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Resumo: Este artigo objetiva apresentar e analisar alguns aspectos das histórias dos conservatórios brasileiros de canto orfeônico, instituições responsáveis pela formação, em nível superior, do professorado de música das escolas públicas e particulares. A pesquisa, de caráter histórico, bibliográfico e oral, está ancorada nos conceitos de ‘instituições educativas’ e ‘currículo’. As trajetórias dessas escolas se apresentaram, por um lado, de forma diversificada e, por outro, denotaram o controle do Estado ante as diretrizes nacionais, tanto na formação do(as) docentes quanto na organização dos conteúdos programáticos da disciplina canto orfeônico. A investigação destaca a importância e o pioneirismo dessas instituições no processo de formação dos primeiros docentes de música voltados ao ensino da educação musical escolar no Brasil. Os percursos históricos de alguns conservatórios evidenciaram silêncios e ausência de produção acadêmica, apesar dos esforços de pesquisadores na publicização de trabalhos acadêmicos em eventos no país. Abstract: This article aimed to present and analyze some aspects of the stories of the Brazilian Conservatories of Choral Singing, institutions responsible for the formation, at a higher level, of music teachers in public and private schools. The research, of historical, bibliographic and oral character, is anchored in the concepts of ‘educational institutions’ and ‘curriculum’. The histories of these institutions presented, on the one hand, in a diversified form, on the other hand, denoted State control before the national guidelines, both in the formation of the professorship and in the organization of the syllabus contents of the discipline Choral Singing. The research emphasizes the importance of these institutions in the process of training the first music teachers focused on school music education in Brazil. The histories of some conservatories evidenced silences, and the absence of academic production. The historical pathways of some conservatories evidenced silences and lack of academic production, despite the efforts of researchers in the publication of academic papers at events in the country. Resumen: Este artículo pretende presentar y analizar algunos aspectos de las historias de los conservatorios brasileños de canto coral, instituciones responsables por la formación, a un nivel superior, del profesorado de música de las escuelas públicas y privadas. La investigación, de carácter histórico, bibliográfico y oral, se basa en los conceptos de ‘instituciones educativas’ y ‘currículo’. Las trayectorias de estas escuelas se presentaron, por un lado, de manera diversificada, y, por otro lado, denotaron el control del Estado ante las directrices nacionales, tanto en la formación del profesorado como en la organización de los contenidos programáticos de la asignatura canto coral. La investigación destaca la importancia y el carácter pionero de estas instituciones en el proceso formativo de los primeros maestros de música dirigidos a la enseñanza de la educación musical escolar en Brasil. Los recorridos históricos de algunos conservatorios evidenciaron silencios y falta de producción académica, a pesar de los esfuerzos de los investigadores en la divulgación de trabajos académicos en eventos en el país.

The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of 'history' and 'history education' vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the opposition between 'knowledge' and 'skill', an opposition that has had considerable currency in recent curriculum reform processes in England which have emphasised 'core knowledge' (DfE, 2013). Drawing on examples of classroom practice (Chapman, 2003; Woodcock, 2005; Buxton, 2003) and on systematic research and theorizing (Shemilt, 1983; Lee and Shemilt, 2009) this paper aims to destabilize such binary talk and to explore the ways in which 'first order' knowledge and understanding about the past and 'second order' or metahistorical knowledge and understanding of how the discipline of history works are both logically inter-related and inseparable in practical terms. The notion of historical 'enquiry' (Counsell, 2011) is explored as a pedagogic tool for the simultaneous development of these inter-related dimensions of historical thinking.

