Search

The Portuguese policies of colonisation and Christianisation were closely linked. In 1549, the Portuguese monarchy adopted Catholicism as the official religion of the colonial administration and requested that the Society of Jesus establish the Catholic faith among the indigenous people in Brazil. The Jesuits established catechesis, founded the first schools and exercised a long-lasting hegemony on Brazilian education (1549–1759). The Ratio Studiorum was the uniform method adopted worldwide by the Jesuits. However, this article shows that improvisations were employed to convert the entire population to Christianity. The dialectical exchange between imposition and adaptation had lasting repercussions on Brazilian culture. In addition, the following consequences should be noted: (1) currently, Brazil is the country with the largest Catholic population in the world; (2) Christianity has had a lasting influence on pedagogical thinking in Brazil. [ABSTRACT FROM AUTHOR]

The Portuguese policies of colonisation and Christianisation were closely linked. In 1549, the Portuguese monarchy adopted Catholicism as the official religion of the colonial administration and requested that the Society of Jesus establish the Catholic faith among the indigenous people in Brazil. The Jesuits established catechesis, founded the first schools and exercised a long-lasting hegemony on Brazilian education (1549-1759). The Ratio Studiorum was the uniform method adopted worldwide by the Jesuits. However, this article shows that improvisations were employed to convert the entire population to Christianity. The dialectical exchange between imposition and adaptation had lasting repercussions on Brazilian culture. In addition, the following consequences should be noted: (1) currently, Brazil is the country with the largest Catholic population in the world; (2) Christianity has had a lasting influence on pedagogical thinking in Brazil.

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao 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.)

We present an initial validation of the State Anxiety Scale for Children (SASC) for Portuguese children and adolescents. No significant differences were found between sexes and among school cycle groups. The data revealed good psychometric properties and the 'anxiety-absent' and 'anxiety-present' factors were confirmed. Potential applications of the instrument are presented. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao 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 Comunicação e Sociedade is the property of Universidade do Minho, Centro de Estudos de Comunicacao e Sociedade 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 present article is the fruit of research on the circulation of Brazilian books from the Atualidades Pedagogicas collection at the Biblioteca Museu do Ensino Primario (Primary Education Museum-Library) in Lisbon. This library was headed by Adolfo Lima, one of the exponents of the Portuguese New School, and gave form to the movement's ideas and representations of teachers' education. The collection, published in Brazil between 1931 and 1950 by the Companhia Editora Nacional, an internationally renowned company in the book industry, was directed by Fernando de Azevedo, an exponent of the Brazilian New School Movement. The collection in the Biblioteca Museu do Ensino Primario contained a significant number of books by Brazilian authors, as well as Brazilian translations into Portuguese from other languages. In this article, the books in the collection present in the Portuguese library will be analysed, as well as the possible reasons for the collection's presence there and possible circulation networks of the New School canons organised through the mediation of publishers. [ABSTRACT FROM AUTHOR]

This article focuses on the circulation of educational models between Portugal and Brazil (from 1920 to 1935), within a broader context of an intensive international transfer of ‘ways of thinking’ about education. It describes and analyses the results from research on two educational journals, one Portuguese (Revista Escolar) the other from the Brazilian State of Sao Paulo (Education). Central to this text is the notion that educational journals constitute important vehicles for the production and regulation of knowledge as well as for the formation of specialized fields in education. Thus, the article gives particular attention to the selective mobilization of foreign educational models (countries, authors and educational organizations), within a framework of analysis committed to the articulation of the processes of diffusion and reception of educational knowledge. The article presents the characteristics of both journals, in the face of those (geo-political and intellectual) international references, and compares the relations of affiliation and affinity with foreign models displayed by each journal. The analysis shows: (i) the centrality of authors and organizations associated with the New Education in the promotion of knowledge that proposes to mediate scientific production and pedagogical practice; (ii) the existence of differences regarding the foreign countries that are taken as models for education improvement at a national scale; (iii) the presence of different spaces for the (worldwide) circulation of pedagogical models (the New Education circuit and the Latin-American circuit); (iv) the scarce referencing of the other ‘who speaks the same language’. Results are discussed by taking into consideration their relationships with the structuration of pedagogicalal discourses and organisations, in both national and international spheres. [ABSTRACT FROM AUTHOR]

Discusses the influence of Spanish and the Portuguese in Latin America. List of important policies in Latin America from sixteenth to the nineteenth centuries; How the policies were implemented; List of arts education policies in Latin America in the twentieth century; Author's comments about the trend of arts education policies in the region.