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Η μεταφορά παιδαγωγικών ιδεών και πρακτικών από τόπο σε τόπο αποτελεί αναμφισβήτητο γεγονός, ενώ στη διάχυση των ιδεών σημαντικό ρόλο διαδραματίζουν τα παιδαγωγικά περιοδικά. Με αφετηρία αυτές τις δύο παραδοχές σκοπός της παρούσας διδακτορικής διατριβής ορίζεται η διερεύνηση και η παρουσίαση των ξένων εκπαιδευτικών ιδρυμάτων, τα οποία περιγράφονται στα ελληνικά παιδαγωγικά περιοδικά, που εκδίδονται στην Αθήνα κατά την περίοδο 1898-1940, συμβάλλοντας στη διαμόρφωση της παιδαγωγικής θεωρίας. Ειδικότερα, ερευνάται ποια εκπαιδευτικά ιδρύματα παρουσιάζονται, ο τρόπος γνωριμίας των Ελλήνων αρθρογράφων με αυτά, ο χρόνος παρουσίασής τους, οι παιδαγωγοί και οι παιδαγωγικές θεωρίες με τις οποίες συνδέονται και οι παιδαγωγικές αρχές που μεταφέρουν για τον σκοπό και τις βασικές αρχές της αγωγής, τον σχολικό χώρο, τη μεθόδευση της διδασκαλίας, τους τρόπους αξιολόγησης, τον/την εκπαιδευτικό και τον μαθητή ή τη μαθήτρια, τα μέσα διαπαιδαγώγησης και τη σχολική κοινότητα. Επίσης, εξετάζονται οι διαφοροποιήσεις που συναντώνται σε συνάρτηση με τη φυσιογνωμία και τους αρθρογράφους του κάθε παιδαγωγικού περιοδικού, καθώς και οι απόψεις για την αποτελεσματικότητά τους και οι συνεπαγόμενες συστάσεις., As pedagogical ideas and practices spread from one place to another, pedagogical journals play an increasingly important role. Based on these two assumptions, this thesis investigates and presents the foreign educational institutions described in Greek pedagogical journals published in Athens between 1898 and 1940, which contributed to pedagogical theory formation during that time. Specifically, the educational institutions that are presented, their relationship with Greek columnists, the time when they are presented, pedagogues and pedagogical theories with which they are connected and the pedagogical principles they convey for educating the general public, the school environment, the teaching methodology, the assessment methods, the role of the teacher and the student (boy or girl), educational means and the school community are examined. Furthermore, the differences in physiognomy and article writers, along with opinions and recommendations regarding their effectiveness, are investigated.

Before Poland regained independence in 1918, a great role in the development of domestic educational concepts and propagation of international ones, as well as in designing solutions concerning the future school system, was played by pedagogical journals published during the Great War by teachers’ organizations. They included: “Szkoła” (School), “Muzeum” (Museum), “Ruch Pedagogiczny” (The Pedagogical Movement), “Wychowanie w Domu i Szkole” (Education at Home and at School), “Przegląd Pedagogiczny” (Pedagogical Review), “Szkoła Polska” (Polish School), “Miesięcznik Pedagogiczny” (Pedagogical Monthly). Zanim Polska odzyskała w 1918 r. niepodległość ważną rolę w rozwoju rodzimych i upowszechnianiu międzynarodowych koncepcji edukacyjnych oraz w projektowaniu rozwiązań dotyczących przyszłego w kraju ustroju szkolnictwa odegrały czasopisma pedagogiczne ukazujące się w okresie pierwszej wojny światowej pod szyldem organizacji nauczycielskich. Należały do nich: „Szkoła”, „Muzeum”, „Ruch Pedagogiczny”, „Wychowanie w Domu i Szkole”, „Przegląd Pedagogiczny”, „Szkoła Polska”, „Miesięcznik Pedagogiczny”.

