarrolladas a la luz de referenciales teóricos inspirados en el Pensamiento Social Contemporáneo. Los principales resultados del estudio apuntan a para un crecimiento en el acceso a la educación para estudiantes declarados como negros o pardos, así como en la reducción de las diferencias en el acceso a la educación entre familias menos favorecidas económicamente. Sin embargo, todavía revelan la persistencia de las desigualdades brasileñas, conservando y reproduciendo procesos socialmente excluyentes para gran parte de la población. Palabras-clave: Educación. Desigualdades Educacionales. Acceso. Permanencia.

This article evidences historically the inequalities and the actions of the civil society inscribed in the Brazilian education manifestos. Based on a theoretical study, bibliographical and documentary research, it aims to analyze how this Actor-Network understood and reacted to the Brazilian development process and its relations in the field of education. It points out that the writings served as a contribution to the understanding of the conjuncture of each historical time because they bring the scenario in which they entered, the struggles and the achievements. It reveals how these actors perceived or not the basis that structured education in Brazil, as well as the importance of the political instruments of public action. It also emphasizes how the historical movement of the basis of educational and social structure can contribute on reflect upon the current political time.

Given the challenges and even the setbacks that our country has faced over research, especially those in the field of Education, this article aims to place the importance of research for the expansion and understanding of Youth and Adult Education (EJA) as an area of knowledge. Therefore, there is evidence that the current policies of the Coordination of Improvement of Higher Education (CAPES) do not consider in their Table of Knowledge and Evaluation Area the EJA as an area of knowledge. Knowing this, we will defend the premise that the EJA, based on its research, has the purpose of providing to teaching, research and extension institutions a theoretical systematization of knowledge produced from categories, which can be classified as empirical, analytical and philosophical. It is concluded that the EJA is much more than a modality of Basic Education, it is an important field of research for Brazilian education, and, as such, it produces epistemologies.

Evaluation is intrinsic to the pedagogical process and it is related to the use of particular instruments, models and interpretations of the political and social impacts of Education in the Brazilian context. Teacher training is presented here as a focal point in achieving better learning outcomes among pupils. Understanding the importance of these themes in current discussions and based on related legal documents and studies, the article aims to discuss the demands, gaps and contributions of evaluation and assessment in the initial and continuing education of teachers in the context of Brazilian education. In order to accomplish this objective, a documental research of national and international legal frameworks was conducted . We identified the demands, disparities and lacunae in the educational assessment, first in the initial and then in the continuing education of teachers, as well as considering that the assessment can contribute to Education in several facets of the Brazilian reality.

The present paper aims at presenting a proposal for the teaching of Portuguese language based on literacy perspective. It is an action-research whose specific objective was the creation of a school newspaper as a strategy to promote the teaching of the Portuguese language. From this objective, the necessary discursive genres for the elaboration of the newspaper were studied. Therefore, this work is based on the official documents that govern Brazilian education; Literacy Studies, according to Street (2014), Kleiman (1995, 2000, 2005, 2006, 2010), Soares (2001). There is also the assumption of the socio-historical conception of language based on Bakhtin (2003), considering that social practices should guide the teaching of the mother language in the school context. As a result, it was possible to observe that thinking about teaching based on social practices contributes to the teaching-learning process since the production of the journal’s genres (BONINI, 2014), related to student and community issues, was meaningful at the time of production.

The licentiate degrees in Rural Education are a recent achievement in our society and have been arising from the protagonist of the peasant social movements and trade unions. They had their expansion marked by the announcement MEC/SESU/SETEC/SECADI n.º 02/2012, which enabled the creation of new training courses for rural educators in 42 Brazilian Education Institutions. Considering these licentiate degrees, we highlight the Licentiate in Rural Education of the Federal University of Viçosa (LICENA), which in its creation and institutionalization process had the involvement and participation of diverse social and union movements. Among them, the Agricultural Family Schools (EFAs) have become a partner in the construction of the training processes of the course, as much by the experience with the Pedagogy of Alternating, as by the necessity of the initial formation of its monitors. Aiming to understand LICENA's training processes, we analyzed the evaluations of the monitors on the contributions of the course to the pedagogical practices developed in the EFAs, by conducting interviews that were submitted to the Content Analysis method. The results indicate that LICENA has contributed to the formation of the monitors both through the appropriation of didactic-pedagogical knowledge and through the stimulation of interdisciplinary practices.

