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This paper reflects on the use of Brazilian Cordel literature in the teaching of the Middle Ages based on two cordel booklets by the poet from Paraíba State, Brazil, Leandro Gomes de Barros: Batalha de Oliveiros com Ferrabrás (Battle of Oliveiros with Ferrabrás) and A prisão de Oliveiros e seus companheiros (The prison of Oliveiros and his companions). Although obtained at the beginning of the 20th century, these cordel booklets bring narratives inspired by the myths about Charlemagne and medieval chivalry, emphasizing how the christians fought against the muslim in the Middle Ages. These stories were made in the medieval period, being reworked and recreated over time until arriving in Brazil with Portuguese colonization, being part of the oral tradition mainly in the Northeast of Brazil. In this way, they bear marks of medieval reminiscences. Thus, this paper discusses the myth of Charlemagne and cavalry; the beginning of the "Carolingian cycle" in the Cordel literature; and the possibilities of using Leandro's cordel booklets in the Medieval History teaching. [ABSTRACT FROM AUTHOR]

This narrative essay focuses on my experience as a professor in Brazil. From the classroom, I build my Intellectual trajectory understanding that Federal University is a dynamic space of the complex Brazilian civil society. From my locus of enunciation, I promote a debate about racial relations through a historic perspective linked with sociology, anthropology, philosophy and other areas of knowledge, with the objective of achieve a transdisciplinary environment, understood as a level of thinking based in holistic approach. For this reason, I consider relevant to apply some didactic strategies that motivates students to discuss about the complex theme of the black modern slavery that still influence the Brazilian national being. The objective of this narrative essay is to expose my intellectual trajectory and valorize how the opportunity of being professor influences my professional growth. The Taught of History, with emphases in analyze racial relations, is a challenge that faces some obstacles in an still lordly society, which dominant mentality is pro-slavery. [ABSTRACT FROM AUTHOR]

In this article, we recompose historical perspectives aimed at expanding secondary education in Brazil after 1930. Nunes (1999), informs that this expansion expanded after the economic collapse of the institutions, motivated by the crash of the New York stock exchange; catastrophe of worldwide repercussion that, among other consequences, made visible the need to restructure the secondary education hitherto offered since it no longer included formal education, aimed at forming an elite that envisioned higher education. The theoretical and methodological basis addresses the works of Silva (1969), Abreu (1955), Palma Filho (2005) and Nunes (1999). We will have a close look at secondary education, developed in Rio de Janeiro, where we found that this offer was not limited to public schools. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study aims to identify the social representations of male teachers who work in the early classes of elementary school in the state of Mato Grosso do Sul, Brazil, about working with children. The data were collected in four municipalities of different regions of the state, from five (5) male teachers, through semistructured interviews. The results indicate that the most relevant social representation associated with male teachers is that they have a higher authority over the students, a representation that persisted in recent years. We concluded that the representations of gender and of the roles and characteristics of men and women influence the dynamics of the history of education. [ABSTRACT FROM AUTHOR]

Current principles are based on studies on the formation of historical consciousness by Rüsen (1997; 2001; 2007); Barca (2005; 2011); Schmidt (2002; 2006); Schmidt and Garcia (2006) and others. The qualitative research was developed in a government-run school in Curitiba with 11 - 13-year-old children of the 7th year of Basic Education. As a general rule, students are prone to incorporate significantly into their narratives the themes of their textbook and somewhat less significantly the teachers' explanations. Most students maintain a traditional historical awareness. [ABSTRACT FROM AUTHOR]

Current research is foregrounded on Historical Education and on the works by Rüsen (1989, 2001, 2010), Barca (2000, 2008) and Schmidt (2008). The manner young students identify historical evidence and the concept of source for the production of historical knowledge is investigated. Further, the concept of temporality in History and in life is also discussed. A field research was conducted in two schools in Londrina PR Brazil, featuring observations in the History class and the analysis of a questionnaire on how students work the historical concepts, such as temporality and historical source. Historical evidence and the relationships they establish between taught History and life were also analyzed. Data analysis took into consideration the two categories, young people and students. [ABSTRACT FROM AUTHOR]

Current investigation deals with learning concepts which foreground the organization of official documents of the Brazilian government for High School (age bracket 15 -17 years). The above includes the analysis of curricular documents on the Brazilian Curricular Guidelines of History for the High School, coupled to The Brazilian Exam for High School Children (ENEM), criteria for the assessment of textbooks and research with teachers and students. The qualitative method was adopted within case studies and the perspective of content analysis in bibliographical and documental investigation. Analyses reveal the proposition of the organization of historical knowledge as from two axes, or rather, contextualization and interdisciplinarity, coupled to the predominance of the concept of historical learning based on the development of competences. Contextualization and its articulation with the concept of competences in the documents were specifically focalized by foregrounding the concept of learning on the theory of historical awareness. [ABSTRACT FROM AUTHOR]