The syllabuses saved in teaching record books are of particular research interest for educational historians. The recording of the syllabus material taught in the primary schools of the Greek communities of the Ottoman Empire from the end of the 19th century, and not of the curriculum indicates the different logic of their design in relation to that of the modern curricula. Syllabuses are designed every school year according to the students’ needs and the available teaching staff despite the efforts of the respective principals to implement the curriculum of the Male Urban School of the Archdiocese of Istanbul to some extent, since the Ecumenical Patriarchate plays an important role in the organization and systematization of education in community schools. In addition to the syllabuses presented in the textbook for each subject, teachers often adapt this material based on the intellectual level of students but also the geophysical, financial and political conditions of the time. Finally, the careful recording of the textbooks in the teaching record books, contributes decisively to the formation of a complete picture of the priorities and choices of each community school of this period. Also we can see the decoloniality efforts of Greek communities through education in the Ottoman Empire. In the present study the only two record books of Urban Schools that survive in the wider area of Thessaloniki and record the material that is taught per subject in each grade are examined. The “Book of Taught Material” concerns the Urban School of Vassilika from 1894-1895 to 1911-1912 and the "Book of Teaching Material" in the Urban School of Vyssokas during the years 1910-1911 and 1911- 1912. After the presentation of these books, a comparison of the timetables among these two schools, the Central Urban School of Thessaloniki (1883-1884) and the Male Urban School of Istanbul (1907-1908) is attempted to highlight similarities and differences. The method followed in the present work is the historical-interpretive in both of its levels: 1) the systematic historical-historiographical: the curricula and their teaching hours are recorded and presented as well as the record books of taught material that are saved in the wider area of ​​Thessaloniki at the end of the 19th to the beginning of the 20th century and 2) the analytical - interpretive: the curricula and textbooks are analyzed and interpreted based on the historical, political, social and educational contexts.

In the 1960s the civil rights movement in the United States and beyond was visible in newspapers, on television, and other media. Some textbook publishers for primary and secondary schools noted the interest in expanding representation of diverse populations and began to include illustrations of children from different racial and ethnic backgrounds in their publications as central characters. The narrative didn’t change substantially, however. The nuclear family with a single male wage earner was the norm, and middle class backgrounds proliferated. One well-known series of readers attempted to provide a balanced presentation of characters from different backgrounds. The publisher Scott Foresman produced a reading series titled the Elson-Gray Readers in the 1930s which had earlier versions dating back to the early 1900s and that later evolved into the Basic Readers and subsequently the New Basic Readers schoolbook series. By the mid-1960s, the New Basic Readers portrayed Asian American and African American children in the illustrations, but only in an edition that was typically used in metropolitan school districts (Compton-Lilly, 2019). The standard edition was available for other parts of the U.S. that preferred a non-integrated schoolbook. As side-by-side comparisons depict, the illustrations are accompanied by minimal changes to text with new characters from different backgrounds added to diversify the content while not significantly altering the narrative. Scott Foresman, an enterprising publisher, tried to match current interests with their products, also producing a version of their reading textbooks for Catholic Schools, the New Cathedral Basic Readers, and a phonetic edition using the initial teaching alphabet. Examples of illustrations from the standard and multicultural editions highlight and compare their content, showing the early attempts to decolonize schoolbooks in the U.S. through more inclusivity. While these efforts may seem limited by our present understanding, they were controversial at the time, showing children and families from different backgrounds in typically middle-class white settings. Inclusion of African American or Asian American children in other textbooks often portrayed them as impoverished, undereducated, and sometimes as exotic. (Wirtenberg, 1980). The efforts by Scott Foresman to depict children from minoritized groups in homes and activities that were then considered more typical of white families led to selective adoption of these books in schools. This was a small step toward decolonizing the reading books used by school children, but it was an affirmative action, regardless of the limited distribution of the textbooks. Children began seeing themselves in the books they were reading, leading to envisioning futures that were not present in earlier textbooks. The Scott Foresman readers were published at a time when these initial steps taken to diversify the content in the textbooks routinely used by children, began the long and challenging path towards decolonization, which continues today.