This article presents the national policy of Education as an object of study according to the human emancipation of the population of Lesbian, Gay, Bisexual, Transvestite, Transsexual and Transgender (LGBT). The central objective is to highlight the paths/dead ends to a national education policy focused on the human emancipation of this segment. A qualitative approach was used with descriptive, explanatory and exploratory research, leading to the decomposition of this research into three sections whose discussions surround the proposed objective. It was possible to verify that the process of dehumanization, rooted because of the logic of capital, nowadays reflects the non-nourishment of an emancipatory perspective in Brazilian education, since the pillars of such logic do not accept a transformation of objective and concrete reality.

This text aims to analyze the textbooks History of Brazil for high school in Vargas Era (1930-1945) with emphasis on the relationship between authors, teachings and curricula in the perspective of Brazilian education history. For both we selected three textbooks of two authors. We found some peculiarities about the textbooks in this period: the «new method» stands as didactic and pedagogical content, some approaches in the textbook precede to the curricula, and the presence of President Getúlio Vargas speeches reinforce the value of the «October Revolution of 1930» in these textbooks. This allows us to conclude, in line with Choppin (1992), the textbook as an educational instrument inscribed on a long tradition, is inseparable from teaching conditions of his time.

This article is devoted to providing an extensive overview of the reception of Michel Foucault’s ideas in the Brazilian educational research, through the results of an investigation on the academic production based on Foucault in 52 educational journals, from 1990 to 2014. Relying on a strategy of addressing to the documents able to renounce judging the uses of the thinker’s ideas, 401 articles suggesting an appropriation of Foucault’s theorization as a working mode were selected and, then, analyzed together. At the end of the article, some reflections about current limits and future possibilities of Foucauldian studies in Brazilian education are presented.

This study aimed to understand what scholars think about the offer and relevance of the Brazilian Education and Public Policy Organization for the process of teacher education of undergraduate students of a federal public higher education institution. The study also sought to understand the level of student interest in political issues and their involvement and experience in school life in collective decision-making spaces. From the faculties of Portuguese/ French, Portuguese/English, Portuguese/Literature, Mathematics, Physics, Physical Education, Pedagogy and Chemistry; and students of the Bachelor’s Degree in History, 52 students participate.

The National Student Performance Exam (ENADE) is the main component of the National Higher Education Evaluation System (SINAES) that deals with the Brazilian Higher Education Degrees. This article deals with 120 (one hundred and twenty) objectives and discursive items from four ENADE editions for Teaching Physics Degree, applied in 2005, 2008, 2011 and 2014. We search for the Exam complexity throughout cognitive aspects mobilized to solve each item, according to the Bloom Taxonomy Revised (BTR). The BTR proposes a two-dimensional matrix classification that crosses a knowledge dimension, which means, “what” students must know in order to answer the questions, with the cognitive process involved in the task, reflecting “how” the problem was solved. According the BTR theory, the knowledge has been understood in the dimensions: effective, conceptual, procedure and metacognitive, which deals, respectively with basics terminology knowledge, concepts knowledge, procedure methodology knowledge and reflexive/analytical knowledge. The cognitive process described in verbs at the BTR presents the student´s skills in the resolutions ranked as: to remember, to understand, to apply, to analyze, to evaluate and to create. To classify discursive items, pattern answers were used, and to classify multiple choice items, our resolutions of the questions were used. The items were located at the two-dimensional BTR matrix, which gives us an Exam complexity overview. We observe that only 17 (14%) items are in the effective knowledge domain, while 103 (86%) items require the conceptual and procedure knowledge domain, which demands higher complexity. We consider these results compatible with the ENADE role as a Higher Brazilian Education quality referential. We intend to update Physics professors throughout Physics Teaching Examination in order to increase their commitment to the Higher Education Evaluation. We also believe that understanding the examination could help them to reconsider ENADE cognition aspects, based on the BTR perspective, incorporating new assumptions in their praxis.

