The purpose of this research was to present the Vila dos Sonhos Occupation - Caju Complex, Rio de Janeiro/RJ. The Occupation was established on the site of one of the first isolation hospitals in Brazil, founded on November 9, 1889, Hospital São Sebastião. The dissertation observes and analyzes the oblivion of the site through academic journals (Scielo, Google Scholar, Anped Library, Academic Journals and the Sucupira Platform). It proposes an understanding of the possible construction of a policy of shared memories by the residents of the Occupation, as well as by the community and social assistance structures. From this perspective, the aim is to investigate whether both the individuals involved and these institutions are in dispute over the elaboration of this memory (NORA, 1993) and the definition of the site's heritage status. Is there a dispute/tension of power in this place? The research is also based on and uses interview techniques based on Rocha and Eckert (2008); and Amado and Ferreira (2006), as well as a field diary. The interviews were conducted with members of the Vila dos Sonhos Occupation Residents' Association, with the first residents, with the director of CRAS XV de Maio, and an attempt was also made to interview one of the leaders of the first evangelical church. It was based on a discussion of the processes of (de/re)construction of bodies and identities (GOMES, 2005; CANDAU, 2012) in this Occupation. The investigation was complemented by a survey and analysis of bibliographic and iconographic sources, from the perspective of strangeness - of the sources (GINZBURG, 1989). The results presented permeated the writing experience (EVARISTO, 2017), as the research is involved in studying "us" and not the "others" (VELHO, 2013). Based on the same sentiment as Mata (2010), the aim is not to provide absolute truths on the subject, but rather to remember, or rather reminisce about the bodies that are in certain territories in the city of Rio de Janeiro.

A pesquisa teve como proposta apresentar a Ocupação Vila dos Sonhos – Complexo do Caju, Rio de Janeiro/RJ. A Ocupação estabeleceu-se no terreno de um dos primeiros hospitais de isolamento do Brasil, fundado em 09 de novembro de 1889, Hospital São Sebastião. A dissertação observa e analisa o esquecimento do terreno por meio dos periódicos acadêmicos (Scielo, Google Acadêmico, Biblioteca da Anped, Revistas Acadêmicas e Plataforma Sucupira). Propõe-se a compreensão acerca da possível construção de uma política de memórias compartilhadas pelos residentes da Ocupação, bem como pelas estruturas comunitárias e de assistência social. Nessa perspectiva, busca-se investigar se tanto os indivíduos envolvidos quanto essas instituições estão em disputa pela elaboração dessa memória (NORA, 1993) e pela definição do status patrimonial deste local. Há disputa/tensão de poder neste lugar? A pesquisa também tem como base e utiliza técnicas de entrevistas fundamentadas em Rocha e Eckert (2008); e Amado e Ferreira (2006), além do diário de campo. As entrevistas foram realizadas com participantes da Associação de Moradores da Ocupação Vila dos Sonhos, com as primeiras moradoras, com a diretora do CRAS XV de Maio, havendo, igualmente, a tentativa de entrevistar um dos líderes da primeira igreja evangélica. Sendo fundamentada por meio da discussão sobre os processos de (des/re)construções de corpos e identidades (GOMES, 2005; CANDAU, 2012) nesta Ocupação. A investigação foi complementada com o levantamento e análise de fontes bibliográficas e iconográficas, a partir da perspectiva de estranhamento - das fontes (GINZBURG, 1989). Os resultados apresentados permearam a escrevivência (EVARISTO, 2017), pois a pesquisa está implicada em estudar o “nós” e não os “outros” (VELHO, 2013). Partindo do mesmo sentimento de Mata (2010), o objetivo não é trazer verdades absolutas sobre a temática, mas lembrar, ou melhor, rememorar os corpos que estão em determinados territórios na cidade do Rio de Janeiro.

In Chile, during the 20th century, normal schools experienced several reformist processes, mainly in terms of their curricular dimension (Cox and Gysling, 1990; Pérez Navarro, 2017). Despite their relevance, these transformations have been barely attended to. The objective of this paper is to analyze the process of curricular and pedagogical diversification implemented in rural and urban normal schools between 1929 and 1945. During this period, various policies consolidated a model of normal school training diversified in pedagogical, territorial and gender-based terms of students. On the one hand, the creation of rural normal schools (Law No. 5,100, 1929) and the development of new study plans (Law No. 6,396, 1929) established a differentiation between subjects exclusive to urban normal schools and others specific to rural normal schools, in addition to distinguishing between subjects only for men and others only for women. On the other hand, the transformation of the José Abelardo Núñez Normal School into a Superior Normal School (Decree-Law No. 515, 1933) marked the beginning of the formation of a select group of teachers -mainly men- dedicated to the improvement of teaching staff primary education and the training of directors, provincial inspectors, departmental inspectors, counselors and guide teachers of the schools attached to the normal schools. The prominent normal student Santiago Tejías, who at that time served as General Director of Primary Education, led the reorganization of the establishment. Towards the end of this period, this group of experts proposed a curricular reform to the normal schools, of an experimental type, whose design and application was carried out between 1940 and 1944. The holding of the 1st Congress of Normal Education in 1944 and the promulgation of a new General Regulation of Normal Schools the following year marked the beginning of a period that tended to homogenize pedagogical practices and reduce curricular diversification. During this period five new public normal schools were created. The application of new study plans marked a break with the trend of the previous period, by minimizing the training differences between urban and rural normal schools (Decree No. 6,636, 1944). Furthermore, within the framework of the 1st National Congress of Education held in 1945, the demand of teachers to elevate normal schools to the post-secondary level deepened. In methodological terms, a corpus composed of various documentary sources is analyzed, such as decrees, laws, circulars, official letters, reports or reports issued by the different sections of the Ministry of Public Education. Additionally, periodical material is examined, such as the Revista de Educación, and magazines and newspapers published by the teachers of the normal schools (such as Plus Ultra, published by the Escuela Normal de Copiapó between 1938 and 1947, or Paidós, published by the José Abelardo Núñez Higher Normal School between 1940 and 1941). Likewise, reports of pedagogical practices of normalistas in training, and reports of supervised practices or degree seminars are studied.

