The workshop is aimed at researchers interested in discussing issues related to scientific denialism from the interface between History of Education and History of the Curriculum. Early Career Researchers (ECRs) will be welcome. The audience limit is 30 participants, excluding speakers. Depending on the registered audience, the workshop may be held in English, Spanish or Portuguese. But the preference will be for the Portuguese language. We have witnessed the emergence of political groups aiming to manipulate public opinion and rewrite history by denying scientific evidence and revising well-established historical facts. In this process, they seek to influence public policy formulation, promoting the relativization of crimes against humanity, spreading hate speech, casting doubt on scientific and technological advancements, or legitimizing oppressive practices against political minorities. This workshop aligns with the central theme of ISCHE 45 and responds to this pressing issue. This workshop aims to provide theoretical and methodological support for conducting research using educational narratives that contribute to socio-historical analyses of curricula, with a focus on decolonial perspectives, and to encourage the development of pluralistic, diverse, and democratic Histories of Education. The workshop justification is due to the understanding that school curricula are political, social, and historical constructs, subject to ongoing clashes and disputes regarding their content and pedagogical approaches across different historical periods. Amidst denialism and revisionism, critically examining curricular productions and interrogating the underlying issues at various social levels, beginning with the classroom, is imperative. The primary target audience for this workshop includes aspiring educational historians interested in the historiography of school curricula, particularly in contemporary times. The workshop will last three hours, and it aims to introduce fundamental concepts related to narrative research and discuss the foundational dimensions of works that aim to contextualize and historicize curricula through the voices of educational subjects. These narratives provide insight into the lived experiences inscribed in their educational journeys. By exploring this theoretical and methodological framework, we aim to contextualize and stimulate research on curricular issues that challenge the field of Education History, thereby contributing to the fight against scientific denialism and historical revisionism. Additionally, we will present concrete examples of narrative research employing a curricular perspective, fostering collective discussion and reflection among participants.

Adriana Maria Paulo da Silva has a degree (BA and BSc) in History from Universidade Federal Fluminense (1994), a Master's in Education from Universidade Federal Fluminense (1999) and a PhD in History from Universidade Federal de Pernambuco (2006). She is currently an Associate Professor at the Federal University of Pernambuco (UFPE), and a professor at the Postgraduate Programme in Education and the Profhistory program at UFPE. She leads the History of Education and Educability Practices in the Ibero-American World Research Group (GHEPEMI). She was coordinator and vice-coordinator of WG 02 (History of Education) of the National Association of Postgraduate Studies and Research in Education (ANPEd) between 2018 and 2021. She is a member of the Human Research Ethics Committee at UFPE. She is a member of the Humanities and Social Sciences Body and an ad hoc member of the National Research Ethics Committee (CONEP). She coordinates the teaching training program for undergraduate degrees at UFPE. She has experience in researching the History of Education, with an emphasis on the 19th century and the History of the Brazilian Empire, and in teaching History for basic education. Her main areas of research and teaching include the social History of education, the social History of teaching labor, historiography, oral History, and history teaching. She has been involved in research ethics since 2006.

Livestream: https://www.youtube.com/live/6l9Hve1C5aI?si=sweTqF5wXulCTb5C

This paper discusses the results of the research, which integrates a larger study: “Knowledge and practices in frontiers: toward a transnational History of Education (1810-...)” (FAPESP 2018/26699-4) and has sought to understand the historical processes of circulation of ideas and knowledge in a transnational perspective of the history of education. In this sense, the present research analyzed the representations, understood in the sense of Chartier (1991), about the emotions of primary teaching, found in the publications of the journal of the National Institute of Pedagogical Studies (INEP), the Brazilian Journal of Pedagogical Studies (RBEP). As a way of analyzing the representations produced by primary teachers, we also analyzed the Revista do Professor, a periodical of the Centro do Professorado Paulista, an association of primary school teachers in São Paulo. For analysis, we consider the contributions of recent studies on the histories of emotions in education (Escolano, 2021), in order to investigate the possible contradictions between the discourses of reform and progress in the educational field, and the manipulation of representations about emotions. The period defined for the study comprises a time when national education was undergoing international interventions and reform proposals, with the objective of developing public education and raising literacy rates. This process contributed to the configuration of the educational field gaining a character of scientificity, changing the representations about the work of primary teachers. The 1950s and 1960s also included a time of intense wage campaigns in São Paulo, promoted by the Centro do Professorado Paulista. Such mobilization has repercussions on the representations of emotions in the teaching work, as it was possible to observe in the articles of the Revista do Professor. On the other hand, the articles of the Brazilian Journal of Pedagogical Studies present the improvement of teaching as a major theme of discussion, and the emotions of the teaching work are represented as a necessary part for the improvement of aspects related to the subjectivity of the primary teacher, such as her personality and morals. Most of these articles emphasized the female teacher, as in the case of the analysis of the "emotionally maladjusted" teacher (Rosas, 1958). This indicates, therefore, a movement that also sought to control the subjectivities of the teaching profession, allowing the analysis of the movement of generation of emotional regimes, in view of the definition Willian Reddy (2001), as part of the process of rationalization of the teaching work.

Esta comunicação discute os resultados da pesquisa, a qual integra um estudo de maior escopo: “Saberes e práticas em fronteiras: por uma história transnacional da educação (1810-...)” (FAPESP 2018/26699-4), o qual tem buscado compreender os processos históricos de circulação de ideias e saberes em uma perspectiva transnacional da história da educação. Nesse sentido, a presente investigação analisou as representações, entendidas na acepção de Chartier (1991), sobre as emoções do magistério primário, encontradas nas publicações do periódico do Instituto Nacional de estudos Pedagógicos (INEP), a Revista Brasileira de Estudos Pedagógicos (RBEP). Como forma de analisar as representações produzidas pelo magistério primário, analisamos também a Revista do Professor, periódico do Centro do Professorado Paulista, associação de professores primários de São Paulo. Para análise, consideramos as contribuições dos estudos recentes sobre as histórias das emoções na educação (Escolano, 2021), de modo a investigar as possíveis contradições entre os discursos de reforma e progresso no campo educacional, e a manipulação das representações sobre as emoções. O período definido para o estudo compreende um momento em que a educação nacional passava por intervenções internacionais e propostas de reformas, com o objetivo de desenvolver a educação pública e elevar os índices de alfabetização. Tal processo contribuiu para que a configuração do campo educacional ganhasse um caráter de cientificidade, alterando as representações sobre o trabalho dos professores primários. As décadas de 1950 e 1960, também compreende um momento de intensas campanhas salariais em São Paulo, promovidas pelo Centro do Professorado Paulista. Tal mobilização, repercute nas representações sobre as emoções no trabalho docente, como foi possível observar nos artigos da Revista do Professor. Por outro lado, os artigos da Revista Brasileira de Estudos Pedagógicos, apresentam o aperfeiçoamento do magistério como grande temática de discussão, sendo que as emoções do trabalho docente são representadas como parte necessária para o aperfeiçoamento de aspectos relacionados à subjetividade da professora primária, como a sua personalidade e moral. Sendo que a maioria destes artigos, enfatizavam a professora mulher, como no caso da análise da professora “emocionalmente desajustada” (Rosas, 1958). Isso indica, portanto, um movimento que buscava também o controle das subjetividades do magistério, permitindo a análise do movimento de geração de regimes emocionais, tendo em vista a definição Willian Reddy (2001), como parte do processo de racionalização do trabalho de ensino.

The present research offers an analysis of the approach taken by the anarchist press towards Comtian Positivism and its relation to the educational perspective. The investigation aimed to examine the connections between the positivist conception, developed by the French philosopher Auguste Comte (1798-1857), and the scientism of Modern Education, as manifested in the Brazilian anarchist press. For this study, we focused on the newspaper "A Lanterna: Folha Anticlerical de Combate," during the period from 1906-1916, which represents the second phase of the periodical launched in 1901 and circulated until 1935 in São Paulo. The newspaper served as a tool for Brazilian anarchism and gained renown for its activism against clericalism. Within its pages, there is also advocacy for the Modern School, which purportedly aimed to implement a scientific model capable of transforming the conservative relationships left by education based on ideals instilled by the Catholic Church and its clergy. From this perspective, we problematized the relationship between the scientistic perspective of Positivism and the educational model proposed by the periodical, given that positive philosophy was also grounded in scientistic ideals. The analysis was conducted through the methods of documentary and bibliographic research, characterizing the journalistic model of the editor of the periodical in question, the anarchist Edgard Leuenroth (1881-1968). In the pages of "A Lanterna," the writer acknowledged that Positivism had advanced as a conception with followers in various parts of the world, including Brazil. The scientistic movement propagated material progress through order in social relations. In these terms, the Modern School also favored progress resulting from scientific advancement. However, the issue proved contentious in the newspaper, as Positivism was at times criticized as an ideology seeking to become a new religion, even aiming to replace Catholicism. Thus, there was an alignment between what Auguste Comte, the creator of Positivism, advocated and the clergy leading clerical education. Consequently, the newspaper was critical of Positivism, demonstrating that it would not contribute to the development of Modern Education; instead, it would align with the prevailing conservative relationships.

A presente pesquisa apresenta uma análise sobre a abordagem dada pela imprensa anarquista ao Positivismo Comtiano e sua relação com a perspectiva educativa. O objetivo da investigação foi analisar as relações entre a concepção positivista, desenvolvida pelo filósofo francês Auguste Comte (1798-1857), e o cientificismo da Educação Moderna, que estavam presentes na imprensa anarquista brasileira. Para esta investigação, abordamos o Jornal A Lanterna: Folha Anticlerical de Combate, no período que compreende entre os anos 1906-1916, segunda fase do periódico que foi lançado em 1901 e circulou até 1935, na cidade de São Paulo. O jornal era um instrumento do anarquismo brasileiro e ficou conhecido por sua militância contrária ao clericalismo. Em suas páginas, também são encontradas a defesa da Escola Moderna, a qual seria responsável por implantar um modelo científico capaz de transformar as relações conservadoras deixadas pelo ensino pautado nos ideais inculcados pela Igreja Católica e seus padres. Nesta perspectiva, problematizamos a relação entre a perspectiva cientificista do Positivismo e do modelo educativo proposto pelo periódico, uma vez que a filosofia positiva também se pautava em ideais cientificistas. A análise se deu a partir do método da pesquisa documental e bibliográfica, caracterizando o modelo jornalístico do editor do periódico em questão, o anarquista Edgard Leuenroth (1881-1968). Nas páginas d'A Lanterna, o articulista reconhecia que o Positivismo havia avançado enquanto uma concepção que tinha seguidores em diversas partes do mundo, inclusive no Brasil. A corrente cientificista divulgava o progresso material mediante a ordem nas relações sociais. Em tais termos, a Escola Moderna também era favorável ao progresso resultante do avanço científico. Porém, a questão se mostrava conflituosa no periódico, haja vista que, por vezes, o Positivismo foi criticado como uma ideologia que visava se tornar uma nova religião, objetivando, até mesmo, tomar o lugar ocupado pelo catolicismo. Desta forma, havia uma aproximação entre aquilo que defendia Augusto Comte, criador do Positivismo, e os padres que estavam à frente do ensino clerical. Sendo assim, o jornal foi um crítico do Positivismo, demonstrando que o mesmo não faria a Educação Moderna se desenvolver, outrossim, seria consoante com as relações conservadoras que se encontravam vigentes.

As Farpas was a Portuguese monthly journal from the 19th century, originally run by Eça de Queirós and Ramalho Ortigão. They were created in the same year as the Casino Conferences - 1871. At first (1871 and 1872), this publication, aimed at a general criticism of the habits and customs of Portuguese society and of the former overseas colony - Brazil - was written by two writers: Eça and Ramalho. However, when Eça was invited to take over a consulate in Cuba, he left the project and Ramalho Ortigão began to coordinate and write As Farpas on his own, and remained so for another ten years - until 1882. Saraiva says that José Duarte Ramalho Ortigão (1836-1915) was a contributor to the romantic school of the feuilleton. Older than Antero de Quental and his Generation contemporaries, Ramalho Ortigão, in the famous Questão Coimbrã, is said to have sided with Castilho, as he considered it cowardly to challenge an old, blind man to a polemic. Taking on As Farpas alone, after the departure of Eça, who was the one who brought him closer to his Generation, Ramalho Ortigão gave the publication an encyclopedic and eminently pedagogical character. Saraiva notes that "Ramalho multiplies the lessons on pedagogy, hygiene, and social conduct" (s/d, p.842). This paper aims to look at how the ideas of diversity, identity, and colonial domination appear in the writings of As Farpas. The pages of the periodical deal with issues of Portuguese emigration and colonial dynamics, offering elements that allow us to interpret some aspects of the metropolis-colony relationship, as well as elements that make it possible to criticize the Eurocentrism of the author's thinking, inscribed in a given evolutionist idea of civilization. From the point of view of the methodology of the work, we will try to compare the documentary sources of As Farpas, in the period when the publication was directed only by Ramalho Ortigão, with a whole body of literature on the subject. As a theoretical framework, we will try to mobilize the perspectives of Norbert Elias, Jack Goody and Anibal Quijano, on the civilizing and colonizing process, in an attempt to overcome the opposition between center and periphery and to braid the references a little, to verify the circularity of the levels of erudite and popular culture, as well as the transnational character of these discourses on peoples and civilization. In the end, like his fellow members of the 70s Generation, Ramalho Ortigão wanted to "refound Portugal". All his reflections were part of the already traditional concern about the causes of the country's backwardness and decadence in the light of a given sense of civilizational progress (Tavares, 2017, p.172). Thus, several images appear in the repertoire of As Farpas regarding migration (Feitosa, 2007, p.59) and also criticism of the ills of Brazilian society, especially slavery (Granjeia, 2018. p.40). Finally, we will try to ascertain the notions of the West and of progress that presided over the spirit of that time.

As Farpas foram um periódico mensal português do século XIX, originalmente dirigidas por Eça de Queirós e Ramalho Ortigão. Foram criadas no mesmo ano em que decorriam as Conferências do Casino – 1871. A princípio (1871 e 1872), tal publicação, voltada para uma crítica geral dos usos e dos costumes da sociedade portuguesa e da antiga colônia ultramarina – o Brasil -, foi escrita pelos dois escritores: Eça e Ramalho. Porém, quando Eça foi convidado a assumir em Cuba um consulado, ele deixa o empreendimento; e Ramalho Ortigão passa a coordenar e a redigir sozinho As Farpas, assim permanecendo, por mais dez anos – até 1882. Diz Saraiva que José Duarte Ramalho Ortigão (1836-1915) era tributário da escola romântica do folhetim. Mais velho do que Antero de Quental e seus contemporâneos de Geração, Ramalho Ortigão (que fora professor de Eça de Queirós no colégio), na célebre Questão Coimbrã, teria tomado partido de Castilho, por considerar covardia desafiar um senhor já de idade, velho e cego para a polêmica. Assumindo As Farpas sozinho, após a saída de Eça, que foi quem o reaproximou de sua Geração, Ramalho Ortigão confere à publicação um caráter enciclopédico e eminentemente pedagógico. Observa Saraiva que “Ramalho multiplica as lições de pedagogia, de higiene e de conduta social” (s/d, p.842). A presente comunicação tem por finalidade trabalhar a maneira pela qual aparecem nos escritos d’As Farpas as ideias de diversidade, de identidade e de dominação colonial. Nas páginas do periódico são estabelecidas temáticas que versam sobre questões de emigração portuguesa e sobre a dinâmica colonial, oferecendo elementos que nos permitem interpretar alguns aspectos da relação metrópole-colônia, bem como aferir representações que possibilitam a crítica ao eurocentrismo do pensamento do autor, inscrito em uma dada ideia evolucionista de civilização. Do ponto de vista da metodologia do trabalho, procurar-se-á confrontar as fontes documentais d’ As Farpas, no período em que a publicação foi dirigida apenas por Ramalho Ortigão, com toda uma literatura sobre a temática. Como referencial teórico, dever-se-á mobilizar as perspectivas de Norbert Elias, Anibal Quijano e Jack Goody, sobre os processos civilizador e colonizador, na tentativa de superar a oposição entre centro e periferia e de trançar um pouco as referências, de modo a que se possibilite verificar a circularidade dos níveis de cultura erudita e popular, bem como o caráter transnacional desses discursos sobre os povos e sobre a civilização. No limite, assim como seus companheiros de Geração de 70, Ramalho Ortigão pretendia “refundar Portugal”. Toda sua reflexão inscrevia-se na já tradicional inquietação acerca das causas do atraso e da decadência do país à luz de uma dada acepção de progresso civilizatório (Tavares, 2017, p.172). Sendo assim, são várias imagens que aparecem no repertório d’As Farpas relativamente à migração (Feitosa, 2007, p.59) e também às mazelas da sociedade brasileira, em especial, a escravidão (Granjeia, 2018. p.40). Por fim, buscar-se-á averiguar as noções de Ocidente e de progresso que presidem o espírito daquela época.

The Law of 15 October 1827 was an important legal device that marked the state's involvement in the Brazilian education system. It is important to note that dispersed forms of teaching and learning coexisted for a long time, but it was at the beginning of the 19th century that the state's progressive control over formal education and the first initiatives to organise the primary education system began (VILLELA, 2000). In the political sphere, the issue of popular education was the centre of debate in the Legislative Assembly, when bills to regulate the provisions of the 1824 Constitution were discussed. For this reason, the time frame of this study begins in 1824, the year in which the first Brazilian Constitution guaranteed free primary education to all citizens. In the same direction, we end the chronological period in 1834, when the Additional Act assigned control of primary education to each province of the Empire (OLIVATO, 2023). The projects presented to the General Legislative Assembly aimed to establish a law to regulate certain issues in the field of education that were in evidence in the social, political and educational spheres, such as: public and private participation in the organisation of education, procedures for spreading education throughout the provinces, teachers' salaries, teaching methods, the knowledge taught, female education and the competition to fill the chairs of first letters, for example. The aim was to formulate a general education law that would serve to civilise the population, as well as organise, structure and supervise education. With the enactment of the law, a set of provisions managed by the government was also established to regulate education, including the teaching profession. Thus, in this study, we seek to reflect on the determinations of the Law of 15 October 1827 regarding the teaching profession and its consequences. To this end, we analysed whether some of the prerogatives were put into effect and how. Added to this experience are some questions about the teaching profession: How have the public policies imposed by the government mobilised the teaching profession? What profile of teacher does the state want? Were the public policies imposed in the Law of 15 October 1827 intended to control and supervise the teaching profession? To reflect on these issues, we used authors such as Almeida (2000), Pinto (2005), Moacyr (1936) and Bastos (1995), as well as the newspapers Jornal do Commercio, Diario Fluminense, O Universal and Semanario Civico. These newspapers circulated issues relating to popular education, which involved the First Language Schools, Mutual Education, teachers, their salaries and the Military Mutual Education Schools. Likewise, the press published the debates held in the General Legislative Assembly on the approval of the project. It is worth highlighting the emergence of the population in relation to elementary education, a factor that also made it possible to establish the state as an agent that expanded the field of intervention in the teaching profession. This time, we looked at certain government measures to systematise education and how they affected the teaching profession.

A Lei de 15 de outubro de 1827 se constituiu um dispositivo jurídico importante que marcou a participação do Estado no sistema de ensino brasileiro. Importa destacar que formas dispersas de ensino e aprendizagem coexistiram por muito tempo, mas é no início do século XIX, que se inicia o controle progressivo do Estado sobre a educação formal e as primeiras iniciativas para organizar o sistema de instrução primária (VILLELA, 2000). No campo político, a pauta sobre a instrução popular protagonizou debates na Assembleia Legislativa, ao serem discutidos os projetos de leis para regulamentar os dispositivos apresentados na Constituição de 1824. Por esse motivo, o recorte temporal do trabalho tem início em 1824, ano em que a primeira Constituição brasileira assegurou a instrução primaria e gratuita a todos os cidadãos. Nesta mesma direção, finalizamos o período cronológico em 1834, quando o Ato Adicional atribuiu o controle da educação primária à cada província do Império (OLIVATO, 2023). Os projetos apresentados à Assembleia Geral Legislativa, cumpriam o objetivo de instituir uma lei para regulamentar determinadas problemáticas no campo da educação que estavam em evidência no âmbito social, político e educacional, tais como: participação do público e do privado na organização do ensino, procedimentos para disseminar a instrução por todas as províncias, salário de professores, métodos de ensino, saberes ensinados, educação feminina e concurso para o provimento das cadeiras de primeiras letras, por exemplo. Tratava-se de formular uma lei geral do ensino que servisse para civilizar a população, bem como organizar, estruturar e fiscalizar a instrução. Com a promulgação da lei, também foi estabelecido um conjunto de dispositivos gerenciados pelo poder público para regular o ensino, inclusive a profissão docente. Assim, neste estudo, procuramos refletir sobre as determinações da Lei de 15 de outubro de 1827 acerca da profissão docente e seus desdobramentos. Para isso, analisamos se algumas prerrogativas foram efetivadas e de que forma. Soma-se a essa experiência algumas questões acerca da profissão docente: Como as políticas públicas impostas pelo governo mobilizaram a profissão docente? Qual seria o perfil de professor almejado pelo Estado? As políticas públicas impostas na Lei de 15 de outubro de 1827 tinham o objetivo de controlar e fiscalizar a profissão docente? Para refletir sobre estas problemáticas recorremos a autores como: Almeida (2000), Pinto (2005), Moacyr (1936) e Bastos (1995), bem como aos impressos Jornal do Commercio, Diario Fluminense, O Universal e o Semanario Civico. Nestes jornais circulavam assuntos relativos à instrução popular que envolviam os aspectos das Escolas de Primeiras Letras, do Ensino Mútuo, dos professores, seus salários e sobre as Escolas Militares de Ensino Mútuo. Do mesmo modo, a imprensa publicava os debates promovidos na Assembleia Geral Legislativa sobre a aprovação do Projeto de Lei. Cabe destacar a emergência da população em relação à instrução elementar, fator que também possibilitou a constituição do Estado como agente que ampliou o campo de intervenção na profissão docente. Desta feita, foram observadas determinadas medidas do governo para sistematizar o ensino e como elas afetaram a profissão docente.

Brazil's educational reforms are dialectical processes with the current social reality. At the same time as they are enacted in agreement with groups that have hegemonic power, they are at odds with the struggles of groups that are considered minorities in terms of political representation. In dictatorial political periods, this uncompromising reality becomes more latent, in which any action contrary to the position is violently combated. This was the case during Brazil's military dictatorship. During this period, Brazilian education was designed to serve the socio-economic interests of capitalism, while at the same time it was supposed to reproduce coercive standards that restricted people's freedom to be. As a result, formal education had to fulfil the imposed need to train workers who could act while at the same time forging a homogenous citizenry, silencing any diversity inherent in social groups. In this historical and social context, Law No. 5,692/1971 was implemented, changing what was understood as primary, junior high and high school education into primary and secondary education. In addition, technical courses (professional qualifications) were compulsory at secondary level. Given this context, the following work aims to analyse Law 5.692/1971 as a homogenising policy that disrespected the subjectivity and diversity of the subjects included in this experience provided by the aforementioned educational reform. By questioning the extent to which the aforementioned legislation sought to turn future workers into silenced subjects belonging to a homogenised and passive social group in the face of political (repression) and economic (foreign capitalism) impositions, the dialectical method was the best way to analyse the imposition processes laid down in the legislation. The studies of Ciavatta (2007) enabled this investigation through dialectics in the field of the History of Education. As for the sources, newspaper reports, school documents, private archives and educational legislation were investigated. The resulting discussions present Law 5.692/1971 as a channel for forging passive workers in terms of their socio-economic condition. While the Ministry of Education claimed that the reform would remedy educational inequalities by training young people with labour qualifications, who could be inserted into the labour market after high school, in reality, these graduates were distanced from a propaedeutic education, which made it difficult for them to go on to higher education, leaving them with only the option of low-paid jobs. The reform, although much publicised, received little investment, which made it difficult for schools to adapt to the needs of vocational qualifications, resulting in the offer of outdated courses such as commercial technical education. Meanwhile, public schools prioritised preparing their students for higher education, accentuating the inequality of opportunity between students who could afford to pay (and thus cover the range of professional choices) and those who studied at state schools (and were distanced from educational advancement). However, the process of alienation meant that the subjects who lived through this experience became passive in the face of the lack of freedom of professional choice, as well as the silencing imposed by dictatorial policy, making the reform a means of socio-economic standardisation.

As reformas educacionais brasileiras se constituem em processos dialéticos com a realidade social vigente. Ao mesmo tempo que é promulgada em acordo com grupos que obtém o poder hegemônico, entra em desalinho com as lutas de grupos considerados minoritários quanto representatividade política. Em períodos políticos ditatoriais, essa realidade intransigente fica mais latente, na qual qualquer ação contrária ao posto é combatida de forma violenta. Assim aconteceu no período da ditadura militar brasileira, entre 1964 a 1985. Nesse recorte temporal, a educação brasileira foi pensada de forma que atendesse interesses socioeconômicos do capitalismo internacional, ao mesmo tempo, tal âmbito deveria reproduzir padrões coercitivos e que restringiam a liberdade de ser e estar dos sujeitos. Com isso, o ensino formal deveria atender a necessidade imposta de formar trabalhador que pudesse atuar ao mesmo tempo que forjasse um cidadão homogêneo, silenciando qualquer diversidade inerente aos grupos sociais. Nesse panorama histórico e social, foi implantada a Lei nº 5.692/1971 que modificou o que se entendia por ensino Primário, Ginasial e Secundário em 1º e 2º graus. Ademais, compulsório ao 2º grau deveria ser ofertado curso técnico (habilitação profissional). Diante desse contexto, o seguinte trabalho objetiva analisar a lei nº 5.692/1971 quanto política homogeneizadora que desrespeitava a subjetividade e diversidade dos sujeitos inseridos em tal experiência proporcionada pela reforma educacional citada. Ao questionar em que medida a legislação citada buscou enquadrar os futuros trabalhadores em sujeitos silenciados pertencentes a um grupo social homogeneizado e passivo diante das imposições políticas (repressão) e econômica (capitalismo estrangeiro), o método dialético foi o que melhor permitiu analisar os processos de imposição postos na legislação. Como base, os estudos de Ciavatta (2007) possibilitaram tal investigação através da dialética marxista no campo da História da Educação. Quanto as fontes, foram investigadas reportagens de jornais, documentos escolares, arquivos particulares e legislações educacionais. As discussões resultantes apresentam a Lei nº 5.692/1971 como canal de forjar trabalhadores passivos quanto a sua condição socioeconômica. Ao tempo que o Ministério da Educação afirmava que a reforma iria sanar as desigualdades educacionais por formar jovens com qualificações laborais podendo ser inseridos ao mercado de trabalho após o 2º grau, na realidade, esses estudantes egressos eram distanciados de uma educação propedêutica o que dificultava sua ascensão ao ensino superior, ficando apenas a opção dos cargos de baixos valores. A reforma, apesar de muito divulgada, recebeu pouco investimento, o que dificultou a adequação das escolas às necessidades das habilitações profissionais, resultando na oferta de cursos defasados como o ensino técnico comercial. Enquanto isso, escolas privadas primaram por preparo dos seus estudantes para o ensino superior, acentuando a desigualdade de oportunidade entre os alunos que podiam pagar (e assim abranger o leque de escolhas profissionais) e os que estudavam em escolas estaduais (e se distanciavam da ascensão formativa). Contudo, o processo de alienação fez com que os sujeitos que vivenciavam tal experiência tornassem passivos diante da falta de liberdade de escolha profissional além do silenciamento imposto pela política ditatorial, tornando a reforma um meio de padronizações socioeconômica.

The objective of this communication is to analyze the work L`Instruction Publique au Brésil: Histoire - Législation, written by the Brazilian physician and intellectual José Ricardo Pires de Almeida, in 1889. We start from the problematization of the historical narrative produced by the renowned intellectual in order to explain the convictions defended by the author, particularly the idea of the superiority of public education in Brazil in relation to the other countries of South America, as well as the exemplary character of education in the country, having as a model the representation of the virtuosity and superiority of the so-called Western culture. The analyzed text, written in French in the last year of the Imperial period (1889), was designed to present to the literate elite, both the old and the new world, the advances of public education in the country. The writing is an important testimony to several issues: educational legislation; the financing of public education; the distribution of enrolment; the conditions for exercising the teaching profession; the organisation of primary and secondary schools; higher education; the structuring of vocational education; women’s education; the adoption of the mutual teaching method; and information on libraries, scientific academies, centers of culture and beneficence present in the scenario of the Second Kingdom. In addition to the broad and diverse set of information on the conditions of education in Brazil in the last quarter of the nineteenth century, the interest that leads to the analysis of the Instruction Publique is the problematization of this narrative as part of the effort to reflect on the writing of the history of education in Brazil and, above all, how this representation of education reveals the eurocentric character of the intellectuality. We assume as an analytical premise that the intention of Pires de Almeida was to celebrate the present, represented by the virtuosity of the political elites of the Second Kingdom in the conduct of questions related to education indicating what legislators and public administrators would need to accomplish in terms of education to refine and complete the civilizational project in the South American tropics. In theoretical terms, we will operate with the concepts of space of experience and horizon of expectations of Koselleck (2006), because we understand that all stories were constituted by the lived experiences and expectations of people, so that past and future remain in permanent tension, though never coincide. The analyzed work reveals in a stoning way these two dimensions: the Brazilian educational experience, from the colony to the eve of the republican period, as well as the expectations of the intellectual Pires de Almeida to represent Brazil as heir of the so-called western culture, of the colonizing rhetoric. Another concept that we will use is that of intellectual, understood, according to Vieira (2011), as an elite of low population density, but with great symbolic power.

El objetivo de esta comunicación es analizar la obra L`Instruction Publique au Brésil: Histoire - Législation, escrita por el médico e intelectual brasileño José Ricardo Pires de Almeida, en 1889. Partimos de la problematización de la narrativa histórica producida por el renombrado intelectual con el objetivo de explicitar las convicciones defendidas por el autor, particularmente la idea de la superioridad de la instrucción pública en Brasil en relación con los demás países de América del Sur, así como el carácter ejemplar de la educación en el país, teniendo como modelo la representación de la virtuosidad y de la superioridad de la llamada cultura occidental. El texto analizado, escrito en francés en el último año del período Imperial (1889), fue concebido para presentar a la élite letrada, tanto del viejo como del nuevo mundo, los avances de la instrucción pública en el país. El escrito es un testimonio importante de diversas cuestiones: la legislación educativa; la financiación de la educación pública; la distribución de las matrículas; las condiciones de ejercicio de la profesión docente; la organización de las escuelas primarias y secundarias; la enseñanza superior; la estructuración de la enseñanza profesional; la educación femenina; la adopción del método de enseñanza mutua; además de informaciones sobre bibliotecas, academias científicas, centros de cultura y beneficencia presentes en el escenario del Segundo Reinado. Además del conjunto amplio y diversificado de informaciones sobre las condiciones de la educación en Brasil en el último cuarto del siglo XIX, el interés que conduce el análisis de la Instruction Publique es la problematización de esa narrativa como parte del esfuerzo de reflexionar sobre la escritura de la historia de la educación en Brasil y, sobre todo, de cómo esa representación de la educación revela el carácter eurocéntrico de la intelectualidad. Asumimos como premisa analítica que la intención de Pires de Almeida era celebrar el presente, representado por la virtuosidad de las élites políticas del Segundo Reinado en la conducción de las cuestiones relacionadas con la instrucción; así como pautar el futuro, indicando lo que los legisladores y los administradores públicos necesitarían realizar en términos de educación para refinar y completar el proyecto civilizacional en los trópicos sudamericanos. En términos teóricos, operaremos con los conceptos de espacio de experiencia y horizonte de expectativas de Koselleck (2006), pues entendemos que todas las historias fueron constituidas por las experiencias vividas y por las expectativas de las personas, de modo que pasado y futuro siguen en permanente tensión, aunque sin jamás coincidir. La obra analizada revela de forma lapidar esas dos dimensiones: la experiencia educacional brasileña, de la colonia a las vísperas del período republicano, así como las expectativas del intelectual Pires de Almeida de representar a Brasil como heredero de la llamada cultura occidental, propia de la retórica colonizadora. Otro concepto que utilizaremos es el de intelectual, entendido, según Vieira (2011), como élite de baja densidad demográfica, pero con gran poder simbólico.

This summary aims to investigate the emergence of the function of pedagogical coordination from school supervision and to analyze the historical context. In the course of time, the supervisor obtained several titles: school inspector (SI), educational supervisor (ES) and pedagogical coordinator (PC). At first, as an IS, its function was based on the business supervisor, with the purpose of inspecting and monitoring, following a capitalist practice. Consequently, the approach that will be addressed begins in the mid-60s, during the military regime, which positions the ES to transit in an educational system with a technicist and authoritarian pedagogical aspect, being controlled and controlling. As a final cut, we have the 1990s, when the Law of Guidelines and Basis of National Education (LDB) of 1996 institutes basic criteria for the position of pedagogical coordinator. The documentary analysis of legislation (Law nº 5.692/71 of the Law of Guidelines and Bases of National Education, Federal Constitution of the Federative Republic of Brazil of 1988 and Law nº 9.394/96 of the Law of Guidelines and Basis of National Education) and the reading of the bibliography (Silva Jr.; Placco; Almeida; Souza; Vasconcellos) has made it possible to explore the process of origin, development and challenges of this professional over the decades, and thus to understand the changes in denominations, attributions and consolidation, from school supervision to pedagogical coordination. Initially, focused only on the verification of the teaching practice, the educational supervisor was undesirable before the teachers, a fact that lasted until the end of the twentieth century. The dialogical, collective, transforming, articulating and formative work began after the dictatorship, with the idealization of the Federal Constitution of 1988, in which the use of the term pedagogical coordinator is strengthened, helping to reconcile the relationship between coordinator and teacher. In addition, LDB/96 comes to qualify the role of PC and structure the profession in the Brazilian educational sphere. Such findings broaden the debate regarding the instability in Brazilian politics, since the country was under authoritarian rule for more time than democratic (1960-1999), thus influencing several sectors, including supervisory action. According to the above, it shows that several factors affect the progress of school management, making it essential to listen to the coordinators to formulate theories based on evidence aiming at a transformative, articulating and formative work with the teachers in favor of the prosperity of the school community, causing a quality education.

Este resumo tem como objetivo investigar o surgimento da função da coordenação pedagógica a partir da supervisão escolar e analisar o contexto histórico. No transcorrer do tempo, o supervisor obteve diversas intitulações: inspetor escolar (IE), supervisor educacional (SE) e coordenador pedagógico (CP). À princípio, como IE, sua função baseava-se no supervisor empresarial, com a finalidade de inspecionar e monitorar, seguindo uma prática capitalista. Por conseguinte, o recorte que será abordado tem início em meados dos anos 60, durante o regime militar, que posiciona o SE para transitar em um sistema educacional de aspecto pedagógico tecnicista e autoritário, sendo controlado e controlador. Como recorte final, tem-se a década de 1990, quando a Lei de Diretrizes e Base da Educação Nacional (LDB) de 1996 institui critérios básicos para o encargo de coordenador pedagógico. A análise documental de legislações (Lei nº 5.692/71 da Lei de Diretrizes e Bases da Educação Nacional, Constituição Federal da República Federativa do Brasil de 1988 e a Lei nº 9.394/96 da Lei de Diretrizes e Base da Educação Nacional) e a leitura da bibliografia (Silva Jr.; Placco; Almeida; Souza; Vasconcellos) tem possibilitado explorar o processo de origem, desenvolvimento e desafios desse profissional no decorrer das décadas, e, assim, compreender as modificações nas denominações, nas atribuições e a consolidação, da supervisão escolar à coordenação pedagógica. Inicialmente, voltado apenas para a verificação do exercício docente, o supervisor educacional era indesejado perante os professores, fato que perdurou até o fim do século XX. O trabalho dialógico, coletivo, transformador, articulador e formador inicia-se após a ditadura, com a idealização da Constituição Federal de 1988, na qual o uso do termo coordenador pedagógico potencializa-se, auxiliando para conciliar a relação entre coordenador e professor. Ademais, a LDB/96 vem para qualificar o papel do CP e estruturar a profissão na esfera educacional brasileira. Tais constatações ampliam o debate no que tange a instabilidade na política brasileira, já que o país esteve por mais tempo sob comando autoritário do que democrático (1960-1999), logo influenciando em diversos setores, incluindo na ação supervisora. Conforme o exposto, evidencia que vários fatores afetam o caminhar da gestão escolar, tornando fundamental escutar os coordenadores para formular teorias baseadas em evidências visando um trabalho transformador, articulador e formador com os docentes em prol da prosperidade da comunidade escolar, ocasionando uma educação de qualidade.

In 1904, the State of Chile sent a pedagogical mission composed of four normalistas (Margarita Escobedo, María Cáceres, Darío Salas and Luis Flores Fernández) to study the United States education system in the city of New York. With this process, an international transfer of knowledge was configured framed in a relationship between the global north and south, where the State of Chile conferred on the United States the function of civilizational model, displacing the predominant Germanic hegemony until the end of the 19th century. Thus, in the attempt to decolonize the educational system of German influence, a new form of coloniality of knowledge emerged, this time under American influence and justified under the motto "American education for the Chilean child", where schools appeared as a device key in the construction of the modern Nation-State in Chile. In the context of this study trip, the Chilean normalistas encountered the emergence of a new field of study in the United States and the global north, namely, childhoods as a subject of study. This new domain and its aspects, formed under the eaves of modernity, significantly interested Luis Flores Fernández, whom the State had entrusted to study “the methods and organization of primary education” in the United States. Following the state mandate, then, he used part of his stay in North America to delve deeper into this emerging field and its possible extension to educational systems. In his investigations, the Chilean pedagogue arrived at the Seguin Physiological School, where he focused his work on what he called “the education of abnormal children” and its potential applied to the construction of national education in Chile. Consequently, in this paper we want to present a decolonial analysis prepared from three travel memories recovered from the archive of the National Library of Chile, related to the emergence of childhood as a topic of study, among which the efforts of Luis Flores Fernández for advancing new inclusive educational strategies for youth. We work on this reflection based on three axes: 1) the main propositions of the normalistas regarding the study of childhood; 2) the reception by normalistas of a scientific field conceived from and in the global north; and 3) the possible tensions of applying knowledge whose episteme fundamentally comes from the United States, a country that is not necessarily consistent with the living conditions of children in the south of the continent as a peripheral region crossed by coloniality. Our purpose is twofold; on the one hand, to approach the study of childhoods at the time from the perspective of the other child of our continent, namely, those marked by vagrancy, rurality, indigeneity or misery at the beginning of the 20th century; on the other, to discuss whether this transfer of knowledge about the study of children configured a new form of cultural and educational dependence, this time not of a German nature, but of an American one.

