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In this article, we examine the work of Cecilia Meirelles in the ‘Página de Educação’, of the Diario de Notícias, of Rio de Janeiro, particularly the texts published in the ‘Commentario’ section, between June 12, 1930, when this newspaper was founded, and October 3, 1930, when the revolution commanded by Getúlio Vargas took place. During this period, Meirelles, in addition to divulging the principles of escolanovismo, addressing specific topics that could clarify it, dealt with problems that emerged with the Reform of Education of the Federal District realized by Fernando de Azevedo. In a way or another, she proved to be a combative author, who put herself in the front line for the renewal of education in Brazil, making daily comments on subjects that, in general, intertwined education and politics. [ABSTRACT FROM AUTHOR]

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This article examines the contribution from Jacques Le Goff (1924-2014) for the History of Medieval Education. Our intention is, firstly, to place the work of Jacques Le Goff in the historiography tradition, started on the 19th century, especially with regard to the principles of fullness and long term as essential for historical research. Secondly, we present the study by Le Goff about the intellectuals in Middle Age. With his work, the intellectual became more important in the medieval civilization. [ABSTRACT FROM AUTHOR]

In this paper we propose to analyze the relationship established by Fernando Novais with Caio Prado regarding the studies about the colonization. Putting himself as his disciple, Novais exposes his conception of colonization as a deepening means and a way to overcome the way by which the author of Formação do Brasil contemporâneo understood the colonial phenomenon. This way of putting this relationship has been accepted by both the critics and supporters of Novais, thus acquiring certainty of truth. We show in this paper that by rooting his conception of colonization in Prado's conception, Novais conceived him in a particular way: as an historian of the 'sense of colonization'. The analysis of Prado's concept of colonization shows, however, that this is part of his interpretation of the history of Brazil, as a whole. It follows that we can't isolate one from the other without disturbing the comprehension of Prado's conception. The result of our text is thus retaking the Prado's conception in its historicity. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa 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 Imagens da Educação is the property of Universidade Estadual de Maringa 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 analyze the works of Pero de Magalhães Gândavo in what we name colonial writings. They are texts written between the late 16th century and the early 17th century. Gândavo's intention, as with the other colonial writers, is to defend the interests of the settlers. With that, we counter historiography in general and Brazilian historiography in particular, which sees them as authors identified with metropolitan interests. [ABSTRACT FROM AUTHOR]