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The present work aims to reflect on the role of art and education in the context of the civilmilitary dictatorship, through a microanalysis focusing on southern Brazil. When analyzing the laws in force at the time in the area of education, we noticed that the space for the context of artistic creation was not considered in academic curricula. Thus, the emphasis on creative processes emerged in several actions from the mid-1970s onwards, in southern Brazil, more specifically in Porto Alegre (RS) and Pelotas (RS). Through the analyses, we realized that the poetic-educational actions analyzed acted in an ethical-aestheticsocial way, as a reaction to the current regime. [ABSTRACT FROM AUTHOR]

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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.)

The book "The 'encastled' history and the 'cornered' teaching: writings about history, teaching, and teacher education" addresses the relationship between academic history and the teaching of history. The author uses the metaphor of the encastlement of history to describe the lack of connection between the historical science produced in universities and the practical problems of people's lives. The book discusses topics such as the hierarchization of history teaching, the relationship between textbooks, memory, and teacher education, and analyzes the curriculum frameworks of history teaching degrees offered by federal universities in Brazil. The author suggests rethinking the curriculum of history teaching courses to improve the production of content in textbooks. [Extracted from the article]

Brazilian history has been increasingly investigated and valued in the light of the diverse forms of the culture that Brazil has, that is, the original Brazilian peoples, who have a historically oppressed and neglected heritage, are gaining more and more voice and influence each day. present history for what it is: a story of exploitation, resistance to slavery and diversity; African and indigenous culture are intrinsic parts of Brazilian culture and, according to laws 10.639 and 11.645, it is mandatory to teach such cultures and the history of these peoples in schools. The current research approaches racism in education and it's guided by Professor Dr. Leandro Eliel Pereira de Moraes, resulting in a photographic installation carried out in 2019. Based on bibliographical research, we analyzed the various facets of racial prejudice in Brazil and how it is incorporated in the Brazilian and world culture, in order to deconstruct the racism present in the daily practices of all those who had contact with the installation, and, finally, in this article. [ABSTRACT FROM AUTHOR]

This article seeks to investigate the professional development of teaching based on the contributions of a postgraduate program, the ProfHistória Program. Professional master's degrees were instituted in Brazil from 1995 onwards and consolidated from their insertion in CAPES, in 2009. We focus this analysis on the ProfHistória Program, aimed at the professional development of Basic Education teachers in History. The methodology adopted refers to the content analysis based on the conclusion texts of nine dissertations awarded in the national awards of the Program in the years 2016, 2018 and 2020, with three dissertations awarded each year. We start from the premise that the professional development of teaching in graduate courses is based on the characteristics of academic research activity, which provokes careful, critical, and purposeful reflection on teaching, as well as changes in the way of analyzing and understanding teaching itself. We show, through this analysis, that in fact the analyzed texts present evidence of both aspects and present a problematizing, critical and prescriptive character in relation to the teaching of History, as well as indicatives of how the research provided significant changes in the way of understanding the teaching activity itself. We conclude by affirming the relevance of this postgraduate modality, capable of provoking changes in student-teachers point of view, but also of renewing the conception of academic research focused on school pedagogical practices [ABSTRACT FROM AUTHOR]

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]

The article analyzes how the degree courses in History in Brazil problematize historical learning during the initial formation of History teachers. For this purpose, it selected 27 Political Pedagogical Project (PPP) from federal universities of all states, as a methodological option to understand the place occupied by studies on historical learning through the mapping of compulsory subjects focused on this theme. The cataloged data show a complete silence, in the institutions surveyed, regard to studies focused on this theme, indicating that teachers trained in these institutions can reach the classroom completely unaware of the debate on historical learning. [ABSTRACT FROM AUTHOR]

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Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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 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]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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]

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]

Copyright of Grafía is the property of Universidad Autonoma de Colombia, Facultad de Ciencias Humanas 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.)

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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.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador 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 Patrimônio e Memória is the property of Centro de Documentacao e Apoio a Pesquisa 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]

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 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 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]