For decades Brazil has consistently presented poor educational outcomes compared to its Latin American neighbors. The literature suggests that elite-biased policies might be a cause of this lag. This article presents further evidence that educational policies pursued by Brazilian federal governments were elite biased in the period 1930–1964. Although primary schooling was the responsibility of state governments, a significant amount of tax revenues were in the hands of the federal government. Therefore, federal policies were important determinants of educational outcomes at all school levels. Evidence collected in speeches and in educational finance data show that Brazilian education policies tended to give little importance to primary education. In particular, the article shows that under the governments of Getúlio Vargas and Juscelino Kubitschek, those most committed to the strategy of import substitution industrialization, education policies favored tertiary education for the elites at the expense of primary education for the masses. Resumo O Brasil tem apresentado, ao longo da história, resultados educacionais pífios em relação a seus vizinhos latino-americanos. A literatura sugere que uma possível causa do atraso educacional tenha sido o viés elitista das políticas educacionais. Este trabalho traz novas evidências de que as políticas educacionais conduzidas pelo governo federal foram elitistas no período 1930–1964. Embora o ensino primário fosse responsabilidade dos estados, grande parte das receitas tributárias estava sob o poder da União. Assim, as políticas educacionais federais eram importantes para determinar os resultados em todos os níveis de ensino. As evidências coletadas em discursos e em dados de financiamento educacional mostram que as políticas do período tenderam a dar pouca importância ao ensino primário. Em particular, há evidências de que os governos de Getúlio Vargas e Juscelino Kubitschek, os mais compromissados com a estratégia de industrialização por substituição de importações, privilegiaram o ensino superior, em detrimento do ensino primário para as massas.

Cabe ao Estado garantir o direito a uma educação pública com qualidade socialmente referenciada. A julgar pelos indicadores educacionais publicados a partir dos resultados do Índice de Desenvolvimento da Educação Básica (Ideb), esse direito, no que se refere ao acesso, à permanência e ao sucesso escolar dos alunos que frequentam as escolas públicas, não está sendo sufi cientemente garantido. Apontamos como causa desse fracasso escolar a inexistência de políticas públicas educacionais focadas na aprendizagem escolar. Vale lembrar que as escolas públicas que apresentam o Ideb para além da meta, não significam necessariamente qualidade da educação. Reconhecemos que as avaliações em larga escala têm a potencialidade de subsidiar as políticas em educação com vistas à melhoria dos indicadores de qualidade do ensino e da aprendizagem, sobretudo quando os resultados são problematizados e sistematizados pelos sistemas educacionais e pelas escolas. Compreendemos que a qualidade na educação pública implica a efetivação da aprendizagem, ou seja, que o aluno aprenda, seja aprovado tenha garantido um futuro promissor. No contexto de uma escola pública de orientação emancipadora, é preciso que algumas condições objetivas sejam satisfeitas, a saber: gestão escolar democrática, compromisso docente com a escola pública, razoabilidade da infraestrutura escolar, materiais pedagógicos adequados consolidação das mediações escolares de participação. Palavras-chave: Qualidade. Educação. Escola pública. Elements for a public education with social quality ABSTRACT It is the State’s responsibility to ensure the right of a public education with quality socially acknowledged. Judging by the educational indicators published as from The Brazilian Education Development Index (Ideb), this right, in relation to the access, the stay, and the school success of the students that attend the public schools, are not being suffi ciently guaranteed. We point as the cause of this school failure the lack of educational public policies focused in school learning. It is worth remembering that the public schools that present the Ideb above the target do not necessarily mean educational quality. We recognize that the evaluations of large scale have the potential of subsidizing the policies in education in order to the improvement of learning and teaching quality indicators, mainly when the results are questioned and systematized by the educational systems and the schools. We understand the quality in public education implies the learning realization, in other words, that the student learn, can be approved, and ensure a promising future. In the context of a public school with na emancipating orientation, it is necessary that some objective conditions must be satisfied, such as a democratic school management, teaching commitment with the public school, the reasonableness of the school infrastructure, appropriate teaching materials, and the consolidation of the educational mediations of the participation. Keywords: Quality. Education. Public School. Elementos para una educación pública con calidad social RESUMEN Puede el Estado garantizar el derecho a una educación pública con calidad socialmente valorada. A juzgar por los indicadores educacionales publicados a partir de los resultados del Índice de Desarrollo de la Educación Básica (IDEB), ese derecho, en lo que se refi ere al acceso, a la permanencia y al éxito escolar de los alumnos que frecuentan las escuelas públicas, no está siendo suficientemente garantizado. Apuntamos como causa de ese fracaso escolar a la inexistencia de políticas públicas educacionales enfocadas en el aprendizaje escolar. Es preciso recordar que las escuelas públicas que presentan el IDEB como meta, no significa necesariamente calidad de educación. Reconocemos que las evaluaciones a gran escala tienen la potencialidade de subsidiar las políticas de educación con vistas a el mejoramiento de los indicadores de calidad de la enseñanza y del aprendizaje, sobretodo cuando los resultados son planteados y sistematizados por los sistemas educacionales y por las escuelas. Comprendemos que la calidad de la educación pública implica la efectividad del aprendizaje, osea, que el alumno aprenda, sea aprobado y tenga garantizado un futuro prometedor. En el contexto de una escuela pública de orientación emancipadora, es preciso que algunas condiciones objetivas sean satisfechas, a saber: gestión escolar, infraestructura escolar, materiales pedagógicos adecuados, consolidación de las mediaciones escolares de participación. Palabras Clave: Calidad, Educación, Escuela Pública.