El boletín La Escuela: Boletín de la Asociación Provincial del Magisterio de primera enseñanza es una de las numerosas publicaciones pedagógicas profesionales que aparecieron en España entre finales del siglo XIX y principios del XX. Publicado en Castellón, estaba principalmente dirigido a maestros y maestras de educación primaria y abordaba una amplia variedad de temas relacionados con la educación. En este trabajo, se realiza un análisis detallado de la sección de problemas de matemáticas presente el boletín entre 1913 y 1916. A lo largo de los números estudiados se han identificado cuatro periodos diferentes en dicha sección con distintos enfoques: problemas para llevarlos al aula o problemas para promover la participación de los lectores. A pesar de las restricciones para publicar gráficos y dibujos en el boletín, la mayor parte de los problemas propuestos están relacionados con la geometría, especialmente con el cálculo de áreas, volúmenes y longitudes de distintas figuras geométricas, y se resuelven mayoritariamente con técnicas algebraicas. Además, el álgebra presente en muchas de las soluciones publicadas excede los contenidos que se estudiaban en las Escuelas Normales de esa época. Los resultados de nuestro estudio proporcionan información interesante sobre la formación matemática de los maestros españoles en un contexto histórico y geográfico concreto (la España de provincias del primer cuarto de siglo XX) y sobre el posible impacto que este tipo de secciones pudiera haber tenido sobre la práctica educativa de los lectores. The bulletin La Escuela. Boletin de la Asociacion Provincial del Magisterio de primera ensenanza The School: Bulletin of the Provincial Association of Primary Education] is one of the many professional pedagogical publications that appeared in Spain between the late 19th and early 20th centuries. Published in Castellón, it was mostly aimed at primary education teachers and it addressed a wide variety of education- related topics. In this work, we carry out a detailed analysis of the mathematics problem section that appeared in the bulletin from 1913 through 1916. Throughout the issues studied, we have identified four different periods in the section, featuring different approaches: problems to be implemented in the classroom or problems meant to engage the participation of the readers. Despite the restrictions involved in publishing graphics and figures in the bulletin, most of the problems are related to geometry, especially to the calculation of areas, volumes and lengths of different geometric figures, which for the most part require the use of algebraic techniques. Furthermore, the algebra used in many of the published solutions exceeds the contents that were studied at Normal Schools (Teacher Training Centers) of that time. The results of our study provide interesting information about the mathematical training of Spanish teachers in a specific historical and geographical context (Spanish provinces during the first quarter of the 20th century) and about the possible impact that this type of section could have had on the educational practice of readers. El boletín La Escuela: Boletín de la Asociación Provincial del Magiste-rio de primera enseñanza es una de las numerosas publicaciones pedagógi-cas profesionales que aparecieron en España entre finales del siglo XIX y principios del XX. Publicado en Castellón, estaba principalmente dirigido a maestros y maestras de educación primaria y abordaba una amplia variedad de temas relacionados con la educación. En este trabajo, se realiza un análisis detallado de la sección de problemas de matemáticas presente el boletín entre 1913 y 1916. A lo largo de los números estudiados se han identificado cuatro periodos diferentes en dicha sección con distintos en-foques: problemas para llevarlos al aula o problemas para promover la participación de los lectores. A pesar de las restricciones para publicar gráficos y dibujos en el boletín, la mayor parte de los problemas propuestos están relacionados con la geometría, especialmente con el cálculo de áreas, volúmenes y longitudes de distintas figuras geométricas, y se resuelven mayoritariamente con técnicas algebraicas. Además, el álgebra presente en muchas de las soluciones publicadas excede los contenidos que se estudiaban en las Escuelas Normales de esa época. Los resultados de nuestro estudio proporcionan información interesante sobre la formación matemática de los maestros españoles en un contexto histórico y geográfico concreto (la España de provincias del primer cuarto de siglo XX) y sobre el posible impacto que este tipo de secciones pudiera haber tenido sobre la práctica educativa de los lectores.

