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The aim of this text is the analysis of the work "A Century of Primary Education" (1927a) by Nestor dos Santos Lima taken in the context of the celebrations of the centenary of the first law that regulates the primary education in Brazil in 1827 presents three levels of discursive structuring in the of the author's intellectual production in the 1920s, specifically in the year 1927. The author presents the meaning of "A Century of Primary Education" not only as a commemorative book of the centenary, but rather as the preserved sense of the law of 1827 in the care of the creation and provision of schools and in the fundamental principles of administrative organization, method of teaching, disciplinary regime and teacher training as an ideal model of education and a national project. [ABSTRACT FROM AUTHOR]

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Current research investigates the establishment of educational institutions in the wake of European migration to Brazil. The study focuses on the rise and on the transformations of schools in the German immigration settlement area in Santa Catarina between 1897 and 1930. Research is based on such documents as the reports of the Hanseatic Colonization Company, legislation and published material. Results indicated that the emergence of schools was due to the initiative of the immigrants and to the settlement company involved. The schools' pedagogical characterization was marked by a European curriculum and use of German. Gradually another type of formation started replacing the older one. It was focused on regionalism and the compulsory use of the Portuguese language. The condition of German schools based on ethnic-oriented social relations linked to German-European culture were being oriented to teaching ideas based on technology and on the Brazilian government's guidelines for more Brazilian-directed features that eventually generated a new identity, or rather, a German-Brazilian identity. [ABSTRACT FROM AUTHOR]

The main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur's Hermeneutics, John Thompson's Depth Hermeneutics and Bolívar's narrative analysis. [ABSTRACT FROM AUTHOR]

Current essay discusses educational policies in the state of Paraná, Brazil, involving the organization of the republican public primary school between 1890 and 1892, based on the analysis of the State Constitutional Charter of 1892 and on documents that foreground the systematization of public school in the state. Education was one of the most important themes employed by the governors of the state of Paraná and public schooling was dealt with under the aegis of national debates on the importance of education within social development and progress. However, the expansion of education at the primary level was hindered by the budget problems of a still fledging state. [ABSTRACT FROM AUTHOR]