This study discusses teacher education in the natural sciences for the last years of elementary school. Studying this issue implies historically recovering the theoretical-methodological guidelines of the teaching of sciences in elementary school, middle/high school and college. Among the many issues that influence the curriculum and the natural sciences content guidelines, the following were prioritized: knowledge, disciplinarization and interdisciplinarity. These categories are part of the curricular integration proposal, and are socialized as fundamental to this discipline. As the paper involves the teaching of pedagogical disciplines of natural sciences teaching courses, it aims to analyze to what extent such categories have supported the teacher education process and investigate the different factors that currently direct the teaching of this discipline. From the perspective of this study, the absence of national curricular guidelines and the difficulties that permeate the presentation of this course may indicate its devaluation in the current context; whereas, in this same context, there is legislation that considers curricular guidelines for specific courses such as physics, chemistry and biology. The disciplines of these courses compose the area of sciences and enable teachers to teach sciences in elementary school, in a differentiated context of duties. This discussion considers the necessity of teacher education that prioritizes characteristics of a professional profile that is adequate for the purposes of teaching this discipline in elementary school. To this end, the study is guided by national curricular parameters that influence the teaching of natural sciences and legislation that supports teacher education for basic education. Proposals of natural sciences teaching courses and biological sciences teaching courses from three Brazilian universities from three states are studied: Universidade Estadual de Maringá (UEM-PR); Universidade Federal do Estado do Rio de Janeiro (UNIRIO-RJ); Universidade de São Paulo (USP-SP). In addition, oral sources are used, namely interviews of teachers who are experienced in biology, chemistry and physics, as well as in teacher education and theoretical production and organization of curricular texts for this teaching area. This work is guided by the theoretical-methodological approach developed by English sociologists Stephen J. Ball and Richard Bowe, who use policy production as a reference. We try to combine this with qualitative research. Discussion of the data is guided by analysis of theoretical purposes indicated by the "policy cycle" and also by an approach that values the different variables involved in the educational process. Esta pesquisa discute a formação de professores para atuar na disciplina de Ciências Naturais nos anos finais do ensino fundamental. Estudar essa questão implica resgatar historicamente o encaminhamento teórico-metodológico do ensino de Ciências nos vários níveis: superior, médio e fundamental. Dentre as muitas questões que norteiam o currículo e o encaminhamento do conteúdo de Ciências Naturais, priorizamos investigar a discussão de algumas categorias: conhecimento, disciplinarização e interdisciplinaridade. Tais categorias fazem parte da proposta de integração curricular, sendo socializadas como fundamentais a essa disciplina. Como estamos envolvidos com a docência das disciplinas pedagógicas da Licenciatura das Ciências Naturais, nossa proposta é analisar em que medida tais categorias têm subsidiado o processo de formação de docentes e investigar os diferentes fatores que direcionam o ensino dessa disciplina nos dias atuais De nossa perspectiva, a ausência de Diretrizes Curriculares Nacionais e as dificuldades que permeiam a oferta desse curso podem ser indicativas da desvalorização dessa Licenciatura no contexto atual, ao passo que, nesse mesmo contexto, encontramos uma legislação que contempla as Diretrizes Curriculares para cursos específicos como Física, Química e Biologia. As disciplinas desses cursos compõem a área de Ciências e habilitam os docentes para a atuação na disciplina de Ciências do ensino fundamental, em um contexto diferenciado de atribuições. Em nossa discussão, consideramos a necessidade de uma formação docente que atenda às características de um perfil de profissional adequado aos propósitos de ensino dessa disciplina no ensino fundamental. Para tanto, pautamo-nos nos Parâmetros Curriculares Nacionais que norteiam o ensino de Ciências Naturais e na legislação que ampara a formação de professores para a educação básica. Estudamos também propostas de Licenciatura em Ciências Naturais e de Licenciatura em Ciências Biológicas de universidades de três estados brasileiros: o Paraná, com a Universidade Estadual de Maringá (UEM); Rio de Janeiro, com a Universidade Federal do Estado do Rio de Janeiro (UNIRIO) e São Paulo, com a Universidade de São Paulo (USP). Além disso, utilizamos fontes orais, nomeadamente entrevistas a professores experientes na atuação das disciplinas que compõem essa área, a saber, Biologia, Química e Física e na formação de docentes e também na produção teórica e na organização de textos curriculares para essa área de ensino. Pautando-nos na abordagem teórico-metodológica desenvolvida pelos sociólogos ingleses Stephen J. Ball e Richard Bowe, os quais tomam como referencial a produção de políticas, procuramos articulá-la com a pesquisa de cunho qualitativo. A discussão dos dados levantados é orientada pela análise dos propósitos teóricos apontados pelo "ciclo de políticas" e também pela abordagem que valoriza as diferentes variáveis envolvidas no processo educacional. 197 f