En Chile, durante el siglo XX, las escuelas normales experimentaron varios procesos reformistas, principalmente en términos de su dimensión curricular (Cox y Gysling, 1990; Pérez Navarro, 2017). A pesar de su relevancia, estas transformaciones han sido escasamente atendidas. El objetivo de esta ponencia es analizar el proceso de diversificación curricular y pedagógica implementado en las escuelas normales rurales y urbanas entre 1929 y 1945. Durante este período, diversas políticas consolidaron un modelo de formación normalista diversificado en términos pedagógicos, territoriales y en función del sexo de sus estudiantes. Por un lado, la fundación de escuelas normales rurales (Ley n.° 5.100, 1929) y la elaboración de nuevos planes de estudio (Ley n.° 6.396, 1929) establecieron una diferenciación entre asignaturas exclusivas para escuelas normales urbanas y otras específicas para escuelas normales rurales, además de distinguir entre materias sólo para hombres y otras únicamente para mujeres. Por otro lado, la transformación de la Escuela Normal José Abelardo Núñez en Escuela Normal Superior (Decreto-ley n.° 515, 1933) marcó el inicio de la conformación de un selecto grupo de maestros -principalmente hombres- dedicado al perfeccionamiento del profesorado de educación primaria y a la formación de directores, inspectores provinciales, inspectores departamentales, orientadores y profesores guías de las escuelas anexas a las escuelas normales (establecimientos donde los normalistas en formación realizaban sus prácticas). El destacado normalista Santiago Tejías, quien por entonces se desempeñaba como Director General de Educación Primaria, lideró la reorganización del establecimiento. Hacia el final de este período, este grupo de expertos propuso una reforma curricular a las escuelas normales, de tipo experimental, cuyo diseño y aplicación se llevó a cabo entre 1940 y 1944. La realización del 1° Congreso de Enseñanza Normal en 1944 y la promulgación de un nuevo Reglamento General de Escuelas Normales al año siguiente marcaron el inicio de un período que tendió a homogeneizar las prácticas pedagógicas y disminuir la diversificación curricular. Durante este período fueron creadas cinco nuevas escuelas normales fiscales. La aplicación de nuevos planes de estudio marcaron una ruptura con la tendencia del período anterior, al minimizar las diferencias formativas entre las escuelas normales urbanas y rurales (Decreto n.° 6.636, 1944). Además, en el marco del 1° Congreso Nacional de Educación celebrado en 1945, se profundizó la demanda del profesorado por elevar las escuelas normales al nivel postsecundario. En términos metodológicos, se analiza un corpus compuesto por diversas fuentes documentales, como decretos, leyes, circulares, oficios, informes o reportes emanados por las distintas secciones del Ministerio de Educación Pública. Complementariamente, se examina material de tipo hemerográfico, como la Revista de Educación, y revistas y periódicos publicados por el profesorado de las escuelas normales (como Plus Ultra, editada por la Escuela Normal de Copiapó entre 1938 y 1947, o Paidós, publicado por la Escuela Normal Superior José Abelardo Núñez entre 1940 y 1941). Asimismo, se estudian reportes de prácticas pedagógicas de normalistas en formación, y memorias de prácticas supervisadas o seminarios de título.

This work addresses the training of educators in the field of cultural diversity and what is the perception of professionals about the everyday multicultural reality in the institutions where they work. In this regard, different models of educator training (academic, technical, personalized, hermeneutic-reflexive and critical) and pedagogical approach to cultural diversity (assimilationist, compensatory, multicultural and intercultural) are presented. An approach study allows us to affirm that attention to cultural diversity plays an important role in the daily educational activity of professionals. Educators, as a whole, are sensitive to cultural diversity and its promotion in institutions; however, the intercultural training received is insufficient. The results also reveal that the participation of families is not encouraged, that the available resources are scarce and that the intercultural and inclusive dimension in the curriculum lacks pedagogical systematization.

En este trabajo se aborda la formación de educadores en el ámbito de la diversidad cultural y cuál es la percepción de los profesionales sobre la realidad multicultural cotidiana en las instituciones en que trabajan. Al respecto, se exponen distintos modelos de formación de educadores (académico, técnico, personalizado, hermenéutico-reflexivo y crítico) y de abordaje pedagógico de la diversidad cultural (asimilacionista, compensatorio, multicultural e intercultural). Un estudio de aproximación nos permite afirmar que la atención a la diversidad cultural ocupa un papel importante en la actividad educativa cotidiana de los profesionales. Los educadores son sensibles a la diversidad cultural y a su fomento en las instituciones; sin embargo, la formación intercultural recibida es insuficiente. Además, se fomenta poco la participación de las familias, los recursos disponibles escasean y la dimensión intercultural e inclusiva en el currículum carece, en general, de sistematización pedagógica.