Magistrsko delo obravnava sodelovanje med šolo in domom v pedagoških revijah od leta 1919 do 1941, ki zajemajo leta med obema svetovnima vojnama. Slovenci so se v omenjenem obdobju soočali s številnimi spremembami na vseh področjih. Na šolskem področju so se spoprijemali s posledicami 1. svetovne vojne, ki je prizadela tudi nekatere ustaljene ali razvijajoče se strategije sodelovanja med šolo in domom. Poleg tematiziranja takratnih razmer delo, skozi analizo prispevkov objavljenih v tistem času najbolj priznanih pedagoških revijah Popotnik in Pedagoški zbornik, poskuša osvetliti, kakšnih oblik so se z namenom sodelovanja posluževale šolske institucije, katere ovire so jim stale na poti in čemu so pripisovali važnost obravnavanja opisane tematike. Poleg naštetega se dotakne zakonskih določb, ki so regulirale sodelovanje v času med vojnama, ter usposobljenosti učiteljev za sodelovanje. Pred poglobljeno analizo in interpretacijo so v delu predstavljeni temeljni pojmi sodelovanja med šolo in domom, kot jih razumemo danes. S končno interpretacijo besedilo primerjalno poveže sodobne in zgodovinske razmere. Zdi se, da se razmere v določenih segmentih kljub časovnemu razmaku niso dosti spremenile. Tako kot danes poudarjamo, kako pomembno je vključevanje staršev v šolski prostor, so tudi nekoč priznavali njihovo vlogo, predvsem pa poudarjali prednosti, ki jih sodelovanje prinaša učencem. Nekatere oblike sodelovanja, tako formalne kot neformalne, in ovire ostajajo enake, največji napredek pa je opazen v stopnji vključenosti staršev. Danes si vzgojno-izobraževalne institucije po večini prizadevajo za partnersko sodelovanje med šolo in domom. Sodelovanje samo je kompleksen pojem, odvisen od več objektivnih in subjektivnih dejavnikov. Partnerstvo med šolo in domom pa lahko predstavimo kot ideal, h kateremu se po večini stremi, a ga je težko doseči. The master’s thesis is trying to illustrate home-school collaboration based on pedagogical journals published in the years between 1919 and 1941, namely between World War I and World War II. During this time, the Slovenes were facing many changes in all areas of their lives. World War I had also affected the educational field, including the strategies of home-school collaboration which had already started to develop. In addition to thematizing the contemporary situation, through the analysis of the articles published in the most recognized pedagogical journals, Popotnik and Pedagoški zbornik, the thesis is trying to explain why authors focused on this topic, what forms schools were using for the purpose of collaboration and what obstacles stood in their way. Additionally, it deals with the legislation regulating the area of collaboration as well as the qualifications of the teachers. Before the in-depth analysis and interpretation, the thesis presents the basic concepts of home-school collaboration as they are understood today. The final interpretation connects the modern and the historical points of view. It seems as if there are not many differences in 20th and 21st centuries, despite the time lag. Just as it is emphasized today that parents are important factors in the school environment, their role used to be recognized in the past. In the period between the world wars, the benefits that their participation brought to pupils were emphasized. Both, formal and informal, forms of participations remain the same as well as some barriers. Nowadays, the educational institutions are striving for a better home-school collaborative partnership. The collaboration itself is a complex concept that depends on several objective and subjective factors. The partnership between home and school could be seen as the ideal concept we are aiming at, but it is hard to achieve.

The article is an analysis of one of the key national journals from permanent education, entitled “Adult Continuing Education”. Authors focused mainly on its content, the focus of interest, making articles in all issues of the magazine, starting with the number one from 1993, up to the last number. Thanks to them, the most important issues raised in the periodical, as well as its richest number of rubrics, are summarized. The article also discusses the history of “Continuing Adult Education”, summarizing in tables the data concerning, inter alia, the editors of the journal, outlays or institutions cooperating with the quarterly.

This diploma thesis deals with the analysis of the conceptual framework of education management in peer-reviewed journals. The theoretical part is focused on the summary of the existing knowledge about all contexts related to the field of education management from the point of view of the time perspective. It draws on both foreign and domestic sources. Attention will also be paid to the current issue of terminologically uninterrupted important educological terms related to the management of education. Further chapters will focus on educational theories, leadership perspectives in education, lifelong learning, adult education and senior education. The research part is focused on the content analysis of the Czech peer- reviewed pedagogical journals Pedagogika, Pedagogická orientace and Studia paedagogica. Its aim is to analyze how the conceptual framework of education management in the years 2000-2017 developed in them. Based on the analysis, answers will be sought on the areas of management of education and the subject to which the most attention is paid, which topics are most frequently addressed in relation to adult education and senior citizens, how the frequency of these topics has evolved, and whether there are some common patterns among the magazines analyzed. KEYWORDS educational management,...