The object of this paper is the teaching of sociology at ‘Colegio Pedro II’ School between 1925 and 1945. It aims to clarify how a particular organization of the didactic work is interlinked with the teaching of sociology, considering the discussion about the educational relationship and the textbooks. The primary sources are the Congregation’s records, the curricula and the compendium produced for this school subject. In conclusion, the analyses showed the educational relationship established in the teaching of sociology at ‘Colegio Pedro II’ School, mediated by the presence of textbooks. This revealed the role played by authors such as Delgado de Carvalho, who influenced the dissemination of the sociological knowledge, i.e., in the mediation between a given theoretical corpus and secondary school teachers and students.

The aim of this paper is to disclose part of the results of History's Field Institutional Program of Scholarship in Teaching Initiation (PIBID). The Project is being developed in four public schools from Regional Education Nucleo of Ivaipora/PR, a town that has an State University of Maringa (UEM) campus. The study is another effort to analyze Pibid's contribution in formation of History grade's undergraduates, also brings the possibility to comprehend theoretical, politics and ideological grounding that is underlying in the legislation and in programmatic subjects in schools curriculum.

Current paper rethinks the history of Sociology as a school discipline, by reconstituting its trajectory marked by absences and presences in the school curriculum, and by reflecting on the reasons for its intermittence, with other arguments as yet not developed by researchers in this field. Research has been developed in two parts: a) the first part analyzed the presence of Sociology in the curriculum of the first half of the twentieth century, investigating the process of its introduction and withdrawal; b) the second part focuses on the process of its gradual reintroduction in basic education through an analysis of the meanings attributed to it and to institutional progress and impasses that marked its advance.

This paper investigates how the Brazilian studies on History of Curriculum and History of Academic Disciplines and School Subjects were built in recent production (2000-2010). Seeking to characterize how the dialogue between Sociology of Curriculum and History of Education has been established, it examines texts from both areas published at ANPEd and in national journals. The analysis identifies theoretical and methodological approaches that go beyond the thematic and temporal clippings of the Brazilian production. Based on Pierre Bourdieu and Ivor Goodson, it shows the existence of disputes about this field of knowledge and, consequently, about which community could or should take on these kinds of studies.

Appropriation and resistance: resignifications of education politics in teaching practice. Recently, we discussed the reform of secondary education within Ceara State, northeastern Brazil. We saw that, starting in the 1990s, education policies have been characterized by the attempt to transform government actions into broad societal consensuses. In the process of data collection, specifically during the interviews with teachers regarding the reform, we detected a mismatch between what the reform consisted of and what teachers described as its main features. Teachers, through their reports, suggest the imposition of official agencies conditioning the school curriculum. The interviewees reveal the gap between the events in the classroom and the hegemonic discourse of the public sector. Thus, our paper discusses, on one hand, that the discourse of consensus, the clamor for reforms in society, has no support when taken within the walls of the school and into the classroom; on the other hand, that reforms are presented without the necessary elements for their implementation. Teachers establish a path between the norm and reality, a shortcut to the critique of public discourse.

Due to the need of professional qualification, lack of Oncology specialization and the demand for experienced professionals in this area, graduate courses - internship program were more called for. The aim of this paper is to report the trajectory of the Oncological Nursing Specialization – Internship Program at Erasto Gaertner Hospital from its creation to the present. It is an experience report from a descriptive-qualitative research study carried out from February to May 2009. Sources entailed documents as well as interviews with three nurses. The data were submitted to the technique of content analysis. The project of internship in Oncological Nursing was conceived in 1995 and put into practice on January 15, 1996. Since then, there have been changes in the program such as length of course, number of openings and curriculum. During its development, the program was adjusted to provide more experience and theoretical-practical background which enabled to form specialist nurses committed to their profession, to the oncological patients and their families.