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Copyright of Revista Maracanan is the property of Revista Maracanan 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 Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo 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 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]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 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]