Arranged in particular disciplines, areas express specific ways of looking at the "pro-duction of humanity" in each subject (Saviani, 1991). This reality has its "genesis" and development in the division between "manual"and "intellectual" labor. In conside-ring the relevance of what is to be grasped in every area of knowledge for the forma-tion of broad and subsequent generations, we start with announcement of the object of study of the knowledge that guides the productive, cultural and technical - scienti-fic practices set in a particular historical time and place, and displayed institutiona-lly in a curriculum. Here, we have chosen the field of history to investigate the object of its study. In doing so, we selected a universe of103 history teachers from the school system in Londrina, Parana (Brazil) to answer questions on the specifics of this area. Having systematized the data, we compiled the results using Bardin's content analy-sis method (2004). Following this approach, we organized the data according to the frequency of the responses, selecting the words with significant categorical content for the area and with major incidence. Given the results, we adduce, in an introduc-tory way, a convergence in the responses through the identification of an object sig-nificantly described in the regular discourse; that is, the central object of interest to be pursued by a certain generation of teachers in epistemic defense of the area of study on the subject: man in time. The study also identifies certain socially determinant trends - conveyed in academia and advanced courses -that are relevant as a source of analysis for recognizing the praxeological crux of the area of knowledge guiding a given curricular rationale. [ABSTRACT FROM AUTHOR]

Current paper investigates the narratives of second year History students at the Universidade Federal do Rio Grande, in 2013, with regard to the discipline Theory and Methodology of History II. The issue proposed to students was: How would you construct a research work from a theoretical Marxist point? Students produced narratives and constructed material analyzed in current paper. Foregrounded on the points proposed by Historical Education to systematize a reflection on the analysis of students´ tactic ideas on their appropriation processes of theoretical reflection, we would approach the research work that intend to explain “the construction of History´s disciplinary code” (SCHMIDT, 2010, p. 251). Although our focus is different, it is very close. We lack research on the ways one understands History in higher courses that form future historians. From the methodology of Elliot Eisner (1998), we will employ the “qualitative investigation” that understands what students do and how their groups work with things taught through observations in the classroom and the materials produced. [ABSTRACT FROM AUTHOR]

In this paper I examine the notions "native speaker" and "non-native speaker". In the first part, I review the literature on the notions that was sparked off by Coulmas' (1981) collection of articles, followed by Paikeday's (1985) debate with different linguists, and continued in the 90s with Davies' text (1991). The year 1995 marks the publication of three articles published in one issue of the Journal of Pragmatics in which voices of scholars from the East exchange views with some Western researchers on the issue of nativity and nonnativeness. In the second part, I point to the outcomes of the debate that have brought about a reevaluation of the non-native speaker concept and have contributed to the modification or correction of views with regard to the notion "native speaker". Despite a critical revision, the notion has survived the debate, but is employed with more care and without an exclusionary stance by those who use the term in the fields of linguistics, applied linguistics and in the area of Teaching English to Speakers of Other Languages (TESOL). In the third and final part of the article, I first present a personal narrative with respect to the terms "native speaker" and "nonnative speakers" and secondly, set out some implications for the role of English for Brazil in the ensuing years. My objective here is to present the state of the art with respect to the history of thinking about the complex term "native speaker" in language studies. Therefore, I will not approach the topic based on data-based empirical research that might very likely be the subject of another study [ABSTRACT FROM AUTHOR]

Copyright of História da Historiografia is the property of Sociedade Brasileira de Teoria e Historia da Historiografia 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 História da Historiografia is the property of Sociedade Brasileira de Teoria e Historia da Historiografia 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 think about the configuration of research field on the history of literacy in Brazil, focuses on the academic-scientific production on the subject, highlighting results of research carried out by different research groups in Brazil, with a design that presents what has been researching the subject. Discusses the movement to set up a field survey of the history of literacy dialogues directly with the historical research on education and the school and which prevail in research on materials, practices, production, utilization and movements of objects for this teaching in primary Brazilian school. [ABSTRACT FROM AUTHOR]

The article presents the results of a research about teaching of history in Brazilian elementary education, with a focus on teacher handbooks as a research source. An historical overview of research about the use of teacher handbooks in Brazil, including references to the production and recommendation of history textbooks, is also given.

Where does the teaching of History stand within the context of national politics of the school textbook adopted in Brazil? Has the policy contributed towards the adequate basic formation and warranted to teachers the development of capacities and potentialities in the construction of a critical and autonomous reading of the situation? If History is taken as an example, it may be asked: Has the lack of a common curriculum made learning difficult? Were the changes in historical science which occurred during the 20th century incorporated within basic education (primary and secondary schooling)? Why do great divergences in the concept of what is History still exist between professionals and common sense? These issues are basic to the construction of the text aimed at discussing the teaching of History as a political policy and, therefore, as a concern of political History. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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.)

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The article discusses the historiography of psychology in Brazil from the early 20th through the early 21st centuries. The earliest forays into the field are compared with more recent work, especially by researchers from the Work Group on the History of Psychology, part of the Brazilian Association of Research and Graduate Education in Psychology. Particular themes examined are the development of psychology in the Brazilian social and cultural context, the increasing participation of women in psychology, psychology in relation to other professions, and others.

