To contribute to the SWG Observatory for the History of Education, we present this study on the formation of the History of Education in Brazil and its internationalization characteristics.

Choosing the “Different memories and various pasts” we adopted our own memory and reference bibliography as a methodology. The main characteristic of the History of Education in Brazil is its birth as a mandatory subject in teacher training courses in 1928, maintained until today. The research was born later.

After the military dictatorship, the field of the History of Education in Brazil made great progress in terms of its academic organisation and gathered strength and prestige. This organisation began in 1984, when the History of Education Study Group was formed under the auspices of the National Association of Post-graduate Studies and Research in Education (ANPEd). In 1986, inspired by Marxism, it was created the History, Society and Education Group (HISTEDBr). Based on these two Groups, it was formed the Brazilian Society of the History of Education (SBHE, 1999) – which publishes the Review of the History of Education and holds bi-annual conferences. In 1992, seeking integration in Latin America, education historians created the Ibero-American Congress on the History of Latin American Education (CIHELA). In 1996, the Luso-Brazilian Congress of History of Education (COLUBHE) was created between Brazil and Portugal, which takes place every two years and represents Brazil's main international dialogue in this area of knowledge. These two areas of internationalization bring together countries that were colonized and countries that were colonizers and, however, taking the Brazilian case, this is not a relationship of subalternity.

A different trend occurred in relation to English-speaking countries. This is because, since the Cold War, Human Sciences in Brazil were marked by the rejection of “North American imperialism” and, consequently, the English language, a factor that began to cool down in the 21st century within the scope of ISCHE. Another characteristic of the History of Education in Brazil was the fact that research in Human Sciences was established at the University of São Paulo, in the 1930s, by the so-called “French Mission” whose exponents were the anthropologist Claude Levi Strauss and the historian Fernand Braudel, inaugurating a long influence that today is expressed in the Cultural History practiced in Brazil.

To understand our own history we consider “the relationship between ourselves as an educational institution and the changing society beyond” (McCULLOCH) which is why we conclude that the new aspect in the History of Education in Brazil has been the importance of different pasts and silenced voices. This new trend, until today, has not excluded from the History of Education in Brazil its relationship with countries that were colonizers in the past. This exchange has been practiced above colonialisms and does not view History as a court. The reckoning with our past is being done with today's historians, who are not to blame for yesterday's injustices. A diverse education history needs all of us, regardless of whether we are from dominant or dominated countries.

After the communist takeover, a strong Makarenko cult developed in East-Central Europe, including Hungary. The Makarenko cult remained relevant with varying intensity until the regime change of 1989-1990. After the break-up of the Soviet Union and the socialist bloc, interest in Makarenko's person, ideas and pedagogical views almost completely disappeared. Only a few researchers have sought to explore Makarenko’s work objectively and unbiasedly (Darvai 2021,Gehring-Bowers-Wright 2005;Hillig 2002; Holtz 2002, Sáska 2021, Trencsényi 2021). In our research, we try to fill this gap by examining the image of Makarenko in Hungary between 1945 and 1960. This also means that we are not primarily analysing Makarenko's person and pedagogical work, but rather the interpretations of him that appeared in Hungary in the socialist era.

In our research we are looking for answers to the following questions: 1. How did the image of Makarenko change between 1945 and 1960? 2. How have different educational policy phases influenced the interpretations of Makarenko? 3. What were the professional and non-professional elements that made up Makarenko's image of the period?

Our research is based on the political science approach applied to the history of education (Nagy 1997, Sáska 2018). The political science approach is also present in our analysis when we examine the Makarenko phenomenon in the period of Hungarian political history between 1945 and 1960. Which were the following: 1. 1948-1950: The period of the establishment of the communist dictatorship; 2. 1950-1956: The Rákosi era; 3. 1956-1960: The early Kádár era (Gyarmati 2011; Rainer 2023).

According to the results of the research, the image of Makarenko in Hungarian pedagogy between 1945 and 1960 was at once unified and variable. The reasons for the change in Makarenko's image are not primarily professional, but rather political and education policy related. Until the communist party took power in 1948, the relevant aspect of Makarenko's work was not his communist orientation. The focus was on how Makarenko was able to build a bottom-up, autonomous, and relatively free community made up of young children.

After the communist takeover in 1948, this relatively "softer" interpretation of Makarenko was no longer appropriate. In all subsequent cases, Makarenko's work has emphasised the fact that he faithfully followed the guidelines of the communist party and subordinated his pedagogy to the party's aims. All this was true in the 1950s, regardless of whether Stalinisation or De-Stalinisation dominated in the various political phases. The variability in Makarenko's image was reflected in the way that each political phase tried to adapt Makarenko's work and pedagogical views to its own image. They highlighted and reinterpreted the ideas from his work that they needed to achieve their educational policy goals. As an example of this, in the early 1950s psychology had to start from Makarenko's views on pedagogy. Which also meant the subordination of psychology to pedagogy. However, by the late 1950s, this logic had been reversed, and some arguments were already using Makarenko's pedagogical work to legitimise psychology, which became legitimate in the socialist bloc after 1956.

During the Qing Dynasty, the imperial examination thrived, attracting scholars to pursue official careers. It was commonly believed that teachers in official schools prioritized their official positions over their educational responsibilities. This paper discusses this issue from the perspective of the assessment and promotion system closely related to the professional development in the Qing Dynasty. Firstly, the assessment of official school teachers had to be in line with the unified standard of civil officials and the professional requirements, which promoted the professional development of teachers in the Qing Dynasty to a certain extent. Secondly, due to the influence of the imperial examination system on promotions, most teachers sought advancement outside of teaching positions. Consequently, limited opportunities for promotion hindered long-term development within the teaching profession. Thirdly, the promotion system of official school teachers was unfair and lagging, indirectly undermining teachers' enthusiasm for career development. Lastly, the official school teachers' appraisal and promotion system in the Qing Dynasty lacked sufficient independence and extensibility, which was why the career development channels were not smooth. The assessment and promotion system of official school teachers in the Qing Dynasty holds significant implications for contemporary teacher assessment.