The objective of this work is to discuss neocolonialism and globalization in the second half of the 19th century based on import and export documents of school objects. Between the last decades of the 19th century and the first decade of the 20th century, the Escola Normal de São Paulo and the Escola Polytechnica de São Paulo imported a set of school objects from French companies. The possibility of transoceanic travel made it possible to sell school objects between different countries, thus favoring the transnational standardization of teaching resources for teaching the most different school subjects. The import and export movements of these school objects, via sea, were intense. During the period under study, the modernization of ports also corroborates the modernization of schools due to the possibility of bringing new school objects and materials from other countries. Bills of lading are sources that are still little used in the History of Education, but are extremely relevant for understanding import and export flows and trade around schools. Here, we intend to analyze five bills of lading, seeking to highlight how such sources are relevant for writing an Economic History of the school, but also for thinking about relations between countries and the impact of such relations on the material conditions of teaching. The bill of lading is a document through which the accuracy of the data provided by the importer/exporter in relation to the imported/exported merchandise is verified. Based on this declaration presented to the customs unit under whose control the merchandise is, taxes are charged, in accordance with applicable legislation. The information recorded there about the merchandise, the importer, exporter, place of clearance, among others, would be essential for customs clearance of the merchandise. Thus, produced within the scope of foreign trade, the analysis of such documents allows us to know more about the companies that exported school objects, the institutions and companies that carried out the import, the ports in which dispatch and customs clearance took place, the value of the goods , the freight charged by the steamships that made the goods more or less expensive, the type of imported goods, among other elements. As a result, on the one hand, the investigation provides theoretical-methodological elements for the use of the bill of lading as sources for the History of Education. On the other hand, it allows us to ask to what extent educational modernity is related, or not, to practices of neocolonialism, in the period considered.

O objetivo deste trabalho é discutir neocolonialismo e globalização na segunda metade do século XIX a partir de documentos de importação e exportação de objetos escolares. Entre as últimas décadas do século XIX e a primeira década do século XX, a Escola Normal de São Paulo e a Escola Polytechnica de São Paulo importaram de empresas francesas um conjunto de objetos escolares. A possibilidade das viagens transoceânicas possibilitou a comercialização de objetos escolares entre diferentes países, favorecendo, assim, a padronização transnacional dos recursos didáticos para o ensino das mais diferentes disciplinas escolares. Os movimentos de importação e exportação destes objetos escolares, via mar, foram intensos. No período em estudo, a modernização dos portos também corrobora com a modernização da escola pela possibilidade de trazer de outros países novos objetos e materiais escolares. Os bills of lading são fontes ainda pouco usadas no âmbito da História da Educação, mas de suma relevância para a compreensão dos fluxos de importação e exportação e do comércio em torno da escola. Aqui, pretende-se analisar cinco bill of lading buscando evidenciar de que modo tais fontes são relevantes para a escrita de uma História Econômica da escola, mas também para pensar as relações entre países e o impacto de tais relações nas condições materiais de ensino. O bill of lading é um documento por meio do qual se confere a exatidão dos dados fornecidos pelo importador/exportador em relação à mercadoria importada/exportada. Com base nessa declaração apresentada à unidade aduaneira sob cujo controle está a mercadoria é feita a cobrança dos impostos, conforme a legislação aplicável. As informações ali registradas sobre a mercadoria, o importador, exportador, local de desembaraço, dentre outras, seriam indispensáveis para o desembaraço aduaneiro da mercadoria. Assim, produzidos no âmbito do comércio exterior, a análise de tais documentos permite saber mais sobre as empresas que exportavam objetos escolares, as instituições e empresas que realizavam a importação, os portos nos quais ocorriam o despacho e o desembaraço aduaneiro, o valor das mercadorias, o frete cobrado pelos vapores que encareciam mais ou menos as mercadorias, o tipo de mercadoria importada, dentre outros elementos. Como resultado, de um lado, a investigação fornece elementos teórico-metodológico para o uso do bill of lading como fontes para a História da Educação. De outro, permite indagar em que medida a modernidade educativa relaciona-se, ou não, com práticas de neocolonialismo, no período considerado.