En 1904 el Estado de Chile envió una misión pedagógica compuesta por cuatro normalistas (Margarita Escobedo, María Cáceres, Darío Salas y Luis Flores Fernández) a estudiar el sistema de educación de Estados Unidos en la ciudad de New York y sus alrededores. Con este proceso se configuró una transferencia internacional de conocimientos enmarcada en una relación entre el norte y el sur global, donde el Estado de Chile confirió a Estados Unidos la función de modelo civilizatorio, desplazando la hegemonía germánica predominante hasta fines del siglo XIX .Así, en el intento de decolonizar el sistema educativo de la influencia alemana, surgió una nueva forma de colonialidad del conocimiento, esta vez bajo la influencia estadounidense y justificada bajo el lema "educación americana para el niño chileno", dónde las escuelas aparecieron como dispositivo clave en la construcción del Estado-Nación moderno en Chile. En el contexto de este viaje de estudios, los normalistas chilenos se encontraron con la emergencia de un nuevo campo de estudio en Estados Unidos y el norte global, a saber, las infancias como sujeto de estudio. Este nuevo dominio y sus vertientes, formado al alero de la modernidad, interesó significativamente a Luis Flores Fernández, a quien el Estado había encomendado estudiar “los métodos y la organización de la instrucción primaria” en los Estados Unidos. Siguiendo el mandato estatal, entonces, utilizó parte de su estadía en Norteamérica para profundizar en este campo emergente y su posible extensión a los sistemas educativos. En sus indagaciones, el pedagogo chileno arribó a la Seguin Physiological School, donde centró su trabajo en lo que denominó “la educación de los niños anormales” y su potencial aplicado para la construcción de la educación nacional en Chile. En consecuencia, en esta ponencia queremos presentar un análisis en clave decolonial elaborado partir de tres memorias de viaje recuperadas del archivo de la Biblioteca Nacional de Chile, relacionadas con la emergencia de la infancia como tópico de estudio, entre las que se incluyen los esfuerzos de Luis Flores Fernández por avanzar en nuevas estrategias educativas de carácter inclusivo para con la juventud. Trabajamos esta reflexión a partir de tres ejes: 1) las principales proposiciones de los normalistas sobre el estudio de las infancias; 2) la recepción por los normalistas de un campo científico pensado desde y en el norte global; y 3) las posibles tensiones por aplicar un saber cuya episteme proviene fundamentalmente de Estados Unidos, país que no se condice necesariamente con las condiciones de vida de las infancias en el sur del continente en tanto región periférica cruzada por la colonialidad. Nuestro propósito es doble; por un lado, abordar el estudio de las infancias en la época desde la mirada del niño otro de nuestro continente, a saber, aquellos signados por el vagabundaje, la ruralidad, la indigeneidad o la miseria de inicios del siglo XX; por el otro, discutir si esta transferencia de conocimientos sobre el estudio del niño configuró una nueva forma de dependencia cultural y educativa, esta vez no de signo alemán, sino estadounidense.

The period from the Meiji Restoration in 1868 to the Imperial Rescript on Education in 1890 saw the progressive institutionalisation of a modern education system in Japan. Still, these roughly twenty years saw important shifts in policy directions. Scholars have figured out turns from “Japanese” to “Western” models and back, the domination of “French”, “American” and “German” reference societies, often in relation to “liberal” or “conservative” approaches. Although not devoid of a certain validity, this paper proposes to go beyond these often simplifying ascriptions. It will be argued that early Meiji Japan saw the confrontation of three different “languages of education” (Daniel Tröhler), that is dominant ways of thinking about education. The first language of education was based on American congregationalist republicanism and was brought to Japan through vice-minister of education Tanaka Fujimaro’s contact with the American “common school crusaders”. The second language of education championed efficiency and centralised control, epitomised by the Presbyterian American advisor to the ministry of education David Murray. The third language of education is the inward-looking Lutheran German idea of Bildung that came to Japan when minister of education Mori Arinori invited the German Emil Hausknecht to become the first professor of pedagogy at Tokyo Imperial University. While they originated from different Euro-American contexts and were imbued with religious and nationalist meanings, the Japanese blended these languages of education into a new unique model, signifying the first successful case of educationalisation beyond Christian contexts.

[I would like to ask the reviewer to forgive my bad Portuguese language. But I think that the multilingualism of ISCHE is very precious. It should not only be proclaimed in theory, but lived in practice. That is why I decided to present in Portuguese at ISCHE 45.]

O período desde a Restauração Meiji em 1868 até o Rescrito Imperial sobre Educação em 1890 viu a institucionalização de um sistema educacional moderno no Japão. Nestas duas décadas assistimos a mudanças importantes nas orientações das políticas educativas. Os historiadores da educação japonesa descobriram as mudanças dos modelos “japoneses” para os “ocidentais” e vice-versa, a dominação das sociedades de referência “francesas”, “americanas” e “alemãs”, muitas vezes em relação a abordagens “liberais” ou “conservadoras”. Para entender diferentemente a educacionalização do Japão, este trabalho propõe ir além dessas atribuições simplificadoras. Argumentar-se-á que no início da era Meiji o Japão viu o confronto de três diferentes “linguagens educativos” (Daniel Tröhler), ou seja, formas dominantes de pensar sobre a educação. O primeiro linguagem educativo foi baseada no republicanismo congregacionalista americano e foi trazida para o Japão através do contato do vice-ministro da educação Tanaka Fujimaro com os “common school crusaders” americanos. O segundo linguagem educativo defendia a eficiência e o controlo centralizado, sintetizados pelo conselheiro americano do ministério da educação japonesa, David Murray. A terceira língua da educação é a ideia luterana alemã de Bildung que chegou ao Japão quando o ministro da educação Mori Arinori convidou o alemão Emil Hausknecht para se tornar o primeiro professor de pedagogia na Universidade Imperial de Tóquio. Estos linguagens educativos tenham origem em diferentes contextos euro-americanos e estejam imbuídos de significados religiosos e nacionalistas. Os japoneses fundiram estos linguagens educativos num novo modelo, significando o primeiro caso de institucionalização de educação de massa para além dos contextos cristãos.

This research study reflects on the relations of knowledge and power between the teacher's work and the pedagogical discourse. In the beginning of the 20th century, there was a direct relation between children's development, the nation’s progress and the teachers’ work: for students to be educated for a socially-desired future, it was expected that teachers should have a certain training to be able to work properly with their students. At that time, the New School movement had become significant and guided the true knowledge about teacher training, legitimized by scientific knowledge, specifically Developmental Psychology, whose ideas would reformulate teacher courses. Despite teachers having received that kind of education in courses and theoretically aligned with the values of the New School, one wonders if their craft practice was based on the scientific truths considered ideal at that time. Therefore, the aim of this paper is to characterize the New School discourse about teachers’ work and teachers’ discourse about their own pedagogical practice, while comparing each other. Hence, this research uses studies about the New School movement, teachers’ professional knowledge and the pedagogical discourse. Using Foucault’s discourse analysis as a perspective, this paper explores two representative materials of the New School and the teacher’s work in the 20th century. The first material is the book A New School in Belgium (Une École Nouvelle en Belgique), by Faria de Vasconcellos (2015 [1915]), in which the Portuguese author describes his experience as a director of one of the most prominent schools in the New School movement in the beginning of the 20th century. The second material is the book A life in teaching (Uma vida no magistério), by Botyra Camorim (1962), in which the Brazilian elementary school teacher describes her daily school teaching life in public rural schools in the countryside of São Paulo between the years of 1933 and 1959. Through the analysis of the statements found in these materials, the paper investigates the similarities and differences between the discourses, in order to understand not only the educational projections for the teaching profession, but also the teacher’s practice. The study points out that although the New School discourse had guided the necessary knowledge to teacher training in an imperative way, teachers’ work had shown resistance to those supposed truths, regardless of their theoretical alignment to the New School values. Therefore, this research contributes to the characterization of supposed truths in teacher training, one considered more efficient for human development. In addition, the paper ponders over teachers’ supposed lack of reflection upon their own practice and the devaluation of their knowledge in the pedagogical discourse. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001 - for the Doctoral Exchange Program, and had the support of CNPq, National Council for Scientific and Technological Development - Brazil - for the PhD in Education.

Este trabalho trata das relações de saber e poder envolvidas entre a atuação docente e o discurso pedagógico. No início do século XX, estabeleceu-se uma relação direta entre o desenvolvimento da criança, o progresso da nação e a atuação dos professores: para que os alunos fossem educados para um futuro desejado socialmente, era esperado que os docentes tivessem determinada formação, pois só assim poderiam atuar de forma acertada com as crianças e os jovens. Nesse período, o movimento da Escola Nova tornou-se expressivo e pautou o dizer verdadeiro sobre a formação docente, que deveria ser amparada no saber científico, mais especificamente o da psicologia do desenvolvimento, reformulando os cursos de magistério. No entanto, apesar de as professoras terem recebido tal formação nos cursos normais alinhando-se teoricamente a esses princípios, pode-se perguntar se a prática docente amparada nos hábitos artesanais do professor condizia com as verdades científicas propostas como formação ideal naquele momento. Sendo assim, o objetivo deste trabalho torna-se caracterizar e comparar o discurso da Escola Nova sobre a atuação docente com o discurso dos professores sobre a sua prática pedagógica. Para isso, a pesquisa mobiliza estudos sobre o movimento da Escola Nova, os saberes profissionais dos professores e o discurso pedagógico. Sob a perspectiva da análise do discurso foucaultiana, o trabalho investiga dois materiais representativos da Escola Nova e da atuação docente no período tratado. O primeiro é o livro Uma escola nova na Bélgica, de Faria de Vasconcellos (2015 [1915]), em que o autor português descreve a sua experiência como diretor de uma das escolas mais proeminentes do movimento escolanovista no início do século XX. O segundo é o livro Uma vida no magistério, de Botyra Camorim (1962), em que a professora brasileira do ensino primário retrata o seu cotidiano escolar em escolas públicas rurais do interior paulista entre os anos 1933 e 1959. Por meio da análise da superfície dos enunciados presentes nesses materiais, o trabalho investiga as semelhanças e as diferenças entre os discursos, de modo a compreender as projeções formativas para a profissão docente, por um lado, e a prática das professoras, por outro. Como resultado, a pesquisa aponta que o discurso da Escola Nova pautou os saberes necessários para a formação de professores de forma imperativa, porém a prática docente demonstrou resistência a essas supostas verdades, apesar do alinhamento teórico dos professores em relação aos valores escolanovistas. Com isso, o estudo contribui para a caracterização das supostas verdades sobre a formação de professores considerada mais eficaz para o desenvolvimento humano. Além disso, pondera sobre a suposta falta de reflexão dos professores sobre a sua própria prática e a desvalorização dos saberes docentes no discurso pedagógico. O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001 - para o Programa de Doutorado Sanduíche No Exterior (PDSE) e com apoio do CNPq, Conselho Nacional de Desenvolvimento Científico e Tecnológico - Brasil -, para o Doutorado em Educação.

This panel proposes to put into dialogue studies that allow analyzing convergences and divergences regarding the forms of inclusion or exclusion of the different educational actors. It is proposed to think about the links between sexuality and education, gender and education, analyzing the signs and facts that show continuities and resistance. The notion of intersectionality developed by feminisms implies thinking theoretically and methodologically about the markers of differences. The presentations address various perspectives on these social constructions. The Tietê River is the main river that runs through the city of São Paulo. Since São Paulo was a town, it was used to transport people and supply food. In addition to these uses, the river was also a place of sociability for the city's inhabitants. Starting in 1899, the promotion of new entertainment in its waters became evident: water sports. Swimming and rowing began to become institutionalized with the installation of regatta clubs on its banks, transforming bodily relationships with water. This work aims to analyze how these new meanings attributed to the river waters educated women's bodies between 1899, when the first sports club was created, until the 1940s. The representations of healthy childhood in school textbooks were the reference models of hygiene and health. This paper proposes to analyze the medical and hygienist paradigm of the time through the study of images. Specifically, the performative precepts that are deduced and represented in the written and visual stories are identified from the categories of society/healthy, progress/health and morality/healthy, hygienic emotions, play and morality that is inscribed in the body. Another of the works addresses the modes of production of visual discourse in the Third Pan American Congress of Physical Education held in the city of Montevideo, Uruguay between October 9 and 19, 1950. This international event - the first of its kind in the Uruguay - is problematized from the education of the sex-gender perspective through the analysis of more than one hundred photographs present in the photographic archive of the National Commission of Physical Education held at the Montevideo Photography Center. The ways in which official visual discourses exhibited certain heteronormatively gendered bodies and, at the same time, omitted and excluded other sexualities are investigated. Using conceptual tools from visual history and gender studies, the sex-gender visual discourse will be analyzed along with the abjections produced in the event. Finally, the intersection between gender and race is reviewed in the case of Margarita Ubarne, an Afro-descendant Uruguayan normal school teacher (1909-1936). Ubarne, subverting stereotypes and prejudices, dedicated himself to teaching and writing in the “black press.” This Afro-descendant woman had a prominent place in her community, as a “black lawyer” while she faced racial prejudice for having dedicated herself to teaching. Different meanings of femininities that come into play when the intersection with racial origin is made will be analyzed.

The sisters Iracema and Noemy Silveira are the guiding thread of this presentation. Born in the interior of the state of São Paulo, they will together build a professional trajectory in which family ties, educational networks, care relationships and international travel are intertwined, offering paths for understanding the strategies mobilized by women to remain in the teaching profession in public service and build careers in the first half of the twentieth century in Brazil. Both were associated with the transnational movement of new education, albeit in different ways, and exercised different forms of insertion in the teaching profession. Iracema restricted herself to primary education, acting as a school librarian; Noemy embraced an ambitious training project that involved travelling to the United States of America, studying at the Teachers College of Columbia University and taking up the chair of Educational Psychology at the University of São Paulo in 1934. If the final destinations were radically different, career entry was made simultaneously. Two years older than Noemy, Iracema waited for her younger sister to reach the ideal age for both of them to start training for teaching together. The episode reveals the relationships of solidarity established between the sisters that would last for almost two decades. At the age of 8, in 1908, Iracema had an accident that affected one of her eyes. Visual impairment made school attendance difficult, which was overcome with Noemy's help. From then on, the sisters study together over primary and teachers training education. They also start their teaching careers together, working in the same primary schools. The paths began to separate in 1928 when Iracema was able to leave her work in the classroom to take over as school librarian, and Noemy began her journey abroad with visits to the US public system of education. In the complex fabric that the sisters build their careers, the networks established with male educators and educational politicians are determinants of the positions they successively assume, as well as the changes in the schools in which they work, leaving the periphery of the city of São Paulo until they reach the neighborhoods noblest. The presentation deals with issues of gender, social class, religion, and physical disability. The sisters came from the lower middle class. Working provided the means of survival and accumulation of assets. Iracema’s disability didn’t prevent her from searching for a career. On the contrary, with the help of her sister, she found a place as a librarian in the primary school, which allowed her to remain active until her retirement. This scenario provokes us to reflect on how the teaching career offered a feasible and respectful labor option for female sustenance in society at the time. Thus, this study converges with the questions raised by sociologists about the intersection of gender and class in the labor market. Finally, the connections with catholic and lay educators were key for both to advance in their careers, which makes us inquire about the networks they built.

Since the early 20^th century, there has been an increasing acceptance of the role of science in childrearing and child education. One consequence was the emergence of a movement toward scientific motherhood, in which instinct and tradition is replaced with experts instruction on childrearing and child education. According to this ideology ,the good mother is one that seeks and follows expert advice, embracing the ideia of education for motherhood (Apple, 2006). Several studies have shown that although the ideology of scientific motherhood prevailed in the 20th century, changes in conceptions of childhood and women's’ role in society, along with scientific developments in medicine and psychology, refined and redefined the conception of good mother (Apple, 2006; Hulbert, 2004; Rose, 1999). Like other countries (Apple, 2006; Hays, 1996; Rose, 1999), Portugal witnessed profound transformations, during the second half of the 20th century in the lives of women and children. By the end of the century, women were more educated, pursued careers, and children had access to healthcare and education. To understand the impact of theses changes on discourses about motherhood we examined childrearing advice in two distinct periods: 1945-1958 and 1994-2007. One of the sources of childrearing advice are parenting magazines. They offer parents the possibility to benefit from the advice of experts in the field of child health or development, and are used by them to get the answers to common childrearing problems, from feeding to discipline (Cucchiara & Steinbugler, 2021; Nichols et al., 2009). In our study, we analyzed Os Nossos Filhos (1942-1958), the first parenting magazine published in Portugal, and Pais&Filhos (1994-2007), one of the most popular parenting magazines in the 1990s. Through critical discourse analysis (Fairclough, 2003) we attempted to understand how discourses about motherhood have evolved in the second half of the 20th century in Portugal. Our results indicate that parenting magazines promoted scientific motherhood, that is, the idea that a good mother is one that seeks expert advice and follows it, engaging in a process of self-education. In doing so they promoted a particular, middle-class conception of good mother. We should also note that In the 1950s, due to high illiteracy rates and limited access to healthcare, this ideal of good mother acted as a mechanism of social exclusion, as only well-educated mothers could attain the ideal of scientific motherhood. For working class mothers, tradition and intuition prevailed in childrearing and child education. By the end of century, although the discourse of scientific motherhood prevailed, since the vast majority of women had access to childrearing advice, mothers’ insecurity emerged as the main threat to good motherhood. Therefore, education for motherhood entailed not only constructing educated mothers, as was the case in the 1950s, but also constructing secure mothers. This involves helping women to develop a sense of competence, that is, the feeling that they are capable of positively influencing their children’s development.

This study proposes a comparative analysis of the formation of poor girls in Catholic female institutions in the early decades of the twentieth century, highlighting the diversity and intersectionality in their educational trajectories. Focusing on the Casa da Divina Providência in São Paulo, Brazil, and the Asylum for Destitute Children D. Pedro V in Braga, Portugal, (established in 1903 and 1862 respectively and still operational today), the research explores how these educational institutions shaped education for a socially and economically disadvantaged female audience. The study, grounded in a gender perspective, acknowledges that social, cultural, and economic conditions uniquely impacted the educational experiences of girls in these institutions. The detailed analysis of primary sources, such as internal regulations, rules, and enrollment books, reveals not only the similarities in missions to provide moral, religious, and domestic education but also the nuances that arise when considering gender dimensions. Diversity and intersectionality, examined through factors of social class, gender, and possibly ethnicity, highlight the importance of understanding the complexities faced by these specific groups of girls. This approach allows for a more comprehensive analysis of disparities in educational experiences, providing valuable insights into how institutions shaped not only young women but also how these educational experiences influenced their future trajectories in society. After in-depth analysis, the conclusions highlight that the girls in question were subjected to education aligned with prevailing principles at the time. This instruction was predominantly aimed at domestic training, aiming to shape future women who would play the role of caregivers, responsible for raising children and guiding them to become exemplary citizens in society. Additionally, a notable intersection between educational training and Catholic religious instruction provided in these environments was observed. The education received by the girls reflected an intrinsic integration between the development of domestic skills and the internalization of religious values. This interweaving of educational and religious formation reveals the complexity and interconnection of influences that shaped the educational experience of these young women in the early twentieth century. Thus, this study not only contributes to a more holistic understanding of the educational history of these institutions and the lives of the poor girls educated in them but also highlights the undeniable importance of gender studies in enriching the broader narrative of education history.

Este estudo propõe uma análise comparativa da formação de meninas pobres em instituições católicas femininas nas primeiras décadas do século XX, destacando a diversidade e interseccionalidade em suas trajetórias educacionais. Focalizando a Casa da Divina Providência em São Paulo, Brasil, e o Asilo da Infância Desvalida D. Pedro V em Braga, Portugal, (criadas, respetivamente, em 1903 e 1862 e ainda funcionando atualmente) a pesquisa explora como essas instituições de Ensino moldaram a educação para um público feminino económica e socialmente desfavorecido. O estudo, assentando numa perspectiva de gênero, reconhece que as condições sociais, culturais e económicas impactaram de maneira única as experiências educacionais das meninas nessas instituições. A análise detalhada de fontes primárias, como regimentos internos, regulamentos e livros de matrículas, revela não apenas as semelhanças nas missões de proporcionar educação moral, religiosa e doméstica, mas também as nuances que surgem quando se consideram as dimensões de gênero. A diversidade e interseccionalidade, examinadas através dos fatores de classe social, gênero e possivelmente etnia, destacam a importância de compreender as complexidades enfrentadas por esses grupos específicos de meninas. Essa abordagem permite uma análise mais abrangente das disparidades nas experiências educacionais, proporcionando insights valiosos sobre como as instituições moldaram não apenas as jovens, mas também como essas experiências educacionais influenciaram as suas trajetórias futuras na sociedade. Após uma análise aprofundada, as conclusões destacam que as meninas em questão foram submetidas a uma educação alinhada aos princípios prevalecentes na época. Essa instrução estava direcionada predominantemente para a formação doméstica, visando moldar futuras mulheres que desempenhariam o papel de cuidadoras, responsáveis por criar os filhos e guiá-los para se tornarem cidadãos exemplares na sociedade. Além disso, observou-se uma interseção notável entre a formação educacional e a instrução religiosa católica proporcionada nesses ambientes. A educação recebida pelas meninas refletia uma integração intrínseca entre o desenvolvimento de habilidades domésticas e a internalização de valores religiosos. Essa imbricação entre formação educacional e religiosa revela a complexidade e a interconexão das influências que moldaram a experiência educacional dessas jovens no início do século XX. Assim, este estudo não apenas contribui para uma compreensão mais holística da história educacional dessas instituições e das vidas das meninas pobres que nelas foram educadas, mas também destaca a importância inegável dos estudos de gênero para enriquecer a narrativa mais ampla da história da educação.

The school constitutes a space for social reproduction and transmission of values, principles, and beliefs that shape social thought, emphasizing the importance of how, throughout the historical process, it conveys stereotypical representations of what is considered masculine and feminine. The study focuses on the Estado Novo period, during which socially desirable models of man and woman are based on a marked binary view of the concept of person, where being a woman and being a man are objectified through characteristics that oppose and exclude each other, supported by a hierarchical reading of society in general and the family in particular, where the axis of authority permeates. The study begins with the analysis of the curriculum and the specific dimension of female education that is combined with another focused on the analysis of a periodical, Rumo, under the responsibility of male and female students from a primary teacher training institution, the Escola do Magistério Primário de Coimbra, who ensured its direction, writing, and administration. The newspaper had two periods of existence, first, between 1949 and 1957 and from 1959 to 1969. An exhaustive study was conducted, taking news and different articles that compose the newspaper as the unit of analysis, subjected to content analysis. The approach focused on the ideological and symbolic issues of multiple discourses, being attentive to the construction of subjectivities and how social actors reproduce the official discourse, aiming to detect themes and resources mobilized in argument construction. The analysis resulted in a construction of the ideology and representations of the Estado Novo, organized into five dimensions, with "Woman" being highlighted here. In the discourse of male and female student-teachers, emerges a domestic woman - spouse, mother, homemaker - and/or in the labor market - professional life and being a teacher - characterized by her education - schooling and culture - and by the definition and typification of an expected female social behavior, expressed in subcategories such as marriage, behaviors in society, relationships with the male gender, femininity and masculinity, social action, and rights and duties as a woman. To complement a certain "official discourse" evident in Rumo and the possibility of listening to social actors, space was opened for the use of interviews and the mobilization of the memories of the protagonists, employing a convenience sample and resorting to content analysis for its treatment. Relying on the voices of former teachers and students allowed for a break from an apparent idea of hegemonic character, underscoring that, occasionally, a discourse emerged, particularly from former female student-teachers, engaging with curriculum development and challenging the narratives of Rumo, especially regarding female-specific education and the role of women. It is noteworthy that these positions can only be understood considering the moment and the intensity of experiences when events take place in conjunction with the life trajectory of the interviewees and the time of recollection.

A escola constitui um espaço de reprodução social e de transmissão de valores, princípios e crenças que enformam o pensamento social conferindo importância à forma como vem, ao longo do processo histórico, veiculando representações estereotipadas do que é considerado como masculino e como feminino. O estudo foca-se no período do Estado Novo, em que os modelos socialmente desejáveis de homem e de mulher assentam numa vincada visão binária do conceito de pessoa, em que o ser mulher e o ser homem se objetivam por via de características que se opõem e se excluem, respaldada numa leitura hierárquica da sociedade, em geral, e da família, em particular, por onde perpassa o eixo da autoridade. O estudo parte da análise curricular e da dimensão específica de formação feminina que se compagina com aqueloutra centrada na análise de um periódico, Rumo, da responsabilidade dos alunos e das alunas de uma instituição de ensino normal primário, a Escola do Magistério Primário de Coimbra, que asseguravam a sua direção, redação e administração. O jornal conheceu dois períodos de existência, primeiro, entre 1949 e 1957 e de 1959 a 1969. Desenvolveu-se um estudo exaustivo, tomando como unidade de análise a notícia e os diferentes artigos que compõem o jornal, sujeitos a análise de conteúdo. A abordagem orientou-se para a problemática ideológica e simbólica dos múltiplos discursos, estando atenta à construção de subjetividades e à forma como os atores sociais reproduzem o discurso oficial, pretendendo detetar temas e recursos mobilizados na construção da argumentação. Da análise resultou uma construção da ideologia e das representações do Estado Novo, organizada em cinco dimensões das quais aqui se destaca a “Mulher”. Nos discursos dos alunos-mestres e das alunas-mestras emerge uma mulher doméstica – cônjuge, mãe, fada do lar –, e/ou no mercado de trabalho – vida profissional e ser professora –, caracterizada pela sua formação – educação e cultura, escolarização – e pela definição e tipificação de um comportamento social feminino expectável, expressa em subcategorias como o matrimónio, os comportamentos em sociedade, as relações com o género masculino, a feminilidade e a masculinidade, a ação social e os direitos e deveres enquanto mulher. No sentido de complementar um certo “discurso oficial” patente no Rumo e a possibilidade de escutar os atores sociais abriu espaço para o recurso à entrevista e à mobilização da memória dos/as protagonistas, mobilizando uma amostra de conveniência e recorrendo-se à análise de conteúdo para a o seu tratamento. O recurso às vozes de antigos/as docentes e discentes, permitiu romper com uma aparente ideia do caráter hegemónico, cumprindo-se evidenciar que, pontualmente, irrompeu um discurso, nomeadamente de antigas alunas-mestras, que dialogou com o desenvolvimento curricular e se confrontou com as narrativas do Rumo, muito especialmente sobre a formação, especificamente, feminina e o papel da mulher. De destacar que estes posicionamentos só se podem compreender à luz do momento e da intensidade das vivências quando os eventos têm lugar articulados com a trajetória de vida das entrevistadas e com o tempo da rememoração.

Efforts to overcome “domestic colonialist” (Allen 1969) treatment of Black students in the US-American school system have been a prolonged process shaped by various legal, political, and social developments. This preformed panel delves into this complex and multifaceted history, tracing specific moments in the dismantling of racial segregation and white-supremacist curricula within the US educational system. The journey towards educational equity is deeply rooted in the nation’s history, with significant milestones reflecting both progress and challenges. By focusing on three particular tools that sought to challenge colonialist practices in public schools, the papers shed light on how students, educators, and parents fought to overcome educational segregation. Earlier historical reflections focused mainly on white philanthropy’s influences on Black education and the Supreme Court’s landmark decision Brown v. Board of Education (1954) as the starting point to address school desegregation (see e.g., Kluger 2004). But historians (see e.g., Anderson 1988; Moss 2009; Williams 2005) have also demonstrated how African Americans’ overt and covert educational efforts on their own behalf challenged, and in some cases changed, an unequal system before, during, and after the Civil War. In addition, while the pivotal Brown decision declared the state-sanctioned segregation of public schools (summarized under the expression “separate but equal”) unconstitutional and thus required communities across the country to integrate their school systems, a growing body of scholarship has illustrated how some school districts swiftly moved to comply with the Supreme Court’s ruling while others resisted, leading to protracted legal battles and the preservation of the segregated status quo of many local school systems (Delmont 2016; Erickson 2016; Devlin 2018; Martin 2023). Resistance from local communities, coupled with insufficient financial resources and political backlash, often hindered progress. This preformed panel highlights three instances of Black agency and resistance against deeply rooted racial hierarchies in the educational discourse. The tools that African Americans and others used are discussed in the three individual papers, which expand on established narratives of break-throughs in racial equity in education. Baumgartner’s paper focuses on legal cases that predate the landmark Brown v. Board of Education decision (1954) by over a century and highlights the agency of African American youth who petitioned for educational justice. Ogren’s paper examines the production and circulation of marginalized knowledge through “fugitive pedagogy” (Givens 2021), a strategy employed by Black teachers during summer meetings to subvert the colonization of educational spaces. Isensee’s paper addresses the role and efforts of parental advocacy groups that participated in local NAACP (National Association for the Advancement of Colored People) chapters and school committees seeking school desegregation through school transportation. To grasp and frame the implications of the tools of resistance highlighted in the three papers, the discussant’s comments will reflect and expand on the ideas brought forward, adding how archival materials – or a lack thereof – can address how hierarchies emerge when certain voices are privileged while others are silenced in the archive and in the telling of histories that use those same archives (Trouillot 1995; Fuentes 2016).

This research aims to identify Italian schools and Italian schoolbooks in the cities of São Paulo and Buenos Aires during the 1920s to 1930s. This period is justified because it is a period of strengthening of Italian schools outside Italy and also the sending of schoolbooks to these institutions was reestablished. These schoolbooks were produced and organized by the Ministero della Pubblica Istruzione (Ministry of Education) and the Ministero degli Affari Esteri (Ministry of Foreign Affairs) in Italy and aimed at what the Italian government called "Italian schools abroad", which were organized in cities and countries where there was a large flow of Italian immigrants. In Latin America, the two largest destinations for Italians were the cities of São Paulo, Brazil, and Buenos Aires, Argentina (Commissariato Generale dell 'Emigrazione, 1926). These books have been, since the unification of Italy, a fundamental instrument for the Italian ruling classes aiming to modernize, homogenize and standardize teaching in schools inside Italy and outside it, in the countries of Italian emigration (Barausse, 2016). In the years of the Mussolini government, to standardize the production of books, in 1924 an ordinance was published in Italy with the programs to be followed in order to offer an ideological orientation of schoolbooks (Barausse, 2016). Salvetti (2002) points out that one of the main actions in this period was the sending of new schoolbooks to Italian schools, as well as their strengthening. Therefore, the research is theoretically based on the transnational history of education (Ossenbach, Del Pozo, 2011; Vidal, 2020, Fuchs, 2014; Lawn, 2014; Caruso, 2014), methodologically the research is based on documentary analysis (Cellard, 2008). At this juncture, identifying the books and their circulation within the context of Italian schools contributes to the understanding of how Italian immigrants were organized in the two cities analyzed and, therefore, highlights aspects of the history of education in the two Latin American countries, in addition to seeking to understand the aspects of the recipient societies, because although Italy's guidelines were the same, certainly the local context influenced the organization of schools, the circulation and the use of schoolbooks. In addition, the political context of the two countries influenced the institutions of immigrants and thus, even though Italy's guidelines were the same, each location had its local particularities.

Esta pesquisa tem como objetivo identificar as escolas italianas e os livros didáticos italianos nas cidades de São Paulo e de Buenos Aires durante as décadas de 1920 a 1930. Este período justifica-se por ser um período de fortalecimento das escolas italianas fora da Itália e também do envio de livros didáticos para essas instituições foi restabelecido. Esses manuais didáticos eram produzidos e organizados pelo Ministero della Pubblica Istruzione (Ministério da Educação) e pelo Ministero degli Affari Esteri (Ministério das Relações Exteriores) na Itália e destinados ao que o governo italiano nomeava "escolas italianas no exterior", as quais foram organizadas nas cidades e países onde houve um grande fluxo de imigrantes italianos. Na América Latina, os dois maiores destinos de italianos foram as cidades de São Paulo, Brasil, e de Buenos Aires, Argentina (Commissariato Generale dell’Emigrazione, 1926). Esses livros foram, desde a unificação da Itália, um instrumento fundamental para as classes dirigentes italianas visando modernizar, homogeneizar e uniformizar o ensino nas escolas dentro da Itália e fora dela, nos países de emigração italiana (Barausse, 2016). Nos anos do governo Mussolini, para normatizar a produção dos livros, em 1924 foi publicada uma portaria na Itália com os programas a serem seguidos com o intuito de oferecer uma orientação ideológica dos livros didáticos (Barausse, 2016). Salvetti (2002) pontua que uma das principais ações neste período foi o envio de novos livros didáticos para as escolas italianas, assim como o fortalecimento dessas. Para tanto, a pesquisa ampara-se teoricamente na história transnacional da educação (Ossenbach, Del Pozo, 2011; Vidal, 2020, Fuchs, 2014; Lawn, 2014; Caruso, 2014), metodologicamente a pesquisa apoia-se na análise documental (Cellard, 2008). Nessa conjuntura, identificar os livros e a sua circulação dentro do contexto das escolas italianas contribui para a compreensão de como os imigrantes italianos organizaram-se nas duas cidades analisadas e, portanto, evidencia aspectos da história da educação nos dois países latinos-americanos, ademais busca-se compreender os aspectos das sociedades receptoras, pois ainda que as orientações da Itália fossem as mesmas, certamente o contexto local influenciou a organização das escolas, a circulação e o uso dos manuais didáticos. Ademais, o contexto político dos dois países influenciou as instituições de imigrantes e assim, ainda que as orientações da Itália fossem as mesmas, cada local teve suas particularidades locais.

The "Education Library Collection" of the Companhia Melhoramentos of São Paulo, under the direction of Lourenço Filho, published several works between 1927 and 1941. In addition to works by Brazilian authors, the collection published translations of books by foreign authors such as Henry Piéron, Édouard Claparède, Emily Durkheim, Adolphe Ferrière, Alfred Binet, Theodore Simon and John Dewey. In this work, we attempt to analyze the collection based on the books that were selected and translated. We have constructed our object of study from the perspective of the Transnational History of Education, which includes themes underlying our research such as international relations, networks of educators, and the dissemination of pedagogical knowledge. We understand that pedagogical discourses and models are transformed when they are mobilized in different places (VERA, FUCHS, 2021). In particular, the translation of books demonstrates the constitution of networks, the connections between authors, translators, publishers and institutions. From this perspective, we highlight the construction of the Educational Library Collection as a propaganda device for the new education in Brazil, as a cartography of knowledge that should circulate, be materialized, transformed, deterritorialized and (re)territorialized.

A “Coleção Biblioteca de Educação” da Companhia Melhoramentos de São Paulo, sob a supervisão de Lourenço Filho, publicou diversas obras entre 1927 e 1941. Além de trabalhos de autores brasileiros, a Coleção publicou traduções de livros de autores estrangeiros, a exemplo de Henry Piéron, Édouard Claparède, Emily Durkheim, Adolphe Ferrière, Alfred Binet, Theodore Simon e John Dewey. Neste trabalho, buscamos analisar a Coleção a partir dos livros selecionados e traduzidos. Construímos o nosso objeto de estudo a partir da perspectiva da História Transnacional da Educação que contempla temáticas subjacentes ao nosso estudo como as relações internacionais, as redes de educadores e a difusão do conhecimento pedagógico. Compreendemos que discursos e modelos pedagógicos transformam-se quando se mobilizam por diferentes lugares (VERA, FUCHS, 2021). Notadamente, a tradução de livros demonstra a constituição de redes, as conexões entre autores, tradutores, editoras e instituições. A partir dessa perspectiva, destacamos a construção da Coleção Biblioteca da Educação como um dispositivo de propaganda em prol da educação nova no Brasil, como uma cartografia de saberes que deveriam circular, ser materializados, transformados, desterritorializados e (re) territorializados.

The text explores the standards of teaching excellence and the values associated with the evaluative criteria used by university professors at the University of São Paulo/Brazil in the hiring exams for teaching positions. The study spans from 1970 to 2013 and focuses on the Faculty of Education (FEUSP), the Faculty of Philosophy, Letters and Human Sciences (FFLCH), and the Faculty of Medicine (FMUSP). The research utilizes opinions from exam boards and detailed statements from candidates, aiming to understand the social, familial, and intellectual backgrounds considered during the assessment process. The hiring exams represent a classification strategy through which the university selects individuals aligning with its prerequisites and ideals of excellence. The approved candidates often advocate for the strategies and perceptual schemes applied in practice, becoming key classifiers for new entrants. The analysis investigates the values associated with the professorial habitus and reveals different "university cultures" within the same institution. The examination of opinions provides insights into the pursued standards of teaching excellence across various areas of the University of São Paulo. The detailed statements prove crucial, linking qualifiers, numerical assessments, and the candidates' social origins and formative opportunities.