В статье охарактеризованы судьба и педагогическая деятельность Николая Христиановича фон Весселя. Представлены его подходы к формированию в России народной, демократической, бессословной и непрерывной системы образования. Обоснован потенциал рецепции педагогического наследия Н. Х. Весселя для развития современного российского образования и на перспективу., The article in its entirety describes the fate and pedagogical activity of Nikolai Kh. von Wessel. The approaches to the formation in Russia of a popular, democratic, classless and continuous education system are presented. The potential of the pedagogical heritage of Wessel for the development of modern Russian education is justified.

Neste trabalho efetua-se uma caracterização dos discursos da pedagogia e da psicologia sobre os problemas de rendimento escolar. A análise incide sobre o período de estruturação do sistema público de ensino e de difusão dos princípios da Escola Nova. São analisados artigos da Revista de Educação, também denominada Educação e Escola Nova, e manuais de psicologia educacional destinados à formação docente, publicados nas décadas de 1930 e 1940. A análise baseia-se em textos de Michel Foucault e Dominique Maingueneau sobre o discurso. O exame dos enunciados da psicologia e da educação indica que a melhoria do rendimento escolar era relacionada à possibilidade de produzir conhecimentos científicos sobre o aluno e controlar, rigorosamente, a organização do trabalho escolar, em especial as atividades docentes. This article presents a depiction of the discourses of pedagogy and psychology on the problems related to school performance. It focuses on the period when the public school system was being structured and when the principles of the New School spread. The article analyses texts published in the Revista de Educação, Journal of Education also calledEducation and New School, and educational psychology textbooks for teacher education, published in the 1930s and 1940s. The analysis is based on texts by Michel Foucault and Dominique Maingueneau about the speech. The examination of the statements of psychology and education indicates that the improvement of school performance was related to the production of scientific knowledge about the student and to the strict control of school work, especially teaching activities. El trabajo efectúa una caracterización de los discursos de la pedagogía y de la psicología, sobre los problemas de rendimiento escolar. Incide sobre el período de estructuración del sistema público de educación y de difusión de los principios de la Escuela Nueva. Son analizados artículos de la Revista de Educação, también denominada Educação eEscola Nova, y los manuales de psicología de la educación destinados a la formación docente, publicados en las décadas de 1930 e 1940. El análisis se basa en textos de Michel Foucault y de Dominique Maingueneau sobre el discurso. El examen de los enunciados de la psicología y de la educación indica que la mejoría del rendimiento escolar estaba relacionada con la posibilidad de producir conocimientos científicos sobre el alumno y controlar rigurosamente la organización del trabajo escolar, en especial las actividades docentes. Résumé Le travail effectue une caractérisation des discours de la pédagogie et de la psychologie sur les problèmes de performance scolaire. Il se concentre sur la période de la structuration du système scolaire public et de diffusion des principes de la Nouvelle École. Les articles publiés dans la Revista de Educação, également appelé Educação etEscola Nova, sont analysés ainsi que les manuels de psychologie de l'éducation destiné à la formation des instituteurs, publiés dans les années 1930 et 1940. L'analyse est fondée sur des textes de Michel Foucault et Dominique Maingueneau sur le discours. L'examen de la psychologie et de l'éducation indique que l'amélioration de la performance scolaire était liée à la possibilité de produire des connaissances scientifiques sur l'étudiant et de contrôler strictement l'organisation du travail scolaire, en particulier les activités d'enseignement.