The study develops a theoretical analysis of the inclusive school, making a parallel with the education and human development. Provides a discussion on current and relevant issues, including the values and paradigms that have guided the Brazilian education intended for students, with emphasis on those that presenting special educational needs. Emphasizes the importance of coexistence and respect for diversity, showing the need for flexibility, adaptation and modification of the school environment to offer everyone opportunities and conditions for full development in an inclusive culture perspective.

During the last years of the Brazilian Empire and during the First Republic, the Brazilian education system was established as part of the modernization project. Right from the start there was evidence of the growing engagement of women employed as teachers. The Bahian teacher Leolinda Figueiredo Daltro was one of those teachers. Part of a “lower middle class” that was formed in Rio de Janeiro, the teacher had an extremely rich life, which she recorded in autobiographical writings, along with testimonies and ideas about politics and education. This article presents the life of Leolinda as a teacher, the economic challenges that she faced and her professional practice and ideas, higly influenced by the positivist philosophy. The trajectory of Leolinda enables an examination of life in Brazil and Rio de Janeiro between 1890 and 1930, mainly by mixing the modernizing project and attempt to introduce some order in the society by the state,it also includes the indigenous debate and claims of women who gave birth to the Brazilian feminist movement.

This text seeks to contribute to the debate about current challenges on interdisciplinary educational work, presenting a reflexive analysis of some practices developed within an interdisciplinary initial teacher education program. We start from the idea that in the Brazilian education exists a monoculture of knowledge which favors a fragmented and decontextualized way of organizing knowledge itself. This way of framing knowledge represents an obstacle to educators who have tried to adopt other pedagogies in all education levels. Therefore, we are confronted with the challenge of changing the Cartesian logic of the educative process, and a primary question that comes to our minds is: how can we put this change into practice? There is no single answer, nor a recipe for responding to this question. It is the scenario put before us who are professors of interdisciplinary undergraduate programs. Thus, this article shows some of the elements through which we have developed an interdisciplinary perspective. It is an approach that goes beyond the walls of the university and classroom boundaries. Starting from a reflection about contemporary teacher education, we also present some considerations regarding initial teacher training within the Degree in Rural Education. Finally, this piece discusses five practices developed in an interdisciplinary program focused on interdisciplinary teacher training at a Higher Education institution in Goias state.

The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.

This paper proposes a discussion about open education, based on the concept of rhizome, articulated by Deleuze and Guattari in “A Thousand Plateaus”, and the "wandering lines", present in theFernand Deligny's cartography in "The arachnean and other texts". The paper explores how teachers can act as “Transformative Intellectuals” in the cyberculture context, opposing the banking model of education, adopting a critical perspective of teaching in the utilization of digital culture processes in their Pedagogical practices. In this regard, the discussion ends by suggesting a reflection about the potential of Open Educational Resources (OER) and how they can be considered possibilities for wandering and deterritorialization in the context of Brazilian education.

The experience resulted in this article is derived from the creation of the network Professores transformadores (Transformative Teachers), a project based on content exchange, dialog and development among teachers, educators, managers, and undergraduate students and all of those interested in a more reflective and committed education. Created in 2015, the network aims to bring together teachers who are the authors of innovative and transformative actions, calling attention to the importance of their practices in the students’ development process as autonomous, critical and creative citizens. With reinforcement strategies to leadership and teaching appreciation, the network intends to contribute to reframe the professional practice of those involved by reflecting on possibilities of overcoming adversity and some of the Brazilian Education dilemmas. The proposals operate in two ways. Digitally, members have access to content collectively created and published on a website, on a page and among a group on a social network. Locally, in Ouro Preto and Mariana towns, in the state of Minas Gerais, Brazil, the network works by mobilizing teachers with activities such as lectures, film exhibitions and guided studies. The results so far indicate receptivity to the proposal, with teachers articulating, empowering themselves and building exchange relationships with colleagues across the country.