Com a presente investigação buscou-se apreender os padrões de excelência docente e os valores associados aos critérios avaliativos empregados por professores universitários da Faculdade de Educação (FEUSP); da Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH) e da Faculdade de Medicina (FMUSP) da Universidade de São Paulo/Brasil, no período de 1970 a 2013, para aprovarem ou reprovarem os candidatos no momento de tentativa de acesso à carreira docente na instituição. O estudo tomou como fontes privilegiadas: a) os pareceres elaborados por aqueles que integram as bancas de concursos públicos, esses pareceres permitem observar as justificativas dadas para a aprovação ou reprovação dos candidatos em situação de exame auxiliando a perceber elementos que compõe o julgamento professoral; b) os memoriais circunstanciados redigidos pelos candidatos inscritos nos certames, documentos esses que oferecem informações acerca de sua trajetória social, familiar e intelectual. Os concursos públicos de recrutamento de professores é uma das estratégias de classificação por meio da qual a universidade escolhe e consagra um tipo de “ser” que atende aos seus pré-requisitos e às suas representações de excelência. Os aprovados tendem a defender as estratégias e os esquemas de percepção, de apreciação e de ação adquiridos e aplicados em estado prático, assim, não é incomum que “[...] os melhores classificados tornam-se os melhores classificadores daqueles que entram no circuito” (BOURDIEU, 2015, p. 237). Partindo-se de questões como: Quem é preciso ser para poder lecionar na universidade? Quais disposições os docentes universitários devem ter para poder ocupar um lugar como professor em uma instituição como a Universidade de São Paulo? Este estudo buscou identificar quais eram os valores associados à constituição social dessa figura. O ano de 1970 foi tomado como marco inicial da investigação por se tratar de período imediatamente posterior à promulgação da Reforma Universitária de 1968 (Lei nº 5.540, de 28/11/1968), que empreendeu mudanças significativas no ensino superior brasileiro como, por exemplo, a extinção do regime de cátedras. Na USP ela culminou na aprovação de um novo Estatuto (Decreto 52.326, de 16/12/1969) que, entre outras coisas, criou a Faculdade de Educação. O ano de 1988 representa outro marco importante na história da universidade, pois nele foi instituído um novo Estatuto (Resolução nº 3.461, de 07/10/1988) após o período de redemocratização do país. A análise se encerra em 2013, último ano em que durante o estudo encontrou-se registros de bancas de concurso de contratação em uma das unidades investigadas, a FEUSP. Por meio da análise dos pareceres foi possível apreender os valores associados ao habitus docente, além de identificar aspectos relativos às diferentes “culturas universitárias” existentes em uma mesma instituição. A partir dos qualificativos empregados para elogiar ou desqualificar o desempenho dos candidatos ao ingresso na carreira da instituição e suas provas, foi possível perceber indícios do que se persegue como padrão de excelência docente no interior das diferentes áreas da Universidade de São Paulo. Os memoriais circunstanciados foram fontes fundamentais, pois permitiram associar os qualificativos e a sanção numérica (nota) à origem social e às oportunidades formativas dos candidatos.

The present research aims to analyze the marginalia of the bibliophile João Falchi Trinca. Born in the city of Campinas, in the interior of the state of São Paulo, Brazil, Trinca started his collection of printed materials at the age of 16, initially with newspaper clippings. Later, he began collecting books, periodicals, maps, and other printed materials. Through this endeavor, the bibliophile then established a Brazilian library with approximately 15 thousand books. Within this collection, Trinca created a section dedicated solely to the city of Campinas, which he nicknamed the Campiniana collection. Subsequently, Trinca donated this collection to the Centro de Memória – Unicamp (CMU/UNICAMP). The collection, comprising an archive with over 18 thousand newspaper clippings, 2,218 cataloged books and pamphlets, 461 uncataloged bound volumes, 17 maps, and 23 sheet music pieces, features a series of Trinca's marginal notes. These notes were used by him to record the location of various information about Campinas. In total, there are 201 books and pamphlets with such annotations, which are problematized in this research from the perspective of New Cultural History. It is understood, according to Chartier (1998, p. 72-73), that the analysis of personal libraries allows for the understanding of reader and intellectual profiles. Furthermore, through marginalia, the processes of book appropriation are comprehended, along with how they contribute to the formation of the collection. In this perspective, it is understood that Trinca developed a unique cognitive process focused on the organization and search for information in his collection. This contributed to the bibliophile's ability to locate additional materials, keeping his library continually expanding.

A presente pesquisa objetiva analisar as anotações marginais do bibliófilo João Falchi Trinca. Natural da cidade de Campinas, interior do estado de São Paulo, Brasil, Trinca iniciou sua coleção de impressos aos 16 anos de idade, a partir de recortes de jornais. Posteriormente, passou a colecionar livros, periódicos, mapas e outros impressos. A partir deste movimento, o bibliófilo constituiu então uma biblioteca brasiliana com aproximadamente 15 mil livros. Dentro dela, Trinca criou uma partição apenas sobre a cidade de Campinas, apelidada por ele de coleção Campiniana, que, posteriormente, foi doada pelo bibliófilo ao Centro de Memória – Unicamp (CMU/UNICAMP). Composta por uma hemeroteca com mais de 18 mil recortes de jornais, 2218 livros e folhetos, 461 encadernados, 17 mapas e 23 partituras, a coleção apresenta uma série de marginálias do bibliófilo, utilizadas por ele para registrar a localização das mais diversas informações sobre Campinas. Ao todo, são 201 livros e folhetos com tais anotações, problematizadas nesta pesquisa a partir da perspectiva da Nova História Cultural. Compreende-se, conforme Chartier (1998, p. 72-73), que a análise de bibliotecas pessoais permite o entendimento de perfis de leitores e intelectuais. Ainda, através da marginália, compreendem-se os processos de apropriação dos livros e como eles contribuem para a formação da coleção. Nessa perspectiva, entende-se que Trinca desenvolveu um processo cognitivo singular voltado para a organização e busca da informação em sua coleção. Isso contribuía para que o bibliófilo conseguisse localizar outros materiais, mantendo sua biblioteca sempre em expansão.

This paper, which is part of a competitive research project whose aim is to study the meanings and meanings of written culture on the part of initial teacher training students, analyses which authors are studied in the History of Education discipline in different Latin American universities in a context of change in terms of literary culture (Chartier & Hébrard) and higher education (Canales & Álvarez & Tacoronte; Pascual & Garcia). It should be noted that this exercise serves to ask ourselves whether we can still speak of the existence of a series of books that can be considered classics, basic or fundamental texts of pedagogical thought, or even of the possibility of establishing a pedagogical canon made up of a set of authors from different periods. It is clear that this idea deserves deep reflection (Bloom, Calvino, Ordine) because it is still a historical construction that reflects a type of relationship between the forces existing within the framework of a given disciplinary field (Viñao) and, furthermore, it presents us with one of the main fields of decoloniality, i.e. knowledge of being (Lander). All of this, however, also represents an opportunity to highlight texts and authors that respond to the pedagogical sensibility of the times in which we live and we can construct other study itineraries such as Diversity and (de)coloniality (Matasci); feminism (Beadie; McLeod); (de)coloniality (Matasci); (de)coloniality and (de)coloniality (Matasci); and feminism (Beadie; McLeod) and ecologism. These are some priority axes of our social reality that are related to the history of education and, at the same time, determine our way of being in the world because it cannot be forgotten that the context always frames the text (Braidotti). The universities are selected on the basis of the latest results of the QS World University Rankings by Subject 2023, in the Education & Training modality and, taking into account a balance between European and Latin American universities. They are the following: Pontificia Universidad Católica de Chile (32), Universidad Nacional Autónoma de México (51), Universitat de Barcelona (68), Universidad de Chile (74), Universitat Autònoma de Barcelona (78), Universidade de São Paulo (97), Universidad Complutense de Madrid (101-150), Universidad Autónoma de Madrid (101-150), Universidad de Buenos Aires (101-150), Universidad de Sevilla (101-150), Universidade Estadual de Campinas (101-150), Universidad de los Andes (151-200), Universidad de Granada (151-200) and Universidade de Lisboa (151-200). This communication is based on the consultation and analysis of the teaching plans published by the chosen universities, complemented by a hermeneutic exercise of the main texts in the History of Education that have studied the current state of teaching in this discipline.

Esta comunicación, que forma parte de un proyecto de investigación competitivo cuya finalidad es la de estudiar los sentidos y significados de la cultura escrita por parte de los estudiantes de formación docente inicial, analiza qué autores son estudiados en la disciplina de Historia de la Educación de diferentes universidades iberoamericanas en un contexto de cambio por lo que se refiere a la cultura literaria (Chartier & Hébrard) y a la enseñanza superior (Canales & Álvarez & Tacoronte; Pascual & Garcia). Se destaca que este ejercicio sirve para preguntarnos si todavía podemos hablar de la existencia de una serie libros que pueden ser considerados clásicos, textos básicos o fundamentales de pensamiento pedagógico o incluso de la posibilidad de establecer un canon pedagógico formado por un conjunto de autores de épocas diferentes. Es evidente que esta idea merece una reflexión profunda (Bloom, Calvino, Ordine) porque no deja de ser una construcción histórica que refleja un tipo de relación entre las fuerzas existentes en el marco de un ámbito disciplinar determinado (Viñao) y, además, nos plantea uno de los campos principales de la decolonialidad, es decir, el conocimiento del ser (Lander). Todo ello, sin embargo, también representa una oportunidad para destacar textos y autores que respondan a la sensibilidad pedagógica de los tiempos que vivimos y podamos construir otros itinerarios de estudio como la Diversidad y (des)colonialidad (Matasci); feminismo (Beadie; McLeod) y ecologismo. Son algunos ejes prioritarios de nuestra realidad social que mantienen relación con la historia de la educación y, al mismo tiempo, determinan nuestra forma de estar en el mundo porque no se puede olvidar que el contexto siempre enmarca el texto (Braidotti). La selección de las universidades se realiza a partir de los últimos resultados del QS World University Rankings by Subject 2023, en la modalidad de Education & Training y, teniendo en cuenta un equilibrio entre universidades europeas y latinoamericanas. Son las siguientes: Pontificia Universidad Católica de Chile (32), Universidad Nacional Autónoma de México (51), Universitat de Barcelona (68), Universidad de Chile (74), Universitat Autònoma de Barcelona (78), Universidade de São Paulo (97), Universidad Complutense de Madrid (101-150), Universidad Autónoma de Madrid (101-150), Universidad de Buenos Aires (101-150), Universidad de Sevilla (101-150), Universidade Estadual de Campinas (101-150), Universidad de los Andes (151-200), Universidad de Granada (151-200) y Universidade de Lisboa (151-200). Se trata, pues, de una comunicación realizada a través de la consulta y análisis de los Planes docentes publicadas por las universidades escogidas que se complementa con un ejercicio hermenéutico de los principales textos de la Historia de la Educación que han estudiado el estado actual de la enseñanza de esta disciplina.

This work deals with teaching practices in History from a decolonial perspective (Quijano, 2005; Mignolo, 2017). It starts from an understanding that the teaching of History in Brazil, for many years, was based on the point of view of the colonizer (Portugal), integrating a project of domination (Viana, 2019), which reflected in the power relations in Latin America built from the perspective of the colonial experience. In this way, the study aims to understand how students' learning can be re-signified from Brazilian History classes, developed from a decolonial perspective, considering the narratives of indigenous peoples. This is a qualitative study (Minayo, 2016), consisting of a single case study (Flick, 2009), based on the experience carried out with students from the 2nd year of secondary school at a state public school located on the outskirts of Fortaleza. When working on the theme of the arrival of the Portuguese in Brazil, the students were asked to reflect on the discovery in the letter of Pero Vaz de Caminha (1500), written by the colonizer, and the narratives of the invasion developed by indigenous activists and compiled by Ailton Krenak (2022). In groups, they drafted a letter with their own narrative after a collective discussion of the documents, narrating the arrival of the Portuguese, in an exercise of estrangement at the unknown. As a result, we can mention the students' involvement with the activity, the appreciation of multiple sources and the critical discussion supported by disparate narratives. From this exercise, it was possible for the students to re-signify the colonial and decolonial tensions experienced by the social characters who make up the history of Brazil, questioning the myth of discovery, conquest, indigenous "collaboration" and pacification (Krenak, 2022). By reflecting on how asymmetrical power relations have been constructed in our country, we have fostered an educational experience focused on respect for diversity and decoloniality in the field of history teaching.

Este trabalho versa sobre práticas docentes no ensino de História a partir de uma perspectiva descolonial (Quijano, 2005; Mignolo, 2017). Parte-se de uma compreensão de que o ensino da disciplina de História no Brasil, por muitos anos, foi pautado a partir do ponto de vista do colonizador (Portugal), integrando um projeto de dominação (Viana, 2019), o que refletiu nas relações de poder na América Latina construídas na ótica da experiência colonial. Dessa forma, o estudo tem por objetivo compreender como os aprendizados dos alunos podem ser ressignificados a partir de aulas de História do Brasil, desenvolvidas na perspectiva descolonial, considerando as narrativas dos povos indígenas. Trata-se de uma pesquisa qualitativa (Minayo, 2016), constituída de um estudo de caso único (Flick, 2009), a partir da experiência realizada com estudantes de turmas do 2• ano do Ensino Médio de uma escola pública estadual localizada na periferia de Fortaleza. Ao trabalhar a temática da chegada dos portugueses ao Brasil, propôs-se os alunos que eles refletissem o descobrimento na carta de Pero Vaz de Caminha (1500), elaborada pelo colonizador, e as narrativas da invasão desenvolvidas por ativistas indígenas e compiladas por Ailton Krenak (2022). Em grupos, redigiram uma carta com narrativa própria desde a discussão coletiva dos documentos, narrando a chegada dos portugueses, em um exercício de estranhamento ao desconhecido. Como resultados, podemos mencionar o envolvimento dos discentes com a atividade, a valorização das múltiplas fontes e a discussão crítica amparada em narrativas destoantes. A partir desse exercício, foi possível que os estudantes ressignificassem as tensões coloniais e decoloniais vividas pelos personagens sociais que fazem a história do Brasil, questionando o mito do descobrimento, da conquista, da “colaboração” indígena e a pacificação (Krenak, 2022). Ao refletir sobre como as relações assimétricas de poder foram construídas em nosso país, fomentou-se uma experiência de educação voltada para o respeito às diversidades e descolonialidade no âmbito do ensino da História.

This work analyzes the discourses present in the pre-textual sections of textbooks for secondary education in the History discipline that were published for Brazilians and Portuguese in the final years of the 19th century and beginning of the 20th century. These sections that precede the content itself present various forms and titles in the documentary corpus, such as: warnings, recommendations, introductions and prefaces.

The guidelines contained in the pre-textual sections are in the field of theory, both for the teacher and the ideal student. Teachers and students were far from configuring a homogeneous reality, be it training, working conditions or teaching practices. In this way, the introductions and prefaces were used as a purposeful space for debate about school and teaching, about the uses of textbooks, and for criticism and outbursts from the authors on a variety of subjects.

The analysis of the different parts of textbooks, especially the prefaces, which represented a space of greater intimacy and freedom of dialogue between the author and the reader, it was possible to identify some themes: the debates held within the scope of teaching and learning , the emergence of pedagogical concerns, debates about the uses of textbooks, demands about improvements in form and content, since the book had to be intelligible and accessible to the student and no longer written for the teacher. And to this end, adequate material is essential in which the specificities of this new reader, the student, are considered.

Through the analysis of the prefaces, a process of change was identified regarding the focus of the dialogue, before the message was centered on the teacher, it gradually began to focus on the student and their demands. The author's observations forge this new reader of textbooks, who is the student. Concerns about the reception of the work gradually shift their focus from the teacher to the student. The pedagogical concerns that initially appeared timidly soon gained ground. The presentation and discussion of the different sections of the textbooks allowed us to observe the slow and gradual emergence of pedagogical concerns and the initial changes regarding the typography and organization of the works, contributing to the understanding of school culture in the investigated context.

Este trabalho analisa os discursos presentes nas seções pré-textuais dos manuais escolares para o ensino secundário da disciplina de História que foram publicados para brasileiros e portugueses nos anos finais do século XIX e início do século XX. Estas seções que precedem o conteúdo propriamente dito apresentam várias formas e títulos no corpus documental, como por exemplo: advertências, avisos, recomendações, introduções e prefácios.

As orientações contidas nas seções pré-textuais encontram-se no campo da teoria, tanto do professor como do aluno ideal. Os professores e alunos estavam distantes de configurarem uma realidade homogênea, seja de formação, condições de trabalho ou práticas de ensino. Desta forma, as introduções e os prefácios foram utilizados como um espaço propositivo, de debate sobre a escola e o ensino, sobre os usos dos manuais escolares, de críticas e desabafos dos autores sobre uma diversidade de assuntos.

A partir da análise das diferentes partes de um manual escolar, em especial os prefácios, que representavam um espaço de maior intimidade e liberdade de diálogo entre o autor e o leitor, foi possível identificar algumas temáticas: os debates realizados no âmbito do ensino e aprendizagem, o surgimento das preocupações pedagógicas, debates sobre os usos dos manuais escolares, as reivindicações acerca das melhorias de forma e conteúdo, uma vez que o livro tinha de ser inteligível e acessível ao aluno e não mais escrito para o professor. E para tal, é fundamental um material adequado em que se considere as especificidades desse novo leitor, o aluno.

Através da análise dos prefácios identificou-se um processo de mudança quanto ao foco da interlocução, antes a mensagem era centrada no docente, aos poucos passou a se voltar para o aluno e suas demandas. As observações do autor vão forjando esse novo leitor para os manuais escolares que é o aluno. As preocupações sobre a recepção da obra vão lentamente mudando seu foco do docente para o discente. As inquietações pedagógicas que de início apareciam timidamente, logo foram ganhando espaço. A apresentação e discussão das diferentes seções nos manuais escolares possibilitou a observação do surgimento lento e gradual das preocupações pedagógicas e das mudanças iniciais quanto à tipografia e organização das obras, contribuindo para a compreensão da cultura escolar no contexto investigado.

Throughout the civilizing/colonizing process of the Americas, the historical construction of a racial division of childhood associated with the racial division of education becomes evident. This finding became even more visible in the post-colonial period, with independence, the abolition of slavery and the spread of debates about the need to educate populations. In this context, economic elites, politicians and educators asked themselves: what will be the place of indigenous and children Afro-descendant children in the new nations?

The objective of this paper is to present facts that demonstrate the need to advance in writing the history of Latin American childhood education, taking into account the racial division of labor (QUIJANO, 2005) and the racial division of education (VEIGA, 2022). The decolonial history approach is based on the critique of the Eurocentric conception of modernity and the understanding that the idea of ​​race was conceived in the civilizing/colonizing process. In this context, the fictitious identities of Indian, black and mestizo were forged, radically nullifying the extraordinary diversity of the original peoples, now all “Indians” and, also of the various transplanted African peoples, all “black”.

It is based on the assumption that it is not just a matter of discussing ethnic-racial relations in the history of education, already with significant historiographical advances, but insufficient to break with coloniality and Eurocentrism. However, it discusses the need to interrogate global events that allowed the inferiorization and subalternization of black and indigenous children, due to their skin color and phenotypic traits.

It is noteworthy that the main difference between Europe and America, in the process of imposing universal public schools, was the fact that Yankee and Latin American reformers had to deal not only with class differences, as in the case of Europe , but of “race”, and even, making school inequality a powerful mechanism for the subordination of races. Unlike Europe, the question that arose was not just how to integrate the poor white populations of the countryside and cities into the capitalist market, but how to make the black, indigenous and mixed-race populations integrate into the new order of capitalist society?

To develop the research, a bibliographical survey of recent productions on the history of childhood education by Latin American authors was carried out; survey of the first legislation on education in 5 Latin American countries (Argentina, Brazil, Chile, Colombia and Peru), using the distribution of Afro-descendant and indigenous populations as a criterion; works by period educators. It was observed not only the existence of a very unequal school offer, but also the fact that, in general, in schools attended by indigenous children and black children, there was learning and execution of some type of work, in workshops or in the field. That said, from a decolonial historical perspective, we can ask about the relevance of thinking about the racial division of education, as a characteristic of the history of Latin American childhood education, constituted at the intersection between racial division of labor, racial division of childhood, poverty and universalization of the school.

Ao longo do processo civilizador/colonizador das Américas é evidente a construção histórica de uma divisão racial da infância associada a divisão racial da educação. Essa constatação ficou ainda mais visível no período pós-colonial, com as independências, a abolição da escravidão e disseminação dos debates sobre a necessidade de escolarizar as populações. Nesse contexto, as elites econômicas, os políticos e educadores atordoados, se perguntavam: qual será o lugar das crianças indígenas nas novas nações? O que fazer com as crianças afrodescendentes?

O objetivo desse trabalho é apresentar fatos que demonstrem a necessidade de avançarmos na escrita da história da educação da infância latino-americana, levando-se em consideração a divisão racial do trabalho (QUIJANO, 2005) e a divisão racial da educação (VEIGA, 2022). A abordagem da história decolonial parte da crítica da concepção eurocêntrica de modernidade e do entendimento que a ideia de raça foi concebida no processo civilizador/colonizador. Nesse contexto foram forjadas as identidades fictícias de índio, negro e mestiço, anulando radicalmente a extraordinária diversidade dos povos originários, agora todos “índios” e, também dos vários povos africanos transplantados, todos “negros” (LANDER, 2005; QUIJANO, 2005).

Parte-se do pressuposto de que não se trata apenas de discutir as relações étnico raciais na história da educação da infância, já com significativo avanço historiográfico, mas insuficientes para rompermos com a colonialidade e o eurocentrismo. Mas, discute a necessidade de interrogar sobre os acontecimentos globais (PACHECO, 2017) que permitiram a inferiorização e subalternização das crianças pretas e indígenas, pela sua cor de pele e seus traços fenotípicos.

Destaca-se que a principal diferença entre Europa e América, no processo de imposição da escola pública universal, esteve no fato de que os reformadores estadunidenses e latino-americanos tiveram que se haver não somente com as diferenças de classe, como no caso de Europa, mas de “raça”, e inclusive, tornando a desigualdade escolar um mecanismo poderoso de subalternização das raças. Diferentemente de Europa, a questão que se apresentava não era apenas como integrar ao mercado capitalista as populações brancas pobres dos campos e das cidades, mas, como fazer as populações negras, indígenas e mestiças se integrarem na nova ordem da sociedade capitalista?

Para o desenvolvimento da pesquisa foi realizado levantamento bibliográfico das produções recentes sobre história da educação da infância em autores latino americanos; levantamento das primeiras legislações sobre educação em 5 países latino-americanos (Argentina, Brasil, Chile, Colômbia e Peru), tendo como critério a distribuição das populações afrodescendentes e indígenas; obras de educadores de época. Observou-se não somente a existência de uma oferta escolar muito desigual, mas também, o fato de que, em geral, nas escolas frequentadas por crianças indígenas e crianças pretas, havia a aprendizagem e execução de algum tipo de trabalho, em oficinas ou no campo. Isso posto, numa perspectiva histórica decolonial, podemos indagar sobre a pertinência de se pensar acerca da divisão racial da educação, como característica da história da educação da infância latino-americana, constituída no cruzamento entre divisão racial do trabalho, divisão racial da infância, pobreza e universalização da escola.

The main protagonist in official history is typically a white European man. In Brazilian indigenous historiography, this express colonialism has not been well regarded for decades, but the colonial epistemic bias is still present. This was also the case in the historiography of the creation of the Guarani Gwyrá Pepó State Indigenous School, on the Tenondé Porã indigenous land in São Paulo. According to the official version, the school was founded in 1997, in an alliance between the local community and FUNAI, and soon became a state school (in 2001). However, the memory and oral history of the village community tell a different version of this process. This work is the result of the author's master's research in Education. The aim of this article is to tell the invisible story of the creation of the Guarani Gwyrá Pepó Indigenous State School, revealed in oral accounts and also in documents found from these accounts. We will present the reconstruction of this process, which includes the participation of several women hitherto forgotten by official history. The starting point for this work was the stories told by the indigenous people themselves. The research fieldwork was carried out between 2017 and 2018. There were several visits to the Tenondé Porã village, observation of primary and secondary school classes, informal conversations with students and teaching staff, open-ended interviews, and the researcher was allowed to take part in meetings to build the school's differentiated Pedagogical Political Project. A field notebook was kept with records of these visits. We conclude that the contradiction between the school that was originally intended to be built in the village and the one that exists there today is great, and the ideas that were mostly discussed in the meetings that the researcher attended between the indigenous people and the Juruá representatives of the state don't seem to address them. For someone from outside the village, it can be difficult to understand why Tenondé Porã wants the school, which school it wants and why it "allows" the advancement of Juruá interests. Perhaps one of the keys to this understanding lies precisely in understanding the Juruá's expectations of the Guarani and the relationship that is established between these two peoples. There is no unified voice throughout the village about the school. It's not possible to generalize that they reject school or that they don't want certain aspects of Jurua life, for example. What is generalized is the concealment, by official history, of the main moments in the schooling process in Gwyrá Pepó, led by indigenous people and especially indigenous women. This is part of the same process that recognizes the creation of the differentiated indigenous school in Brazil as a great multicultural achievement without taking into account the effects it had on the villages and the enormous multiplicity of indigenous peoples, voices and perspectives on the school. A story is told based on a white, institutionalized episteme, which we will dismantle based on the oral accounts collected.

O protagonista principal na História oficial é tipicamente um homem branco europeu. Na historiografia indígena brasileira, há décadas este colonialismo expresso já não é bem visto, mas o viés epistêmico colonial ainda se vê presente. Este era o caso, também, da historiografia da criação da Escola Estadual Indígena Guarani Gwyrá Pepó, na terra indígena Tenondé Porã, São Paulo capital. Segundo a versão oficial, a escola foi fundada em 1997, em uma aliança entre a comunidade local e a FUNAI, e logo se tornou uma escola estadual (em 2001). Entretanto, a memória e história oral da comunidade da aldeia contam uma versão diferente deste processo. O presente trabalho é fruto da pesquisa de mestrado em Educação realizada pela autora. O objetivo deste artigo é relatar a história invisibilizada da criação da Escola Estadual Indígena Guarani Gwyrá Pepó, revelada em relatos orais e também em documentos encontrados a partir destes relatos. Apresentaremos a reconstrução deste processo, que inclui a participação de diversas mulheres até agora esquecidas pela história oficial. O ponto de partida do presente trabalho foram as histórias contadas pelos próprios indígenas. O trabalho de campo da pesquisa foi realizado entre 2017 e 2018. Foram realizadas diversas visitas à aldeia Tenondé Porã, observação de aulas do Ensino Fundamental e Médio, conversas informais com estudantes e com o corpo docente, entrevistas abertas, e foi permitida a participação da pesquisadora em reuniões para a construção do Projeto Político Pedagógico diferenciado da escola. Foi feito um caderno de campo com registros de tais visitas. Concluimos que a contradição entre a escola que se queria construir originalmente na aldeia e a que hoje lá existe é grande, e as ideias majoritariamente discutidas nas reuniões a que a pesquisadora deste trabalho assistiu entre os indígenas e os juruá representantes do Estado não parecem endereçá-las. Para alguém de fora da aldeia, pode ser difícil compreender por que a Tenondé Porã quer a escola, qual é a escola que quer e por que “permite” a avançada dos interesses juruá. Talvez uma das chaves para essa compreensão esteja exatamente em entender as expectativas dos juruá sobre os Guarani e o relacionamento que se estabelece entre esses dois povos. Não há uma voz uníssona em toda a aldeia sobre a escola. Não é possível generalizar que eles rejeitam a escola ou que não desejam certos aspectos da vida juruá, por exemplo. O que é generalizado é o ocultamento, por parte da história oficial, dos principais momentos do processo de escolarização da Gwyrá Pepó, encabezados por indígenas e principalmente por indígenas mulheres. Isso é parte do mesmo processo que reconhece a criação da escola indígena diferenciada no Brasil como uma grande conquista multicultural sem levar em consideração os efeitos que ela provocou nas aldeias e a multiplicidade enorme de povos, vozes e perspectivas indígenas sobre a escola. Conta-se uma história a partir de uma episteme branca e institucionalizada, a qual desmontaremos a partir dos relatos orais coletados.

This paper is part of a broader research project that studies a fragment of recent educational history in Uruguay. In particular, it looks at basic education and teacher training in recent decades. In the period of democratic reconstruction (1985 - 2023), different meanings and disputes have taken shape around the institutional architecture of education, curricular designs and teacher training objectives, especially at the primary school level. The divergences articulated in the political guidelines of the educational reforms of the last decades, the curricular designs and the educational agents (teachers' unions and collectives) present particularities, continuities and tensions in various dimensions: organizational, curricular, levels of teacher and student participation, educational governance and autonomy. At the same time, and in particular, policies, reforms and teachers delineate imaginaries about the meanings that future teachers will have to shape. (Bentancur, 2007; Mancebo, 2007; Bordoli, 2015, 2019a, 2019b, 2020). In the dimensions indicated, differential features are identified that materialize, among others, in the curricular designs for teacher training, while at the same time articulating certain signifiers that structure networks of meanings and particular imaginaries that are presented in different degrees of tension. In this presentation, in particular, the 1977, 1986 and 2023 teacher training curriculum designs are analysis with the aim of identifying the place, functions, meanings and imaginaries attributed to future primary school teachers. The research work draws on the contributions of Political Discourse Analysis (Laclau, E. y Mouffe, Ch., 1987; Mouffe, 2009), the studies of Laval and Dardot (2015), Merklen (2013) and curriculum studies (de Alba, 1998; Frigerio, 1994, etc.). From these and analytical perspectives and through the study of contextual documents, the curriculum designs of the three selected moments (1977, 1986, 2023), particularities and tensions in the modes and imaginaries articulated around teachers are identified. It is important to underline that the different imaginaries about the ways of "being a teacher" seek to grant individual and collective identities that are articulated in complex and non-linear historical processes in which mechanisms of updating and hybridization of meanings in tension are developed.

El presente trabajo es parte de una investigación más amplia que estudia un fragmento de la historia educativa reciente en el Uruguay. Particularmente, se indaga en torno a la educación básica y a la formación de los docentes en las últimas décadas. En el período de reconstrucción democrática (1985 – 2023)[1] se han configurado sentidos diversos y disputas en torno a la arquitectura institucional de la educación, a los diseños curriculares y a las finalidades formativas de los docentes, especialmente a nivel de enseñanza primaria. Las divergencias articuladas en los lineamientos políticos de las reformas educativas de las últimas décadas, los diseños curriculares y los agentes educativos (sindicatos y colectivos docentes) presentan particularidades, continuidades y tensiones en diversas dimensiones: organizacionales, curriculares, niveles de participación docente y estudiantil, gobierno de la educación y autonomía. A su vez, y en forma particular las políticas, las reformas y los docentes delinean imaginarios sobre los sentidos que deberán configurar los futuros maestros (Bentancur, 2007; Mancebo, 2007; Bordoli, 2015, 2019a, 2019b, 2020). En las dimensiones indicadas se identifican rasgos diferenciales que se materializan, entre otros, en los diseños curriculares de la formación de maestros al tiempo que articulan ciertos significantes que estructuran redes de sentidos e imaginarios particulares que se presentan en diferentes grados de tensión. En esta exposición, particularmente, se analizan los diseños curriculares de formación de los maestros de 1977, 1986 y 2023 con el objetivo de identificar el lugar, las funciones, los sentidos y los imaginarios adjudicados a los futuros maestros de enseñanza primaria. El trabajo de investigación se nutre de los aportes del Análisis Político del Discurso (Laclau, E. y Mouffe, Ch., 1987; Mouffe, 2009), los estudios de Laval y Dardot (2015), Merklen (2013) y de los estudios curriculares (de Alba, 1998; Frigerio, 1994, etc.). Desde estas y las perspectivas analíticas y a través del estudio de documentos contextuales, los diseños curriculares de los tres momentos seleccionados (1977, 1986, 2023) se identifican particularidades y tensiones en los modos e imaginarios articulados en torno a los maestros. Importa subrayar que los diversos imaginarios sobre los modos de “ser maestro” buscan otorgar identidades individuales y colectivas que se articulan en complejos y no lineales procesos históricos en los que se desarrollan mecanismos de actualización e hibridación de sentidos en tensión. [1] En Uruguay, la última dictadura cívico-militar se extendió de 1973 a 1984. El quiebre institucional se efectuó el 27 de junio de 1973.

Ireland occupied a liminal space in history, characterised intermittently as both an integral member and benefactor of the British Empire as well as its most troublesome colony. Within this, the national system of education in Ireland exhibited many “colonial features” (Howe, 2008) as instigated by its designers in Westminster. For close to a century before the achievement of political independence and the creation of the Irish Free State in 1922, primary school education in Ireland was largely characterised by efforts of political, cultural and linguistic assimilation to British imperial ideology (Lyons and Moloney, 2019).

As in many post-colonial contexts, political independence in Ireland provided an opportunity for the reversal of colonial policy in all strata of society. In educational terms, immediate moves were made to decolonise primary education by reviewing and revising the existing progressive and child-centred curriculum introduced under the colonial administration in 1900 and to revert to (or more accurately create) a pre-colonial imaginary or “island of authenticity” as termed by White (2010:7). Central to this decolonising process was Rev. Professor Timothy Corcoran, a Jesuit priest and Professor of Education at University College Dublin who occupied an influential national position in clerical, educational and language revival circles. Corcoran acted as the sole external advisor and influencer on both curriculum programme conferences which reported in 1922 and 1926 respectively (National Programme Conference, 1922; 1926).

This paper explores and critiques the role, impact and legacy of Corcoran in the decolonising of primary education in Ireland in the 1920s. Central to this exploration will be a review and analysis of his prolific writings on education, which drew on historical, contemporary and transnational ideas and discourses. This analysis is presented across four key themes: Irish language curriculum policy; knowledge in the curriculum; pedagogy in the curriculum; and conceptualisation of the teacher and child in the curriculum. Overall Corcoran’s writings reveal a traditional and conservative philosophy of education, rooted in both nationalist and Catholic discourses. The modus operandi used by Corcoran across various spatialities and temporalities to yield such influence in the framing of the primary school curricula will also be delineated, as will efforts and acts of resistance to Corcoran’s views.

This paper ultimately argues that the curricula which emerged in the Irish Free State in the 1920s, which represented a reversal of the previous progressive, child-centred and broad-based Revised Programme of Instruction (Commissioners of National Education, 1902), were primarily influenced by the thinking of Corcoran more than any other educator in the era. This was owing to his powerful and influential role and position, and his capacity to present “authoritative evidence” (National Programme Conference, 1926:10) that substantiated his assertions. Moreover, as the next substantive curricular revisions did not take place until the early 1970s, his impact and legacy had a long-lasting effect on the education of successive generations of children in Ireland in the twentieth century.

Postcolonial studies were institutionalized from the last decade of the 20th century, with the aim of understanding how colonization affects, to this day, spaces that were colonized in the past. Coloniality is understood in three dimensions: power, being and knowledge. From this perspective, the concept of coloniality of power, knowledge and being is understood from the work of authors Quijano (2000), Mignolo (2002, 2003, 2008, 2010) and Maldonado-Torres (2007). Decoloniality is the movement to overcome the barriers imposed by the colonizing process. However, even before the epistemological institutionalization of the aforementioned current of thought, some intellectuals and social movements can be identified from a decolonial perspective, due to their commitment to overcoming the relations of colonization, colonialism and coloniality, which date back to the origins of the modern era. Therefore, this article aims to analyze the role of Brazilian educator Paulo Freire in the process of decolonization of power, knowledge and being. To this end, from the perspective of coloniality, the study of Paulo Freire's work and method will be carried out. The school plays a central role in modern societies, however, the Brazilian school carries at its core the legacy of the colonial past, where the culture and knowledge of dominant peoples are disseminated, a process that inferiorized the culture and knowledge of non-European peoples who here they live. This fact reveals the violence of the hegemonic school in belittling other types of knowledge, which left a large part of the population on the margins of the educational process. In this sense, Paulo Freire's work and method appear as a movement of resistance to coloniality and seek to give a voice to the historically oppressed. Based on the analyzes carried out, it is concluded that the encouragement of critical thinking resulted in the non-acceptance of inferiority and the appreciation of non-European cultures. The construction of new narratives opposes the long history of exclusion and reveals the need for a liberating and emancipatory education.

Os estudos pós-coloniais foram institucionalizados a partir da última década do século XX, com o intuito de compreender como a colonização afeta, até os dias de hoje, os espaços que foram colonizados no passado. A colonialidade é entendida em três dimensões: do poder, do ser e do saber. Nessa perspectiva, entende-se o conceito de colonialidade do poder, do saber e do ser a partir da obra dos autores Quijano (2000), Mignolo (2002, 2003, 2008, 2010) e Maldonado-Torres (2007). A decolonialidade é o movimento de superação das barreiras impostas pelo processo colonizador. Entretanto, antes mesmo da institucionalização epistemológica da referida corrente de pensamento, alguns intelectuais e movimentos sociais podem ser identificados por uma perspectiva decolonial, pelo comprometimento desses com a superação das relações de colonização, colonialismo e colonialidade, que remontam às origens da era moderna. De modo que, o presente artigo tem como objetivo analisar o papel do educador brasileiro Paulo Freire no processo de decolonização do poder, do saber e do ser. Para tanto, a partir do prisma da colonialidade, será realizado o estudo da obra e do método de Paulo Freire. A escola exerce um papel central nas sociedades modernas, todavia, a escola brasileira trás em seu âmago a herança do passado colonial, onde a cultura e o conhecimento dos povos dominantes são difundidos, processo que inferiorizou a cultura e o conhecimento dos povos não europeus que aqui vivem. Esse fato revela a violência da escola hegemônica ao menosprezar os outros saberes, o que deixou grande parte da população à margem do processo educativo. Nesse sentido, a obra e o método de Paulo Freire figuram enquanto movimento de resistência à colonialidade e buscam dar voz aos, historicamente, oprimidos. Com base nas análises empreendidas, conclui-se que o incentivo ao pensamento crítico resultou na não aceitação da inferioridade e na valorização das culturas não europeias. A construção de novas narrativas contrapõe-se à longa história de exclusão e revela a necessidade de uma educação libertadora e emancipatória.

Notably, the field of Popular Education was historically constituted as part of a Latin American network of generating theories, proposals and repertoires of critical and insurgent social action aimed at rethinking education in practice, linking it to projects of accumulation and articulation of popular power through knowledge (Brandão, 2017; Viezzer, 1989). When we talk about Popular Education here, we are referring to one of the possible meanings of this term, that related to a tradition linked to Popular Culture movements that had substantial growth between the 1960s and mid-1980s, in a period of deepening imperialism and the subservience of the vast majority of Latin American states to the metropolises of capital, especially with the implementation of dictatorships and violent cuts in the social fabric of many countries in the region. This Popular Education was established especially through underground communication networks as a set of references capable of building a very rich field of debates related to the problems of Latin America and distancing itself from the great axes of power and even cultural production at the center of capitalism. We are talking about a pedagogical field that made serious criticisms of class inequalities and exploitations and that, little by little and with increasing force, worked directly into its praxis on issues related to the environmental field, territory, gender, race, sexuality, decoloniality, youth, human rights, etc. (Brandão, 2018).