Copyright of Revista Turismo em Análise is the property of Revista Turismo em Analise 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 paper presents the results of an investigation which was part of a project called 'Recreating Histories'. It is concerned with the analysis of historical narratives created by the children who participated in the project and an analysis of historical sources kept by families who live in Campina Grande do Sul (Brazil). It draws on the theoretical and methodological approaches of Artieres, Freire, and Rusen, the work of researchers into history education, Ashby, Cooper, Barca, and Lee, and of the authors of this project, Schmidt and Garcia. [ABSTRACT FROM AUTHOR]

Se presenta una reimpresión de un artículo del historiador Fernand Braudel, publicado originalmente en "Anuário da Faculdade de Filosofia, Ciências e Letras: 1934-1935" en 1937 y después en "Revista de História" 146 de 2002. El autor reflexiona sobre el estudio de la historia con ocasión de la fundación de la cátedra de Historia de la Civilización dentro de la Facultad de Filosofía, Ciencias y Letras de una universidad en São Paulo, Brasil.

This article reflects on relations between historians and their own time. The text analyses these relationships as subject (some historians studying their own time) and as indirect allusions (some historians studying different periods and use contemporary the technical and theoretical means). The paper also discusses how important of the education for these studies. The experience of the dictatorship (1964/1984) and the democratic efforts of the country (1985 to present day) in Brazil are the main historical processes evoked in the discussion. [ABSTRACT FROM AUTHOR]

The academic production of the 1960's and 1970's, which is devoted to the study of the Brazilian working class, brings with itself the futures expectations of their specialists. Therefore, the past appears as sign of what will come according to world representations, of history and of the working class. Those representations, on one side, are constituted historically, through the incorporation of the sociocultural configurations; and, on the other hand, they show as producers of the practice and of the academic speech, establishing the theoretical fields of interpretation of the Brazilian working class. Starting from this perspective, we related interpretations of part of the academic production theses years with the sociocultural conditions of the country and with the internal dynamics of the academic production field, looking for understand their practices and representations. [ABSTRACT FROM AUTHOR]

This article aims to bring the field to the iconographic history of education, so, explaining possible ways to use photography in the classroom, as methodological tool, demonstrating the viability of the whole photographic aid in practice in this area of teaching through the teaching-learning relationship. Throughout its history, photography has been marked by its uses and functions, for their great capacity for representation, address it as evidence of the real shows a more refined and dynamic in historical research. Include them in teaching means exploring its representative capacity to understand one of the guiding lines of Parâmetros Curriculares Nacionais (PCN's): diversity. In particular, this research, will address the immigration issue to the combination of education and photography, viewing the social realities of a plural and particular bias. [ABSTRACT FROM AUTHOR]

The relations between indigenous society and the academic research in Brazil consist on the object studied of this paper. Therefore, ponder about the eurocentrism present on the traditional historiography. Finally, discuss around the modern schedule of this theme in the scholarship practices. [ABSTRACT FROM AUTHOR]

One of the main problems of Didactics -general and specific, in this case, the History Didactics- is the problem of selection and organization of teaching contents. Considering the complexity and historicity of this task, this paper searches the historical foundations of choosing and organizing contents for the Brazilian History and General History teaching, since the discipline origins at the nineteenth century to the great lines of contemporary organization of contents. It is presupposed that the effects of modernity, nationalism and European view moulds and impose conditions to the scholar discipline, generating characterristics that remain until today, imposing limitations to changing projects. At the meantime, the decolonization processes supports alternative projects of History and History teaching, among them we have the America's History, presented at Brazil in the beginning of twentieth century. With the critical reservation to the four parts traditional division of the General History and three parts traditional division of Brazil's National History, the following proposals of didactical treatment of historical contents are schematized: traditional General and National History (lineal and traditional approaches), Integrated History, Thematic History, regressive or retrospective History and History throughout the Means of Production of the Marxism. [ABSTRACT FROM AUTHOR]

Integralism was a new politic force in the Brazil in the 1930's years for mobilize hundreds of people using some flags: a kind of nationalism, the reforcement of religious and familiar values, the discipline and the hierarchy, and the anticomunism. This last one, in spite of other elements made part of Integralist ideology, was enough mentioned in the transmition of sigma ideas, indicating the inaviabilities of comunist propose to overcome the world crisis in that decade. In this sense, the press enacted a important task for transmit notions about comunism that characterized like destroyer ideology of society by the fight between classes and the disregard of moral and religious values. [ABSTRACT FROM AUTHOR]