O presente artigo analisa as configurações da ampliação da jornada escolar que foram e estão sendo planejadas para as escolas públicas no âmbito do Ensino Fundamental, relacionando a problemática consubstanciada entre essa ampliação e suas distintas finalidades. Para tanto, levantamos as seguintes questões: Como vem se efetivando a ampliação da jornada escolar no contexto da educação pública brasileira? Quais as justificativas mais recorrentes para essa ampliação? Visando ao desenvolvimento deste trabalho realizamos uma pesquisa bibliográfica a partir dos estudos de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007, 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) e Rosa (2016). Os resultados deste estudo evidenciam que a ampliação da jornada escolar no contexto da educação pública brasileira, e voltando-se ao ensino fundamental, tem se realizado, basicamente, a partir da extensão do tempo de permanência dos estudantes na escola e a partir de diferentes entendimentos de como tal tempo escolar estendido deve ser ocupado, bem como sob distintos fundamentos para sua ampliação. Diante disso, observamos que as questões que envolvem a ampliação da jornada escolar, atualmente, se configuram a partir de múltiplas concepções, ideias e práticas emergentes na educação brasileira que precisam ser exploradas, sobretudo de modo aprofundado em trabalhos acadêmicos. Palavras-chave: Políticas educacionais. Escola pública. Jornada escolar ampliada. ABSTRACT This article analyzes the settings of the extension of the school day that were and are being planned for public schools in the elementary school, relating the problem embodied between this expansion and its different purposes. Therefore, we raise the following questions: How has been effective the expansion of the school day in the context of Brazilian public education? What are the most frequent reasons for this expansion? Aiming at the development of this study conducted a literature search from studies of Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 and 2009), Arcoverde (2003) Algebaile (2009), Maurício (2009), Monlevade (2009) and Rosa (2016). The results of this study show that the expansion of the school day in the context of Brazilian public education, and returning to the elementary school, has done basically from the extension of students' time spent at school and from different understandings how this extended school time should be occupied and under different foundations for its expansion. Thus, we observe that the issues surrounding the expansion of the school day, currently, are configured from multiple views, ideas and practices emerging in Brazilian education that need to be explored, especially in depth in academic papers. Keywords: Educational policies. Public school. Extended school day. RESUMEN El presente artículo analiza las configuraciones de la ampliación de jornada escolar que han sido y están siendo planeadas para las escuelas públicas en el ámbito de la Enseñanza Fundamental, relacionando la problemática consustanciada entre esa ampliación y sus diferentes finalidades. Para eso, planteamos las siguientes cuestiones: Como se efectiva la ampliación de la jornada escolar en el contexto de la educación pública brasileña? Cuáles son las justificaciones más frecuentes de esta ampliación? Buscando el desarrollo de este estudio se há llevado a cabo una búsqueda bibliográfica a partir de los estudios de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 y 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) y Rosa (2016). Los resultados de este estudio muestran que la ampliación de la jornada escolar en el contexto de la educación pública brasileña, y se volviendo a laenseñanza primaria, se há llevado a cabo, básicamente, a partir de la ampliación del tiempo de permanência de los estudiantes en la escuela y de diferentes entendimientos de como este tiempo escolar ampliado debe estar ocupado, bien como bajo diferentes bases para su ampliación. Ante esto, hemos observado que las cuestiones relacionadas con la ampliación de la jornada escolar, en la actualidad, se configuran desde múltiplas concepciones, ideas y prácticas emergentes en la educación brasileña que necesitan ser exploradas, sobretodo en profundidad en trabajos académicos. Palabras clave: Políticas educativas. Escuelas públicas. Jornada escolar extendida.

In this work, a creative way to teach Physics to the students in Regular Education is suggested, by presenting the following aspects: how it happened, outcomes, and the way to present it to the readers. The theater was chosen, considering that scientific knowledge can be represented beyond its rigidity, at the same time that art provokes reflections in the actor and in the spectator. A group of scientific theater was created in a school in Brejo Santo, Ceará, and besides staging, a website was elaborated. The characters "Traditional Teaching" and "New Physics" are the protagonists of the story and they will show us in their dialogues, how difficult it is, however possible, to show possibilities of Physics teaching through an entertaining approach in regular schools. Among the results, positive changes were noticed in the group, as the student's posture in classroom, besides receptivity and respect among the friends and with the teacher. Besides, they began to see Physics in another way, becoming more motivated to learn this science. In that sense, considering the current brazilian education, the objective of this work focuses on the teacher's need to act in a differentiated way, through strategies and new methodologies. Therefore, the theatrical practice, more specifically, the scientific theater, can be a tool of great didactic potential in teachers’ practice, contributing for teaching process and learning of Physics.