Based on the interview with popular educators and the analysis of productions in this field, especially in the contexts of the metropolises of São Paulo and Santiago do Chile, I propose to think about the impacts of the neoliberal policies of the 1990s on the processes of dynamizing memories of counterhegemonic struggles linked to social movements and revolutionary processes based on Popular Education practices that dialogue with a Freirean tradition. Our focus is to understand how activists of this historical moment understand the forms of conversion and assimilation of Popular Education struggles and practices by neoliberal management devices, especially when it comes to conflicts related to collective memories in the “transitions to democracy”. During this period, opportunities to emerge from clandestinity led to the search for institutionalization and also the formulation of models with different models and agents. The “democratic openings” in several countries on the continent also caused many educators – and even entire organizations – to readapt their references with a view to operating within the State, the professionalization of their services and the formalization of processes (Carrillo, 2011). Often in these, there was little concern about co-optation attacks from the state form or even from other forms of civil society organization (Lopes, 2013). Following this change in the political scenario, many organizations and individuals who had been acting in opposition to the authoritarian State distanced themselves from – or even abandoned – the struggles against hegemonic forces led by popular sectors, commonly adapting to the “new democratic order”, acting within the official and hegemonic frameworks foreseen by the established law (Carrillo, 2011; Jara, 2012).

Destacadamente, o campo da Educação Popular se constituiu historicamente como parte de uma rede latino-americana de geração de teorias, propostas e repertórios de ação social críticos e insurgentes voltados a repensar na prática a educação, a vinculando a projetos de acumulação e articulação de poder popular através do conhecimento (Brandão, 2017; Viezzer, 1989). Quando falamos de Educação Popular aqui, nos referimos a um dos possíveis sentidos desse termo, aquele relacionado a uma tradição vinculada aos movimentos de Cultura Popular que tiveram um crescimento substantivo entre a década de 1960 e meados da de 1980, em um período de aprofundamento do imperialismo e da subserviência da grande maioria dos Estados latino-americanos às metrópoles do capital, especialmente com a implantação de ditaduras e de violentos cortes no tecido social de muitos países da região. Essa Educação Popular foi se firmando especialmente através de redes subterrâneas de comunicação enquanto um conjunto de referências capazes de construir um campo riquíssimo de debates relacionados aos problemas da América Latina e com distanciamento dos grandes eixos de poder e mesmo de produção cultural no centro do capitalismo. Falamos de um campo pedagógico que fez sérias críticas às desigualdades e explorações de classe e que, aos poucos e cada vez com mais força, foi trabalhando diretamente em sua práxis questões relacionadas ao campo ambiental, de território, gênero, raça, sexualidade, decolonialidade, juventude, direitos humanos etc. (Brandão, 2018).

A partir da entrevista com educadoras e educadores populares e da análise de produções sobre esse campo, especialmente nos contextos das metrópoles de São Paulo e Santiago do Chile, proponho pensarmos nos impactos das políticas neoliberais da década de 1990 nos processos de dinamização das memórias de lutas contra hegemônicas ligados aos movimentos sociais e processos revolucionários alicerçados por práticas de Educação Popular que dialogam com uma tradição freiriana. Nosso foco é entender como militantes desse momento histórico compreendem as formas de conversão e assimilação das lutas e práticas da Educação Popular pelos dispositivos de gestão neoliberais, especialmente no que toca os conflitos relacionados às memórias coletivas nas “transições à democracia”. Nesse período, as oportunidades de sair da clandestinidade vão levando à busca pela institucionalização e também pela formulação de modelos com distintos moldes e agentes. As “aberturas democráticas” em vários países do continente também fizeram com que muitos educadores – e inclusive organizações inteiras – readequassem seus referenciais tendo em vista a atuação no interior do Estado, a profissionalização de seus serviços e a formalização dos processos (Carrillo, 2011). Frequentemente nestes houve pouca preocupação com as investidas de cooptação oriundas da forma estatal ou mesmo de outros modos de organização da sociedade civil (Lopes, 2013). A partir dessa mudança de cenário político, muitas organizações e indivíduos que estiveram atuando em oposição ao Estado autoritário se distanciaram – ou mesmo abandonaram – as lutas contra hegemônicas protagonizadas pelos setores populares, comumente se adaptando a “nova ordem democrática”, atuando dentro dos marcos oficiais e hegemônicos previstos pelo direito estabelecido (Carrillo, 2011; Jara, 2012).

Lourenço Filho was one of the most important intellectuals to influence the direction of Brazilian education in the 20th century. In the 1950s and 1960s, working in international organizations such as the Organization of American States (OAS), he analyzed the trajectory of rural education in the Americas, focusing on the role that such educational action had on indigenous populations in Latin America. In 1962, Lourenço Filho wrote a study for the OAS on rural education aimed mainly at indigenous people and their descendants, which was not published in Brazil. The purpose of the current work is to present what this intellectual discussed about education in rural Brazil, with a prominent indigenous population, in this text sent to the OAS. The methodology used was documentary analysis of Lourenço Filho's text. The objective is to present this author's unprecedented contribution in Brazilian publications when dealing with rural and indigenous education in the early 1960s. Lourenço Filho had good circulation in organizations linked to the OAS based in Mexico, as in the 1950s he was the Brazilian representative on its Inter-American Cultural Council. He possibly intended that some official document from the OAS, resulting from his initiative, would influence the formulation of public policies on rural education in Brazil during the troubled period of the João Goulart government's proposals for basic reforms. These educational policies to be implemented would greatly affect the education of Brazilian indigenous populations during the period. The formulation of such a document ended up occurring through Resolution V of the Third Meeting of the Inter-American Cultural Council, in August 1963. When analyzing successful experiences of rural and indigenous education, the author divided such experiences of rural education into three groups. The first was experiences that sought to extend educational services or improve their quality. The second group included experiences aimed at valuing the school in cultural extension work. The third group was experiences that sought to influence the organization of rural and indigenous communities, which aimed to integrate rural education services with other State services. According to the author, there were two serious gaps in Brazilian actions regarding rural education: the lack of teaching material programs in authochtonous languages, that is, teaching material in indigenous languages; and, especially, the lack of articulation between single-master schools and central schools, forming possible peasant school groups. Lourenço Filho concluded the analysis of the experiences of the first group of his study, those that had sought the greatest extension of educational services or the improvement of their quality, placing emphasis on these two rural educational experiences. He mainly highlighted the solidity of central school projects articulating single-master schools and also the so-called campesino school nuclei in countries such as Mexico, Bolivia, Ecuador, Guatemala, Peru, Honduras, Nicaragua and Panama. Such experiences would guide proposals for rural and indigenous education to be formulated in Brazil in the mid-1960s. This work will present a synthesis of the analysis of this important educator on this topic.

Lourenço Filho foi um dos mais importantes intelectuais a influenciar os rumos da educação brasileira no século XX. Nas décadas de 1950 e 1960, atuando em organismos internacionais como a Organização dos Estados Americanos (OEA), ele analisou a trajetória da educação rural nas Américas, privilegiando o papel que tal ação educativa tinha sobre as populações indígenas na América Latina. Em 1962, Lourenço Filho escreveu um estudo para a OEA sobre a educação rural destinada principalmente aos indígenas e seus descendentes, que não foi publicado no Brasil. É propósito do atual trabalho apresentar o que este intelectual abordou da educação no meio rural brasileiro, com destacada população indígena, neste texto enviado à OEA. A metodologia utilizada foi a de análise documental sobre o texto de Lourenço Filho. Tem-se por objetivo apresentar a contribuição inédita em publicações brasileiras deste autor ao tratar a educação rural e indígena no início da década de 1960. Lourenço Filho tinha bom trânsito nos organismos vinculados à OEA com sede no México, pois na década de 1950 fora o representante brasileiro em seu Conselho Interamericano Cultural. Ele pretendia possivelmente que algum documento oficial da OEA, resultante desta sua iniciativa, influísse na formulação das políticas públicas sobre educação rural no Brasil no conturbado período das propostas de reformas de base do governo João Goulart. Essas políticas educacionais a serem implantadas afetariam sobremaneira a educação das populações indígenas brasileiras no período. A formulação de tal documento acabou ocorrendo através da Resolução V da Terceira Reunião do Conselho Interamericano Cultural, de agosto de 1963. Ao analisar experiências bem-sucedidas de educação rural e indígena, o autor dividiu tais experiências de educação rural em três grupos. O primeiro era o das experiências que tivessem buscado a maior extensão dos serviços educativos ou a melhoria de sua qualidade. No segundo grupo constavam as experiências tendentes a valorizar a escola num trabalho de extensão cultural. O terceiro grupo era o de experiências que procuraram influir na organização das comunidades rurais e indígenas, que visaram integrar os serviços de educação rural com outros serviços do Estado. Segundo o autor, havia duas graves lacunas nas ações brasileiras quanto à educação rural: inexistência de programas de material de ensino em línguas autóctones, isto é, material didático em línguas indígenas; e, especialmente, a ausência de articulação das escolas de um só mestre com escolas centrais, compondo possíveis núcleos escolares campesinos. Lourenço Filho encerrou a análise das experiências do primeiro grupo de seu estudo, as que tivessem buscado a maior extensão dos serviços educativos ou a melhoria de sua qualidade, dando ênfase a estas duas experiências educacionais rurais. Destacou principalmente a solidez de projetos de escolas centrais a articular escolas de um só mestre e também os denominados núcleos escolares campesinos em países como México, Bolívia, Equador, Guatemala, Peru, Honduras, Nicarágua e Panamá. Tais experiências balizariam propostas de educação rural e indígena a serem formuladas no Brasil em meados da década de 1960. Este trabalho apresentará uma síntese da análise deste importante educador sobre tal temática.

During the 1910s, the Uruguayan teaching union scene saw the emergence of the National Teachers' Center (1916-1920), a union made up exclusively of men in the context of a 90% feminized teaching group. Starting with the question: why an exclusively male union? We will rehearse some possible answers that emerge from the reading of Rodó (1918-1919), the journal published by that union. There, teachers denounced having been excluded from working in rural areas because of the authorities' preference for female teachers. That conflict led them to confront their female colleagues. In other cases, the male identity of the union was related to the type of arguments used to pursue claims that, although did not respond to exclusively male problems, were addressed as men's issues. On some occasions, the union chose to emphasize certain features of the teaching profession that would allow us to question the consensus among male teachers about the interpretation of teaching as an intrinsically feminine task. Finally, the journal of the National Teachers' Center also "fabricated" masculinities (Badinter, 1992) through a column in which were given suggestions aimed at the moral formation of men. There are not much studies in history of education that have addressed masculinities as an object of study (Brice, 2001; Ní Bhroiméil, 2005; Sonlleva-Velasco & Sanz-Simón, 2022). However, the relationship between masculinity and teaching that compose the subject of this paper could be in dialogue with studies about the feminization of the profession (Cortina & San Román, 2006; Fiorucci et al., 2022) that allude to the distancing of males from primary teaching between the nineteenth and twentieth centuries. The study around the National Teachers' Center has allowed us to identify the spaces and roles available and restricted for male teachers within public primary education, both in urban and rural areas, and also beyond the schools, in unions. In turn, we have been able to identify which aspects of the work of teaching were in tension -and which were not- regarding the "hegemonic masculinity" (Connell, 2003) legitimized in Uruguay during the first decades of the twentieth century (Cuadro, 2023). In addition, the relational nature of gender as an analytical category (Scott, 2008) has led us to recognize the spaces and roles that were inhabited by female teachers without losing sight of their relationship with the attributes associated with the normative femininity of the time. Although in this paper we will focus mainly on the study of the Centro Nacional de Maestros, with the purpose of rehearse some more general explanations that allow us to understand the relationship between masculinity and teaching, we will also add other voices to the analysis. We will pay attention to the discourses produced by other mixed union entities and also to the authorities of the General Directorate of Public Instruction.

Durante la década de 1910, la escena gremial del magisterio uruguayo vio nacer al Centro Nacional de Maestros (1916-1920), un gremio conformado exclusivamente por varones en el contexto de un cuerpo docente feminizado en un 90%. Frente a la pregunta: ¿por qué un gremio exclusivamente masculino? Ensayaremos algunas posibles respuestas que se desprenden de la lectura de “Rodó” (1918-1919), el órgano de prensa publicado por aquel gremio. Allí, los maestros denunciaron haber sido excluidos del trabajo en el ámbito rural a causa de la preferencia de las autoridades por las maestras, conflicto que los llevó a enfrentarse a sus colegas mujeres. En otros casos, la identidad masculina del gremio tuvo que ver con el tipo de argumentos que se emplearon para llevar adelante reclamos que si bien no respondieron a cuestiones exclusivamente masculinas sí fueron abordadas como asuntos de varones. En algunas ocasiones, el gremio optó por enfatizar ciertos rasgos de la profesión que incluso permitirían cuestionar el consenso que tuvo entre los maestros la interpretación del trabajo de enseñar como una tarea intrínsecamente femenina. Por último, el órgano de prensa del Centro Nacional de Maestros también operó “fabricando” sentido sobre las masculinidades (Badinter, 1992) mediante una columna dedicada a dar sugerencias orientadas a la formación moral de los varones. Son relativamente escasas las investigaciones vinculadas a la historia de la educación que han abordado como objeto de estudio a las masculinidades (Brice, 2001; Ní Bhroiméil, 2005; Sonlleva-Velasco & Sanz-Simón, 2022). No obstante, la relación entre masculinidad y magisterio sobre la que se interroga esta ponencia podría dialogar con los estudios sobre feminización del magisterio (Cortina & San Román, 2006; Fiorucci et al., 2022) en los que se alude al distanciamiento de los varones de la enseñanza primaria entre los siglos XIX y XX. El estudio del órgano de prensa del Centro Nacional de Maestros nos ha permitido identificar los espacios y roles disponibles y restringidos para el magisterio masculino dentro de la enseñanza primaria pública, tanto en el ámbito urbano como en el rural, y también más allá de las escuelas, en los gremios. A su vez, hemos podido identificar qué aspectos del trabajo de enseñar estuvieron en tensión -y cuáles no- respecto de la “masculinidad hegemónica” (Connell, 2003) legitimada en Uruguay durante las primeras décadas del siglo XX (Cuadro, 2023). Asimismo, el carácter relacional del género como categoría analítica (Scott, 2008) nos ha llevado a reconocer los espacios y roles que fueron habitados por las maestras en el ámbito magisterial y en el gremial sin perder de vista su relación con los atributos asociados a la feminidad normativa de la época. Si bien en la ponencia nos detendremos centralmente en el estudio del Centro Nacional de Maestros, con el propósito de ensayar algunas explicaciones más generales que permitan comprender las relaciones entre masculinidad y magisterio, también sumaremos al análisis otras voces. Atenderemos a los discursos producidos por otras entidades gremiales de carácter mixto y también a los emanados por las autoridades de la Dirección General de Instrucción Pública.

Like other noble women of her time, Archduchess Leopoldina was educated in the strictest standards of etiquette, conduct, moral and religious thought, considering that her destiny would certainly be to marry a ruler. According to Oberacker Jr. (1973), the archduchesses got up at 7:30 am, went to mass at 8:30 am and at 9 am they started classes with different teachers who were present punctually to impart the materials that were of his responsibility, continuing the instruction even into the afternoon, when there were also certain moments to remember the lessons. The archduchess' teaching program included subjects such as reading, writing, German, French, Italian, drawing, painting, history, geography, mathematics (arithmetic and geometry), literature, physics, Latin, national legislation, mineralogy, botany, astronomy, music, singing, dancing and crafts. Furthermore, she visited historical museums, botanical gardens, weapons exhibitions, numismatic and antique collections, libraries, galleries, etc., expanding her knowledge and broadening her horizons. After the excursions, Leopoldina and her brothers were forced to make written presentations, describing everything they had seen and witnessed. They also carried out local observations in gardens and winters, plantations, livestock farms, factories, foundries and mines, as well as cabinets of curiosities that were very popular at the time and which awakened in them the taste for collecting, especially mineralogy and botany, in addition to participate in theatrical representations about customs from other countries. In the palaces there were establishments decorated with motifs alluding to other cultures, also with motifs of these representations. Her formation was dedicated to making her a woman who had to obey her husband throughout and for everyone, belonging to and representing the last generations of married princesses of Austria, whose role was to spread their archduchesses throughout the world to strengthen political ties, being appreciated precisely for having an austere, refined and "Germanic" education. Leopoldina was exactly that, a very prepared princess who willingly accepted to fulfill her destiny, crossing the ocean and leaving behind everything she knew to obey and satisfy her priest and her nation, fulfilling what was expected of her . The work in question has as its central objective to highlight part of the trajectory of this woman, in particular, her educational training, focusing on the writing of her letters as a fundamental habit for female education and which, in Brazil, served to change destinies of the nation, convincing everyone, from D. Pedro, in the inevitable Proclamation of Independence, to the European countries in the recognition of Brazil as an independent nation. Secondary to her role in the independence scenario, while D. Pedro wielded the sword, Leopoldina used the feather, masterfully achieving her intentions. However, her literate training was not enough for what the noble women of her time did not know, without reference to confront what she had not learned, she only fell the testimonies stored in her innumerable letters about the vicissitudes of life in the tropics.

Assim como outras mulheres nobres de sua época, a arquiduquesa Leopoldina foi educada nos mais rígidos padrões de etiqueta, conduta, pensamento moral e religioso, considerando que seu destino seria, certamente, desposar um governante. De acordo com Oberacker Jr. (1973), as arquiduquesas levantavam-se às 7h30, iam à missa às 8h30 e às 9h começavam as aulas com os diversos professores que apareciam pontualmente para ensinar as matérias que lhes competiam, continuando a instrução ainda na parte da tarde, em que havia também determinadas horas para recordar as lições. O programa de ensino das arquiduquesas incluía matérias como leitura, escrita, alemão, francês, italiano, desenho, pintura, história, geografia, matemática (aritmética e geometria), literatura, física, latim, legislação nacional, mineralogia, botânica, astronomia, música, canto, dança e trabalhos manuais. Além disso, visitavam museus históricos, jardins botânicos, exposições de armas, coleções numismáticas e de antiguidades, bibliotecas, galerias etc., ampliando os seus conhecimentos e alargando o seu horizonte. Após as excursões, Leopoldina e os irmãos eram obrigados a fazer exposições escritas, descrevendo tudo o que haviam visto e assistido. Também faziam observações locais em hortos e estufas, plantações, criações de gado, fábricas, fundições e minas, além de gabinetes de curiosidades muito apreciados na época e que despertaram nela o gosto pelo colecionismo, especialmente de mineralogia e de botânica, além de participarem de representações teatrais sobre costumes de outros países. Nos palácios havia salas decoradas com motivos alusivos a outras culturas, com a finalidade, também, dessas representações. Sua formação foi dedicada a torná-la uma mulher que deveria obedecer ao marido em tudo e por tudo, pertencente e representante das últimas gerações de princesas casadoiras da Áustria, cujo papel era espalhar pelo mundo suas arquiduquesas para fortalecer laços políticos, sendo apreciadas justamente por terem uma educação austera, requintada e "germânica". Leopoldina era exatamente isso, uma princesa muito bem-preparada que aceitou de bom grado cumprir o seu destino, cruzando o oceano e deixando para trás tudo que conhecia para obedecer e agradar ao pai e a sua nação, cumprindo o que era esperado dela. O trabalho em pauta tem como objetivo central evidenciar parte da trajetória dessa mulher, em particular, sua formação educacional, com foco na escrita de suas cartas como um hábito que era fundamental à educação feminina e que, no Brasil, serviu para que ela mudasse os destinos da nação, convencendo desde D. Pedro na inevitável Proclamação da Independência, aos países da Europa no reconhecimento do Brasil como nação independente. Secundarizada em seu papel no cenário da independência, enquanto D. Pedro empunhava a espada, Leopoldina usava a pena, conseguindo com maestria seus intentos. No entanto, sua educação letrada, não foi suficiente para aquilo que não era dado a conhecer às mulheres nobres de sua época e, sem referência para lidar com o que não havia aprendido, restou-lhe apenas os testemunhos guardados em suas inúmeras cartas sobre as vicissitudes da vida nos trópicos.

This text is a partial result of research carried out during the doctorate in education in the Postgraduate Program in Education at the State University of São Paulo, Campus Marília, in the History of Education research line entitled “The anarchist vision of Maria Lacerda de Moura: about education and the interference of the Catholic Church and fascism in the 1930s”. The purpose of this text is to present and analyze the anarchist writings of “conscientious objectors” (Gonçalves; Bruno; Queiroz, 2015), about the interference of this “Clerical Octopus”, mainly in education in the 1930s, using newspapers as primary sources published in São Paulo, but distributed throughout Brazil, A Lanterna – a newspaper combating clericalism, edited by the typographer, journalist, anarchist archivist Edgard Leuenroth and A Plebe – a libertarian periodical, edited by the anarchist typographer and Italian immigrant Rodolfo Felipe in the 1933 to 1935, found in the Edgard Leuenroth Archive of the State University of Campinas. The anticlerical movement of resistance to the interference of the Catholic Church and its “Clerical Octopus” was very strong in the 1930s in Brazil. Among these anticlericals were the Brazilian anarchists, the “conscientious objectors” who demonstrated strongly through the anarchist press, with Maria Lacerda de Moura as one of their protagonists. The “Clerical Octopus” is a term used by writers present in the anarchist press in the 1930s, such as Maria Lacerda de Moura (Moura, 2018, p. 29) and Xisto Leão (A Lanterna, 1933, nº 380). This term designated the facet of the Catholic Church's interference in various social spaces, whether within homes, schools, social assistance, barracks, factories or politics. “Conscientious objectors”, in a broader sense, are people who have a free stance in the face of oppressive structures. Articles by anarchist authors such as: Maria Lacerda de Moura (A Plebe, 1933, nº 34), Xisto Leão (A Lanterna, 1934, nº 374, 380; 1935, nº 399), Luiz Rogerio (A Lanterna, 1933, nº 365; 1935, nº 392, 402), Souza Passos (A Plebe, 1933, nº 39) among other actors and authors who were present in the anarchist scenes in Brazil in the 1930s. Some wrote with their real names, pseudonyms or anonymously to protect themselves from repression by the political police, better known in the case of the State of São Paulo as DEOPS – State Department of Political and Social Order, responsible for the arrest and deportation of several anarchists in Brazil. Presenting and analyzing the writings of “conscientious objectors” about “dominism” (Moura, 2018, p. 152-154) of the “Clerical Polvo”, contributes to understanding the logic of anarchists, their anti-clericalism and their fight against the domination of the clergy on education and freedom of thought. Likewise, it records in the history of Brazilian education the participation of anarchist writers and educators, contributing to the fight against their ideological oblivion (Silva, 2010, p. 116). Providing the necessary information for future research on the history of education and anarchist education.

O presente texto é resultado parcial de pesquisa realizada no doutorado em educação no Programa de Pós-graduação em Educação na Universidade Estadual de São Paulo, Campus Marília, na linha de pesquisa História da Educação intitulada “A visão anarquista de Maria Lacerda de Moura: sobre a educação e a interferência da Igreja Católica e do fascismo na década de 1930”. A proposta deste texto é apresentar e analisar os escritos anarquistas dos “objetores de consciência” (Gonçalves; Bruno; Queiroz, 2015), sobre a interferência deste “Polvo Clerical”, principalmente na educação na década de 1930, tendo como fontes primárias os jornais publicados em São Paulo, mas distribuídos em todo o Brasil, A Lanterna – jornal de combate ao clericalismo, editado pelo tipógrafo, jornalista, arquivista anarquista Edgard Leuenroth e A Plebe – periódico libertário, editado pelo tipógrafo anarquista e imigrante italiano Rodolfo Felipe nos anos de 1933 a 1935, encontrados no Arquivo Edgard Leuenroth da Universidade Estadual de Campinas. O movimento anticlerical de resistência as interferências da Igreja Católica e o seu “Polvo Clerical”, eram muito fortes na década de 1930 no Brasil. Entre esses anticlericais estavam os anarquistas brasileiros, os “objetores de consciência” que se manifestavam fortemente através da imprensa anarquista, tendo como uma de suas protagonistas Maria Lacerda de Moura. O “Polvo Clerical” é um termo utilizado por escritores presentes na imprensa anarquista na década de 1930, como Maria Lacerda de Moura (Moura, 2018, p. 29) e Xisto Leão (A Lanterna, 1933, nº 380). Este termo designava a faceta da Igreja Católica de intromissão nos diversos espaços sociais, seja dentro dos lares, nas escolas, na assistência social, nos quartéis, nas fábricas ou na política. Os “objetores de consciência”, de uma forma mais ampla são pessoas que tem um posicionamento livre diante de estruturas opressivas. Artigos de autores anarquistas como: Maria Lacerda de Moura (A Plebe, 1933, nº 34), Xisto Leão (A Lanterna, 1934, nº 374, 380; 1935, nº 399), Luiz Rogerio (A Lanterna, 1933, nº 365; 1935, nº 392, 402), Souza Passos (A Plebe, 1933, nº 39) entre outros atores e autores que estavam presentes nas cenas anarquistas no Brasil da década de 1930. Alguns escreviam com seus nomes verdadeiros, pseudônimos ou anonimamente para se protegerem da repressão da polícia política, mais conhecida no caso do Estado de São Paulo como DEOPS – Departamento Estadual de Ordem Política e Social, responsáveis pela prisão e deportação de vários anarquistas no Brasil. Apresentar e analisar os escritos dos “objetores de consciência” sobre o “dominismo” (Moura, 2018, p. 152-154) do “Polvo Clerical”, contribui para compreender a lógica dos anarquistas, seu anticlericalismo e sua luta contra a dominação do clero sobre a educação e pela liberdade de pensamento. Assim como, registra na história da educação brasileira a participação dos escritores e educadores anarquistas, contribuindo para combate ao seu esquecimento (Silva, 2010, p. 116) ideológico. Proporcionando as informações necessárias para futuras pesquisas sobre história da educação e a educação anarquista.

The Jean Jacques Rousseau Institute became a hub of the International New School Movement, attracting students from different countries and through the travels and networks built by its educators. The trajectory of two Brazilian educators who studied at the Institute between the 1920s and 1930s is the subject of this study. We seek to answer the following questions: who were these intellectual travelers? what were their trajectories in the field of education? and what networks were they part of? Laura Jacobina Lacombe, educator, Catholic, member of the elite of Rio de Janeiro society, director of Colégio Jacobina, made several trips to the United States and Europe. Antonia Ribeiro de Castro Lopes, “normalista”, pedagogy teacher at the Escola Normal de Campos, member of the feminist movement, founder, and director of schools, traveled to Europe and Brazil in search of innovative experiences in education. The two educators have different trajectories, but they are entangled by their travels, female education, and interest in educational renewal. Adopting the transnational perspective of the history of education in our research contributes to the perception that interactions override a notion of centre and periphery. It considers the various spatial levels, from local to global contexts, and their connections (Roldán Vera, Fuchs, 2021). We emphasized the travels of women intellectuals as important moments in their personal and intellectual itineraries, and as devices for circulation and pedagogical exchanges. Women travelers who began to occupy spaces and legitimize themselves in the educational field. Following the itineraries of these two intellectuals helps us to understand the circulation of ideas and the networks that place Brazil in the International Movement of the New Education.

O Instituto Jean Jacques Rousseau configurou-se como um hub do Movimento Internacional da Escola Nova ao atrair estudantes de diversos países e através das viagens e das redes construídas pelos seus educadores. As travessias de duas educadoras brasileiras que estudaram no Instituto entre as décadas de 1920 e 1930 se constitui enquanto tema desse estudo. Buscamos responder aos seguintes questionamentos: quem eram essas intelectuais viajantes? quais as suas trajetórias no campo educacional? e quais as redes nas quais estavam inseridas? Laura Jacobina Lacombe, educadora, católica, membro da elite da sociedade do Rio de Janeiro, diretora do Colégio Jacobina, empreendeu diversas viagens em direção aos Estados Unidos e a Europa. Antonia Ribeiro de Castro Lopes, normalista, professora de pedagogia da Escola Normal de Campos, integrante do movimento feminista, fundadora e diretora de escolas, viajou para a Europa e pelo Brasil em busca de experiências inovadoras na educação. As duas educadoras apresentam trajetórias diferentes, mas entrelaçadas pelas viagens, pela educação feminina e pelo interesse pela renovação educacional. Adotar a perspectiva transnacional da história da educação em nossa pesquisa contribui para a percepção de que as interações se sobrepõem a uma noção de centro e periferia. Considera-se os vários níveis espaciais, desde contextos locais a globais, e suas conexões (Roldán Vera, Fuchs, 2021). Destacamos as viagens das intelectuais como marcos em seus itinerários pessoais e intelectuais, e enquanto dispositivos de circulação e de intercâmbios pedagógicos. Mulheres viajantes que passaram a ocupar espaços e a legitimar-se no campo educacional. Acompanhar os itinerários dessas duas intelectuais nos auxilia a compreender o movimento de circulação de ideias e das redes que situam o Brasil no Movimento Internacional da Escola Nova.

This work aims to return to the history of education taught in teacher training in Uruguay. When revisiting the work of teachers whose practices have had little circulation, or have been forgotten/silenced, we find powerful discourses, which show other positions and other places of enunciation linked in various ways to feminist struggles and disruptive points of view on female sexuality. We propose to analyze what intersectionality does in terms of oppression in the interpersonal, cultural and structural spheres of power. In this sense, we are concerned with the oppressions towards the group of teachers, both in relation to possibilities/impossibilities and in epistemological terms, which have historically silenced the intellectual production of women teachers. In Uruguay, normalism configured a teaching body as a homogeneous collective that is made up of non-racialized women without disabilities. Latin American processes show similarities. The young women teachers were feminized within control devices in the exercise of the profession that assigned a hegemonic form of sexuality with respect to an essentially caring, affectionate, maternal feminine nature, a model of a normal woman. Feminization refers to the subjectivation produced that operated fundamentally through the surveillance of the women teachers' bodies as subalternity within the colonial civilizational project. However, disobedience arose as in the case of Armonía Liropeya Etchepare Locino who, as a teacher and pedagogue, signed Armonía Etchepare de Henestrosa. At the same time, under the pseudonym Armonía Somers she published her literary work. With her novel The Naked Woman in 1950 she caused a scandal in Montevideo society and in the literary field of the time. Its erotic narrative and the concealment of its identity provoked speculation about the gender of its author because it was assumed that this style of narrative came from a man. Armonía (1914-1994) was born in the city of Pando, Uruguay. At the age of thirteen she entered the Instituto Normal de Señoritas de Montevideo and graduated in 1933. She practiced teaching and from 1939 she worked at the Library and Pedagogical Museum of Montevideo. She was deputy director and then director of that institution. He served as director of the Center for Documentation and Pedagogical Dissemination. She participated as a delegate in international conferences, carried out specializations in Paris, Dijon, Geneva and Madrid with a scholarship from UNESCO (1964) and later in Buenos Aires from the OAS (1967). Her literary work has stood out more abroad than in Uruguay and about his pedagogical work, which had marked social concern, there is almost total ignorance and little documentation is found. Her double identity allowed her, even from an everyday place of subalternity, as a woman and teacher, to write about taboo topics for Uruguayan society in the mid-20th century: sex, cruelty, questions about the Catholic institution, sexual diversity. Although her documentary archive is located in the Center de Recherches Latino-Américaines of the University of Poitiers, France, we intend to recover her voice and her presence in the pedagogical field and the history of Uruguayan education.

Este trabajo pretende volver sobre la historia de la educación que se enseña en la formación docente en Uruguay. Al revisitar la obra de maestras cuyas prácticas han tenido poca circulación, o han sido olvidadas/silenciadas, nos encontramos con discursos potentes, que evidencian otras posiciones y otros lugares de enunciación vinculados de diversas formas a las luchas feministas y puntos de vista disruptivos sobre la sexualidad femenina. Nos proponemos analizar lo que la interseccionalidad hace en términos de opresión en los ámbitos interpersonal, cultural y estructural del poder. En este sentido nos ocupan las opresiones hacia el colectivo de maestras tanto en relación a posibilidades/imposibilidades como en términos epistemológicos, que han silenciado históricamente la producción intelectual de las maestras mujeres. En Uruguay el normalismo configuró un cuerpo magisterial como colectivo homogéneo que está integrado por mujeres no racializadas y sin discapacidades. Los procesos latinoamericanos muestran similitudes. Las jóvenes maestras fueron feminizadas dentro de dispositivos de control en el ejercicio de la profesión que asignaron una forma hegemónica de sexualidad con respecto a una naturaleza femenina esencialmente cuidadora, afectuosa, maternal, modelo de mujer normal. La feminización refiere a la subjetivación producida que operó fundamentalmente a través de la vigilancia de los cuerpos de las maestras como subalternidad dentro del proyecto civilizatorio colonial. Sin embargo, surgieron desobediencias como en el caso de Armonía Liropeya Etchepare Locino quien como maestra y pedagoga firmaba Armonía Etchepare de Henestrosa. Paralelamente, con el seudónimo Armonía Somers publicó su obra literaria. Con su novela La mujer desnuda en 1950 originó un escándalo en la sociedad montevideana y en el ámbito literario de la época. Su narrativa erótica y el ocultamiento de su identidad, provocó especulaciones acerca del género de su autor/a porque se suponía que ese estilo de narrativa provenía de un varón. Armonía (1914- 1994) nació en la ciudad de Pando, Uruguay. A los trece años ingresó en el Instituto Normal de Señoritas de Montevideo y egresó en 1933. Ejerció el magisterio y desde 1939 trabajó en la Biblioteca y Museo Pedagógico de Montevideo. Fue subdirectora y luego directora de esa institución. Ocupó la dirección del Centro de Documentación y Divulgación Pedagógica. Participó como delegada en congresos internacionales, realizó especializaciones en París, Dijón, Ginebra y Madrid becada por UNESCO (1964) y posteriormente en Buenos Aires por la OEA (1967). Su obra literaria ha destacado más en el exterior que en Uruguay y sobre su obra pedagógica, que tuvo marcada preocupación social, hay un desconocimiento casi total y se encuentra poca documentación. Su doble identidad le permitió que aún desde un cotidiano lugar de subalternidad, como mujer y maestra normalista, escribiera acerca de temas tabúes para la sociedad uruguaya de mitad de siglo XX: sexo, crueldad, cuestionamientos a la institución católica, diversidad sexual. Aunque su archivo documental se encuentra en el Centre de Recherches Latino-Américaines de la Universidad de Poitiers, Francia, pretendemos recuperar su voz y su presencia en el campo pedagógico y de la historia de la educación uruguaya.

The present proposal aims to explore the theme of diversity and intersectionality in the history of education, with a specific approach focused on the analysis of letters from Jesuit priests between the 16th and 18th centuries as a primary source. This study emerges from a broader project within the scope of a doctoral program that seeks to understand the resistance of indigenous women to various epistemic, gender, physical, and symbolic violence throughout history, especially in the early phases of colonial Brazil. The core of this research lies in the decolonial approach, anchored in historiographical methodology, particularly in ethno-history as an interdisciplinary method. The analysis of data from the letters of Jesuit priests is conducted through the lenses of decolonial feminist pedagogies and Foucauldian archaeogenealogy. These theoretical and methodological tools are essential for unveiling the complexity of power relations, social hierarchies, and exclusion mechanisms present in the history of Brazilian education. The central objective of this study is to identify clues that provide a deeper understanding of indigenous resistances in the specific historical context of colonial Brazil, between the 16th and 18th centuries, establishing connections between gender, indigenous history, and knowledge constructions. It is crucial to emphasize that, in revisiting history from a decolonial perspective, there is a need to deconstruct traditional and monolithic narratives. One significant curiosity that emerges from this analysis is the non-monoculture of indigenous women. In contrast to historically centered approaches to a homogeneous view of female experiences, this study highlights the diversity of voices and experiences of indigenous women, thus challenging stereotypes and simplified generalizations. In this context, the research aims to construct different conceptual and methodological strategies capable of revealing the power of new knowledge, seeking alternative forms of emancipation. One guiding principle is to reclaim and highlight the place of indigenous women's knowledge production in the field of the history of education. Beyond recognizing their contributions, it also involves the deconstruction of hegemonic narratives that have silenced their voices and perspectives over time. The contribution of this study goes beyond expanding the spectrum of historical knowledge by rescuing elements often neglected or subalternized. Ultimately, the goal is to foster a transformation in how we conceive and narrate the history of education in the Brazilian context by proposing a critical reflection on the importance of diversity, the plurality of voices, and the valorization of marginalized knowledge in the construction of a more inclusive and emancipatory education.

A presente proposta pretende explorar o tema da diversidade e interseccionalidade na história da educação, com uma abordagem específica centrada na análise das cartas dos padres jesuítas, entre os séculos XVI e XVIII, como fonte primária. Este estudo emerge de um trabalho mais amplo, no âmbito do projeto de doutoramento que visa compreender as resistências das mulheres indígenas diante das diversas violências epistémicas, de género, físicas e simbólicas que permearam a história, especialmente nas primeiras fases do Brasil colonial. O cerne desta pesquisa reside na abordagem decolonial, ancorada na metodologia historiográfica, particularmente na etno-história como método interdisciplinar. A análise dos dados provenientes das cartas dos padres jesuítas é conduzida através das lentes das pedagogias feministas decoloniais e da arqueogenealogia foucaultiana. Estes instrumentos teórico-metodológicos são essenciais para desvelar a complexidade das relações de poder, as hierarquias sociais e os mecanismos de exclusão presentes na história da educação brasileira. O objetivo central deste estudo é identificar pistas que proporcionem uma compreensão mais profunda das resistências indígenas no contexto histórico específico do Brasil colonial, entre os séculos XVI e XVIII, estabelecendo conexões entre género, história indígena e construções do conhecimento. É crucial destacar que, ao revisitar a história a partir de uma perspectiva decolonial, surge a necessidade de desconstruir narrativas tradicionais e monolíticas. Uma das curiosidades importantes que emerge desta análise é a não monocultura das mulheres indígenas. Em contraste com abordagens historicamente centradas em uma visão homogénea das experiências femininas, este estudo evidencia a diversidade de vozes e experiências das mulheres indígenas, desafiando assim estereótipos e generalizações simplificadas. Neste contexto, a pesquisa visa construir diferentes estratégias conceituais e metodológicas capazes de revelar a potência de novos conhecimentos, buscando formas alternativas de emancipação. Uma das linhas condutoras é reivindicar e destacar o lugar da produção de saberes das mulheres indígenas no campo da história da educação. Além do reconhecimento de suas contribuições, implica também a desconstrução de narrativas hegemónicas que, ao longo do tempo, silenciaram suas vozes e perspectivas. A contribuição deste estudo vai para além do ampliar do espectro do conhecimento histórico, ao resgatar elementos frequentemente negligenciados ou subalternizados. Ao final, almeja-se fomentar uma transformação no modo pelo qual concebemos e narramos a história da educação no contexto brasileiro, ao propor uma reflexão crítica sobre a importância da diversidade, da pluralidade de vozes e da valorização dos saberes marginalizados na construção de uma educação mais inclusiva e emancipatória.