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES In this text are presented results of a research whose objective was to characterize appropriations about the Calkins’ intuitive method in orientations to teaching geometric knowledge in primary school, present in Brazilian pedagogical journals of period between 1890 and 1930, finded in UFSC’s repository. The contribution came from the use of Chartier (2003) to talk about appropriation, Calkins (1886/1950) about intuitive method and Leme da Silva (2005) about geometric knowledge. The choice to examine the intuitive method from Calkins (1886/1950) can be justified because he was identified as reference in the intuitive method in Brazilian works. After exam, it was identified that the orientations for geometrics knowledge followed two paths: implicit and explicit. In the first case, when the authors used expression such as “lições de coisas” and “Calkins” in the text. In the second case, implicit when it was possible identified the uses of the principles of Calkins. Based on theses paths it was possible to characterize the appropriations from how of the geometric knowledge was related to teaching of lines, points, angles, geometric forms, geometrics figures and geometric solids, with the objective of stimulating the child’s senses, especially from the sight. The authors used principles of Calkins’ intuitive method starting from the dialogue, instigating the students to see the draws or objects and to do sentences about it. The comparison, association and classification were also identified in the treatment of sight education. From this, it was possible to affirm that the author appropriations were related to two uses: use of objects or from the imagination of children. Thus, it was possible to affirm that there was appropriation of Calkins’ intuitive method to teaching geometric knowledge, mainly of the principle of educating of sight, because in the recommendations the observation was highlighted. Neste texto é apresentado o resultado de uma pesquisa com o objetivo de caracterizar apropriações do método intuitivo de Calkins nas orientações para o ensino de saberes geométricos do curso primário, presente em exemplares de revistas pedagógicas brasileiras do período de 1890 a 1930, localizadas no repositório alocado no sítio da UFSC. Foram adotados os entendimentos de Chartier (2003) para apropriação, Calkins (1886/1950) para a compreensão de princípios do método intuitivo e Leme da Silva (2015) para saberes geométricos. A opção por examinar o método intuitivo a partir de Calkins (1886/1950) pode ser justificada por ser identificado em pesquisas brasileiras, como uma referência para o método intuitivo. Após exame das fontes, foi identificado que as orientações para os saberes geométricos perpassavam por dois caminhos: explícito e implícito. No primeiro caso, quando os autores utilizavam expressões como “lições de coisas” ou “Calkins” no texto e implícito quando foi possível identificar usos dos princípios do método como defendido por Calkins. Com base nesses caminhos foi possível caracterizar apropriações a partir da forma como os saberes geométricos estavam relacionados ao ensino das linhas, pontos, ângulos, formas geométricas, figuras geométricas e sólidos geométricos, que tinha o objetivo de estimular os sentidos da criança, principalmente a partir da vista. Os autores adotavam princípios do método intuitivo de Calkins (1886/1950) partindo, principalmente, do diálogo, instigando os alunos a ver os desenhos ou objetos e formar sentenças sobre os mesmos. A comparação, associação e classificação também foram identificadas no tratamento da educação da vista. A partir dessa constatação, é possível afirmar que as apropriações dos autores estavam relacionadas ao uso dos princípios de duas formas diferentes: com ênfase no uso de objetos ou a partir da imaginação da criança. Dessa forma, os autores que tratavam do método intuitivo de Calkins (1886/1950) tanto explícito quanto implicitamente para o ensino de saberes geométricos se apropriaram do princípio de educar a vista, uma vez que nas recomendações para o ensino a observação ganhava destaque. São Cristóvão, SE

In everyday public communication, especially in education, more and more often the terms standards and competences are used. The question remains whether the terms educational standards and competences, as two mutually related terms, are represented in current course books for didactics, which is one of the conditions of defining them as such. The author was interested to find out to what extent these terms were represented in pedagogical periodical articles. The author raises the issue if it is justifiable to standardize education or personalize and individualize it. He also deals with problems of favouritism in output and achievements in education at the expense of other elements of the system, such as system inputs and their organisation. After analysing several course books for didactics, the author came to conclusion that the terms educational standards and competences were hardly mentioned. With regards to the analysed terms representation in course books for didactics and the fact that their authors understand them differently, one can conclude that the didactics theory should define the abovementioned terms, which means that the content and scope of each term should be