RESUMO No início do processo de colonização, os portugueses tiveram de conviver com as muitas línguas que eram faladas pelos povos indígenas que ocupavam o território brasileiro. A partir do século XVIII, um Decreto do governo do Marquês de Pombal proibiu o uso da chamada língua geral e demais línguas nativas, impondo ao povo brasileiro a língua portuguesa como língua oficial. Entretanto, muitas línguas indígenas permaneceram, talvez como forma de resistência. O português é a língua oficial do Brasil, mas esse mesmo Brasil é dono de um patrimônio linguístico que conta com cerca de 200 línguas indígenas, além de ter grande influência em outras línguas de origem africana, europeia e asiática. Destarte, o presente trabalho, partindo de uma análise crítica, visa trazer algumas concepções sobre essa diversidade linguística na história da educação brasileira. Para tanto, esta pesquisa faz um breve retrospecto sobre o processo que levou a hegemonização do português falado no Brasil, discute os métodos de repressão aos povos migrantes do sul do Brasil e o processo de extinção das línguas dos povos indígenas, além de trazer uma breve abordagem sobre a variação linguística no que tange ao português falado assim como o escrito. A metodologia aplicada ao trabalho se ateve a um estudo descritivo, do tipo revisão bibliográfica, que se respaldou em literaturas científicas e trabalhos acadêmicos referenciados, que discutem a diversidade cultural e sociolinguística, com enfoques distintos. Palavras-chave: Diversidade. Língua. Português. ABSTRACT At the beginning of the colonization process, the Portuguese had to live with many languages that were spoken by the indigenous people who occupied the Brazilian territory. From the eighteenth century, a government decree of the Marquis of Pombal banned the use of socalled general language and other native languages, requiring the Brazilian people to Portuguese as an official language. However, many indigenous languages remained, perhaps as a form of resistance. Portuguese is the official language of Brazil. But that same Brazil owns a linguistic heritage that has about 200 indigenous languages, besides having great influence on other languages of African, European and Asian origin. Thus, the present study, based on a critical analysis, aims to bring some views on this linguistic diversity in the history of Brazilian education. Therefore this research makes a brief review of the process that led to the hegemony of the Portuguese spoken in Brazil, discusses the methods of repression of migrant people in southern Brazil and the process of extinction of the languages of indigenous peoples, and bring a brief approach on linguistic variation in relation to the Portuguese spoken as well as written. The methodology applied to this work adhered to a descriptive study, the type literature review, which is backed by scientific literature and referenced academic papers that discuss cultural diversity and sociolinguistics with different approaches. Keywords: Diversity. Language. Portuguese. RESUMEN Al comienzo del proceso de colonización, los portugueses tuvieron que convivir con muchas lenguas que eran habladas por los indígenas que ocupaban el territorio brasileño. A partir del siglo XVIII, un Decreto del gobierno del Marqués de Pombal prohibió el uso de lallamada lengua general y otras lenguas nativas, imponiendo al puebblo brasileño la lengua portuguesa como lengua oficial. Sin embargo, muchos idiomas indígenas siguieron siendo, tal vez como una forma de resistencia. El portugués es la lengua oficial de Brasil, pero esse mismo Brasil posee un patrimonio lingüístico que tiene alrededor de 200 lenguas indígenas, además de tener una gran influencia en otras lenguas de origen africana, europea y asiática. Así, el presente estudio, basado en un análisis crítico, tiene como objetivo traer algunas concepciones sobre esta diversidade linguística en la historia de la educación brasileña. Por lo tanto, en esta investigación se hace una breve retrospectiva del proceso que condujo a la hegemonización del portugués hablado en Brasil, se discute los métodos de represión a las personas migrantes del sur de Brasil y el processo de extinción de las lenguas de los pueblos indígenas, además de traer un enfoque sobre la variación linguística en relación al portugués hablado, así como escrito. La metodología aplicada al trabajo se basó en un estudio descriptivo, con una la revisión bibliográfica, que se respaldó en literaturas científicas y trabajos académicos referenciados, que tratan sobre la diversidad cultural y sociolinguística, con diferentes enfoques. Palabras clave: Diversidad. Idioma. Portugués.