The object of this study is the girls' education disseminated in institutions and their activities published in periodicals about the first domestic schools built in Minas Gerais, the Escola Doméstica de Brazópolis, in Brazópolis (MG), and the Escola Doméstica Santa Terezinha, in Pouso Alegre (MG). The time frame covers the period when the two institutions were built: 1926, when members of the Brazópolis Society for the Protection of Instruction began organizing the implementation of the Escola Doméstica de Brazópolis, completed in 1927, with repercussions in newspaper publications in other Brazilian states; and 1929, when the Escola Doméstica Santa Terezinha was created and set up by the Archdiocese of Pouso Alegre, with a smaller number of newspaper publications about the institution. This research aims to understand the representations of girls' education in newspaper reports published between 1926 and 1929 about the domestic education institutions. The methodology is based on the New Cultural History, concerning the study of the text as a manifestation of culture, speech genre, and different voices, understanding what Bakhtin (2003) discusses as a historical sequence prior to the text, the discursive genre, being an expression integrated by the authors' intentions based on previous texts, culture, training, knowledge and who they are aimed at. Also considering Bourdieu's (1989) concepts of symbolic practices or systems of symbolic exchange, informal power relations, the concept of habitus as a system of dispositions that determines a habitual state, promoting a predisposition, propensity or inclination. The sources used for this study include newspapers available in the Digital Library of the National Library Foundation, legislation, and official school documents. When analyzing the newspapers published that mentioned domestic schools, there was widespread publicity inside and outside the state of Minas Gerais about the implementation of the first domestic school in Minas Gerais, in Brazópolis, created on the initiative of the local economic and political elite, as well as the active presence of the former president of Brazil, Wenceslau Braz Pereira Gomes, in making this institution possible, with the Brazópolis Domestic School being aimed at the daughters of wealthy families. The Santa Terezinha Domestic School in Pouso Alegre, on the other hand, received less exposure in other local newspapers. As it was geared towards the daughters of less well-off families and orphans, there were reports only in local newspapers and in the Archdiocese of Pouso Alegre newspapers. The results show the cultural and social scenario in which the reports were published and indicate the state's concern for the social and economic advancement of the country, with a view to the progress sought by the Republicans, who defended the need to train citizens who would be helpful to the nation (BRASIL, 1909). The Catholic Church, however, influenced and implemented the practices and school culture in both institutions, showing concern in the published reports about the social norms for women's education, regardless of their socioeconomic class and their education according to the precepts of religion. Funding: CAPES, FAPEMIG, CNPq.

O objeto deste estudo compreende a educação feminina difundida em instituições e suas atividades divulgadas em periódicos que abordam as primeiras escolas domésticas instaladas em Minas Gerais, sendo a Escola Doméstica de Brazópolis, em Brazópolis (MG), e a Escola Doméstica Santa Terezinha, em Pouso Alegre (MG). O recorte temporal abarca o período de implementação das duas inssettle downtituições, em 1926 quando membros da Sociedade Protetora da Instrução de Brazópolis começam a organizar a implementação da Escola Doméstica de Brazópolis, que se conclui em 1927, tendo repercussão em publicações de jornais de outros estados brasileiros; e em 1929 quando a Escola Doméstica de Santa Terezinha é criada e instalada pela Arquidiocese de Pouso Alegre, com menor amplitude de publicações em jornais sobre tal instituição. O objetivo desta pesquisa é compreender as representações de educação feminina em reportagens publicadas nos jornais, entre 1926 e 1929, sobre as instituições de educação doméstica mencionadas acima. A metodologia segue à luz da História Nova Cultural, no que tange ao estudo do texto como manifestação da cultura, gênero de fala e diferentes vozes, compreendendo o que Bakhtin (2003) discorre como sequência histórica anterior ao texto, o gênero discursivo, sendo uma expressão integralizada por intencionalidades dos autores baseando-se em textos anteriores, cultura, formação, conhecimentos e a quem se destinam. Considerando também os conceitos de Bourdieu (1989) acerca das práticas simbólicas ou sistemas de trocas simbólicas, as relações informais de poder, a concepção de habitus enquanto um sistema de disposições que determinam um estado habitual, promovendo uma predisposição, uma propensão ou inclinação. As fontes utilizadas neste estudo incluem jornais disponíveis na Biblioteca Digital da Fundação Biblioteca Nacional, legislação e documentos oficiais das escolas. Ao realizar análise dos jornais publicados que citassem as escolas domésticas, percebe-se ampla divulgação dentro e fora do estado de Minas Gerais sobre a implementação da primeira escola doméstica de Minas Gerais, em Brazópolis, criada a partir da iniciativa da elite econômica e política local, bem como a presença ativa do ex-presidente do Brasil, Wenceslau Braz Pereira Gomes, na viabilização desta instituição, sendo a Escola Doméstica de Brazópolis direcionada para atender filhas de famílias abastadas. Por sua vez, a Escola Doméstica Santa Terezinha, de Pouso Alegre, verificamos menor exposição em jornais de outras localidades, voltada para atender filhas de famílias menos abastadas e órfãs, há reportagens em jornais locais e jornais da Arquidiocese de Pouso Alegre. Os resultados apontam o cenário cultural e social em que as reportagens foram publicadas, e indicam a preocupação do Estado quanto ao avanço social e econômico do país, visando o progresso almejado pelos republicanos em que defendiam a necessidade de formar cidadãos uteis à nação (BRASIL, 1909). A Igreja católica, no entanto, influenciou e implementou as práticas e cultura escolar nas duas instituições se mostra preocupada, nas reportagens publicadas, quanto às normas sociais para a formação das mulheres, independente da classe econômica social, e sua educação ante aos preceitos da religião. Financiamento: CAPES, FAPEMIG, CNPq.

From the late 19th century to the early 20th century, traditional Chinese society experienceda significant period of gradual development toward modernization. Along with the transformation of social institutions, people’s thoughts were also changing. Christian missionaries in China began to continue their mission by establishing Christian universities in the midst of the drastic changes in modern Chinese society. These Christian universities brought Western scientific and cultural knowledge to China, and gradually bridged the gap between the Chinese intellectual community and the outside world. From the acquisition of the right to award degrees to the approval of the Chinese government and, subsequently, to the development of graduate education localized in modern China, Christian universities have made new attempts on the ancient Chinese land. The existing literature, however, often ignores the cultural value and ideological enlightenment contributions made by these Christian universities. And they think this kind of education is colonial. This paper attempts to describe the arduous exploration process of Christian universities, employing historical examples to analyze the motivations of Christian universities to develop degree education. The key argument of this article is that Christian universities in modern China are not only “imported” but also a product of “sinicization”, which represents the exchange and collision between Chinese and Western cultures during a special period of time.

The Exposition universelle held in Paris in 1900 was by far the largest and most popular of the pre-WWI international exhibitions. This presentation centres on the Paris International Assembly (in French: Ecole internationale de l’Exposition) as a hitherto neglected educational aspect of this exhibition. The Ecole internationale de l’Exposition was a multi-stream lecture series whose particularity lay in the fact that it was coordinated by an international team of organisers for an international audience. The Ecole internationale de l’Exposition addressed visitors from all backgrounds, although the educated middle classes were the main target group. The events aimed at informing about the branches of knowledge represented at the exhibition in a “synthetic and concrete” way and at spreading the spirit of fraternity among peoples. This presentation is based on a variety of published sources as well as a selection of archival documents left from the Ecole internationale de l’Exposition. Firstly, it will show how the Ecole internationale de l’Exposition grew out of activities organised at previous world exhibitions (lectures for instructors, workers, students, etc.), further developed and internationalised them. Secondly, the presentation will reveal the organisational mechanics of the undertaking. An International Association for the Advancement of Science, Art and Education was founded as an organising body. While prominent French education administrators served as general managers, activities were run by distinct French, British, American, Belgian, Swiss, German, Russian and Canadian groups. Although this arrangement provided the project with a genuine international character, it allowed the French to set the agenda and use it as a tool of cultural diplomacy. Thirdly, the presentation will connect the Ecole internationale de l’Exposition to pedagogies that were prominent around 1900. In particular, the enthusiasm for popular and social education, in France and elsewhere, tried to spread scientific knowledge beyond the confines of academia. It also connected to the French doctrine of solidarisme. By focusing on the Ecole internationale de l’Exposition as an instance of practical internationalism rooted in a specific place at a specific time, this presentation contributes to research on educational internationalism during the long nineteenth century.

A Exposition universelle realizada em Paris em 1900 foi a maior e mais popular das exposições internacionais anteriores à Primeira Guerra Mundial. Esto trabalho centra-se na Ecole internationale de l’Exposition como um aspeto educativo até agora negligenciado desta exposição. A Ecole internationale de l’Exposition foi um ciclo de palestras cuja particularidade residia no facto de ter sido coordenado por uma equipa internacional de organizadores para um público internacional. A Ecole internationale de l’Exposition adirigiu-se a visitantes de todas as origens, embora as classes médias instruídas fossem o principal grupo-alvo. Os eventos tiveram como objetivo informar de forma “sintética e concreta” sobre os conhecimentos representados na exposição e difundir o espírito de fraternidade entre os povos. Esto trabalho é baseada em uma variedade de fontes publicadas e uma seleção de documentos de arquivo deixados pela Ecole internationale de l’Exposition. Em primeiro lugar, mostrará como a Ecole internationale de l’Exposition cresceu a partir de atividades organizadas em exposições mundiais anteriores (palestras para instrutores, trabalhadores, alunos, etc.). Vimos em 1900 uma internacionalização dessas atividades. Em segundo lugar, o trabalho revelará o funcionamento da Ecole internationale de l’Exposition. Uma Association internationale pour le développement de la science, des arts et de l’éducation foi fundada como órgão organizador. Proeminentes administradores educacionais franceses atuassem como gerentes gerais. As atividades eram dirigidas por distintos grupos franceses, britânicos, americanos, belgas, suíços, alemães, russos e canadenses. Embora este acordo tenha conferido ao projeto um carácter verdadeiramente internacional, permitiu aos franceses definir a agenda e utilizá-la como uma ferramenta de diplomacia cultural. Em terceiro lugar, a apresentação ligará a Ecole internationale de l’Exposition a pedagogias que eram proeminentes por volta de 1900. Em particular, o entusiasmo pela educação popular e social, em França e noutros lugares, tentou difundir o conhecimento científico para além dos limites da academia. Também se conectou com a doutrina francesa de solidarisme. Em resumo, ao centrar-se na Ecole internationale de l’Exposition como um exemplo de internacionalismo prático enraizado num lugar específico e num tempo específico, esto trabalho investiga sobre o internacionalismo educativo durante o século XIX.

This paper proposes a conceptual approach that helps to focus on diversity. It starts from a question: to what extent can we historically speak of school or schooling and refer to a fairly homogeneous set of characteristics. While the canon of modern and contemporary school experience followed rigid patterns, there were always alternative experiences.
In order to deepen this discussion, this paper will focus on the historical deployment of a modality of rural education: the Agricultural Family Schools (EFA). It will analyse the alternative ways of conceiving schooling in this modality, as secondary-level agricultural schooling, in order to investigate particular experiences as surfaces of inscription of innovations, debates and educational struggles (McLeod; 2014). With this, it is of interest to contribute to the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and to review the hegemony of the school format (Southwell, 2020). The modality founded the alternation system - attendance one week at school and two weeks at home - visited by their teachers during that period, focused on the investigation of the living and study environments of the nearby rural environment, as pillars of the educational process. It included instances of weekly reflection and review, strengthening collective identities and solidarity, and a school management system, which included the parents of the students, with teacher monitors as advisors. It was a movement that - in fact - discussed the already established pedagogy, with pedagogical and methodological depth, with the power of making families responsible for defining the curriculum and school governance, and a distribution of time and space different from the hegemonic school format. They recognised community knowledge, giving it a hierarchical status. The deployment of the modality in South America began at the end of the 1960s in Brazil, followed by Argentina, and culminated in the 1970s in Uruguay. Historically, the name "school" reduced in its very origin the plurality of school experiences. Universalism and particularism are two ineradicable dimensions in the construction of political identities, but the form of articulation between the two is far from obvious: either the particular realised in itself the universal, or it denied the universal by affirming its own particularism (Laclau, 1998). The universal is the symbol of an absent fullness, and the particular only exists in the contradictory movement of asserting a differential identity. Therefore, what is usually described as universal is a particular that has become hegemonic. It is of interest here - on the basis of the counter-hegemonic elements developed by the chosen educational modality - to raise the conceptual value of the universalism-particularism tension in order to recover the power of the diversity of educational experiences developed. If democracy is possible, it is because the universal has neither a body nor a necessary content; on the contrary, different groups compete with each other to give their particularisms, temporarily, a function of universal representation.

Esta ponencia se propone un abordaje conceptual que contribuya a poner el foco en la diversidad. Se parte de un interrogante: hasta qué punto podemos hablar historicamente de la escuela o lo escolar y remitir a un conjunto medianamente homogéneo de características. Si bien el canon de la experiencia escolar moderna y contemporánea seguía rígidos patrones, siempre hubo experiencias alternativas. Para profundizar esta discusión esta ponencia se detendrá en el despliegue histórico de una modalidad de educación rural: las Escuelas de la Familia Agrícola (EFA). Se analizarán los modos alternativos de concebir escuela de esta modalidad, como escolaridad agropecuaria de nivel secundario, para investigar experiencias particulares como superficies de inscripción de innovaciones, debates y luchas educacionales (McLeod; 2014). Con esto, interesa contribuir al debate conceptual sobre la tensión entre lo particular y lo universal, que se expresa en este modo diferente de concebir el enseñar y el aprender y revisar la hegemonía del formato escolar (Southwell, 2020). La modalidad fundó el sistema de alternancia -la asistencia una semana en la escuela y dos semanas en sus casas- visitados por sus docentes durante ese período, focalizaba en la investigación de los ámbitos de vida y estudio del medio rural próximo, como pilares del proceso educativo. Incluía instancias de reflexión y revisión semanal, potenciadoras de identidades colectivas y solidarias y un “gobierno escolar” que integraban los padres de los estudiantes, con docentes monitores como asesores. Se trató de un movimiento que -de hecho- discutía la pedagogía ya consagrada, con profundidad pedagógica y metodológica, con la potencia significaba responsabilizar a las familias en la definición curricular y el gobierno escolar, y una distribución de tiempos y espacios diferente del formato escolar hegemónico. Reconocían los saberes comunitarios, jerarquizándolos. El despliegue de la modalidad en Sudamérica comenzó a fines de 1960 en Brasil y seguidamente en Argentina, para culminar en los ’70 en Uruguay. Históricamente, la denominación de escuela redujo en su mismo origen la pluralidad de experiencias de lo escolar. El universalismo y particularismo son dos dimensiones inerradicables en la construcción de las identidades políticas, pero la forma de la articulación entre ambas está lejos de ser evidente: o bien el particular realizaba en sí mismo lo universal, o bien negaban a lo universal afirmando su propio particularismo (Laclau, 1998). Lo universal es el símbolo de una plenitud ausente, y lo particular sólo existe en el movimiento contradictorio de afirmar una identidad diferencial. Por ello, aquello que suele calificarse como universal es un particular que ha pasado a ser hegemónico. Interesa aquí -a partir de los elementos contrahegemónicos que desarrolló la modalidad educacional elegida- plantear el valor conceptual de la tensión universalismo-particularismo para recuperar la potencia de la diversidad de experiencias educacionales desarrolladas. Si la democracia es posible, es porque lo universal no tiene ni un cuerpo ni un contenido necesarios; por el contrario, diversos grupos compiten entre sí para dar a sus particularismos, de modo temporario, una función de representación universal.

The theme of this paper is the presence of regional diversity in the historiography of Brazilian education relating to the period of Brazil's Empire (1822-1889), which covers almost the entire 19th century and is certainly one of the most researched in a wide range of themes, theoretical approaches and methodological procedures. In this sense, it aims to present yet exploratory reflections on the place that has been attributed to the regional in the configuration of Brazilian educational historiography relating to this historical moment, characterized by decentralization in terms of the production of policies for primary and secondary public instruction in the provinces, instituted by the Additional Act of 1834. The issue of the regional refers to space as a historical category, and its predilection among researchers in the History of Brazilian Education was already noticed by Xavier (2000); in her review of the production of the first Brazilian Congress of the History of Education, the author observed, based on the titles of the abstracts presented, the preponderance of the regional focus over the national one. So, firstly, we present the reflections of some authors who have focused, albeit occasionally, on the problem of the regional in the history of Brazilian education, in order to summarize their respective approaches and contributions to the subject (CARVALHO, 2008; FARIA FILHO, 2009; VEIGA, 2012; 2022; LUCHESE, 2014). Secondly, based on Souza's (2016) considerations on the need to cross regional/state borders in historical studies in education, we selected some works that, by situating their research in the period of the Brazilian Empire, sought to encompass more than one space, in this case, different provinces and/or the city of Rio de Janeiro, then capital of the Empire (CASTANHA, 2007; SCHNEIDER, 2007; NEVES, 2009; NOGUEIRA; PAULA, 2018), addressing the following aspects: if the regional focus is mostly privileged, what is its place in the construction of more general, or even national, meaning for a history of education in the Brazilian Empire? How have scholars constructed regional diversity? What meanings are attributed to it? What theoretical and methodological procedures are used? What conclusions are produced? As preliminary final considerations, it seems possible to affirm that the regional spatial dimension, as a category for historical research in education, especially perhaps in the period of Empire Brazil, has the double value of working as a piece of a mosaic, at the same time representative of a whole, without, however, being reducible to it; or, inverting the terms, it reveals local particularities whose meaning, not being fixed only in themselves, gains other dimensions when seen as part of a broader whole. However, it is necessary to pay attention to the ways in which this regional diversity is conceived in theoretical terms and operated in certain methodological procedures. Simply overlapping different spaces should be problematized, as well as comparisons without well-articulated criteria. Therefore, phenomena of circulation and connection emerge as exciting possibilities for exploring the richness with which the regional and its diversity can push forward Brazilian educational historiography.

Este paper tem como tema a presença da diversidade regional na historiografia da educação brasileira relativa ao período do Brasil Império (1822-1889), que recobre quase a totalidade do século XIX e é certamente um dos mais pesquisados nas mais diversas temáticas, abordagens teóricas e procedimentos metodológicos. Nesse sentido, tem como objetivo apresentar reflexões ainda exploratórias sobre o lugar que tem sido atribuído ao regional na configuração da historiografia educacional brasileira relativa a esse momento histórico, marcado pela descentralização em termos de produção de políticas para a instrução pública primária e secundária nas províncias, instituída pelo Ato Adicional de 1834. A questão do regional remete ao espaço como categoria histórica, e sua predileção entre os pesquisadores da História da Educação Brasileira foi percebida já por Xavier (2001); no balanço sobre a produção do primeiro Congresso Brasileiro de História da Educação, a autora constatou, a partir dos títulos dos resumos apresentados, a preponderância do enfoque regional sobre o nacional. Assim, inicialmente apresentamos reflexões de alguns autores que se debruçaram, ainda que pontualmente, sobre a problemática do regional na história da educação, de modo a sintetizar suas respectivas abordagens e contribuições para o assunto (CARVALHO, 2007; FARIA FILHO, 2009; VEIGA, 2012; 2022; LUCHESE, 2014). Em seguida, a partir das considerações de Souza (2016) sobre a necessidade de se cruzar as fronteiras regionais/estaduais nos estudos históricos em educação, selecionamos alguns trabalhos que, situando suas pesquisas no período do Império brasileiro, buscaram abarcar mais de um espaço, nesse caso, diferentes províncias e/ou a cidade do Rio de Janeiro, então capital do Império (CASTANHA, 2007; SCHNEIDER, 2007; NEVES, 2009; NOGUEIRA; PAULA, 2018), problematizando os seguintes aspectos: se majoritariamente o enfoque regional é privilegiado, qual o seu lugar na construção de sentidos mais gerais, ou mesmo, nacionais, para uma história da educação no Império brasileiro? Como os pesquisadores tem construído a diversidade regional? Quais significados lhe são atribuídos? Que procedimentos teórico-metodológicos são utilizados? Quais conclusão são produzidas? Como considerações finais preliminares, parece ser possível afirmar que o recorte espacial regional, como categoria para a pesquisa histórica em educação, especialmente talvez no período do Brasil Império, tem o duplo valor de funcionar como peça de um mosaico, ao mesmo tempo representativa de um todo, sem, contudo, ser a ele redutível; ou, invertendo os termos, revela particularidades locais cujo significado, não se fixando somente nelas mesmas, ganha outras dimensões quando vistas como parte de um conjunto mais alargado. Porém, é preciso atentar para as maneiras como essa diversidade regional é concebida em termos teóricos e operada em certos procedimentos metodológicos. A simples sobreposição de diferentes espaços, assim como a comparação sem critérios bem articulados, deve ser problematizada. Nesse sentido, fenômenos de circulação e conexão se apresentam como possibilidades instigantes para explorar a riqueza com que o regional e sua diversidade podem fazer avançar a historiografia educacional brasileira.

The name Armanda Álvaro Alberto (1892-1974) has been gaining prominence in Brazilian historiography, mobilizing the production of recent studies linked to the growing criticism of the androcentric logic that erases women from Official History (RAGO, 1995) (PERROT, 2019). Therefore, new research has been conducted on an intellectual who signed the Manifesto dos Pioneiros da Educação Nova of 1932 and an activist in presidency of associations like Sociedade Brasileira de Educação (ABE), created in 1924, and the União Feminina do Brasil (UFB), founded in 1935, and considered illegal in the same year by the Getúlio Vargas government. The “Fundo Federação Brasileira pelo Progresso Feminino”, maintained by the Arquivo Nacional and available for visitation on the virtual platform SIAN – Sistema de Informação do Arquivo Nacional –, has an extensive collection of diverse documents produced or selected by members of the most important female brazilian association in the 1920s and 1930s, including letters written by Armanda to Bertha Lutz, founder and president of the “Federação” (BONATO, 2011) (KARAWEJCZYK, 2013). The analysis of the sources selected in dialogue with research that addresses topics such as the biography of the educator and the composition of educational thought in Brazil points to the creation of a cooperation network led by Armanda around her public education project financed by the private sector and guided by the precepts of modern pedagogy. In 1921, the Escola Regional de Meriti was inaugurated to assist underserved children in a poor region named in allusion to a train station around the federal capital Rio de Janeiro, a location that currently corresponds to the city of Duque de Caxias (ALBERTO, 2016). Through her roles as founder, principal, and teacher over more than four decades, Armanda established friendly and collaborative relationships with representatives from different segments. The activism of this iconic figure in major national causes were irradiations of her commitment to the democratization of primary education, this reflection contributes to the production of the History of Education and History of Women. This work is part of an ongoing research project within the Programa de Pós-graduação da Universidade Federal de Uberlândia, and its presentation at this event is supported by the Fundação de Amparo a Pesquisa de Minas Gerais – FAPEMIG.

O nome Armanda Álvaro Alberto (1892-1974) tem ganhado espaço na historiografia brasileira mobilizando a produção de estudos recentes vinculados com a crescente crítica à lógica androcêntrica que apaga as mulheres da História Oficial (RAGO, 1995) (PERROT, 2019). Assim, elaboram-se pesquisas sobre uma intelectual signatária do Manifesto dos Pioneiros da Educação Nova de 1932 e uma ativista que ocupou a presidência de agremiações como a Associação Brasileira de Educação (ABE), criada em 1924 e a breve União Feminina do Brasil (UFB), fundada em 1935 e taxada ilegal no mesmo ano pelo primeiro governo de Getúlio Vargas. O Fundo Federação Brasileira pelo Progresso Feminino, mantido pelo Arquivo Nacional e disponível para visitação na plataforma virtual SIAN – Sistema de Informação do Arquivo Nacional –, conta com uma extensa coleção de documentos diversos produzidos e/ou selecionados por integrantes da associação feminina mais destacada em âmbito nacional nas décadas de 1920 e 1930, incluindo correspondências escritas por Armanda para Bertha Lutz, fundadora e presidente da federação (BONATO, 2011) (KARAWEJCZYK, 2013). A análise das fontes selecionadas em diálogo com pesquisas que abordam temas como a biografia da educadora e a composição do pensamento educacional no Brasil aponta para a constituição de uma rede de cooperação liderada por Armanda entorno de seu projeto de educação pública financiada pela iniciativa privada e pautada pelos preceitos da pedagogia moderna. Em 1921, foi inaugurada a Escola Regional de Meriti para atendimento de crianças desassistidas em uma região pobre nomeada em alusão à uma estação de trem do entorno da capital federal Rio de Janeiro, localização que atualmente corresponde à cidade de Duque de Caxias (ALBERTO, 2016). Por meio da atuação como fundadora, diretora e professora ao longo de mais de quatro décadas Armanda estabeleceu relações de amizade e colaboração com representantes de diversos segmentos. A reflexão sobre o ativismo dessa icônica personagem em grandes causas nacionais, enquanto irradiações de seu empenho pela democratização da educação primária, almeja colaborar com a produção da História da Educação e História das Mulheres. Este trabalho faz parte de uma pesquisa em desenvolvimento no âmbito do Programa de Pós-graduação em Educação da Universidade Federal de Uberlândia e conta com financiamento para divulgação da Fundação de Amparo à Pesquisa do Estado de Minas Gerais – FAPEMIG.

(São apresentados os resultados de investigações voltadas para a compreensão da institucionalização da didática, corpos de conhecimento ou disciplinas escolares e acadêmicas, por meio de documentos resultantes da oralidade, e como isso influencia a formação dos futuros professores brasileiros denominados/polivalentes, atuantes nas séries iniciais do primeiro, desde 1970, no Ensino Fundamental (1ª a 4ª série) e, após a Lei de Diretrizes e Bases da Educação Nacional – LDB n. 9394/96 (Brasil, 1996) , atuante nos anos iniciais do atual Ensino Fundamental I (1º ao 5º ano) da Educação Básica no Brasil. Realizou-se um trabalho de compreensão dos elementos constituintes do conhecimento considerado na Didática, oriundos das instituições formadoras de professores no Brasil, por meio da identificação, recuperação e análise de fontes documentais dos acervos dessas instituições, bem como de documentos produzidos a partir das narrativas de pessoas que os criaram e divulgaram, como planos, programas e cadernos. Essas pessoas, cada uma em seu lugar histórico-cultural, consideramos testemunhas da Didática vivida. Assim, foram realizadas entrevistas semiestruturadas, pois possibilitam a obtenção de dados e informações em maior profundidade e abrangência, aspecto que contempla as formulações do referencial teórico-metodológico da pesquisa, voltado para questões das relações escolares como construtos histórico-culturais que remetem a relações mais amplas entre sujeitos na sociedade. Segundo Thompson (1935), a fonte oral é uma expressão da vida cotidiana, e "a voz do passado tem importância para o presente". Para Thompson (1935), método e significado na história oral se complementam e é possível afirmar sua importância na Historiografia da Educação, pois trata da subjetividade e da construção de identidades, ausentes na maioria das vezes na historiografia. O foco da história oral tem se concentrado atualmente na história de pessoas e grupos socialmente excluídos ou esquecidos, muitas vezes não retratados pela história escrita, ou, se retratados, muitas vezes de forma vazia ou tendenciosa. Assim, a partir da memória oral, é possível historicizar os elementos identitários dessas pessoas na constituição de identidades coletivas, como sujeitos escolares e acadêmicos vivenciados pelo grupo como um todo – professores e alunos. Consideramos que essas fontes foram produzidas com propósitos que Chervel (1990) chama de "reais", visando testemunhar o que foi vivenciado nas disciplinas da Didática ou com corpos de conhecimento que considero serem, propriamente, Didáticos. Foi possível identificar, recuperar e analisar relatos orais sobre Didática de 06 ex-professores. Como conclusões, foi possível identificar uma preocupação central dos professores quanto à integração dos estagiários nas questões cotidianas das escolas, especialmente por meio de documentos produzidos pela e na escola, cujo conhecimento implica diagnósticos sobre a realidade a ser transformada. É preciso considerar que as condições concretas de uma sociedade e as finalidades da educação escolar são condições determinantes para a objetivação do ensino. Não sendo neutras, a educação e a prática pedagógica referem-se a uma determinada formação social como ponto de partida e fim, influenciando, portanto, os propósitos destinados à formação de professores, especialmente à formação continuada realizada em serviçoa

Apresentam-se resultados de investigações centradas na compreensão da institucionalização dos saberes da Didática, corpos de saberes ou disciplinas escolares e acadêmicas, mediante documentos decorrentes da oralidade, e em como isso influencia a formação de futuros/as professores/as brasileiro/as chamado/as polivalentes, atuantes nas séries iniciais do antigo, desde 1970, no Ensino Primário (1ª à 4ª série) e, após a Lei de Diretrizes e Bases da Educação Nacional – LDB n. 9394/96 (Brasil, 1996), atuantes nos anos iniciais do atual Ensino Fundamental I (1º ao 5º ano) da Educação Básica no Brasil. Realizou-se um trabalho de compreensão de elementos constitutivos de saberes considerados da Didática, de instituições de formação de professores no Brasil, mediante a identificação, recuperação e análise de fontes documentais dos acervos dessas instituições, bem como de documentos produzidos a partir das narrativas das pessoas que os elaboraram e os divulgaram, como planejamentos, programas e cadernos. Essas pessoas, cada qual em seu lugar histórico-cultural, consideramos serem testemunhas da Didática vivida. Assim, foram realizadas entrevistas do tipo semiestruturadas, uma vez que ela possibilita a obtenção de dados e informações em maior profundidade e abrangência, aspecto que contempla as formulações do quadro teórico-metodológico das pesquisas, voltado para as questões nas relações da escola como constructos histórico-culturais que remetem a relações mais amplas entre os sujeitos na sociedade. Segundo Thompson (1935), a fonte oral é expressão de vida cotidiana, e, "a voz do passado tem importância para o presente". Para Thompson (1935), o método e o significado em história oral se complementam e é possível afirmarmos a sua importância na Historiografia da Educação, por tratar da subjetividade e construção das identidades, ausente na maioria das vezes na historiografia. O enfoque da história oral tem pautado, atualmente, a história de pessoas e grupos socialmente excluídos, ou esquecidos, muitas vezes não retratados pela história escrita, ou, se retratados, não raramente têm sido de forma lacunar ou tendenciosa. Assim, a partir da memória oral, é possível historicizar elementos identitários dessas pessoas na constituição de identidades coletivas como das disciplinas escolares e acadêmicas vivenciadas pelo conjunto de uma turma – professores/as e alunos/as. Tais fontes consideramos terem sido produzidas com as finalidades que Chervel (1990) denomina como "reais", voltadas a testemunhar o que foi vivenciado nas disciplinas de Didática ou com corpos de saberes que considero serem, propriamente, da Didática. Foi possível identificar, recuperar e analisar relatos orais sobre a Didática de 06 ex-professore/as. Como conclusões foi possível identificar uma preocupação central do/as docentes referente à integração do/as formandos/as às questões cotidianas das escolas, sobretudo mediante documentos produzidos pela e na escola, cujo conhecimento implica em diagnósticos sobre a realidade a ser transformada. É necessário considerar que as condições concretas de uma sociedade e as finalidade da educação escolar são condições determinantes para a objetivação do ensino. Não sendo neutras, a educação e a prática pedagógica remetem a determinada formação social como seu ponto de partida e de chegada, influindo, portanto, nas finalidades projetadas para a formação de professore/as, sobretudo para a formação contínua realizada em serviço

The international movement for educational reform, with antecedents that go back to the end of the nineteenth century, gained greater emphasis and consistency as of the 1920s, when a combination of investments resulted in the propagation of a more consistent ideology through international conventions, organization of associations, publication of periodicals, and trips for international interchange. In Brazil in the same period, due to the growth of republican ideology, a series of initiatives gained strength, which included studies, investigations, international interchange, and legal reform propositions that led to structuring of the educational field. A noteworthy expression of this was the creation of the Brazilian Education Association in 1924, with initial integration of liberals and Catholics in a composition that did not endure for very long. The dissensions between liberals and Catholics increased in the political and educational field through propagation of conflicting proposals: on the part of one, a discourse regarding the need to republicanize the Republic, with a critical tone prevailing and the endeavor to spread schooling of equal quality to all; and on the part of the other, a narrative that sought to restore the central role of the Church in society, with political power and exclusiveness in providing education. In this respect, the rupture with the First Republic through the Revolution of 1930 would make evident the differences between liberals and Catholics, with both groups seeking to influence established authority. In relation to the new regime, Catholics had already been able to institute religious teaching in state public schools, offered in an obligatory manner, with optional enrollment. Liberals, for their part, had expressed their agenda of reforms through publication of an important declaration in 1932. In the educational arena, both groups promoted associational initiatives, and also maintained publishing efforts, with publication of periodicals and books directed to the public in general, but also to the school public, notably that of the normal schools. In this regard, it is important to remember that freedom of education provided the tone for school institutions, with the State authority, the religious denominations, and civil society to promote school education, which extended to the Normal School, responsible for teacher training for all primary schools. In this communication, we address the almost always antagonistic narratives present in the in two manuals of the History of Education published in Brazil. The first is “Concepts of History of Education” by Afrânio Peixoto (1933), and the second “Education. History of Pedagogy. Current Problems” by Peeters and Cooman (1937). In both, there is intense presence of the theme New Education, which was linked, on the one hand, with the effort to construct a democratic republic, and on the other hand, with the attempt to maintain Catholic relevance in Brazilian society. In one point, the narrative of the manuals converges – in the objection, for different reasons, to the educational initiatives of Soviet Russia. The study leads to the conclusion of the centrality acquired by New Education in Brazilian educational debates in the first decades of the twentieth century.

O movimento internacional em torno da renovação educacional, com antecedentes que remontam ao final do Século XIX, ganhou maior densidade e consistência a partir da década de 1920, quando um conjunto de investimentos resultou na veiculação de um ideário coeso, por meio de congressos internacionais, organização de associações, publicação de periódicos e realização de viagens de intercâmbio. No Brasil na mesma época, devido ao crescimento do republicanismo, ganhou força uma série de iniciativas, o que incluiu, estudos, investigações, intercâmbios internacionais e proposições legais reformistas que levaram a estruturação do campo educacional, cuja expressão destacada seria a criação, em 1924, da Associação Brasileira de Educação (ABE), inicialmente, integrada por liberais e católicos, em uma concordata que não se estendeu por muito tempo. As dissenções entre liberais e católicos avolumaram-se no campo político e educacional, por meio da veiculação de propostas antagônicas: de um lado, um discurso sobre a necessidade de republicanizar a República, com tom crítico prevalente e busca da difusão da escolarização de igual qualidade para todos; de outro, uma narrativa que buscava restaurar o papel central da Igreja na sociedade, com poder político e exclusividade na oferta educacional ainda que para poucos. Nessa direção, a ruptura com a Primeira República, por meio da Revolução de 1930, evidenciaria as diferenças entre liberais e católicos, com ambos os grupos em busca de influenciar o poder instituído. Em relação ao novo regime, os católicos conseguiram instituir nas escolas públicas estatais o ensino religioso. Os liberais, por seu turno, tinham expressado sua agenda de reformas por meio da publicação de um importante manifesto em 1932. Na arena educacional, ambos os grupos promoveram iniciativas associativas, bem como mantiveram esforços editoriais, com publicação de periódicos e livros destinados ao público em geral, mas, também, ao público escolar, notadamente, das escolas normais. Nessa direção é importante lembrar que a liberdade de ensino dava a tônica para as instituições escolares, com o Estado, as confissões religiosas e a sociedade civil a promover o ensino escolar, o que se estendia à Escola Normal, responsável pela formação de professores, para as escolas primárias. Nesta comunicação, abordamos narrativas quase sempre antagônicas presentes em dois importantes manuais de História da Educação publicados no Brasil na década de 1930. O primeiro, Noções de História da Educação, de Afrânio Peixoto, em 1933; o segundo, Educação. História da Educação. Problemas Actuaes, das Madres Peeters e Cooman, em 1937. Em ambos, há intensa presença da temática da Educação Nova, o que se vinculava, de um lado, ao esforço de construir uma República democrática, por meio de reformas educacionais e, de outro, à busca da manutenção da relevância católica na sociedade brasileira. Em um ponto, porém, a narrativa de ambos os manuais converge – na objeção, por razões diferentes, as iniciativas educacionais da Rússia soviética. Conclui-se pela centralidade adquirida pelo movimento internacional da Educação Nova nos debates educacionais brasileiros das primeiras décadas do Século XX.

The present work is the result of ongoing research in the area of history of Brazilian education, with a qualitative approach, of the theoretical-bibliographic type. The theme of the work addresses the history of education from a gender perspective, having as its object the education and professional performance of women throughout the historicity of Brazilian education. The research emerges from the uneasiness provoked, on the one hand, regarding the historiographical narrative and history of (Brazilian) education in the hegemonic, colonized/subalternized perspective, centered in Europe, in the male, white, rational, Christian, cisheteronormative subject. In other words, it is a historiographical narrative that refers to modernity/coloniality, through political, scientific and educational discourses of subordination, that is, of differentiation, hierarchization and disqualification of certain groups. On the other hand, taking into account the feminization of teaching and the neoconservative wave that resumes the essentialization of the role of women, questioning their schooling/training and professional performance, we consider that bringing the visibility of women in this process is especially important, demonstrating the confrontations and resistances. The approaches of decolonial feminism and pedagogy allow us to demonstrate the choices of narratives present in the history of (Brazilian) education, as well as the problematization of schooling that dispenses, within the colonial project and the decoloniality of racialization and sexualization of bodies, their classification and hierarchization, the establishment of masculinity as the subject of the embodied knowledge of modernity/coloniality. In this sense, it is important for us, at the same time, to understand and overcome the basis of the pedagogical coloniality of Brazilian educational thought, to overcome the matrix of Euro-American centered thought, a hegemonic perspective that presents a narrative of modernity-colonizality. In this sense, we also seek to foster the meanings of schooling adopted in the historiography and history of (Brazilian) education, with a focus on formal education and understood as a privileged locus, in addition to allowing the visibility, confrontation and transformations caused by subalternized groups in the process of schooling and professional training. We understand that subalternized groups are permeated by the social markers of difference (class, race, ethnicity, gender, sexuality, etc.), intersected or not. The partial results allow us to verify the contribution of decolonial reflections in the constitution of educational systems, as well as the presence of the matrix of coloniality in political, scientific and pedagogical discourses. The strategy of subordination/inferiorization of certain groups, such as women, in different contexts and circumstances has always been strained by confrontations and resistances, therefore, it is impossible to think of a singular history. In addition, the teaching of the history of (Brazilian) education has contributed to the visibility and (re)recognition of women in the political, scientific and educational scenario, as well as the importance of the gender perspective and the decolonial approach in the curriculum and in the training of teachers for the permanent confrontation of stereotypes, stigmas and conservative discriminations of the past and present.