Industrial Education, in the context in which Brazil continued to seek industrialization as the only way out of the condition of an underdeveloped country, was a means considered essential to train people to meet the demand in force at the time: industry. The country needed to industrialize, and education needed to specialize people for the industry. Allied to the need for both, in 1943, at the 1st Conference of Ministers and Directors of Education of the Republics, in Havana, the creation of a commission was established to develop a cooperation program between Brazil and the United States in the educational sector. In this context, the Brazilian-American Industrial Education Commission was created: the CBAI. The objective of creating CBAI was to train teachers to work in industrial education. Considering the above, the objective of this research was to analyze the teacher training project for industrial education based on the CBAI. This is a historiographical research following the guidelines of Rüsen (2015), using the historical method. To this end, the CBAI Bulletins were used as a research source; photographs of workers in activity published in the Bulletins; presidential messages; among other sources. The analysis of the photographs was supported by Ciavatta (2023; 2015), considering not only the immediacy that the photo suggests, but the perception of what is said and what is unsaid. The analysis of printed sources was based on Arostegui (2006), Luca (2012) and Rüsen (2015). Among the discussions, we understood that the training of teachers for industrial education was the necessary means to train workers/technicians for industrial demand. To train teachers to work in industrial education, CBAI offered courses; with the production of teaching materials, which were produced, edited by the teachers themselves, and subsequently used in the classroom; technical visits to industries; and with the implementation of the Training Within Industry (TWI) Method in industries and the organization of courses in technical schools. Training courses were given in the USA and Brazil, for both men and women. That said, the teacher training provided by CBAI contributed to the development of other courses in other technical schools, as well as becoming a kind of showcase for the organization of the professional education model throughout its trajectory in Brazil. The CBAI organization was inspired from “top to bottom”, from the USA to Brazil, following a Fordist/Taylorist work organization model, which thought of human beings in a compartmentalized way, tasks divided and executed with rigor and standard, and the machine as a means of greater relevance than man himself, even though he was the one who produced and executed it. In addition to this concern, man and machine, when placed on the “treadmill” of “productions” by CBAI, became the focus in the creation of the teacher/manager and the man-machine (student), which, respectively, configured as an agent of training for the industry and a collaborator in increasing productivity.

A Educação Industrial, no contexto no qual o Brasil seguia na busca pela industrialização como via única para a saída da condição de país subdesenvolvido, foi um meio considerado primordial para capacitar pessoas para atender à demanda vigente à época: a indústria. O país necessitava industrializar-se, e a educação, a busca por especializar pessoas para a indústria. Aliado a necessidade de ambos, em 1943, na I Conferência de Ministros e Diretores da Educação das Repúblicas, em Havana, foi estabelecida a criação de uma comissão para desenvolver um programa de cooperação entre o Brasil e os Estados Unidos no setor educacional. Nesse contexto foi criada a Comissão Brasileiro-Americana de Ensino Industrial: a CBAI. O objetivo da criação da CBAI foi formar professores para atuar no ensino industrial. Considerando o exposto, o objetivo desta pesquisa foi analisar o projeto de formação de professores para o ensino industrial a partir da CBAI. Trata-se de uma pesquisa historiográfica seguindo as orientações de Rüsen (2015), por meio do método histórico. Para tanto, foi utilizada como fonte de pesquisa, os Boletins da CBAI; as fotografias dos trabalhadores em atividade publicadas nos Boletins; as mensagens presidenciais; dentre outras fontes. A análise das fotografias foram amparados em Ciavatta (2023; 2015) considerando não somente no imediatismo que a foto sugere, mas na percepção do dito e do não-dito. A análise das fontes impressas se deu a partir de Arostegui (2006), Luca (2012) e Rüsen (2015). Dentre as discussões, compreendemos que a formação de professores para o ensino industrial foi o meio necessário para formar o trabalhador/técnico para a demanda industrial. Para formar os docentes para a atuação no ensino industrial a CBAI contou, com os cursos; com a produção de material didático, os quais foram produzidos, editados pelos próprios professores, e, posteriormente, utilizados em sala de aula; as visitas técnicas às indústrias; e com a execução do Método Training Within Industry (TWI) nas indústrias e na organização dos cursos nas escolas técnicas. Os cursos de formação eram dados nos EUA e no Brasil, tanto para o público masculino, quanto para o feminino. Dito isto, a formação dos professores dada pela CBAI contribuiu para o desenvolvimento de outros cursos, em outras escolas técnicas, assim como tornou-se como uma espécie de vitrine para a organização do modelo de ensino profissional ao longo da trajetória no Brasil. A organização da CBAI foi inspirada de “cima para baixo”, dos EUA para o Brasil, seguindo um modelo de organização de trabalho fordista/taylorista, os quais pensavam o ser humano de forma compartimentada, as tarefas divididas e executadas com rigor e padrão, e a máquina como meio de maior relevância do que o próprio homem, mesmo sendo este quem a produziu e a executava. Além desta inquietação, o homem e a máquina ao serem postos na “esteira” das “produções” pela CBAI, passaram a ser a tônica na criação do professor/gerente e do homem-máquina (aluno), os quais, respectivamente, configuraram-se como agente da formação para a indústria e colaborador para o aumento da produtividade.