determined. Therefore, it is suggested that didactics researchers should decide if the mentioned terms will be integrated into the didactics terms unit as termini technici and into didactics course books and, thus, become the teachers’ education curriculum content, U svakodnevnoj javnoj komunikaciji, a posebice u odgoju i obrazovanju, sve se učestalije rabe pojmovi obrazovni standardi i kompetencije. Autori različito razumiju i tumače te pojmove. Budući da se obrazovni standardi razumiju kao osnovica za stjecanje kompetencija i da se kompetencije stječu u procesu odgoja i obrazovanja, istraživačko je pitanje jesu li ta dva, međusobno povezana pojma, zastupljena u aktualnim udžbenicima didaktike i člancima u pedagoškoj periodici. Treba li odgoju i obrazovanju standardizacija ili personalizacija? Autor shvaća standardizaciju kao težnju obrazovne politike (administracije) da upravlja školstvom primjenjujući zakonitosti tržišta, što nije obilježje odgoja i obrazovanja. Standardizacija ne uvažava spoznaje o višestrukim inteligencijama. Pojam kompetencije objašnjava se kao skupni naziv koji obuhvaća znanja, sposobnosti, vještine, vrijednosti, odluke za djelovanje i dr. Kompetencije su izlaz ili postignuće odgoja i obrazovanja, što znači da su bitno povezane s definiranjem ciljeva i vrjednovanjem njihova ostvarenja. Autor analizira udžbenike didaktike (1991.-2011.) i tri časopisa o odgoju i obrazovanju (2000.-2011.) da bi utvrdio jesu li pojmovi obrazovni standardi i kompetencije njihov predmet. Na uzorku sedam udžbenika didaktike i 679 objavljenih članaka u pedagoškim časopisima utvrđeno je da samo jedan udžbenik didaktike (2010.) u tekstu i rječniku pojmova razmatra ta dva pojma te da je u 1,2% članaka (ključne riječi) zastupljen pojam obrazovni standardi i 6,8% pojam kompetencije. S obzirom na mali postotak zastupljenosti analiziranih pojmova može se zaključiti da oni nisu rezultat razvoja didaktičke teorije, nego nastojanja obrazovne, prije svega europske, politike. Danas je važno poradi toga opredjeljenje (izazov) didaktičara hoće li se ta dva pojma postati integrirani didaktički pojmovi (u udžbenicima) i postati sadržaji kurikuluma obrazovanja učitelja koji će potom u svojoj pedagoškoj praksi djelovati sukladno spoznajama te istraživati tu praksu., In der täglichen öffentlichen Kommunikation, vor allem in der Bildung, werden immer häufiger die Begriffe Bildungsstandards und Kompetenzen verwendet. Die Autoren verstehen und erklären diese Konzepte auf unterschiedliche Arten. Da Bildungsstandards als Grundlage für den Erwerb von Kompetenzen verstanden und die Kompetenzen im Bildungsprozess erworben werden, wird bei der Forschung die Frage gestellt, ob diese beiden miteinander verknüpften Begriffe in den aktuellen Didaktik-Lehrbüchern und pädagogischen Artikeln in Zeitschriften vertreten sind. Braucht die Bildung eine Standardisierung und Personalisierung? Der Autor versteht die Standardisierung als Bestrebung der Bildungspolitik (Verwaltung) das Schulwesens nach den Gesetzmäßigkeiten des Marktes zu leiten, was aber nicht charakteristisch für die Bildung ist. Bei der Standardisierung werden die Erkenntnisse der multiplen Intelligenzen nicht anerkannt. Der Begriff der Kompetenz wird als Sammelbegriff erklärt, der Kenntnisse, Fähigkeiten, Fertigkeiten, Werte, Handlungsbeschlüsse, usw. umfasst. Die Kompetenzen werden als Ausgangsergebnisse der Bildung betrachtet, das heißt, dass sie im Wesentlichen mit der Festlegung der Ziele und Bewertung ihrer Leistungen verbunden sind. Der Autor analysiert Didaktik-Lehrbücher (von 1991 bis 2011) und drei pädagogische Zeitschriften (von 2000 bis 2011), um festzustellen, ob die Begriffe Bildungsstandards und Kompetenzen zu ihren Gegenstand gehören. Mit Hilfe der Stichprobe von sieben Didaktik-Lehrbüchern und 679 veröffentlichten Beiträgen in pädagogischen Fachzeitschriften wurde festgestellt, dass nur ein Didaktik-Lehrbuch (2010 ) im Text und Glossar diese zwei Begriffe berücksichtigte und dass in 1,2 % der Beiträge (Schlüsselbegriffe) der Begriff Bildungsstandards und in 6,8% der Begriff Kompetenzen vertreten ist. Angesichts des geringen Prozentsatzes der analysierten Begriffe kann man die Folgerung ziehen, dass sie nicht das Ergebnis der Entwicklung von didaktischer Theorie sind, sondern als Bemühungen der Bildungspolitik, vor allem der europäischen Bildungspolitik, verstanden werden. Deswegen ist heute die Bekenntnis (Herausforderung) der Didaktiker wichtig, ob diese beiden Begriffe zu integrierten didaktischen Begriffen (in Lehrbüchern) werden und ob sie inhaltlich zum Teil des Curriculums der Lehrerbildung werden, das dann in seiner pädagogischen Praxis in Übereinstimmung mit den Erkenntnissen erfolgen und diese Praxis untersuchen wird.