This text aims to present a study on the teaching of the pedagogical ideas’ history, in the context of the teacher training, seeking to deepen reflection on the importance and validity of the Historical-Critical Pedagogy’ study in the Education History discipline, in the undergraduate courses curricula. It is a pedagogical idea that has been under development in Brazil since the late 1980s, based on the studies of the teacher and philosopher Dermeval Saviani. For him, educational theories in Brazil can be grouped into two major categories: I) those that contribute to the understanding that there can be no social changes, as in the case of non-critical theories (Traditional Pedagogy, New School, and Technicist Pedagogy), and II) critical-reproductive theories that do not accept the existing order but also do not suggest ways to overcome what they identify as non-harmonious. Examples include Pierre Bourdieu's Theory of the Education System as Symbolic Violence, Louis Althusser's Theory of the School as an Ideological State Apparatus (ISA), and the Theory of the Dualistic School. With the intention of contributing to the understanding of reality through studies on the history of education, Saviani ended up initiating a movement of educators proposing an alternative way to conceive pedagogical ideas in Brazil, aiming to go beyond mere criticism. In other words, starting from the diagnosis that pedagogical processes have contributed to the maintenance of a class society over time, the author suggests that pedagogical practice should be grounded in critique and pedagogical action that guides and leads towards change. This educational theory became known as Historical-Critical Pedagogy (HCP). From the book “History of pedagogical ideas in Brazil”, the objective is to demonstrate that the study of the pedagogical theories, throughout Brazilian history, allows students to develop a critical and profound perception about the development of capitalist relations of production, of so that they are able to make a historical reading of education, always treated in context, making it possible to position themselves in front of it as subjects of history and their own narrative. Adopting the theoretical referential of the historical and dialectical materialism, we defend the importance of studying the pedagogical theories for the understanding the movement that led to the proposal of skills and competences of the National Common Curricular Base (BNCC) and of the BNC-Training, just like the consequences that this proposal brings to the students’ education, making the teaching-learning process precarious and making it difficult to understand the concrete reality that we experience in the wake of neoliberalism.

O presente texto tem por objetivo apresentar um estudo sobre o ensino da história das ideias pedagógicas na formação de professores, buscando aprofundar a reflexão sobre a importância e a validade do estudo da Pedagogia Histórico-Crítica na disciplina de História da Educação nos currículos dos cursos de licenciatura. Trata-se de uma ideia pedagógica que se encontra em desenvolvimento no Brasil desde o final da década de 1980, a partir dos estudos do professor e filósofo Dermeval Saviani. Para ele, as teorias educacionais no Brasil, se concentram em dois grandes grupos: I) as que contribuem para a compreensão de que não pode haver mudanças sociais, como no caso das teorias não-críticas (Pedagogia Tradicional, Escola Nova e Pedagogia Tecnicista) e II) as teorias crítico-reprodutivistas, que não admitem a ordem vigente, mas também não chegam a sugerir formas para superar o que identificam não ser harmônico. É o caso da Teoria do Sistema de Ensino como Violência Simbólica, de Pierre Bourdieu; da Teoria da Escola como Aparelho Ideológico do Estado (AIE), de Louis Althusser, e da Teoria da Escola Dualista. Na intenção de contribuir com a compreensão da realidade a partir dos estudos sobre a história da educação, Saviani acabou por iniciar um movimento de educadores que propõe uma outra forma de conceber as ideias pedagógicas no Brasil, na direção de superar apenas a crítica. Ou seja, partindo do diagnóstico de que os processos pedagógicos contribuíram para a manutenção da sociedade de classes ao longo do tempo, o autor sugere que a prática pedagógica seja ancorada na crítica e na ação pedagógica que dirige e encaminha à mudança. Esta teoria educacional ficou conhecida como Pedagogia Histórico-Crítica (PHC). Utilizando a obra “História das ideias pedagógicas no Brasil”, o objetivo aqui é demonstrar que o estudo das teorias pedagógicas, ao longo da história brasileira, permite aos estudantes uma percepção crítica e profunda sobre o desenvolvimento das relações capitalistas de produção, de modo que tenham condições de fazer uma leitura histórica da educação, sempre tratada em contexto, possibilitando se posicionar diante dela enquanto sujeitos da história e de sua própria narrativa. Adotando o materialismo histórico e dialético como referencial teórico-metodológico, defendemos a importância de estudar as teorias pedagógicas para a compreensão do movimento que levou à proposta das habilidades e competências da Base Nacional Comum Curricular (BNCC) e da BNC-Formação, bem como as consequências que essa proposta traz para a formação dos alunos, precarizando o processo de ensino-aprendizagem e dificultando o entendimento da realidade concreta que vivenciamos sob o neoliberalismo.

The persistent strength of Programme for International Student Assessment (PISA), since its first application in 2000, and its remarkable influence on the curricula practiced in schools in different countries has been recognized in several studies. Despite consistent criticism of the tests, from their conception to the calculation of scores, a growing number of countries join the exam, thus increasing its validation, reinforced by local and international media (Zhang, 2020; Mons, 2009). Addey et al. (2017) explain that, besides the economic and political international pressures and the homogenizing tendencies of globalization, joining PISA is also driven by internal motivations, either to validate local educational policies in progress or to justify the need for new reforms. Brazil, although not a member of the Organisation for Economic Co-operation and Development (OECD), has been engaged in PISA since the first meetings for its conception, in 1997 (Castro, 2016). With the announced goal of achieving PISA scores similar to those of OECD countries, Brazil developed its own assessment system (SAEB), with tests in mathematics and Portuguese that are applied in all public schools, since 2005. Differently oriented governments maintained this orientation that was consolidated in the National Education Plan (2014-2024). As in other countries, large-scale assessment has generated a process of curricular narrowing, with an increase in the school workload of mathematics and Portuguese language, to the detriment of other subjects. Studies show that in several regions and schools, the teaching of mathematics is test-oriented, in an effort to reach the goals set by the Plan and by the governments (Hypolito & Jorge, 2020).There is a significant body of research indicating that PISA is not an adequate instrument to assess students' knowledge and skills (Zhao, 2020). In Brazil, in all applications, more than 40% of the students who participated in the mathematics literacy test were classified as below level 1 and, therefore, their skills were not even evaluated. These scores raise questions about the adequacy of the mathematics tests to assess the knowledge and skills of Brazilian students. We argue that the contexts of the published items of the math tests, which are supposed to assess the ability to model and solve real-life problems (Stacey & Turner, 2015), are mostly unfamiliar to most 15-year-old Brazilians, who make up the population assessed by PISA. Using as sources the proceedings of meetings promoted by the Brazilian Mathematics Education Society since the 1990s, we intend to retrace the debates on large-scale assessments at these events. The discussion is motivated by the interest in understanding how and why Brazilian mathematics educators have attributed legitimacy to the results produced by PISA, since the questioning of the tests is recent and incipient.

This work discusses the College Student Residence Aparício Cora de Almeida (CEAUCA) as a remnant of the student movements in Rio Grande do Sul in the 1930s. Located in Porto Alegre-RS and founded in 1934, Ceuaca was the first student housing organization in the state, operating autonomously and self-managed for more than eight decades. CEAUCA is a type of cooperative, and its creation was aligned with the ideals of the Cordoba Manifesto (1918) and the disputes over the university model discussed at the time for Rio Grande do Sul, especially concerning the social function and democratization of higher education. Within this context, the Movimento Pró- Universidade do Rio Grande do Sul (Pro-University Movement of Rio Grande do Sul), and the Movimento Pró- Casa do Estudante Pobre (Pro-residence of Poor Students Movement) emerged, pointing out the disputes over democratic access and the conditions for students from impoverished social backgrounds to remain at university. CEAUCA's history is also intertwined with the biographical trajectory of Aparício Cora de Almeida (1906-1935), a student leader in the 1930s, linked to the Communist Party of Brazil (PCB) and murdered under never-fully clarified circumstances. After their son's death, Aparicio's parents donated a spacious building to the Casa do Estudante (Student House), enabling a significant increase in housing spaces and an improvement in the assistance services offered to students, such as the university restaurant and medical and dental care. The House experienced its golden years between the 1950s and 1960s, when it received the largest financial contributions from the UFRGS Rectory and the Ministry of Education (MEC). The profile of the students it assisted changed over the decades, particularly from the 1970s onwards. As UFRGS built its student housing and offered other student assistance services itself, the public served by Ceuaca became predominantly working students and students from private educational institutions. By freeing themselves from the burden of rent, they were able to pay for tuition at private universities and colleges. Despite its efforts to survive and its solidified organizational culture over the decades, Ceuaca was unable to withstand external injunctions. From the 1980s onwards, the organization was progressively underfunded due to political and economic circumstances in Brazil. Lacking the funds to maintain its headquarters, the building deteriorated until it collapsed in 2014 when its residents were relocated to other buildings with the promise that the State Government would renovate the original building, which has not happened to date. This study focused on the Casa do Estudante archive as the empirical corpus from which it carried out a historical documentary analysis, using subsidiarily journalistic, iconographic and oral narrative sources.

O trabalho aborda a Casa do Estudante Universitário Aparício Cora de Almeida (Ceuaca) como um remanescente dos movimentos estudantis sul-rio-grandenses da década de 1930. Localizada em Porto Alegre-RS e fundada em 1934, a Ceuaca foi a primeira organização de moradia para estudantes do estado, funcionando de modo autônomo e autogerido por mais de oito décadas. Espécie de cooperativa, sua criação esteve em sintonia com os ideais do Manifesto de Córdoba (1918) e as disputas em torno do modelo de universidade então discutidos para o Rio Grande do Sul, especialmente no que diz respeito a função social e a democratização do ensino superior. Foi nesse contexto que surgiram o Movimento Pró- Universidade do Rio Grande do Sul e o Movimento Pró- Casa do Estudante Pobre, que indicam as disputas em torno da pauta do acesso democrático e às condições de permanência do estudante oriundo de camadas sociais empobrecidas na Universidade. A história da Ceuaca igualmente entrecruza-se à trajetória biográfica de Aparício Cora de Almeida (1906-1935), líder estudantil dos anos 1930, ligado ao Partido Comunista do Brasil (PCB) e morto em circunstâncias nunca plenamente esclarecidas. Após a morte do filho, os pais de Aparício doam um amplo prédio à Casa do Estudante, possibilitando um significativo aumento de vagas de moradia e incremento nos serviços de assistência estudantil oferecidos, como restaurante universitário e atendimentos médicos e odontológicos. A Casa viveu seus anos dourados entre as décadas de 1950 e 1960, período em que recebeu os maiores aportes financeiros da Reitoria da UFRGS e do Ministério da Educação (MEC). O perfil dos estudantes por ela atendido mudou ao longo das décadas, especialmente a partir dos anos 1970. À medida em que a UFRGS construía suas próprias casas para estudantes e oferecia ela mesma os demais serviços de assistência estudantil, o público atendido pela Ceuaca passou a ser constituído predominantemente de estudantes-trabalhadores e alunos de instituições privadas de ensino. Estes, ao se livrarem do ônus do aluguel, podiam custear as mensalidades das universidades e faculdades particulares. A despeito dos esforços pela sobrevivência e de sua cultura organizacional solidificada ao longo das décadas, a Ceuaca não resistiu às injunções externas. A partir da década 1980, fatores ligados à conjuntura política e econômica do país resultariam no progressivo subfinanciamento da entidade. Sem recursos para a manutenção do prédio sede, a edificação foi se deteriorando até colapsar, em 2014, quando os seus moradores foram remanejados para imóveis, com a promessa de reforma do prédio original por parte do Governo do Estado, o que não aconteceu até hoje. O presente estudo privilegiou o arquivo da Casa do Estudante como corpus empírico a partir do qual realizou uma análise documental histórica, mobilizando, subsidiariamente, fontes jornalísticas, iconográficas e narrativas orais.

This research discusses the body images on the creation of the first two university degrees in Physical Education in Argentina in 1953, in La Plata and Tucumán. Two different approaches to body education were developed by these professional institutions with distinct disciplinary positions. The first approach is associated with a humanistic theoretical-pedagogical perspective, while the second is linked to a sports-biological perspective. The inclusion of the former in the Faculty of Humanities and Educational Sciences and the latter in the Faculty of Biological Sciences reflects their respective disciplinary perspectives.

However, these traditions are not reflected in the first film productions that reflect the first steps of both careers. The aim is to analyse the discourses projected in the short films “Plan Elemental de Gimnasia Educativa”, produced around 1953 by the state organisation Cine Escuela Argentino as part of a series of three classes in fascicles (Galak and Orbuch, 2021), and “El movimiento como medio de expresión”, a 1957 production by the Instituto Cinematográfico (ICUNT), which develops a gymnastic plan for women. These are two unpublished films found in the uncatalogued collections of the Museo del Cine “Pablo Ducrós Hicken” (Buenos Aires) and the Documentation and Archives Department of the Film School (Tucumán). This finding allows us to observe not only the internal struggles that Physical Education went through, but also the gradual use of cinematography as a didactic resource for state higher education (Dussel and Gutiérrez, 2006; Serra, 2011).

Although there are differences in the discourses and audiovisual resources, three general themes can be identified. The film shows a relationship between physical techniques and cinematographic techniques to explain a physical exercise. This combination of techniques aims to project a pedagogical image that is not only informative but also formative, with the intention of reproducing a know-how and a know-how-being. Secondly, physical education is associated with a particular moral formation that places the teacher at the centre of the scene, distinguishes masculine and feminine ways of moving and is based, among other things, on the extrinsic utility of each movement. Thirdly, there were two opposing pedagogical models, each seeking to develop an 'Argentine' physical education, influenced by foreign models but with local meanings. The incorporation of these teaching professions into public universities was a reform that was not without resistance and contradictions. An example of this is that, despite the traditions that sustained each career, the ICUNT filming emphasises aesthetics, folk music, and graceful movement, unlike the UNLP production. Regardless of being discursively argued by a renovating pedagogy, it presents a historical continuity by showing classes with clear influences of Danish gymnastics proposed by Niels Buhk in the first half of the twentieth century.

In summary, both educational films presented 'modern gymnastics' classes that aimed to reform the tradition of scientific-positivist Argentine Physical Education that have been established between the late nineteenth and early twentieth centuries. However, they did not adopt a decolonial perspective that would reject the colonial legacy of seeking solutions to local issues from abroad (mainly Europe).

This paper is the final result of my dissertation research. The work synthesizes a historiographical contribution on a sui generis international scholarship program in the form of educational development aid that was implemented between 1977 and 2012 on the second largest island of the Cuban Caribbean archipelago, the Isla de la Juventud. Based on archival sources and reports of more than 400 participants, Cubaʼs motivation for organizing this educational aid is discussed. First, the “Third World” category is analyzed as a contextual framework for this variant of internationalism with around forty countries and organizations, many of them emerging from decolonization and in which, therefore, considerable infrastructural and personnel deficits existed. It is then shown that Cuba structured its educational assistance according to the needs and interests of the countries and people involved. It is evidenced that, in addition to the offer of specialties, the program focused on the massive granting of scholarships for lower secondary education and that this measure represented the decisive contribution of the program in view of the low schooling rates in the Third World. Taking into account the main debates on development aid in education, the paper draws on studies of South-South cooperation and the history of official international scholarships to argue that Cuba was guided by the principle of solidarity both in its initial motivation and in the form of the relationships established in the implementation of the program, as well as in the final results of the program. The complex ʽpackage of interventionsʼ of educational aid proved to be as important as the shared responsibility and cooperation between the partners. In this regard, the present paper refers to the circumstances and problems that arose in adapting to the foreign school environment and culture as well as to the supports for the development of cultural diversity in the new Third World nation states. Finally, the integration of the skills trained in the countries of origin is traced in order to find out the purpose of the training received there. This study concludes that the Cuban development aid policy in the field of education managed to circumvent the “national depersonalization” of the beneficiaries. In other words, participants in the Isla de la Juventud program returned to their countries of origin with a sense of belonging to their nation, taking with them the skills acquired in the ʽopen curriculaʼ and the attitudes conveyed in the ʽnon-written curriculaʼ, which are relevant in different work contexts. Therefore, the solidarity motivation of Cuban support for educational development in the form of international scholarships on the Isla de la Juventud proves to be sustained by a high degree of self-sufficiencies identified with the societies of origin.

Este paper es el resultado final de mi estudio de doctorado. El trabajo sintetiza una contribución historiográfica sobre un programa internacional de becas sui generis en forma de ayuda educativa al desarrollo que se implementó entre 1977 y 2012 en la segunda isla más grande del archipiélago caribeño cubano, la Isla de la Juventud. A partir de fuentes de archivos digitales estadounidenses, de papelería cubana (en la Isla de la Juventud y en La Habana), así como de más de 400 reportes obtenidos de entrevistas individuales, de grupo, de encuestas e intercambios con ex-estudiantes, docentes y cuadros, se discute la motivación de Cuba para la organización de esta ayuda educativa. En primer lugar, se analiza la categoría del “Tercer Mundo” como marco contextual de esta variante de internacionalismo cubano con cerca de 40 países (organizaciones/ estados), muchos de los cuales surgieron de la descolonización y, por tanto, con considerables déficits infraestructurales y de personal. A continuación, se evidencia que Cuba estructuró su asistencia educativa en función de las necesidades e intereses de los países y personas implicados. Se demuestra que, además de la oferta de especialidades, el programa se centró en la concesión masiva de becas para el primer ciclo de la enseñanza secundaria y que esta medida representó la contribución decisiva del programa en vista de las bajas tasas de escolarización en el Tercer Mundo. Teniendo en cuenta los principales debates sobre la ayuda al desarrollo en educación, el trabajo se apoya en estudios de cooperación Sur-Sur y en la historia de las becas oficiales internacionales para argumentar que Cuba se guió por el principio de solidaridad tanto en su motivación inicial como en la forma de las relaciones establecidas en la implementación del programa, así como en los resultados finales del mismo. El complejo ʽpaquete de intervencionesʼ de ayuda educativa resultó ser tan importante como la responsabilidad compartida y la cooperación entre las contrapartes. En este sentido, el presente trabajo hace referencia a las circunstancias y los problemas que surgieron en la adaptación al entorno escolar y a la cultura extraña, así como a los apoyos al desarrollo de la diversidad cultural en los nuevos Estados-nación del Tercer Mundo. Por último, se rastrea la integración de las capacidades formadas en los países de origen para averiguar qué finalidad tiene allí la formación recibida. Este estudio concluye que la política cubana de ayuda al desarrollo en el ámbito de la educación logró sortear la “despersonalización nacional” del ayudado. En otras palabras, los/las participantes en el programa de la Isla de la Juventud regresaron a sus países de origen con sentidos de pertenencia a su nación, llevando consigo las competencias adquiridas en los ʽcurrículos abiertosʼ y las actitudes transmitidas en los ʽcurrículos no escritosʼ, que son relevantes en diferentes contextos laborales. Por tanto, la motivación solidaria de la ayuda cubana al desarrollo educativo en forma de becas internacionales en la Isla de la Juventud demuestra estar sustentada en un grado alto de autosuficiencias identificadas con las sociedades de origen.

The author will attempt to present the phenomenon of Poles' colonial experiences between the First and Second World Wars, i.e. just after the rebirth of an independent Polish state after one hundred and several dozen years of slavery. The aspiration to have its own colonies by the Second Polish Republic after 1918 was caused by the desire to match the position of the Western European powers - especially France, Great Britain and Germany - and was intended, on the one hand, to emphasize the supra-regional superpower aspirations of the state, and, on the other hand, to provide raw materials and income for the modernizing the country's economy and migration areas for the inhabitants of overpopulated Polish villages and minorities. The aim of the paper is a multi-threaded presentation of the activities of the Maritime and Colonial League [Pol.: Liga Morska i Kolonialna (established from the transformation of the Maritime and River League in 1930) established to promote maritime and colonial ideas in Polish society - with particular emphasis on its activities related to the popularization of knowledge about overseas countries, colonies and colonialism. and educational activities for the overseas emigration of Poles. The analysis will include, among others, educational campaigns to disseminate the assumptions of the government's (new) colonial and emigration policy in Polish society, publications of the highly circulated monthly "Morze" ["Morze"] - the League's organ, and various other educational projects of a non-formal and informal nature. The main research problems of the paper could be presented in the form of the following questions: - How were colonial and emigration ideas promoted in Polish society during the interwar period? - What political, social (and economic) functions and tasks did the Maritime and Colonial League perform in this regard and what was the real scope of its impact on society? - What forms did the educational and popularizing activities of the League for colonial and emigration ideas take, and what methods and techniques of social influence were used? The author's investigations will proceed in two ways. On the one hand, it is planned to return to the source materials regarding the Maritime and Colonial League itself, preserved in the Polish state archives, and the printed sources constituting its legacy - especially the monthly "Morze". On the other hand, there will be a critical review of existing scientific and popular science studies on the League and the colonial and emigration experiences of Polish inhabitants in the 1920s and 1930s, which will probably help in deconstructing myths and interpretations that do not always correspond to the contemporary view of the issue. colonialism, taking into account various perspectives - including the important perspective of the countries and societies that were colonized. The implementation of such a designed task/research work will allow us to obtain an in-depth picture of Polish colonial aspirations and emigration plans before 1939 - with particular emphasis on educational activities in this area, conducted among broad layers of society by the largest Polish social organization at that time.

In this communication, we will present the development of Sindillar’s decolonial pedagogy and its connection to the history of the syndicate and of migrant women’s struggles and movements. Sindillar-Sindihogar is the first independent union of migrant women care workers and domestics in Spain, born in 2011 in Barcelona. They build networks with other feminist and migrant organizations and generate joint projects such as Migròctones and Madremanya, besides socio-labor training and free legal advisory. Their decolonizing practices are clear in the way they work: creating self-training spaces that employ dynamics such as the Theater of the Oppressed and textile Artivism. It is a constant laboratory of experimentation, where the main chemistry is the relationship between diverse women through autonomy, dignity and care. Throughout the years and because of their unique way of organizing and creating innovative pedagogies in the area of ​​housework and care, they have been awarded the City of Barcelona Award (2015) in the Education area. This has reinforced the indisputable task and responsibility they have as an organization to continue strengthening and creating spaces for all women, migrants, with or without papers, in the sector. In their practices, Sindillar embodies what is a decolonial pedagogy, that is (...) a praxis based on educational insurgency - therefore, not just a denunciatory one - in which the term insurgency represents the creation and construction of new social, political, cultural and thinking conditions. In other words, the construction of a pedagogical notion and vision that extends far beyond the processes of teaching and transmitting knowledge, which conceives of pedagogy as a cultural policy. (Oliveira and Candau, 2010, p. 28) Decolonial pedagogy aims at a de-construction that builds new subjectivities and objectivities. It aims to open up radically different ways of thinking and building, which question and challenge the single reason of Western modernity (Walsh, ?). Freire (1970) explains how conventional education is a form of cultural reproduction, of inculcating, for example, passivity through a 'banking' method. For him, the only way to create a transgressive, humanizing and emancipating education is by drastically altering the relationships established in the educational context: the person who educates, educates with, and never for; they carry out their mission when the person being educated critically interprets the world and even their own educational process.This means that it is not possible to transform the coloniality of education just by changing the prescribed curriculum, the subjects covered in class; it is also necessary to change the hidden curriculum, the values taught and inculcated. And this therefore requires working on otherness and care. Sindillar also embodies a womanistic care that challenges colonial care ethics theory. The sindis, women who participate at the syndicate, incorporate a womanist care ethics (Beauboeuf-Lafontant, 2002): through othermothering, political clarity and an ethics of risk.

Nesta comunicação, apresentaremos o desenvolvimento da pedagogia decolonial do Sindillar e sua conexão com a história do sindicato e das lutas e movimentos das mulheres migrantes. O Sindillar-Sindihogar é o primeiro sindicato independente de mulheres migrantes trabalhadoras dos cuidados e domésticas na Espanha, nascido em 2011 em Barcelona. Elas constroem redes com outras organizações feministas e de migrantes e geram projetos conjuntos, como Migròctones e Madremanya, além de oferecer treinamento sociolaboral e assessoria jurídica gratuita. Suas práticas descolonizadoras são claras na forma como trabalham: criando espaços de autoformação que empregam dinâmicas como o Teatro do Oprimido e o Artivismo têxtil. É um laboratório constante de experimentação, onde a química principal é a relação entre diversas mulheres por meio da autonomia, da dignidade e do cuidado. Ao longo dos anos, e devido à sua maneira única de organizar e criar pedagogias inovadoras na área de trabalho doméstico e cuidados, elas receberam o Prêmio Cidade de Barcelona (2015) na área de Educação. Isso reforçou a tarefa e a responsabilidade indiscutíveis que elas têm como organização de continuar fortalecendo e criando espaços para todas as mulheres, migrantes, com ou sem documentos, no setor. Em suas práticas, o Sindillar incorpora o que é uma pedagogia decolonial, ou seja (...) uma práxis baseada numa insurgência educativa propositiva – portanto, não somente denunciativa – em que o termo insurgir representa a criação e a construção de novas condições sociais, políticas, culturais e de pensamento. Em outros termos, a construção de uma noção e visão pedagógica que se projeta muito além dos processos de ensino e de transmissão de saber, que concebe a pedagogia como política cultural. (Oliveira e Candau, 2010, p. 28). A pedagogia decolonial visa a uma desconstrução que constrói novas subjetividades e objetividades. Seu objetivo é abrir formas radicalmente diferentes de pensar e construir, que questionem e desafiem a razão única da modernidade ocidental (Walsh, ?).. Freire (1970) explica como a educação convencional é uma forma de reprodução cultural, de inculcar, por exemplo, a passividade por meio de um método "bancário". Para ele, a única maneira de criar uma educação transgressora, humanizadora e emancipadora é alterando drasticamente as relações estabelecidas no contexto educacional: quem educa, educa com, e nunca para; cumprem sua missão quando a/o educanda/o interpreta criticamente o mundo e até mesmo seu próprio processo educacional. Isso significa que não é possível transformar a colonialidade da educação apenas mudando o currículo prescrito, as matérias abordadas em sala de aula; também é necessário mudar o currículo oculto, os valores ensinados e inculcados. E isso, portanto, exige que se trabalhe com a alteridade e o cuidado. O Sindillar também incorpora um cuidado feminista que desafia a teoria da ética do cuidado colonial. As sindis, mulheres que participam do sindicato, incorporam uma ética de cuidado feminista (Beauboeuf-Lafontant, 2002): por meio de outras mães, clareza política e uma ética de risco.

The International Institute at Teachers College, Columbia University, New York, was established by Paul Monroe in 1923 with support from the Rockefeller Foundation (Cremin et al., 1954). The objectives of this Institute were “to make available to students of education the educational theories and practices of the world. It is hoped that a convenient summary of the developments in education, which in the case of some countries will be help to elucidate the problems of education and will promote an exchange of experiences on which intellectual and human progress depend” (Educational Yearbook, 1924). The Educational Yearbook is the publication that best bears testimony to the Institute's pioneering spirit in re-establishing, after the Great War, a worldwide network of intellectual and educational cooperation (Fuchs, 2007) under the inspiration of the École Nouvelle movement. Under the direction of Isaac K. Kandel (Cremin, 1966; Null, 2007), the Yearbook’s historical relevance is underlined by being published according to an innovative model, oriented towards research and supported by an international institute based in a university outside Europe (Correia, 2011). The journal continuously published 21 issues between 1924 and 1944, to make “educational theories and practices from all over the world available to students”. It carried out regular analysis of the global evolution of more than 62 national educational systems, dedicating some issues to themes such as the expansion of secondary education (1930), education in colonial provinces (1931), teachers' associations (1935), rural education (1938), adult education (1940) and education in Latin American countries (1942), among others. Brazil is the only Portuguese-speaking country represented in the Educational Yearbook and has seven published articles (in 1925, 1935, 1936, 1938, 1939, 1940 and 1942 issues) by Antônio Carneiro Leão. The themes approached in the different articles (Brazilian educational system, teachers' condition, rural education, adult education, among others) by Carneiro Leão denote his thought density, which was shaped since the mid-1910s (see Araújo, 2009; Sass & Minhoto, 2012; Schelbauer & Machado, 2013). This paper aims to share the results of the analysis carried out on articles published by Carneiro Leão in The Educational Yearbook, taking as its primary reference the condition of rural education, adult education and the respective teachers [“despised, self-contained, foreign to the natural, cultural, and social milieu (..), the teacher is incapable of making himself helpful in solving the simplest problems of his pupils or of the economic and social situation”, 1938, 59] within the framework of the Brazilian educational system [“in which administration is centralized and in which there are wealthy states with excellent natural conditions, and very poor states (…), harmonious and uniform development of education could not be expected”, 1936, 114] still influenced, in his words, by the Portuguese colonialization (“Brazil as a nation has had little of the organizing spirit. This characteristic is due to the people who colonized it and the conditions of colonization”, 1935, 59).

This work presents interpretations around the pedagogical discursivity of the School of Arts and Crafts (EAYO) established in Uruguay between 1878 and 1887. The political and pedagogical context prior to and during the emergence of industrial education is ephemerally developed, in which highlights the economic and social model of discipline, whose accent was marked by free, secular and compulsory primary school. In this order, connections are identified between the pedagogical thinking of the time and the programmatic orientations of the industrial school. On one hand, the mandatory and voluntary classes are described, and later what was called “higher classes”; On the other hand, the varied workshops offered for teaching trades. At the same time, the inventory of school supplies, books and advanced machines acquired from abroad for industrial development is identified. In particular, EAYO's participation in the “Pedagogical Exhibition” in Rio de Janeiro is characterized, where the school program was questioned despite obtaining a prize and a mention. Otherwise, the education of the industrial body linked to the military matrix is ​​described, and the expansion of the model school in the region is clarified. In contrast, the social-corporal dissidence of the students is presented, and at the same time, the consolidation of a school associated with the field of the arts. In this sense, the mechanisms of confinement in Uruguayan industrial education are highlighted, such as the fissures and resistance to such pretension. The change of course is elucidated from the succession of terrifying events at the end of 1886, when the “Advisory Council” was implemented as a consequence of the escalation of demonstrations by the inmates, which resulted in a student riot and which caused : first, the resignation of the director; second, the displacement of the school of the Ministry of War and Navy; and third, the new regulations. The EAYO was recognized for the results obtained by its students in “exhibitions” of different scales: national, regional and international, with objects made in the different workshops; by the Music Band made up of its students; and by the bodily practices developed there. The industrial school was praised by the political and artistic spectrum, among which the former Argentine President Faustino Sarmiento, and the Italian writer Edmondo De Amicis stand out. The reform school hired distinguished professors and teachers, national, Argentinian, and European to lead workshops and classes. The State sent a former student, and then a teacher of the school, to Europe to track down specific regulations and teachers for the establishment. For the treatment of the object, a certain affectation of discourse analysis and archeology is used in which different constructions of meaning are characterized from laws, decrees, memories of famous personalities, and press of the time.

Este trabajo presenta interpretaciones en torno a la discursividad pedagógica de la Escuela de Artes y Oficios (EAYO) instaurada en Uruguay entre 1878 y 1887. Se desarrolla de forma efímera el contexto político y pedagógico previo y durante el surgimiento de la educación industrial, en el que se remarca el modelo económico y social de disciplinamiento, cuyo acento estuvo marcado por la escuela primaria gratuita, laica y obligatoria. En este orden, se identifican conexiones entre el pensamiento pedagógico de la época y las orientaciones programáticas de la escuela industrial. Por un lado se describen las clases obligatorias y voluntarias, y posteriormente lo que se denominó “clases superiores”; por otro lado, los variados talleres ofrecidos para la enseñanza de oficios. A su vez, se identifica el inventario de útiles escolares, libros y máquinas de avanzada adquiridas desde el exterior para el desenvolvimiento industrial. En particular, se caracteriza la participación de la EAYO en la “Exposición Pedagógica” en Río de Janeiro donde se cuestionó al programa escolar a pesar de obtener un premio y una mención. Por otra parte, se describe la educación del cuerpo industrial enlazada en la matriz militar, y se esclarece la ampliación de la escuela modélica en la región. En contraste se presentan las disidencias sociales-corporales de los alumnos, y al mismo tiempo, la consolidación de una escuela asociada al campo de las artes. En este sentido, se resaltan los mecanismos de encierro en la educación industrial uruguaya como las fisuras y las resistencias a tal pretensión. Se dilucida el cambio de rumbo a partir de la sucesión de hechos aterradores a finales del año 1886, cuando se implantó el “Consejo Consultivo” como consecuencia de la escalada de manifestaciones de los internos, en la que resultó un motín de alumnos y que causó: primero, la renuncia del director; segundo, el desplazamiento de la escuela del Ministerio de Guerra y Marina; y tercero, la nueva reglamentación. La EAYO fue reconocida por los resultados obtenidos de sus alumnos en “exposiciones” de distinta escala: nacional, regional, e internacional, con objetos elaborados en los distintos talleres; por la Banda de Música integrada por sus alumnos; y por las prácticas corporales allí desarrolladas. La escuela industrial fue elogiada por el espectro político y artístico, entre los que se destaca el ex-Presidente argentino Faustino Sarmiento, y el escritor italiano Edmondo De Amicis. El reformatorio contrató distinguidos profesores y maestros, nacionales, argentinos, y europeos para dirigir talleres y clases. El Estado envió a un ex-alumno, y luego profesor de la escuela a Europa a rastrear reglamentos y profesores específicos para el establecimiento. Para el tratamiento del objeto se utiliza cierta afectación del análisis del discurso y la arqueología en la que se caracterizan diferentes construcciones de sentido a partir de leyes, decretos, memorias de personalidades célebres, y prensa de la época.

In this communication, considerable expansion of secondary education in Minas Gerais, Brazil, can be perceived from 1942 to 1961. An examination was made of information in the Instituto Brasileiro de Geografia e Estatística (IBGE), in the Revista Brasileira de Estudos Pedagógicos, and in the Ministério da Educação e Cultura; of education legislation in the Legislative Assembly of Minas Gerais; and of historiography regarding secondary education. Population growth of 45,56% occurred in this period, with expansion of 621,5% in the number of enrollments in secondary education (from 21.439 in 1942 to 154.688 in 1963) and expansion in the number of schools (from 137 schools in 1945 to 437 schools in 1959 - 219% growth). There was strong expansion of secondary education in Minas Gerais, with predominance of private schooling, most notably Catholic, through public funding. In this direction, it was possible to see that the expansion of secondary education in Minas Gerais took off between the 1940s and 1960s, with a predominance of private institutions (83%), especially Catholic ones, which was more visible in 1945, since in 1959 the number of Catholic and lay establishments came closer in numerical terms, but still with a significant predominance of the private sector in relation to the number of public establishments (17%). In this respect, it is important to mention that the documentation consulted shows that there were regular public subsidies for the maintenance of private lay and confessional institutions in the state of Minas Gerais. It should be noted that in the state of Minas Gerais, the provision of secondary education, which was an increasingly strong and consistent demand from the population, found a response in private initiatives, notably through the provision of schools under the care of the Catholic Church. It is evident that the predominance of enrolments in Catholic secondary schools reflected a policy of maintaining Catholic relevance in an environment pressured by liberal ideas and, therefore, by attempts to modernise society, in cultural terms, through schooling. However, given the movement of Catholic reaction, especially in the state of Minas Gerais, during much of the 20th century, the actions of Catholics had in schooling an important channel of cultural diffusion, in opposition to attempts to advance agendas of social and liberal appeal.

Nesta comunicação, apreendeu-se a expansão do Ensino Secundário em Minas Gerais, no Brasil, entre 1942 e 1961. Examinaram-se informações no Instituto Brasileiro de Geografia e Estatística, na Revista Brasileira de Estudos Pedagógicos e no Ministério da Educação e Cultura; legislação de ensino na Assembleia Legislativa de Minas Gerais; historiografia sobre o Ensino Secundário. Houve crescimento populacional de 45,56% no período, com expansão de 621,5% no número de matrículas no Ensino Secundário (de 21.439, em 1942, para 154.688, em 1963) e de 137 estabelecimentos, em 1945, para 437, em 1959 (219% de crescimento). Houve forte expansão do Ensino Secundário em Minas Gerais, com oferta privada predominante, notadamente católica, mediante subvenções públicas. Nessa direção, foi possível verificar que a expansão do Ensino Secundário em Minas Gerais teve um arranque entre as décadas de 1940 e 1960, com predominância da oferta por instituições particulares (83%), notadamente católicas, o que foi mais visível em 1945, pois, em 1959, o número de estabelecimentos católicos e leigos aproximou-se em termos numéricos, mas ainda com significativa predominância do setor particular em relação ao número de estabelecimentos do poder público (17%). A esse propósito, é importante mencionar que se percebeu na documentação consultada indícios de que houve subvenções públicas regulares para a manutenção de instituições particulares leigas e confessionais no Estado de Minas Gerais. Nota-se que no Estado de Minas Gerais, a oferta de Ensino Secundário, que era uma demanda cada vez mais forte e consistente da população, encontrou resposta nas iniciativas particulares, notadamente, por meio da oferta em instituições escolares sob os cuidados da Igreja Católica. É evidente que a predominância de matrículas em escolas secundárias católicas refletia uma política de manutenção da relevância católica em um ambiente pressionado pelas ideias liberais e, portanto, pelas tentativas de modernização da sociedade, em termos culturais, por meio da escolarização, todavia, dado o movimento da reação católica, notadamente, no Estado de Minas Gerais, durante boa parte do Século XX, as ações dos católicos tinham na escolarização um canal importante de difusão cultural, em oposição às tentativas de avanço de pautas de apelo social e liberal.