O artigo analisa, a partir dos fundos contábeis destinados à educação brasileira, especificamente o FUNDEB, como se dá o federalismo cooperativo no Brasil. Para tanto, trabalha-se com a origem dos fundos contábeis na Contabilidade tomando como base a Teoria dos Fundos representada por Van Breda e Hendriksen (1999), bem como a Teoria do Federalismo enquanto pacto, a partir da matriz internacional representada por Elazar (1987) e Wright (1978), que propõem um pacto federativo pautado na garantia da unidade na diversidade. Posteriormente, discute-se a natureza do FUNDEB e os recursos destinados ao Município de São Luís (MA), a partir da análise do montante repassado pela União para a Secretaria Municipal de Educação (SEMED), cujo acompanhamento se dá pela Superintendência da Área de Orçamento e Finanças (SAOF). Conclui-se, com base nos dados coletados, que o pacto federativo brasileiro, mesmo balizado pelo FUNDEB, é incompleto em virtude de a Federação brasileira ser demos constraining a seus entes federados. Palavras-chave: Federalismo. Fundos contábeis. FUNDEB. Resumen El artículo analiza, a partir de los fondos contables destinados a la educación brasileña, específicamente el FUNDEB, cómo se da el federalismo cooperativista en Brasil. Para ello, se trabaja con el origen de los fondos contables en la Contabilidad, tomando como base la teoría de los fondos representada por Van Breda y Hendriksen (1999), así como la teoría del federalismo como pacto, a partir de la matriz internacional representada por Elazar (1987) y Wright (1978), que proponen un pacto federal regido por la garantía de la unidad en la diversidad. Posteriormente, se discute la naturaleza del FUNDEB y los recursos destinados al municipio de São Luís (MA), a partir del análisis del monto entregado por la Unión a la Secretaría Municipal de Educación (SEMED), cuyo acompañamiento se da a través de la Superintendencia del Área de Presupuesto y Finanzas (SAOF). Se concluye, con base en los datos recolectados, que el pacto federal brasileño, si bien evaluados por el FUNDEB, es incompleto en virtud de que la Federación brasileña es demos constraining para con sus entes federados. Palabras clave: Federalismo. Fondos contables. FUNDEB. Abstract This article analyzes, from the financial funds for Brazilian education, specifically FUNDEB, how is the cooperative federalism in Brazil. For this, works with the origin of financial funds in Accounting building on the Funds Theory represented by Van Breda and Hendriksen (1999), and the Federalism theory while pact from the international array represented by Elazar (1987) and Wright (1978), which proposed a federal pact founded on the guarantee of unity in diversity. Later, we discuss the nature of FUNDEB and resources for the municipality of São Luís (MA), based on the analysis of the amount transferred by the Union to the city Department of Education (SEMED), whose follow-up is given by the Superintendency of Budget Area and Finance (SAOF). The conclusion is based on data collected that the brazilian federal pact marked by the same FUNDEB is incomplete because the brazilian federation be demos constraining their counties. Keywords: Federalism. Accounting backgrounds. FUNDEB