Os periódicos pedagógicos têm-se revelado como fontes de fundamental importância para a História da Educação. Assim sendo, buscou-se, neste estudo, analisar artigos da Revista Educação Atualizada, publicados em 1969, ano de emergência do Movimento da Matemática Moderna. Intentou-se conhecer como os professores autores dessa Revista se apropriaram do ideário desse Movimento no âmbito do Ensino Primário. Para tanto, buscou-se em Nóvoa (1993), Carvalho (2006) e Chartier (1991) elementos que subsidiassem as análises realizadas. O estudo revelou que os discursos sobre a Matemática Moderna foram conquistando espaço, na revista Educação Atualizada, na definição dos conceitos matemáticos e na regulação das atividades sugeridas aos docentes. Esses discursos preconizaram uma matemática baseada na Teoria dos Conjuntos, com ênfase no uso da linguagem simbólica, por meio de recursos específicos para trabalhar com as crianças. Além disso a modernização do ensino de Matemática no primário impôs um novo modo de conceber os conceitos matemáticos, destacando aspectos metodológicos e psicológicos para esse ensino. Los periódicos pedagógicos se vienen revelando como fuentes de fundamental importancia para la Historia de la Educación. De ese modo, se buscó, en este estudio, analizar artículos de la Revista Educação Atualizada, publicados en 1969, año de surgimiento del Movimiento de las Matemáticas Modernas. Se trató de conocer cómo el ideario de ese Movimiento fue apropiado por los profesores autores de esa Revista, en el ámbito de la enseñanza primaria. Para ello, se buscó en Nóvoa (1993), Carvalho (2006) y Chartier (1991) elementos que subsidiasen los análisis realizados. El estudio reveló que los discursos sobre las Matemáticas Modernas han ido conquistando espacio en la Revista Educação Atualizada en la definición de los conceptos matemáticos y en la regulación de las actividades sugeridas a los docentes. Esos discursos preconizan las matemáticas basadas en la Teoría de los Conjuntos, con énfasis en el uso del lenguaje simbólico, mediante recursos específicos para el trabajo con niños. Además, la modernización de la enseñanza de las Matemáticas en la escuela primaria impuso una nueva manera de concebir los conceptos matemáticos, destacando aspectos metodológicos y psicológicos para esa enseñanza. The pedagogical journals have been revealed as very important sources for the History of Education. In this study we analyzed some articles of the magazine Educação Atualizada, published in 1969, the year of Modern Mathematics Movement emergence. We attempted to understand how the ideas of this movement have been appropriated by the magazine authors and used in the Primary Education. This way, we found in the work of Nóvoa (1993), Carvalho (2006) and Chartier (1991) elements that support this analysis. The study revealed that the ideas about the Modern Mathematics were getting more importance and attention, not only in the journal Educação Atualizada, but also in the mathematical concepts definition and in the regulation of suggested activities for teachers as well. These speeches preceded the Mathematics course based on the Set Theory, with emphasis on the symbolic language, using specific resources to work with children. Besides, the mathematics teaching modernization in the Primary Education imposed a new way of conceiving the mathematical concepts, which emphases methodological and psychological aspects related to this teaching.