This communication results from studies I have been carrying out on secular and Catholic secondary education in the Brazilian state of Rio Grande do Sul (RS), and in the spaces (nation-states) that borders on it: Uruguay and Argentina, based on readings about the transnational in the History of Education (Vidal, 2017, 2019, 2020, Vera and Fuchs, 2021). The objective here is to address the context of Catholicism and secularism in the educational field of Rio Grande do Sul and Uruguay, regarding secondary education and the creation of schools. I seek to focus on the disputes between the defenders of conservative Catholic education and the secularism advocated by the Freemasons. These identified as intellectuals who play an important role in consolidating republican ideology (Amaral, 2005, 2008, 2017; Colussi, 1998, 2002). It is important to highlight that even with the conflicts and the definition of national borders until the mid-19th century, many economic and political-cultural connections (including Freemasonry) remained between RS and Uruguay during the studied period. The basis of their economies came from livestock farming with farmers having estates that did not respect the borders delineated by the establishment of nation-states. In the case of RS, under the precepts of the authoritarian Gaúcha Republican Constitution of 1891, which founded the action of the Rio Grandense Republican Party (PRR) and supported Castilhism - a positivist ideological political current instituted by Júlio de Castilhos and which prevailed over RS throughout the First Republic (1889-1930) - imposing on the state an administrative organization of municipalities, in certain aspects different from other Brazilian states. From the beginning of Brazil’s republic until today, the implementation and propagation of secondary education represents a political challenge to be faced at federal, state and municipal levels. There is a lot to be studied about this type of teaching. Within the scope of the History of National Education on this topic, among many references I used the studies of Clarice Nunes, Eurize Pessanha, Norberto Dallabrida and Rosa de Fátima de Souza Chaloba. Having as a theoretical-methodological basis assumptions from Cultural History (Roger Chartier, Michel De Certeau, Peter Burke, among others), several documents were used, such as laws, Intentional Reports, newspapers, magazines, almanacs, books, theses, dissertations and articles. Therefore I seek to ground the analyses and questions that deal with secondary education and regional and municipal practices in republican environments that aim for educational modernity in Uruguay and RS at the turn of the 19th to the 20th centuries. In this Brazilian state it can already be said, as the PRR predicted “freedom of education”, there was a state’s disinterest in working with secondary and higher education, opening space for the private sector to create schools at this levels of education, which were aimed at the most socially favored students.

A comunicação resulta de estudos que venho realizando sobre o ensino secundário laico e católico no estado brasileiro do Rio Grande do Sul (RS) e nos espaços (estados-nações) que lhe fazem fronteira: o Uruguai e Argentina, fundamentada em leituras sobre o transnacional na História da Educação (Vidal, 2017, 2019, 2020, Vera e Fuchs, 2021). Objetivo aqui abordar o contexto do catolicismo e do laicismo no campo educacional gaúcho e uruguaio, especificamente no que tange ao ensino secundário e a criação de escolas. Busco enfocar as disputas entre os defensores da educação conservadora católica e do laicismo propugnado pelos maçons, identificados como intelectuais que exercem importante atuação na consolidação do ideário republicano (Amaral, 2005, 2008, 2017; Colussi,1998, 2002). Importante ressaltar que mesmo com os conflitos e a definição das fronteiras nacionais até meados do século XIX, mantiveram-se muitas conexões econômicas e político-culturais (dentre elas com a Maçonaria) entre o RS e o Uruguai no período estudado. A base de suas economias advinha da pecuária, sendo que os pecuaristas possuíam fazendas que não respeitavam as fronteiras delineadas pela implantação dos estados-nação. No caso do RS, sob os preceitos da autoritária Constituição Republicana Gaúcha de 1891, que fundamentou a ação do Partido Republicano Rio Grandense (PRR) e respaldou o Castilhismo - corrente político ideológica positivista, instituída por Júlio de Castilhos e que vigorou no RS por toda a Primeira República (1889-1930) - impondo ao estado uma organização administrativa dos municípios, em certos aspectos, distinta de outros estados brasileiros. Desde o início da república no Brasil até os dias atuais a implantação e propagação do ensino secundário representam um desafio político a ser enfrentado nas instâncias federal, estadual e municipal. Muito há o que se estudado sobre esta modalidade de ensino. No âmbito da História da Educação nacional, sobre esta temática, dentre muitas referências, utilizo os estudos de Clarice Nunes, Eurize Pessanha, Norberto Dallabrida, Rosa de Fátima de Souza Chaloba. Tendo como base teórico-metodológica pressupostos da História Cultural (Roger Chartier, Michel De Certeau, Peter Burke, dentre outros), são utilizados documentos como leis, Relatórios Intendenciais, jornais, revistas, almanaques, livros, teses, dissertações e artigos. Desta forma, busco fundamentar as análises e questionamentos que tratam do ensino secundário e de práticas regionais e municipalistas em ambientes republicanos que almejam a modernidade educacional no Uruguai e no RS na virada dos séculos XIX para o XX. Nesse estado brasileiro, pode-se já afirmar que como o PRR previa “liberdade de ensino”, houve desinteresse do estado em atuar junto ao ensino secundário e superior, abrindo espaço para a iniciativa privada criar escolas deste nível de ensino que foram destinadas aos mais favorecidos socialmente.

This research is part of the ongoing doctoral research and is concerned with analyzing the process of implementation of the model of Civic-Military Colleges (CCM) in public and civil schools in the State of Paraná, between the years 2018 to 2023. It is noteworthy that this model has a hybrid management between the State Department of Education and Public Security. The creation of CCMs is nothing new in Brazil, it has existed since the 1990s, but with the presidency of Jair Messias Bolsonaro (2019-2022) the process is expanded. Within this context, Paraná, governed by Ratinho Junior (2019-current), applies its demand to militarize public schools. It is noteworthy that the federal goal was 216 schools, according to the scholarship program, Paraná alone met the federal goal and expanded, ending the year 2023 with 312 schools entering the militarized pedagogical model. The legitimation process took place in an accelerated way, amid the Covid-19 pandemic. The population had 24 hours to deliberate and decide on the change of pedagogical model. The schools that had recently changed the model, received the proposal and had little time to deliberate, counting on the influence of state and local politicians in the decision of the population. There is an important observation to be considered, when the model was legislated in Paraná, there were established criteria that should be met, such as and not offer evening teaching. However, when unfolding the bureaucratic procedures, from speeches in the tribune of the Legislative Assembly of the State of Paraná, and in speeches at the State Council of Education, it is possible to realize that it is not an attempt to improve the public school, but that the public school has become a political currency for the implementation of conservative tendencies, along the lines of bolsonarism. This in fact forced the legislation to be changed later and reshape the criteria. From our analysis, civic-military colleges are not an answer to the problems of education in Paraná, but a form of discrimination and social control, which violates constitutional principles and human rights, as well as the guidelines of the manual of conduct made available by the state government. Such assumptions were pointed out by the current federal government, which in 2023 announced the repeal of the MREI, because it is not compatible with the constitutional precepts of democratic education. State secretaries of education were informed of the program’s dissolution gradually. However, the governor of Paraná informed that the militarized schools, present in Paraná, will be incorporated into the PCCM-PR, which already has its expansion guaranteed. There are still many gaps in the data offered by the State of Paraná, because the data are scarce and dosed to be disclosed. There is still no certainty of amounts invested in the model or how much the military who serve the schools receive.

Está pesquisa é parte da investigação de doutorado em andamento e se preocupa em analisar o processo de implantação do modelo de Colégios Cívico-Militar (CCM) nas escolas públicas e civis do Estado do Paraná, entre os anos de 2018 a 2023. Destaca-se que esse modelo possuí uma gestão híbrida entre Secretaria Estadual de Educação e a de Segurança Pública. A criação de CCMs não é novidade no território brasileiro, ele existe desde a década de 1990, mas com a presidência de Jair Messias Bolsonaro (2019-2022) o processo é ampliado. Dentro desse contexto, o Paraná, governado por Ratinho Junior (2019-atual), aplica sua demanda de militarizar os colégios públicos. Ressalta-se que a meta federal era de 216 escola, de acordo com o programa bolsonarista, o Paraná sozinho atendeu a meta federal e ampliou, finalizando o ano de 2023 com 312 colégios adentrando ao modelo pedagógico militarizado. O processo de legitimação ocorreu de modo acelerado, em meio a pandemia da Covid-19. A população teve 24 horas para deliberar e decidir sobre a mudança de modelo pedagógico. As escolas que tiveram alteração do modelo recentemente, receberam a proposta e tiveram pouco tempo para deliberar, contando com a influencia de políticos estaduais e locais na decisão da população. Há uma observação importante a ser considerada, quando o modelo foi legislado no Paraná, haviam critérios estabelecidos que deveriam ser cumpridos, tais como: anteder comunidades com alto índice de vulnerabilidade social, baixos índices de fluxo escolar, baixo rendimento escolar, e não ofertar ensino noturno. Contudo, ao desdobrar os trâmites burocráticos, a partir de falas na tribuna da Assembleia Legislativa do Estado do Paraná, e em falas no Conselho Estadual de Educação, é possível perceber que não se trata de uma tentativa de melhoria da escola pública, mas de que a escola pública se tornou uma moeda de troca política para implantação de tendencias conservadoras, aos moldes do bolsonarismo. O que de fato forçou a legislação a ser alterada posteriormente e remodelar os critérios. A partir da nossa analise, os colégios cívico-militares não são uma resposta para os problemas da educação paranaense, mas sim uma forma de discriminação e controle social, que viola os princípios constitucionais e os direitos humanos, assim como demonstram as orientações do manual de conduta disponibilizado pelo governo do estado. Tais pressupostos foram apontados pelo atual governo federal, que em 2023 anunciou a revogação do PECIM, por este não ser compatível com os preceitos constitucionais de educação democrática. Os secretários de educação dos estados foram informados sobre a dissolução do programa gradativamente. Contudo, o governador do Paraná informou que as escolas militarizadas, presentes no Paraná, serão incorporadas ao PCCM-PR, que já tem sua expansão garantida. Ainda há muitas lacunas nos dados ofertados pelo Estado do Paraná, pois os dados são escassos e dosados ao serem divulgados. Não há ainda uma certeza de valores investidos no modelo ou quanto recebem os militares que atendem as escolas.

This panel brings together four studies undertaken by Brazilian researchers who have investigated significant contributions from public school teachers across different socio-historical contexts of the country. The primary objective is to generate knowledge and foster discussion to support and promote historical analysis aimed at highlighting the historical role of women in the Brazilian education, despite the challenges posed by gender roles both past and present. Drawing on a diverse theoretical and methodological framework, supported by varied historical sources, these studies examine the trajectories of four teachers who, within their specific social and temporal contexts, introduced curricular innovations in the subjects they taught: Cacilda Francioni de Souza, Nilza Bragança Figueiredo Vieira, Norma Maria Cleffi, and Catharina Viana. Using gender and women's history as an overarching theme, these studies address the experiences of these teachers, recognizing them as intellectuals who facilitated cultural exchanges. They have participated actively in public discourse, contributing to pedagogical debates on their time. Notably, Cacilda Francioni de Souza made significant contributions to discussions on portuguese language teaching by writing schoolbooks. It is important to highlight the uniqueness of Cacilda, as she was a black woman working in education in Rio de Janeiro at the end of the 19th century, following the abolition of slavery in Brazil. Similarly, Nilza Vieira and Norma Cleffi emerged as influential science and biology teachers in the mid-20th century, respectively in Rio de Janeiro and São Paulo. Both women introduced and popularized curricular innovations in their respective subjects, with nationwide impacts through the textbooks they wrote. Catharina Viana distinguished in physical education by introducing women's gymnastics, blending "modern" principles with elements of Brazilian folklore. She worked on training educators at the Fazenda do Rosário Educational Complex in Ibirité, Minas Gerais, during the 1950s and 1960s. Through the cross analysis of the four teachers’ trajectories, narratives and sources, these studies contribute to knowledge and historiographic practices to strengthen female educator’s role in the history of education, particularly, secondary education.

At the end of the 19th century and the beginning of the 20th century, various educational, welfare, and training initiatives were designed for poor children. Within this context, the São Francisco de Assis Asylum played its part. The institution cared for children and young people in the following conditions: destitute boys orphaned by their father and mother, or only by their father, between the ages of 7 and 14, who did not have any physical or mental illness or disease. Given this scenario, this research aims to investigate the work of the São Francisco de Assis Asylum in the city of São João del Rei between 1888 and 1940, attempting to understand the care provided to orphaned children. The aim was to identify who the orphaned children were and to understand what education was present in the context of their upbringing. This timeframe is set from the first construction of the Asylum in 1888, ending in 1940, when its management ceased to belong to the Padre Machado Institute and became the sole responsibility of the administrative board of the Venerable Third Order of St. Francis of Assisi, with the education of the asylums began to be taught in the city's school groups. For the data analysis, Michel Foucault's understanding of "power relations" and the "production of knowledge and truth" was applied to understand the care provided to Sanjoanense's orphaned children through the actions of the São Francisco de Assis Asylum and the institutions attached to it. In addition, Erving Goffman's comprehension of different types of institutions was essential to understanding how the Asylum worked and how it assisted orphaned children. For the documentary research, various historical sources were compiled, such as the statutes of the São Francisco de Assis Asylum; reports sent to the Secretariat of the Interior; a list of the minors interned at the Asylum; the minutes of the VOT meetings; letters sent to different subjects and institutions; photographs and newspapers from the time. The results show that the orphanage training focused on physical and moral faculties and learning arts and crafts to form disciplined citizens who were fit for the world of work and to serve their country. Moreover, the orphanage developed actions that met the eugenicist ideals of the time by asylating black and brown boys. They also indicate the culture of masculinity, propagated at the beginning of the Republic, so that they would be masculine individuals, in other words, orderly, healthy, productive men.

A partir do final do século XIX e início do século XX, foram pensadas diferentes mobilizações de educação, de assistência e de formação destinadas a infância pobre. Dentro desse contexto, o Asilo de São Francisco de Assis exerceu sua função. A instituição atendia crianças e jovens nas seguintes condições: meninos órfãos de pai e de mãe, ou somente de pai, pobres e desvalidos, entre 7 e 14 anos, que não tivessem nenhuma doença física ou mental e nenhuma moléstia. Diante do cenário apresentado, esta pesquisa tem por objetivo investigar a atuação do Asilo de São Francisco de Assis na cidade de São João del rei entre os anos de 1888-1940, tentando compreender o atendimento prestado aos meninos órfãos. O interesse foi identificar quem eram os meninos asilados e compreender qual educação estava presente no contexto de formação desses meninos. O recorte temporal se estabelece tendo em vista o primeiro movimento de construção do Asilo, em 1888, e se finda em 1940, ano em que a direção do Asilo deixou de pertencer ao Instituto Padre Machado, passando a ser de inteira responsabilidade da mesa administrativa da Venerável Ordem Terceira de São Francisco de Assis e a educação dos meninos asilados passou a ser ministrada em grupos escolares da cidade. Para a análise dos dados, o entendimento sobre as “relações de poder” e sobre a “produção de saber e de verdade”, de Michel Foucault, foi importante para a compreensão do atendimento prestado à infância órfã sanjoanense a partir das ações do Asilo de São Francisco de Assis e das instituições anexas a ele. Além disso, a compreensão que existem diferentes tipos de instituições, de Erving Goffman, foi essencial para o entendimento do funcionamento do Asilo de São Francisco de Assis e sua atuação na assistência aos meninos órfãos. Para a pesquisa documental foram elencadas fontes históricas diversas, como o estatuto do Asilo de São Francisco de Assis; relatórios enviados à Secretaria de Interior; relação dos menores internados no Asilo; as atas das reuniões da VOT; cartas enviadas a diferentes sujeitos e instituições; fotografias e jornais da época. Os resultados apontam para uma formação dos asilados voltada às faculdades físicas, morais e para o aprendizado de artes e ofícios, com o intuito de formar cidadãos disciplinados, aptos para o mundo do trabalho, para servir a pátria. Além disso, o Asilo desenvolvia ações que foram ao encontro dos ideais eugenistas da época ao asilar meninos pretos e pardos. Ainda indicam a cultura das masculinidades, propagada no início da República, para que fossem indivíduos masculinos, ou seja, homens ordeiros, sadios, produtivos e úteis.

We have analyzed the process of schooling of black boys at different stages of the main professional education institution in the State of Rio Grande do Norte, currently known as the Federal Institute of Education, Science and Technology (IFRN). We will consider the period from 1909 to 1954, which refers to the creation of the School of Apprentice Artisans of Natal by Decree No. 7,566, of September 23, 1909; until its transformation into the Industrial High School of Rio Grande do Norte by Law No. 378, of January 13, 1937 and, a few years later, into the Industrial School of Natal by Decree No. 4,127, of February 25, 1942. This work aims to contribute to the historiography of the State of Rio Grande do Norte, which still has limited approaches to the inclusion of blacks in the Brazilian schooling process, especially in the network of schools that made up vocational education in the first decades of the Republic. Through the use of documentary sources available in the IFRN General Archive, especially iconography, we sought to identify the presence of black people in professional education, whether as students or teachers. Created in 1909 by the President of the Republic Nilo Peçanha, who was also a black man, the 19 Apprenticeship Schools were inaugurated in 1910 in the capitals of their respective federal units. We note that in the decree of creation, social origin is a determining factor for inclusion in these schools, but color is no longer a factor of exclusion as it was in the regulations for the Colleges of Educated Artisans (also called Houses of Educated Artisans) in the imperial period. Created in various provincial capitals in the mid-19th century, the regulations for these institutions imposed strict rules to prevent the enrollment of slaves, stating that in addition to age, parentage and place of birth, the color of the individual was systematically excluded from this segment of the population. In the new institution created by the Republic, we did not find any documents attesting to the color of the individual. In the enrollment books we found, there is only information on the students' names, age, place of birth, father's occupation, and home address. The lack of such records is a limiting factor for the historian of education to draw conclusions about the inclusion of this population. Hence the importance of using iconography as a research source. For the analysis of the documentary sources, we relied on the theoretical contributions of Magalhães (2004), Julia (2001), Manfredi (2002), Kossoy (2002) and Gurgel (2007), which allowed us to problematize the sources and to reflect on the lack of historiographical studies on the subject in question. In conclusion, the study points out that despite the systematic mechanisms that contributed to the exclusion of blacks from educational processes, we found that the provision of vocational education through the network of vocational schools was responsible for reducing the exclusion of blacks from access to schooling in Brazil.

Analisamos o processo de escolarização de meninos negros em diferentes fases da principal instituição norte-rio-grandense de educação profissional, atualmente denominada de Instituto Federal de Educação, Ciência e Tecnologia (IFRN). Consideraremos o período de 1909 a 1954, que refere-se a criação da Escola de Aprendizes Artífices de Natal pelo Decreto n° 7.566, de 23 de setembro de 1909; até a transformação em Liceu Industrial do Rio Grande do Norte mediante a Lei nº 378, de 13 de janeiro de 1937 e, alguns anos depois, em Escola Industrial de Natal pelo Decreto nº 4.127, de 25 de fevereiro de 1942. Este trabalho visa contribuir com a historiografia norte-rio-grandense que ainda apresenta limitações nas abordagens acerca da inserção do negro no processo de escolarização brasileiro, especialmente, na rede de escolas que integrava o ensino profissional nas primeiras décadas da República. Mediante o uso de fontes documentais disponíveis no acerco do Arquivo Geral do IFRN, com destaque para iconografia, buscamos identificar a presença do negro no ensino profissional no Rio Grande do Norte, seja na condição de aluno ou na condição de professor. Criadas em 1909, pelo presidente da República Nilo Peçanha, que era também um homem negro, as 19 Escolas de Aprendizes Artífices foram inauguradas no ano de 1910 nas capitais das suas respectivas unidades federativas. Observamos que no Decreto de criação a origem social é um fator determinante à inclusão nessas escolas, mas a cor não é mais fator de exclusão como constava na regulamentação dos Colégios de Educandos Artífices (também denominadas de Casas de Educandos Artífices), no período imperial. Criadas em diferentes capitais das províncias, em meados do século XIX, a regulamentação dessas instituições impunha normas rígidas para barrar a matrícula de escravos, fazendo-se constar além da idade, filiação, naturalidade, a cor do indivíduo em uma sistemática exclusão desse segmento populacional. Na nova instituição criada pela República, não localizamos documentos que atestassem a cor do indivíduo. Nos livros de matrícula que localizamos, existem informações apenas quanto ao nome dos alunos, idade, naturalidade, profissão do pai e endereço residencial. A inexistência desse registro é um fator limitante para o historiador da educação fazer inferências sobre a inclusão dessa população. Daí a importância do uso da iconografia como fonte de pesquisa. Para a análise das fontes documentais, contamos com as contribuições teóricas de Magalhães (2004), Julia (2001), Manfredi (2002), Kossoy (2002) e Gurgel (2007), que têm permitido problematizarmos as fontes e tecer considerações acerca da ausência de estudos pela historiografia sobre o objeto em tela. À guisa de conclusão, o estudo aponta que, não obstante os mecanismos sistemáticos que contribuíram para a exclusão dos negros dos processos educativos, constatamos que, a oferta do ensino profissional pela rede de escolas profissionais foi responsável pela redução da exclusão do negro ao acesso à escolarização no Brasil.

This academic work proposes a critical analysis of women's education, exploring the perspective of decoloniality, especially in the context where women are perceived as "inferior," as discussed by Gayatri Spivak. Based on the premise that colonial structures deeply influenced the social construction of femininity, the study seeks to investigate how these influences manifest in educational practices, perpetuating gender stereotypes and hierarchies. Using Spivak's theoretical approach, it aims to examine how women have been historically subalternized in colonial discourse and how this subalternization is reflected in education. Taking Casa da Divina Providência, a Catholic educational institution for poor girls, as a reference, the study seeks to understand how the prevailing educational model in the early 20th century insisted on maintaining and institutionalizing social imbalance and exclusion. By investigating the intricate processes of subalternization and educational oppression, particularly faced by significant portions of the population, with a special emphasis on women, especially those belonging to less privileged socioeconomic strata, this study proposes a profound reflection on the construction of inequalities in the context of São Paulo. Delving into the research through historical documents such as civility compendiums and teaching yearbooks, I meticulously examine how the adopted educational model in this context reinforced the maintenance of social inequalities and perpetuation of gender stereotypes. By incorporating female narratives and educational theories from the perspective of decoloniality, I aim to comprehend how education, at its core, contributed to the reproduction of these narratives of inferiority. Emphasis is placed on the crucial need to recognize women's voices in deconstructing these structures, highlighting pedagogical strategies that enable critical awareness and resistance to marginalization. By investigating educational practices that decolonize knowledge, the goal is to present a broader view of the complex intersections between gender, coloniality, and education. Additionally, it seeks a deeper understanding of more inclusive educational practices, recognizing the importance of a critical approach to dismantle structures that historically relegated women to an inferior position. This study not only contributes to the academic dialogue on decoloniality in education but also emphasizes the urgent need to rethink educational practices, promoting an emancipatory education that challenges existing norms and advocates for gender equality.

Este trabalho acadêmico propõe uma análise crítica da educação de mulheres, explorando a perspectiva da decolonialidade, especialmente no contexto da mulher sendo percebida como "inferior", conforme discutido por Gayatri Spivak. Partindo da premissa de que as estruturas coloniais influenciaram profundamente a construção social da feminilidade, o trabalho busca investigar como essas influências se manifestam nas práticas educativas, perpetuando estereótipos e hierarquias de gênero. Utilizando a abordagem teórica de Spivak, busca-se examinar como as mulheres foram historicamente subalternizadas no discurso colonial e como essa subalternização se reflete na educação. Tomando como referência a Casa da Divina Providência, uma instituição educacional católica voltada para meninas pobres, o trabalho busca perceber como o modelo educacional vigente no início do século XX insistiam na manutenção e institucionalização do desequilíbrio social e da exclusão. Ao investigar os intricados processos de subalternização e opressão educacional, amplamente enfrentados por significativas parcelas da população, com especial ênfase nas mulheres, principalmente aquelas pertencentes a estratos socioeconômicos menos favorecidos, este estudo propõe uma reflexão aprofundada sobre a construção das desigualdades no contexto da capital paulista. Aprofundando a investigação através de documentos históricos como compêndios de civilidade e anuários de ensino, examino minuciosamente como o modelo educacional adotado nesse contexto reforçava a manutenção de desigualdades sociais e a perpetuação de estereótipos de gênero. Ao incorporar narrativas femininas e teorias educacionais sob a perspectiva da decolonialidade, busco compreender como a educação, em sua essência, contribuiu para a reprodução dessas narrativas de inferioridade. Destaca-se a necessidade crucial de reconhecer a voz das mulheres na desconstrução dessas estruturas, evidenciando estratégias pedagógicas que permitiam a conscientização crítica e a resistência à marginalização. Ao investigar práticas educativas que descolonizam o conhecimento, viso apresentar uma visão mais ampla das complexas interseções entre gênero, colonialidade e educação. Além disso, busca-se uma maior compreensão sobre as práticas educativas mais inclusivas, reconhecendo a importância de uma abordagem crítica para desmantelar as estruturas que historicamente relegaram as mulheres a uma posição inferior. Este estudo não apenas contribui para o diálogo acadêmico sobre a decolonialidade na educação, mas também enfatiza a necessidade premente de repensar práticas educativas, promovendo uma educação emancipadora que desafia as normas vigentes e promove a igualdade de gênero.

Inserted within the field of History of Education, with a theoretical and methodological basis in historiography concerning Childhood and Youth, this presentation aims to analyze a criminal case involving a minor in the city of Santa Maria, in the state of Rio Grande do Sul, in the year 1928. The study indicates that in a certain context, corrective practice, characterized by forms of symbolic violence and corporal punishment, was conceived as an educational method aimed at suppressing minor offenses and promoting social conformity among deviant individuals, making them docile and obedient. The criminal process is the main source of investigation, composed of sixty-one pages that are under the custody of the Public Archive of the State of Rio Grande do Sul (APERS). Reflection on police processes and inquiries as historical sources for investigating educability within a specific temporal and spatial context highlights the capacity of such documents to analyze socially established norms of behavior, as well as potential resistances and violations of legislation and public order. In criminal proceedings, the narratives of defendants, victims, police officers, lawyers, and witnesses reveal a multitude of accounts addressing the sensitivities and sufferings of those who, in some way, seek justice and reparation for violations of the law. In the case at hand, the plot begins with a report from Antonio Rizzato, an Italian citizen, married, and a pharmacist, who alleged the theft of several fine dresses belonging to his wife. He attributed the theft to his "little maid," a 9-year-old girl named Maria Alves dos Santos, who was under his guardianship and was also his goddaughter. The Police Chief, Dr. João Bonuma, upon interrogating the accused, noticed signs of physical abuse. It was at this moment that the minor reported that she had been suffering daily assaults from her godfather as a consequence of the offense. The records indicate that the pharmacist was liable for bodily harm (Article 303 of the Penal Code of 1890) with the aggravating factor of the crime being committed against a minor and by her guardian (Article 39 § 9 of the Penal Code of 1890). In the defense, Rizzato's attorney argued that the defendant's conduct was not motivated by criminal intentions but rather aimed at correcting the defendant, stating that "punishment is perfectly justifiable, provided there has not been an excess that would reveal the wickedness of the one executing it," considering that the minor was acquiring harmful habits of idleness, "the most fertile ground for crime." Through a descriptive-analytical approach grounded in a Foucauldian perspective, we observe that the analysis of criminal complaint processes reveals the existence of patterns of criminality and violence involving children and young people. When considered in light of the penal codes of the time, such occurrences emerge as phenomena resulting from various social factors marked by regularities that do not always consider the needs of care and protection of children and young people, thus making them subject to historical investigation and potentially fruitful for study in the fields of History of Education, Childhood, and Youth.

Inserido no campo da História da Educação, tendo como base teórica e metodológica a historiográfica concernente à Infância e à juventude, a presente comunicação tem como proposta a análise de um processo criminal envolvendo uma menor na cidade de Santa Maria, no estado do Rio Grande no Sul, no ano de 1928. O estudo indica que em um determinado contexto, a prática corretiva, marcada por formas de violência simbólica e castigos corporais, foi concebida como um método educativo, visando reprimir pequenos delitos e promover a conformidade social entre os indivíduos desviantes, tornando-os dóceis e obedientes. O processo crime é a fonte principal de investigação, composto por sessenta e uma páginas que se encontra sob a guarda do Arquivo Público do Estado do Rio Grande do Sul (APERS). A reflexão acerca dos processos e inquéritos policiais como fontes históricas para a investigação da educabilidade em um determinado contexto temporal e espacial, evidencia a capacidade que tais documentos possuem para a análise das normas de comportamento socialmente estabelecidas, assim como para as potenciais resistências e violações à legislação e à ordem pública. Nos processos criminais, as narrativas dos réus, vítimas, agentes policiais, advogados e testemunhas revelam uma multiplicidade de relatos que abordam sensibilidades, sofrimentos daqueles que, de alguma maneira, buscam justiça e reparação diante das transgressões à lei. No caso em tela, a trama se inicia com uma denúncia de Antonio Rizzato, cidadão italiano, casado, farmacêutico, o qual alegou o furto de diversos vestidos finos pertencentes à sua esposa. Furto que atribuiu a sua “empregadinha” uma menina de 9 anos de idade, chamada Maria Alves dos Santos, a qual era sua tutelada e afilhada. O delegado de Polícia, Dr. João Bonuma, ao interrogar a acusada, notou indícios de espancamento. Foi neste momento que a menor relatou que vinha sofrendo agressões diárias por parte de seu padrinho, como consequência do delito. Nos autos, consta que o farmacêutico estava incurso nas penas de lesão corporal (Art. 303 do código penal de 1890) com o agravante de o crime ter sido cometido contra uma menor e por seu tutor (Art. 39 § 9 do código penal de 1890). Na defesa, o patrono de Rizzato sustentou que a conduta do acusado não foi motivada por intenções criminosas, mas de corrigir a ré, sendo “perfeitamente justificável o castigo, desde que não tivesse havido excesso de maneira há patentear perversidade de quem o executa” visto que a menor estava adquirindo hábitos prejudiciais de ociosidade, “os mais fecundos do crime”. Mediante uma abordagem descritivo-analítico fundamentada na perspectiva foucaultiana, observamos que a análise dos processos de queixa-crime revela a existência de padrões de criminalidade e violência envolvendo crianças e jovens. Quando consideradas à luz dos códigos penais da época, tais ocorrências surgem como fenômenos resultantes de diversos fatores sociais marcados por regularidades que nem sempre consideram as necessidades de cuidado e proteção das crianças e dos jovens, tornando-os, assim, passíveis de investigação histórica e potencialmente fecundos para estudo no campo da História da Educação, da Infância e dos Jovens.

The objective of this study is to investigate the evidence of school practices at Escola Normal Assunta Fortini, in Barão/RS, through Revista Ação. Considering the relevance of school printed matter, which spread, through new-school ideas, in Freinet, from 1920 (GONZALEZ-MONTEAGUDO, 2013). The school press emerges as a teaching tool that promotes learning, reading, writing and encourages knowledge of the surroundings. The textual support presents traces to analyze everyday school practices. School printed matter unfolds everyday practices with speeches, writings and relationships established between the institution and the subjects of this history to understand that “daily life is what is given to us each day (or that we have to share) [...] or even “ Everyday life is what holds us intimately, from within.” [...] and to understand what is given or not in everyday life. “It is a story on our way to ourselves, almost in retreat, sometimes veiled” (CERTEAU, 1996, p. 31). This study examines the three editions of the magazine, produced by normalists and their teachers, in the period between 1967 and 1969. It considers the materiality, the sections present in the editions, themes that were covered, the opinion, highlights, manifestations and rejections of the students.Regarding the materiality of the magazine, the editions are presented in print on good quality paper, with a yellowish tone, in good presentation conditions. In a rectangular format, the size of a small notebook, editions 1, 2 and 3 had 34, 60 and 26 pages, respectively. In edition 2, more pages stand out, due to research. With black and white internal printing and colored covers, editions 1 and 2 contain tables and illustrations and edition 3 innovates with some photographs. Its organization includes the editorial, the director's text, information from municipalities, school news, social events, poems, children's sessions and announcements. It appears that the magazine was well produced and included important elements for the school community. Among the articles published in the editions, a survey carried out by students with the school community stands out, entitled “Barão, a vision for reality”. Broad, with significant data, the research meets the educational proposal of knowing the place where the student is located. Considering the period and the research concept, the pedagogical work carried out draws attention. The commitment of those involved in this project entitled “Ação” can be noted, the magazine which, as the name suggests, sought to encourage youth and gain prominence. Information regarding the Normal Course classes, the number of trained teachers and school development is privileged. It is clear that the intention was to demonstrate that the school was on the move.The sources present possibilities of locating evidence of the past experienced by young normalistas, reconstituting faces of the experiences constituted there. The set of magazines brings possibilities to analyze school practices, to constitute history and compare official discourses.

O objetivo deste estudo é investigar os indícios das práticas escolares da Escola Normal Assunta Fortini, de Barão/RS, por meio da Revista Ação. Considerando a relevância dos impressos escolares, que se difundiram, através das ideias escolanovistas, em Freinet, a partir de 1920 (GONZALEZ-MONTEAGUDO, 2013). A imprensa escolar surge como ferramenta de ensino que favorece a aprendizagem, leitura, escrita e incentiva conhecer o entorno. O suporte textual apresenta vestígios para analisar práticas do cotidiano escolar. Os impressos escolares desdobram as práticas cotidianas com discursos, escritos e relações estabelecidas entre instituição e sujeitos dessa história para entender que “o cotidiano é aquilo que nos é dado cada dia (ou que nos cabe em partilha) [...] ou ainda “O cotidiano é aquilo que nos prende intimamente, a partir do interior”. [...] e para a compreensão do que está dado ou não no cotidiano. “É uma história a caminho de nós mesmos, quase em retirada, às vezes velada” (CERTEAU, 1996, p. 31). Nesse estudo são examinadas as três edições da revista, produzidas por normalistas e seus professores, no período entre 1967 e 1969. Considera-se a materialidade, as seções presentes nas edições, temas que foram abordados, a opinião, destaques, manifestações e repúdios dos estudantes. Quanto à materialidade da revista, as edições são apresentadas numa impressão em papel de boa qualidade, com coloração de tom amarelado, em boas condições de apresentação. Num formato retangular, em tamanho de um caderno pequeno, as edições 1, 2 e 3 contaram, respectivamente, com o número de 34, 60 e 26 páginas. Destaca-se, na edição 2. mais páginas, devido a pesquisa. Com impressão interna em preto e branco e as capas coloridas, as edições 1 e 2 contém tabelas e ilustrações e a edição 3 inova com algumas fotografias. Em sua organização estão o editorial, texto do diretor, informações dos municípios, notícias da escola, eventos sociais, poemas, sessão infantil e anúncios. Constata-se que a revista foi bem produzida e contou com elementos importantes para a comunidade escolar. Dentre as matérias publicadas nas edições, destaca-se uma pesquisa realizada pelos alunos com a comunidade escolar, intitulada “Barão, uma visão para a realidade”. Ampla, com dados significativos, a pesquisa vai ao encontro da proposta educacional de conhecer o local onde o aluno está inserido. Considerando o período e o conceito de pesquisa, chama atenção o trabalho pedagógico realizado. Nota-se o empenho dos envolvidos com esse projeto intitulado “Ação”, a revista que como o nome sugere buscava movimentar e obter o protagonismo juvenil. São privilegiadas informações referentes às turmas do Curso Normal, a quantidade de professores formados e o desenvolvimento escolar. Percebe-se a intenção de demonstrar que a escola estava em movimento.As fontes apresentam possibilidades de localizar indícios do passado vivenciado pelos jovens normalistas, reconstituindo faces das vivências ali constituídas. O conjunto das revistas traz possibilidades de analisar as práticas escolares, para constituir a história e confrontar os discursos oficiais.

This paper examines women’s magazine as an educational tool and as a contested space of modernity and decoloniality through a chronical and thematic read of a popular weekly women’s magazine Linglong circulating in Shanghai between 1931 and 1937. Published in the peak of urban print culture and the Modern Girl phenomenon in cosmopolitan Shanghai, Linglong as a print space with its total 298 issues captured how the modern Chinese woman was reimagined in a multiplicity of ways – in discussion columns, advertising, and images – as a key element in the modernisation of public and urban life in Shanghai. The magazine featured a wide range of topics relevant to the lives of urban Chinese women, covering featured columns on scientific cooking methods, food preservation, first aid, beauty trends, modern home decoration, career outlooks of university women, and childcare. Advertisements on modern hygiene products such as toothpaste, deodorant, washing powder also made weekly presence. In featuring these topics, the magazine operated as a space that gathered, circulated, and contested ideas on public and domestic life, career pursuits of women, commercial culture, modern hygiene, science and home, as these intersected with a dynamic landscape of gender featuring the Modern Girl. Situated in the broader cultural landscape of cosmopolitan Shanghai, an urban space that had multiple colonial presence and influence in the Republican period (1911-1949), this paper argues LingLong, with its multiple streams of voices and viewpoints on what makes a Chinese woman modern, served as a tool and a technology with which the very image of Modern Chinese Woman came into being. As an educational tool, the magazine disseminated knowledge and practice of modern hygiene as these related to cooking, domestic cleansing, laundry, child health, birth control, and sexual conducts. Its extensive coverage of nudity, of women in swimming and cycling, also had a liberating and emancipating intent in how Chinese women may look at their body. By educating Chinese women to experiment, practice, and exercise modern practices related to health and hygiene and by bringing Chinese women to the forefront of commercial culture of health, the magazine ruptured the conventional framing that colonialism or colonial presence in Chinese treaty ports imposed an imperial notion of femininity that stratified a class division in Chinese society. This paper argues Linglong magazine, by responding and speaking to Chinese university women, industrial girls, housewives, professional women, served as a liberating tool that ruptured class boundaries, and to a certain extent, racial boundaries in cosmopolitan Shanghai. As a women’s magazine, Linglong transgressed the framing of a modern, imperial metropole and a ‘backward’, colonial periphery. It captured the process Shanghai Chinese women grasping the complex and contradictory discourses of modern women. It shows the Modern Woman in Shanghai is a “classless” figure, contesting the intersection of colonial presence and cosmopolitan influence.