The purpose of this article is to know the History of the new Christians who were born or lived in Rio de Janeiro and who have studied at the University of Coimbra between 1600 and 1730. The main sources of documents used are their processes when they were arrested by the Trial of Inquisition of the Holy Office in Lisbon. The "voices" we hear by means of the inquisitorial documents tell us about how hard some tried to produce a rhetoric before the Holy Office officials, as they started their confessions. Most of these literate men had graduated in Canon Law, nevertheless, instead of preparing complex theological discussions, they created practical problem solving methods, thus trying to go on with their lives, their studies and to recover their liberties, even after having become impoverished. [ABSTRACT FROM AUTHOR]

What do young and adults students think about History and its social function? This research, whose main objective is to analyse the relationship that students have with historical knowledge and if they ascribe a practical sense for historical learning, was guided by this initial inquiry. In other words, we investigate the significance of historical knowledge to the students and to what extent the teaching of history has influence on the formation of a critical and reflective thinking about themselves and the contemporary world. Thus, we established dialogues with current academic production outlined in Education field devoted to the study of adult education in Brazil, as well as with the contributions from the Theory of History, along with the assumptions of history didactics and the concept of historical consciousness developed by Jörn Rüsen (2001a) and Agnes Heller (1993). The discussions about youth and adult education were emphasized due to the need of understanding about what is this field of education, its importance and representativeness in Brazilian education scenery. The historical consciousness, understood as a set of operations by which men interpret their experience of life and seek answers to various situations that time imposes, was highlighted for being also a way by which the individuals express their ideas, thoughts, and representations and senses about History. This research involved 66 youth and adults students of a public schoool in Guarapuava city, PR. The data were collected through an investigative tool that consists in a set of historical questions (closed and discursive) involving meaning, interest, satisfaction, trust, temporality, experience in the classroom and practical life, and were analysed by using the Escala Likert (PAIS 1999; CERRI, MOLAR, 2010) and also the technique of textual analysis called Content Analysis (BARDIN, 1977). In examining each question and its answers, it was possible to realize a multiplicity of interpretations, since the historical consciousness is not homogeneous. However, the students performed reflections, to a greater or lesser degree, as from their social experiences with the discipline. The result indicated that history, far from being a "school subject" or a "bunch of nonsense," is for young people and adults a way that enables the interpretation and understanding of the reality, the present and their personal life as part of the changes in society. [ABSTRACT FROM AUTHOR]

The current pedagogical proposal aims at emphasizing the importance of school to train students that understand the meaning of citizenship and are able to make use of it. Yet this perception of school as an instrument for the formation of citizens is an idea that has long been advocated by the Italian theorist Antonio Gramsci. In this work we decided to understand his concept of school and others who have worried about making the school an atmosphere of general education, professional and policy in an integrated manner. The Brazilian reality, however, is different from these proposals, since it maintains the separation between general and vocational training. Beginning, therefore, from the present time, this work aims at understanding whether it is possible to educate for labor and to articulate the general and professional education without strengthening the old dualism. This study is based on the propositions of Gramsci on education and work, on the Brazilian case through the paths of professional education in Brazil and on an analysis of important documents of the Brazilian legislation (Substitute Jorge Hage LDBEN and 9394/96) and finally, aims at integrating education for labor with the teaching of History and its possibilities. We realize, therefore, it is possible and, further, it is imperative that we think of educational proposals that include young people, their needs and experiences. This study thus manifests the interest of contributing to make this happen and considers the teaching of History as a possible integration in the present, among adolescents, their experiences, needs and, above all, their expectations about the future, from the understanding of past. [ABSTRACT FROM AUTHOR]

This research inserts into the range of discussions about museum educational functions and the representation of historical knowledge by primary school teachers, specifically those who teach for the 3rd grade from public education in Londrina - PR. The discussion aims to problems derived from the comprehension of historic museums as spaces conceived from a perspective sometimes as temples of memories to be protected and conserved, sometimes as extensions of a scholarized knowledge, or even by questioning these interpretable possibilities. Therein, it points to some questions about debates between history and memory and the insertion on the historic museums constitution plan. The idea of memory spectacularization, in concomitance to the foundation of the Historic Museum of Londrina (Museu Histórico de Londrina) is developed at the context of a transition from traditional to new museology. The work also focus to the comprehension signs from teachers aboutthe conception of the Historic Museum of Londrina, as also possible interactions with historic knowledge production with the students. The research that presents as a analysis theme, had as its principal idea a sight about teachers knowledges and practices, about the relations stabilished by them, considering visits with students to long duration exhibitions, among the museologic universe, collections, patrimony, material culture and history conception that they assume as a postulate to their pedagogical work. [ABSTRACT FROM AUTHOR]