O presente trabalho tem como objetivo analisar as publicações de um periódico internacional e traçar o seu perfil editorial. A partir desta análise, traça um quadro comparativo com a produção nacional da Educação Física na sua subárea sociocultural. Para tanto, selecionamos um periódico especializado que fosse considerado de alto conceito pela plataforma WEB QUALIS periódicos, base de dados que tem sido utilizada para avaliar, em última instância, a qualidade dos Cursos de Pós-Graduação Stricto Sensu no Brasil. Nossas análises se pautaram em três grandes categorias, a saber: a) a presença constante de pesquisadores advindos das universidades americanas em grande parte dos artigos deste periódico; b) a discussão recorrente do papel da educação física como promotora da atividade física em ambientes formais de educação; c) a ausência de discussão epistemológica sobre a educação física neste periódico. Como conclusão, discutimos acerca da necessidade de ajustes teóricos e metodológicos por parte da comunidade acadêmica da educação física brasileira, para que seja possível publicar neste periódico internacional. This paper aims to discuss about an editorial scope of pedagogical journal in physical education field. Our intent is compare some of their pedagogical issues with Brazilian ones. We chose the Journal of Teaching in Physical Education because it is well qualified in the Educational Brazilian Governmental web system. We framed our scope in three big issues: a) the high concentration of American researchers in the most of papers; b) the permanent idea about the Physical Education is the responsible for promote wellness in schools and the related problems; c) the absence of epistemic discussions about the role of physical education in the Educational System. At the end, we discuss the necessity of having many theorical and empirical adjustments in the Brazilian Physical Educational papers, so as to we are able to publish in the international arena.

Статтю присвячено розгляду тенденцій висвітлення проблеми національного виховання на сторінках сучасних педагогічних журналів. The article deals with the tendency to demonstrate the problem of national upbringing at the pages of up-to-date pedagogical journals.

El presente trabajo tiene como propósito realizar un análisis cuantitativo de la producción científica publicada en la Revista de Pedagogía (Universidad Central de Venezuela) durante el período 1971-2005. En tal sentido, se estudia el perfil de los artículos publicados con relación a: sexo de los autores, tipo de autoría, temas tratados por los autores, tipologías de las investigaciones, colaboradores frecuentes, procedencia institucional de las colaboraciones y promedio de publicación discriminado por décadas y número. Se verificó que no hubo diferencias de autoría en cuanto a sexo, sin embargo, fue significativa la concentración en autoría única y trabajos teóricos. La mayoría de los trabajos son de autores nacionales con predominio de los de la Universidad Central de Venezuela. El tema de la Educación fue estadísticamente dominante, lo que era de esperarse, por ser la Revista de Pedagogía una publicación ubicada en el ámbito de la Educación. This work presents a quantitative analysis of the articles published in the pedagogical journal (Revista de Pedagogia) at the Universidad Central de Venezuela during the period 1971-2002. As such, it studies the profile of the articles published with regard to: sex of the authors, type of authorship, topics dealt with, a typology of the studies published, frequent contributors, institutions to which contributors belong, and average number of publications according to decade and number. It was found that there was no difference of authorship as regards sex but the large number of articles published under sole authorship as well as the proliferation of theoretical studies was significant. Most works were written by national authors especially those working at the Universidad Central de Venezuela. The topic of Education was statistically predominant, as might be expected, the journal being a publication centered in that particular field.

У статті аналізуються публікації з питання національної свідомості та національної самосвідомості в сучасних педагогічних журналах. Автор стверджує, що вітчизняна освітянська журналістика сприяє вирішенню цієї актуальної проблеми та формує суспільну думку відносно неї. The publications of the problem of national consciousness and self - consciousness at the up-to-date pedagogical journals are analyzed in the article. The author stresses that native educational journalism promotes the solution of this vital problem and forms social opinion concerning it.

It requires a good mental health of teacher to comply with all the requirements that one has to adhere to in pedagogically – educational process. We wanted to find out, which topics are being processed by selected pedagogical journals and to which extend the topic of teacher's mental health is handled. Pursuing a content analysis of three Slovak pedagogical journals, weve found out that the most attention is paid to educational topic, to various information and reviews, but only negligible number of articles is dedicated to the teacher's mental health care.