Objetivamos, no presente texto, examinar o discurso no qual se enuncia que o Brasil se insere na economia global ao efetivar esforços institucionais que consideram a educação uma alavanca que propulsionará o país para o desenvolvimento semelhante aos dos países centrais do capitalismo, pautado na redução do Estado, emersão do terceiro setor, privatização e parceria público-privado, com vista a uma maior competitividade. Este exame se dará a partir de uma metodologia de cotejamento entre textos de autores clássicos nas teorias de Estado e políticas de amplo escopo (Ball, Sacristán, Teorodo, Pereira) e autores recentes que têm se debruçado sobre as relações entre essas teorias e as realidades locais vivenciadas pelas escolas públicas de educação básica (Andrew e Kouzmin, Fernandes, Brito e Peroni, Libanori, Nogueira, Werle e Barcelos). Segundo esses autores, à educação cabe o papel de formação de consumidores, possuidores de mínimos recursos intelectivos, necessários à inclusão no mercado de trabalho, cumprindo uma agenda de apêndice de medidas gerencialistas. Como resultado desse estudo encontramos uma nova concepção sobre a sociedade civil, sendo aquela que é instada a uma participação ativa desde se mantenha subserviente aos propósitos do Estado sob nova direção. Também podemos indicar como resultado os desdobramentos dessas políticas forjando discursos que enunciam uma educação voltada ao mercado global, marcada pela competição, índices de rendimento, acento em uma concepção de currículo pautado no discurso de inclusão, mas baseado em uma exclusão prática e distanciamento das necessidades de alunos e da melhoria na qualidade de ensino. Palavras-chave: Reforma administrativa. Políticas públicas educacionais globais e locais. Globalização. GLOBAL AND LOCAL POLICIES: the capitalization’s brazilian education and civil society role. Abstract: In this text, we objectify to examine the speech which sets out that Brazil is part of the global economy to effect institutional efforts that consider education a handle to help the country for a similar development like the central capitalist countries, based on the reduction of state, emergence of the third sector, privatization and public-private partnership with a view to greater competitiveness. This examination will take place from a very careful look into the methodology between classical authors texts in the theories of state and broad scope of policies (Ball, Sacristan, Teorodo, Pereira) and also recent authors who have been working on the relationship between these theories and realities local experienced by public schools of basic education (Andrew and Kouzmin, Fernandes, Brito and Peroni, Libanori, Nogueira, Werle and Barcelos). According to these authors, education has the role of consumers formation, holders of minimum intellective resource , needed for inclusion in the labor market, fulfilling an appendix agenda in the management measures. As a result of this study we found a new conception of civil society, and one that is required to actively participate since it remains subservient to state purposes under this new management. We can also indicate as a result the unfolding of these forging political speeches an education to the global market, marked by competition, income indexes, accent on a curriculum design guided the inclusion discourse, but based on a practical exclusion and detachment of students needs and improvement of the quality of education. Keywords: Administrative reform. Global educational and local policies. Globalization. POLITICAS GLOBALES Y LOCALES: la capitalización de la Educação brasileña y el papel de la sociedad civil desarrollo equiparable a los países centrales del capitalismo, pautado en la reducción del Estado, inmersión del tercer sector, privatización y colaboración pública-privada con vista a una mayor competitividad. Este análisis se dará a partir de una metodología de investigación entre textos de autores clásicos en las teorías de Estado y políticas de amplio alcance (Ball, Sacristán, Teorodo, Pereira) y autores recientes que han estado trabajando con relaciones entre teorías y realidades locales vividas por escuelas públicas de educación básica (Andrew y Kouzmin, Fernandes, Brito y Peroni, Libanori, Nogueira, Werle y Barcelos). Según estos autores, en la educación tiene el papel de formación de consumidores y poseedores de mínimos recursos intelectivos necesarios para la inclusión en el mercado de trabajo, cumpliendo una agenda de apéndice de medidas gerencialistas. Como resultado de este estudio encontramos una nueva concepción sobre la sociedad civil, siendo aquella que es solicitada a una participación activa desde que se mantenga subordinada a los propósitos del Estado bajo una nueva dirección. También podemos indicarlo como resultado de los desarrollos de esas políticas forjando discursos que enuncian una educación enfocada al mercado global, marcada por la competición, índices de rendimiento, acento en una concepción de currículum pautado en el discurso de inclusión, pero fundamentado en una exclusión práctica, alejamiento de las necesidades de alumnos y de la mejora en la calidad en la enseñanza. Palabras clave: Reforma administrativa. Políticas públicas educacionales globales y locales. Globalización

This article is concerned with the History of Education in Brazil in two key areas: the disciplinary field and the research field. As a discipline, the History of Education has formed a part of the school curriculum since the beginning of the 20th century. As a research field, it gained impetus in the 60s with the setting up of post-graduate courses and became one of the most consolidated areas of Brazilian education. In the light of this, there is a discussion about academic organisation and an attempt is being made to show how the field is characterised by theoretical renewal and is facing two key challenges: cultural exchanges involving the use of English and a recognition of the value of the History of Education as a discipline in the light of the fact that less space is being devoted to it in teacher-training curricula. How to reference this article Bittar, M., & Ferreira Jr., A. (2016). The History of Education in Brazil: The Formation of the Field and Theoretical Influences. Espacio, Tiempo y Educación, 3(1), 61-84. doi: http://dx.doi.org/10.14516/ete.2016.003.001.5