In 2024 it will be 50 years since the military civil dictatorship determined the closure of normal schools in Chile. This teacher training model, which prepared primary education teachers for 130 years (Núñez, 2010), was severely questioned on different occasions. In the period between 1927 and 1974, normal schools were closed twice: first, in the context of the implementation of the educational reform led by the General Association of Teachers between 1927 and 1928; then, between 1973 and 1974, by the civil military dictatorship of Pinochet. In both processes, the authorities argued political problems, but also of a technical nature: it was argued that normal schools had failed to 'modernize' their pedagogical practices or to meet the training standards demanded by the educational system (Núñez, 1987; Pérez Navarro, 2017).

Most of the research that attempts to explain these processes relies on analyzing the policies that shaped regular education. However, these processes have not been examined from the perspective of the cultural history of education. In this framework, the purpose of this paper is to analyze, from a perspective that privileges the historical-cultural analysis of educational experiences (Escolano, 2017; Rockwell, 2018; Viñao, 2000), the consensuses and tensions in the pedagogical experiences and practices of women's normalist education between 1927 and 1974, based on the cases of women's normal schools in Santiago. Specifically, the cases of Normal School No. 1 and Normal School No. 2 will be analyzed. While the first institution -due to its boarding system- was considered the most important and traditional space for female normalist education in the country, Normal School No. 2 has external students (an exceptional case in the Chilean normal school system) and, at times, implemented policies that challenged the classical model of normalist education.

Methodologically, we analyze not only the official documentation of the policies that shaped the reformist processes of normal education, but also those historical sources that allow us to reconstruct pedagogical practices and school culture, such as the memoirs of former students, reports on supervised practices, and title seminars of the Women's Normal Schools No. 1 and No. 2. In addition, the testimonies of female teachers who graduated from both establishments are analyzed.

En 2024 se cumplen 50 años desde que la dictadura civil militar determinó el cierre de las escuelas normales en Chile. Este modelo de formación docente, que preparó al profesorado de educación primaria durante 130 años (Núñez, 2010), fue severamente cuestionado en varias ocasiones. En el período comprendido entre 1927 y 1974, las escuelas normales fueron clausuradas en dos oportunidades: primero, en el contexto de la implementación de la reforma educativa liderada por la Asociación General de Profesores entre 1927 y 1928; luego, entre 1973 y 1974, por la dictadura civil militar de Pinochet. En ambos procesos de cierre las autoridades argumentaron problemas políticos, pero también de carácter técnico: se planteaba que las escuelas normales no habían logrado ‘modernizar’ sus prácticas pedagógicas ni cumplir con los estándares de formación que demandaba el sistema educativo (Núñez, 1987; Pérez Navarro, 2017).

La mayoría de las investigaciones que abordan estos procesos construyen sus explicaciones con base en el análisis de las políticas que configuraron la enseñanza normal. Sin embargo, estos procesos no han sido examinados a partir de la perspectiva de la historia cultural de la educación. En este marco, el objetivo de la presente ponencia es analizar los consensos y tensiones en las experiencias y prácticas pedagógicas de la formación normalista femenina entre 1927 y 1974, con base en los casos de las escuelas normales femeninas de Santiago y desde una perspectiva que privilegia el análisis histórico-cultural de las experiencias educativas (Escolano, 2017; Rockwell, 2018; Viñao, 2000).Específicamente, se analizan los casos de la Escuela Normal n.° 1 y la Escuela Normal n.° 2. Mientras que el primer establecimiento -debido a su régimen de internado- era considerado como el principal y más tradicional espacio de formación normalista femenina del país; la Escuela Normal n.° 2 siempre funcionó en régimen de externado (un caso excepcional en el sistema de escuelas normales chilenas) y, por momentos, implementó políticas que cuestionaron el modelo clásico de formación normalista.

En términos metodológicos, no solo se analiza la documentación oficial de aquellas políticas que configuraron los procesos reformistas de la enseñanza normal, sino también aquellas fuentes históricas que permiten reconstruir las prácticas pedagógicas y la cultura escolar, como memorias de exestudiantes, informes de prácticas supervisadas y seminarios de título de las escuelas normales femeninas n.° 1 y n.° 2. Asimismo, se examinan los libros de registros y archivos documentales salvaguardados por la antigua escuela anexa a esta escuela normal, donde las maestras realizaban sus prácticas profesionales. Complementariamente, se analizan testimonios de profesoras normalistas egresadas de ambos establecimientos.

The objective of this study is to analyze, in the light of the History of Books, Reading, Publishing and Cultural History, relevant elements for the construction of a historiographical operation about children's books written by Erico Veríssimo, a renowned author from Rio Grande do Sul. Therefore, the methodology, choice and use of sources, as well as the materiality of the printed matter highlighted, are of great importance. The four books selected for the research, developed during the post-doctoral internship carried out at the Federal University of São Paulo throughout the year 2023, are: A vida de Joana d’Arc (1935), Aventuras de Tibicuera (1937), Viagem à aurora do mundo (1939) e Aventuras no mundo da higiene (1939), all published by Livraria e Editora Globo (LEG), in Porto Alegre (RS), between 1935 and 1939. At least three of these books were part of collections multi-authors, a strategy used by the publishing house to reduce costs and retain readers, according to Hallewell (2012). An example of a book published outside the collection and which later became part of the Burrinho Azul collection was the biography A vida de Joana d’Arc (1935); The hygiene manual Aventuras no mundo da higiene (1939) was also part of this collection. The book As Aventuras de Tibicuera (1937), which tells the history of Brazil, was part of the Aventura collection. In a critical look at these works, it is possible to identify representations of characters, such as the poor boy, who is sick and ugly, or the indigenous man, who in order to become a “civilized” man takes on the characteristics of the white man; on the other hand, in his books, knowledge is defended as a form of resistance to adversity. The time frame is due to the year of publication of the first work, 1935, and the launch, in 1939, of Aventuras no mundo da higiene, the last youth book written by the author, who would go on to dedicate himself to his short stories and novels, in addition to from other areas of activity, such as collaborations with magazines and newspapers (Carvalho, 2016 and 2021). As already explained, the theoretical analyzes and methodological approach of this study are anchored in assumptions extracted from the History of Books, Reading and Publishing and Cultural History, notably in research carried out by Chartier (1990, 1996), with emphasis on the materiality of the printed materials. Aspects relating to the life and performance of the writer are debated based on studies by Chaves (1972) and Carvalho (2016, 2021), while the research carried out by Ramos (2016) contributes to the deepening of analyzes on the graphic characteristics of the works studied here. The memoirs of Veríssimo (1935; 1937; 1939; 1939; 2005a; 2005b; 2011) were used in this study, as they offer clues about the process of creation and publication of the highlighted books. From reading the 4 selected books and the reading protocols located, it is possible to think of an educational project, both by Veríssimo and LEG.

O objetivo deste estudo é analisar, à luz da História do Livro, da Leitura e da Edição e da História Cultural, elementos relevantes para a construção de uma operação historiográfica acerca dos livros infantojuvenis escritos pelo gaúcho Erico Veríssimo, reconhecido autor brasileiro. Deste modo, a metodologia, a escolha e o uso das fontes, assim como a materialidade dos impressos em destaque, são de grande importância. Os quatro livros selecionados para a pesquisa, desenvolvida ao longo do estágio pós-doutoral realizado na Universidade Federal de São Paulo ao longo do ano de 2023, são: A vida de Joana d’Arc (1935), Aventuras de Tibicuera (1937), Viagem à aurora do mundo (1939) e Aventuras no mundo da higiene (1939), todos publicados pela Livraria e Editora Globo, de Porto Alegre (RS), entre os anos de 1935 e 1939. Pelo menos três desses livros fizeram parte de coleções multiautorais, estratégia utilizada pela casa-editora para baratear os custos e fidelizar os leitores, conforme Hallewell (2012). Um exemplo de livro publicado fora de coleção e que mais tarde passou a integrar a coleção Burrinho Azul foi a biografia A Vida de Joana D’Arc (1935); o manual de higiene Aventuras no mundo da higiene (1939) também fez parte desta coleção. Já o livro As aventuras de Tibicuera (1937), que narra a história do Brasil, fez parte da coleção Aventura. Em uma visada crítica acerca destas obras, é possível identificar representações de personagens, como o menino pobre, que é doente e feio, ou o indígena, que para se tornar um homem “civilizado” assume características do homem branco; em contrapartida, em seus livros, o conhecimento é defendido como forma de resistência às adversidades. O recorte temporal se deve ao ano de publicação da primeira obra, 1935, e ao lançamento, em 1939, de Aventuras no mundo da higiene, último livro juvenil escrito pelo autor, que passaria a se dedicar aos seus contos, romances e novelas, além de outras frentes de atuação, como colaborações com revistas e jornais (Carvalho, 2016 e 2021). Conforme já exposto, as análises teóricas e a abordagem metodológica desse estudo ancoram-se em pressupostos extraídos da História do Livro, da Leitura e da Edição e da História Cultural, notadamente, nas pesquisas realizadas por Chartier (1990, 1996), com destaque para a materialidade dos impressos. Aspectos relativos à vida e atuação do escritor são debatidos com base nos estudos de Chaves (1972) e Carvalho (2016 e 2021), já a pesquisa realizada por Ramos (2016) contribui para o aprofundamento das análises sobre as características gráficas das obras ora estudadas. Os livros de memórias de Erico Veríssimo (1935; 1937; 1939; 1939; 2005a; 2005b; 2011) foram acionados neste estudo, na medida em que oferecem indícios sobre o processo de criação e publicação dos livros em destaque. A partir da leitura dos 4 livros selecionados e dos protocolos de leitura localizados, é possível pensar em um projeto educativo, tanto de Erico Veríssimo quanto da Livraria e Editora do Globo.

Between the thirteenth and fourteenth centuries, an evolved culture developed in the central region of Chile: that of the ‘Mapuche’, which in Mapudungun means 'people of the land': it occupied an area between the Maule and ‘Tolten’ rivers, from the coast to the central valleys. They assimilated the agricultural and sedentary culture and also had cattle based on llamas and alpacas, from which they obtained wool for their clothes. They barely developed metallurgy. The ‘Mapuche’ people are and have always been one of the most important indigenous ethnic groups in the country, both because of their social and demographic weight and because of their strong sense of cultural identity, which has historically found forms of resistance and adaptation to the dynamics of border contact with Spaniards and Chileans (Memoria Chilena, n.d.). In fact, they were never subdued by the Spaniards and only with the so-called 'Pacification of Araucanía', the Chilean army stripped them of their best lands and entrenched them, which is the origin of the current problem of that ethnic group with the Chilean state that began half a century ago (Caiceo, 2021). This meant that during the last century they began an intense stream of rural/urban migration, which has led to more than half of the Chilean ‘Mapuche’ living in the cities, especially in Santiago and Temuco. However, its customs and especially its gastronomy remain; moreover, one of its culinary ingredients, ‘merkén’, has become internationalized. In Chile, one of the most popular ‘Mapuche’ dishes is ‘charquican’, a stew of potatoes, corn, squash and meat. There are many different recipes for this dish, considered by some Chileans to be an unofficial national dish, in which seaweed is sometimes used instead of meat. The versatile leaves of ‘culen’, a shrub native to Chile, are used by the ‘Mapuche’ to make a sweet punch, as well as being considered a natural treatment for wounds. ‘Mapuche’ cuisine is an art that is based on the transmission of the wisdom of its people, from mothers to daughters; That is part of ‘Mapuche’ education. It is a role mainly exercised by women who teach the value of the products 'of the land' and the importance of a good diet, with meaning, since it is not only the 'ingredient', but the whole process that it entails (Socias & Soto, 2016). "Mapuche cuisine is a creation, an art, a knowledge that is not based on recipes, like Western gastronomy, but is the experience of finding the origin of food. Our cuisine is based on the land, the climate, the native forest and the water (...) (Epulef, 2013, p. 4). For this reason, it has remained unchanged from the colony to the present day.

Entre los siglos XIII y XIV se desarrolló una cultura evolucionada en la región central de Chile: la de los mapuches, que en mapudungun significa ‘gente de la tierra’: Ocupaba una zona entre los ríos Maule y Toltén, desde la costa a los valles centrales. Asimilaron la cultura agrícola y sedentaria y además, tenían ganado a base de llamas y alpacas, de las que obtenían lana para sus ropas. Apenas desarrollaron la metalurgia. El pueblo mapuche es y ha sido siempre de las etnias originarias más importantes del país, tanto por su peso social y demográfico como por su fuerte sentido de identidad cultural, que ha encontrado históricamente formas de resistencia y de adaptación a la dinámica del contacto fronterizo con españoles y chilenos (Memoria Chilena, s/f). De hecho, nunca fue sometido por los españoles y solo con la llamada ‘Pacificación de la Araucanía’, el ejército chileno los despojó de sus mejores tierras y los atrincheró, lo cual es el origen del problema actual de esa etnia con el estado chileno que comenzó hace un medio siglo (Caiceo, 2021). Ello significó que durante el siglo pasado iniciaron una intensa corriente de migración campo/ciudad, lo que ha llevado a que hoy más de la mitad de los mapuches chilenos vivan en las ciudades, especialmente en Santiago y Temuco. Sin embargo, sus costumbres y especialmente su gastronomía se mantienen; más aún, uno de sus ingredientes culinarios, el merkén, se ha internacionalizado. En Chile, uno de los platos mapuches más populares es el charquicán, un guiso de papas, maíz, zapallo y carne. Existen muchas recetas distintas para este plato, considerado por algunos chilenos como un plato nacional no oficial, en el que algunas veces se utilizan algas en lugar de carne. Las versátiles hojas del culén, un arbusto nativo de Chile, son utilizadas por los mapuches para hacer un ponche dulce, además de considerarse tratamiento natural para las heridas. La cocina mapuche es un arte que se basa en la transmisión de la sabiduría de su pueblo, de las madres a las hijas; eso es parte de la educación mapuche. Es un rol principalmente ejercido por mujeres que enseñan el valor de los productos ‘de la tierra’ y lo importante de una buena alimentación, con sentido, ya que no sólo es el ‘ingrediente’, sino todo el proceso que éste conlleva (Socías & Soto, 2016). “La cocina mapuche es una creación, un arte, un saber que no se basa en recetas, como la gastronomía occidental, sino que es la experiencia de encontrarse con el origen de los alimentos. Nuestra cocina tiene su base en la tierra, el clima, el bosque nativo y el agua (…)(Epulef, 2013, p. 4). Por ello, se ha mantenido inalterable desde la colonia hasta nuestros días.

This paper focuses on the institutionalized development of the higher medical education in modern China, especially the pioneering work of medical missionaries. For these first arrivals, the best way to gain trust from ordinary Chinese people and increase their faith in God was relieving sufferings and removing pain. So the establishment of hospitals or clinics and training native medical staffs were the initial work of missionaries and their affiliations. Among these medical missionary organizations, St. John’s University established by the Episcopal Church in the US in 1879 was the oldest one for higher medical education in modern China. It enrolled Chinese students and provided the most advanced medical training. Almost all the graduates became leading figures in China’s medical domain. From this perspective, the medical education offered by missionary universities like St. John’s out of the preaching purpose objectively turned out to be the initial impetus for the modernization of Chinese medicine. St. John’s University is like a mirror to show us the conflicts and integration between eastern and western culture, or to say the reconciliation of traditional and modern paradigms.

By using archive sources from Shanghai Archives, materials relating to the history of St. John’s University and records published by the United Board for Christian Higher Education in Asia, this paper examines the mechanism and implications of the personnel cultivation at St. John’s medical school in the early part of 20^th century. As for the mechanism of medical education, this paper first traces the history of St. John’s University back to the Baird Hall (est. 1865) and Duane Hall (est. 1866) established by William Jones Boone, the first Episcopalian missionary bishop of China. Then it investigates the medical training modes at different developmental stages of St. John’s University, and shows that along with the development of St. John’s from college to university the medical education goes through mentoring system to degree-granting system. At last, this paper analyses the relationship between the medical education system of St. John’s University and that of the University of Pennsylvania. As for the implications, the study keeps a foothold in Sino-foreign cultural exchanges and explores the historical status of St. John’s medical education by bringing together the history of Chinese medicine and the history of Chinese higher education.

This paper argues that: 1) St. John’s University, as the first university propagating the advanced practice and ideas of western medicine, not only set a model for other contemporary missionary or native universities but also had a profound influence on the whole medical career in China; 2) The implementation and reform of the medical education at St. John’s suggested that the only way for alien technics, concepts and ideas to be accepted and absorbed is respecting and adapting to the native culture; 3) Medical education carried out by missionaries, especially the university level, is a vital part of western cultural colonialism; 4) For country like China which suffered exploitation of western power, the colonial expansion also breaks old fetters and contains possibility of modernization.

Founded in 1928 upon request of the citizens, the first school of Erbil (Kurdistan Region/Iraq) nowadays is a museum. The author became acquainted with this school museum through a smaller project funded by the German Academic Exchange Service. Part of a symposium held in Erbil in May 2023 was the visit of this school museum. Later, a group of scholars, both from Iraq, and from Germany and Austria worked on the creation of a website for this museum together with the museum's administrators. The history of Erbil's first school – as presented in this school museum – is the story of a school that, within the given social context, was outstanding for its modernity. Its curriculum was informed by modern science, however, art education and sports played important roles as well. In terms of teaching methods, the school can be regarded as an example of progressive pedagogy. Much of what is on display in the School Museum, reminds the European visitor of reform pedagogy in European schools. In my talk, I will discuss the history of this school as a history of modernisation/westernisation/colonisation. In doing so, I will address three layers. First, I want to explore to what extent the history of Erbil’s first school as a modern school – as showcased in its museum – can also be read as the history of the adoption of Western concepts of progressive schooling. My hypothesis is that in its striving to be modern, the school largely adopted Western pedagogical ideas, and that this was facilitated by its principals and teachers and their contact to Western intellectual discourses. Drawing on material from the school’s archive, the paper reconstructs professional trajectories of teachers in different time periods, highlighting regional networks and connections to both Western and (post-)Ottoman institutions and discourses. Second, I argue that this part of the story then could be interpreted as a story of modernization by westernization. Whether it also can be understood as a story of colonization, however, is more difficult to determine. On the one hand, it could be argued that it were local actors who shaped this school, and they acted in the interest of local constituencies. There is no evidence to suggest that colonial powers had any interest in this school at all. On the other hand, one could argue that it was the global supremacy of Western culture that made the adoption of Western concepts attractive in the first place. The story, however, has a third layer: The idea to see this school’s history as a history of westernization or even colonization is the idea of the author, a European scholar. The Iraqi actors understand the modernity of this school as an achievement of their predecessors, and they are still proud on it. Under these circumstances, wouldn't the deconstruction of the history of their achievement as history of adopting Western ideas represent a paradox way of re-colonization – the theft of their success story by a Western scholar informed by theories of postcolonialism?

This presentation is about the importance of education for post-institutional citizenship. Empirin is taken from a Swedish institution over a ninety-year period: Folåsa. The result shows that the students gained formal qualifications and probably also valuable knowledge in connection with their stay. The institution was in many ways a total institution in Goffman's sense and it is easy to interpret notes on offenses and punishments based on a Foucaultian analysis of power. At the same time, it is possible to see traces of the subjectification that Biesta believes teachers should give to their students. Teachers had a central role in the students' lives and could decide on their own how the teaching would be designed, which learning materials would be used and how the content of the teaching could be adapted based on what could be interpreted as individualized teaching. With the help of courses on citizenship and social life, students would be trained to become independent individuals and be able to be part of society, and thus with Biesta's concept, subjectivized. It gives indications that teaching was not only part of the institution's everyday routines, but that the individual's ability and needs were given importance for future citizenship. The idea of ​​a post-institutional citizenship seems to have been present in the content and implementation of the teaching. All the time that was spent on education was aimed both at a functioning institutional day-to-day with clear routines and at creating good conditions for an active adult citizenship in society.

This paper aims at discussing the history of heterogeneity management at the School of Application from the USP Faculty of Education (EAFEUSP) in its early years, since 2011 to the present time. The referred school is located in São Paulo and was founded in 1958. In 2011, its teaching staff started promoting a number of actions in the initial years of Primary School with the view of enduring the challenges of providing literacy to heterogeneous and large groups of students which had only one teacher responsible for each group. This presentation is part of a research entitled The Challenges of Heterogeneity in Literacy Process: a study on the Attendance Program driven to the Primary School first cycle of literacy teaching at the School of Application, which is also part of another greater project, funded by FAPESP: Knowledges and Practices on Borders: for a transnational history of education (1810-…). These were the study’s driving questions: Which solutions have been found for the past years towards students’ effective learning? How have such alternatives impacted EAFEUSP culture, more specifically its time and space? Which subjects and milestones can be considered as fundamental in that process? Which changes can be noticed in heterogeneity management? It has been proved that one of the most representative initiatives to deal with heterogeneity concerning teaching and learning in the early years was the consolidation of the project Attendance: intervention and individual listening to focal group students from the initial years of Primary School. Such project has been developed by some teachers and researchers who, since 2011, has recognized it as a way of transformation. Therefore, there was the need to train an educators’ team every school year, rather than having to train a sole teacher per group. In order to understand the project’s history, the core sources of the research were: EAFEUSP School Planning for the past 12 years, data from informal interviews and conversations with one of the teachers- who takes center stage in the design and coordination of the referred project - as well as systematic remarks of the project organization for the past two years. By examining the documents, it was possible to determine that the school principles keep on being based on the promotion of solidarity, on the building of an active and critical citizenship, on the appreciation of equity, on the building of plural identities as well as on the respect of diversity. Moreover, it has been noticed that to carry out the intended restructuring in the relation teacher versus group there has been a constant reorganization of time and space at EAFEUSP to meet the needs of a wide range of teaching and learning processes. That analysis is underpinned by Antonio Viñao Frago, Augustín Escolano and Philippe Meirieu’s theoretical contributions to discuss school culture, time and space, apart from António Nóvoa and Maurice Tardif’s assumptions on teachers training, actions between school and university in the determination of practices, knowledges and values that pave the way to the development of teachers in contemporaneity.

Propõe-se aqui discutir a história do manejo da heterogeneidade na Escola de Aplicação da Faculdade de Educação da USP (EAFEUSP), em seu ciclo inicial, desde 2011 até os dias atuais. Esta escola está localizada na cidade de São Paulo e foi criada em 1958. Em 2011, sua equipe começou a mobilizar uma série de ações nos primeiros anos do Ensino Fundamental I, com vistas a enfrentar o desafio de alfabetizar turmas heterogêneas, bem como a lógica de se ter um número elevado de crianças e apenas uma professora por sala de aula. Esta apresentação integra a pesquisa intitulada Os desafios da heterogeneidade na alfabetização: um estudo sobre o programa Atendimentos voltado ao primeiro ciclo de alfabetização do Ensino Fundamental I da Escola de Aplicação da FEUSP, o qual faz parte de outro projeto maior, financiado pela FAPESP (2018/26699-4): Saberes e práticas em fronteiras: por uma história transnacional da educação (1810-...). As questões norteadoras do estudo foram: Quais soluções têm sido encontradas ao longo desses anos para que as crianças aprendam? Como tais alternativas têm impactado a forma e a cultura da EAFEUSP, de modo especial seu tempo e espaço? Quais sujeitos e marcos podem ser considerados fundamentais nesse processo? Quais mudanças podem ser notadas no manejo da heterogeneidade? Constatou-se que uma das iniciativas mais representativas para lidar com a heterogeneidade dos modos de aprender e ensinar no ciclo I foi a configuração do projeto Atendimentos: intervenção e escuta singularizada às crianças do grupo foco nos anos iniciais do Ensino Fundamental, construído por algumas professoras e pesquisadores, que, desde 2011, reconheceram esse trabalho como um caminho de transformação. Isso porque passou-se a compreender a necessidade de se formar uma equipe de educadores por ano escolar e não mais uma professora por turma. Para entender o histórico do projeto, as fontes nucleares da pesquisa foram os Planos Escolares da EAFEUSP dos últimos 12 anos, os dados de entrevistas e conversas informais com uma das professoras que é considerada uma das figuras centrais na criação e coordenação do referido projeto, bem como observações sistemáticas de sua organização nos últimos dois anos. Ao examinar os documentos, foi possível constatar que os princípios da escola seguem ancorados na promoção da solidariedade, na construção de uma cidadania ativa, crítica, na valorização da equidade, na construção de identidades plurais e no respeito à diversidade. Notou-se, ainda, que para viabilizar a reestruturação pretendida na relação docente versus turma, tem havido a constante reorganização do tempo e do espaço da EAFEUSP para atender a diversidade nos modos de ensinar e aprender. Essa análise está fundamentada nas contribuições teóricas de Antonio Viñao Frago, Agustín Escolano e Philippe Meirieu para discutir cultura escolar, espaço e tempo escolar; além de António Nóvoa e Maurice Tardif acerca dos processos de formação docente, articulação entre escola e universidade na constituição de práticas, saberes e valores que alicerçam o desenvolvimento da profissão na contemporaneidade.

The first academic history of French women’s access to the university and professional careers was published in 1937. The author, Edmée Charrier, was a member of the French branch of the International Federation of University Women and a lawyer; the dissertation, L’évolution intellectuelle feminine, had been defended in the Faculty of Law at the University of Paris. Her 572-page treatise adopted an empirical and comparative method to document the evolution of women’s presence in the intellectual life of the nation, drawing heavily on available statistics to demonstrate “progress” but also to highlight existing gender inequalities. Her thesis established a narrative about women’s access to higher education which has remained remarkably stable over the intervening eighty years. Inspired by the comparative approach of contemporary social scientific analyses, she concluded with a chapter about women in four highly qualified professions (medicine, law, engineering and university professorships) in other European countries and the other continents although she drew no conclusions from this panorama. While Charrier is undoubtedly the best-known Frenchwoman to write a dissertation about girls’ education, she was not alone. By the 1930s, women students were less of an anomaly within the university and their number in doctoral studies was rising. Indeed, two other women in the Faculty of Law in Paris, Zénaïde Tsourikoff and Sylviane Illio, also wrote about the history of girls’ education focusing on North African girls’ experiences. This paper approaches these women’s scholarship from a perspective that highlights the gendered and imperial nature of the university setting. Who were these women and their male directors in the inter-war French university? Edmée Charrier was French, but her director was an Algerian-born Professor of Law, active within the Alliance Israélite Universelle. The two other women are virtually unknown but both spent time in North Africa at a moment when Algerian girls’ opportunities were slowly expanding, but also nationalist demands with respect to education. What relationship did these women have to the production of knowledge about girls’ education in imperial contexts? Their dissertation topics bear the trace of feminist convictions, but how did imperial positioning factor into their research methods and questions? What sort of archives underlay their scholarship, framing narratives about the history of girls’ education in France and particularly Algeria since the 1930s? The overall goal of this paper is to explore how the first generation of women who wrote dissertations participated in the writing of educational historiography, analyzing the ways they queried, or not, dominant narratives about education and progress. The dissertations of Tsourikoff and Illio, in particular, offer an opportunity to examine how the experience of living and researching this topic in colonial Algeria shaped the stories they told of a highly stratified society where European, Arab, Kabyle and Jewish women had very different experiences. In our contemporary concern to decolonize the history of education, the voices of these women in the 1930s offer a perspective that adds a gendered and racialized complexity to a history that remains under-researched and very male-oriented to this day.

This paper is part of an ongoing doctoral research project in the Postgraduate Program in Education at the Faculty of Philosophy and Sciences (FFC), Universidade Estadual Paulista - UNESP "Júlio de Mesquita Filho", Marília Campus/Brazil. The aim of the analysis is to identify and systematize, according to "a new cultural distribution" (De Certeau, 1979), documents from a Normal School in the city of Marília/São Paulo - Brazil, run by the Congregation of the Apostle Missionary Sisters of the Sacred Heart, entitled Escola Normal Livre Sagrado Coração de Jesus, which was a place and time for training teachers between 1943 and 1970. For De Certeau (1979), the historian's first job is the "new cultural distribution", which consists of producing these documents, by recopying, transcribing or photographing these objects, while at the same time changing their place and status. Thus, looking at the history of Normal Schools in Brazil, we can consider that it is necessary to seek an understanding of why the school teaches and what it teaches (Chervel, 1990). These are the results of a historical analysis engaged in the field of the History of Education, centered on documentary research, privileging the works found in the school's collection, today Colégio Sagrado Coração de Jesus as a documentary corpus, where the following questions arose: what was teacher training like at this school of the Congregation of the Apostle Missionary Sisters of the Sacred Heart? Did they follow the curricula of the State-run Normal Schools? Did religion influence the learning/curriculum? The Sacred Heart of Jesus Free Normal School is part of the Congregation of the Apostle Missionary Sisters of the Sacred Heart, founded by Mother Clelia in Piacenza, Italy, which spread to Brazil in the 1900s with the mission of promoting education and preserving the Catholic faith and Italian culture for immigrants and their children who found a place for rural work in Brazil. Among the documents analyzed in "a new cultural office", it can be seen that this confessional school was the first to offer teacher training courses in the city and that its library, called "Biblioteca Rui Barbosa", was made up of a large collection of manuals, newspapers and magazines that were important in the teaching-learning process at the time. As a conclusion, he considers that the Escola Normal Livre Sagrado Coração de Jesus was recognized as a place and time for training teachers by the state government, both because of the large and complete installation in the central area of the city, with 10,000m² of space and also because all the teachers were registered with the State Department of Education, where teachers were trained to serve the population of Mariliense and the region, which was expanding educationally.

A presente comunicação é parte da pesquisa de Doutorado, em andamento, do Programa de Pós-Graduação em Educação da Faculdade de Filosofia e Ciências (FFC), da Universidade Estadual Paulista - UNESP “Júlio de Mesquita Filho”, Campus de Marília/Brasil. A análise tem como objetivo identificar e sistematizar, de acordo com “uma nova repartição cultural” (De Certeau, 1979) documentos de uma Escola Normal da cidade de Marília/São Paulo – Brasil, da Congregação das Irmãs Apóstolas Missionárias do Sagrado Coração, intitulada Escola Normal Livre Sagrado Coração de Jesus, que se constituiu como lugar e tempo de formação de professoras, entre 1943 e 1970. Para De Certeau (1979) o primeiro trabalho do historiador é a “nova repartição cultural”, onde consiste em produzir tais documentos, pelo fato de recopiar, transcrever ou fotografar estes objetos mudando ao mesmo tempo o seu lugar e o seu estatuto. Deste modo, transcorrendo perspectivas da história das Escolas Normais no Brasil, pode-se considerar que é necessário buscar a compreensão do porquê a escola ensina e o que ensina (Chervel, 1990). Trata-se de resultados de uma análise histórica engajada no campo da História da Educação, centrada em pesquisa documental, privilegiando as obras encontradas no acervo da escola, hoje Colégio Sagrado Coração de Jesus como corpus documental, onde surgiu os seguintes questionamentos: como era a formação de professores nessa escola da Congregação das Irmãs Apóstolas Missionárias do Sagrado Coração? Seguiam os currículos das Escolas Normais regidas pelo Estado? A religião influenciava nos aprendizados/currículo? A Escola Normal Livre Sagrado Coração de Jesus faz parte da Congregação das Irmãs Apóstolas Missionárias do Sagrado Coração, fundada por Madre Clélia em Piacenza, na Itália, que foi se disseminando no Brasil nos anos 1900 em diante com a missão de favorecer a educação e conservando a fé católica e cultura italiana aos imigrantes e seus filhos que encontraram no Brasil um espaço para o trabalho rural. Entre os documentos analisados em "uma nova repartição cultural", pode-se perceber que essa escola confessional foi a primeira a oferecer curso de formação de professores na cidade e que a sua biblioteca, intitulada “Biblioteca Rui Barbosa” foi composta por um grande acervo de manuais, jornais e revistas importantes no processo de ensino-aprendizagem da época. Como conclusão, considera que a Escola Normal Livre Sagrado Coração de Jesus ficou reconhecida como lugar e tempo de formação de professoras pelo Governo do Estado, quer seja pela ampla e completa instalação na área central da cidade, com 10.000m² de espaço e também por todos os docentes serem registrados no Departamento de Educação do Estado, onde se formavam professores que atendiam a população mariliense e região, em expansão educacional.

As queer (non-binary trans and gay) scholars, in this paper we explore the potential of a history of education committed to recovering from Western colonial violence trans, gender nonconforming and queer experiences. Starting from historical accounts (Actualidade 1879, O Comércio do Porto 1879, Lusitano & Froilaz 1879, O Tripeiro 1926) of António Custodio das Neves (1858-1888), born in Portugal’s Douro region, assigned female at birth yet growing up male, and emerging from such accounts as the ‘Woman Man’/‘Man Woman’ [‘Mulher-Homem’ /‘Homem-Mulher’], we confront ‘colonialist practices of avoidance and erasure’ (Barad 2017, 76; 2023, 37) invisibilising gender-nonconforming, nonheteronormative existences like António’s. Through what the literary scholar and historian of transatlantic slavery Saidiya Hartman and the queer/feminist scholar and quantum field theoretician Karen Barad – both committed to troubling the machinations of colonialism – have figured methodologically as ‘critical fabulation’ (Hartman 2008) and ‘reconfiguration’ (‘material imagination’ as ‘embodied re-membering’/‘re-turning’) (Barad 2015, 2014), we develop a reparative trans educational history of António’s experiences, venturing into what ‘could’, ‘might’ or ‘might yet have been’ (Hartman 2008, 5; Barad 2017, 56; 2015, 389). This is a history ‘with and against the archives’ of a past ‘that has yet to be done’ (Martins forthcoming; Hartman 2008, 13), involving ‘times, places, beings [that] bleed through one another’ (Barad 2014, 179) into our present. It addresses ‘meaningful absence’, ‘void’, or ‘gaps’ as ‘excess’ – a ‘lively tension, a desiring orientation toward being/becoming’ (Martins forthcoming; Barad 2015, 396; Hartman 2008, 5, 12). Trans/gender nonconforming experiences thus did (not) yet exist (if) only (differently) ‘at their intersection with institutions of disciplinary power’ (Martins forthcoming; Heyam 2022, Mesch 2020) constraining the limits of their non/existence (Barad 2017, Hartman 2008; Foucault 1972, 1980). Beyond Modern notions of linear temporality that stabilise boundaries between past, present and future (e.g. Thyssen 2024) governing dominant ‘fictions of history’, we endeavour to rescue ‘impossible stories’ (Hartman 2008, 10) ‘that are not the histories … archives wish to recount (Martins forthcoming, Steedman 2001). We advance a ‘“recombinant narrative,” which “loops the strands” of incommensurate accounts and … weaves present, past, and future’ (Hartman 2008, 12), as ‘a work of mourning more accountable to… the victims of … colonialist … violence’ (Barad 2017, 56). Using 'trans as an identity and analytic’ (Lehner 2019, 45) also for ‘visual technologies’ reifying a ‘gender binary system’ and an ‘aesthetic of sexual difference’ (Lehner 2019, Martins forthcoming), we flesh out trans experience anew from a situated mesh of time, place, age, gender, ethnicity, and class, resisting closure (Best & Hartman 2005) and foreclosure of ‘possibilities of justice-to-come’ (Barad 2017, 62). Thereby undoing radical differences of male/female, Self/Other, here/there, and now/then coemerged with Modern Western colonialist ventures (Lehner 2019, 45), we make a larger case for historiography of education’s need to trouble colonialisms that continue to haunt it as it reproduces systems of power sustaining a ‘grammar of violence’/‘-cis colonial gender binaries’ (Martins forthcoming; Vaid-Menon 2020; Vaid-Menon in Lehner 2019, 61) and ‘difference as apartheid’ (Barad 2014, 170; Trinh 1988, 2011; Anzaldúa 1987).

The present work aims to discuss the epistemological and methodological potential to the notion of "historicizing", as mobilized by Thomas Popkewitz and, specifically, how such a notion can be deployed to think about Histories of Education that can be increasingly more diverse and framed through styles of reasoning other than those of a monolithic, Eurocentric and homogenizing historiography. As such, it is important to contextualize that the discussion that we intend to have here happens through a discursive approach to educational research. Recognizing that the multiple post-structuralist perspectives in education research are, simultaneously, anti-realist and also take their objects of analysis as socio-historical and contingent discursive formations, firstly we'll debate some authors who are currently used in the Brazilian educational field and who, even if against their will, are widely considered to be important proponents of post-structuralist research. The authors in question are Michel Foucault and his notion of "discursive regularities", Ernesto Laclau and the "hegemonic construction", Giles Deleuze and Félix Guattari with their philosophical-artistic idea of the discursive "rhizome" and, finally, the theoretical-methodological proposition mobilized through Thomas Popkewitz's "historicizing". In this first stage of the discussion, the objective was to contrast different discursive strategies used to problematize discourse itself by prominent contemporary thinkers, highlighting these strategies's potential and, perhaps, limitations, as they themselves become tools of unification/hegemonization of the discourse that they proposed to deconstruct. In a second moment, using some anecdotal empirical data from previous researches, we'll discuss how a comparative and discontinuous historical analysis can contribute significantly to historical studies in the educational field, seeking to denaturalize discourses already sedimented by hegemonic historiographic rhetoric, discursively contextualize the enunciative conditions of truths about schooling in different socio-historical moments and, finally, serve as a possible strategy for telling new, different stories about where, what and for whom Education is at the service of.

O presente trabalho tem como seu alvo discutir as potencialidades epistemológicas e metodológicas da noção de "historicizar", como esta é mobilizada por Thomas Popkewitz e, em específico, como tal noção pode ser empregada por investigações pensando em Histórias da Educação que possam ser crescentemente mais diversas e enquadradas através de estilos de raciocínio que não àqueles de uma historiografia monolítica, eurocentrada e homogeneizante. Dessa forma, é importante situar a discussão que se pretende aqui travar através de uma abordagem discursiva para as pesquisas educacionais. Reconhecendo as múltiplas perpectivas pós-estrututuralistas enquanto simultaneamente antirrealistas e tomando seus objetos de análise enquanto formações discursivas sócio-históricas e contingentes, em um primeiro momento serão postos em diálogo alguns autores que são utilizados contemporaneamente no campo educacional brasileiro e que, ainda que a contragosto, são amplamente considerados como importantes expoentes do pós-estruturalismo. Os autores em questão são Michel Foucault e sua noção de "regularidades discursivas", Ernesto Laclau e a "construção hegemônica", Giles Deleuze e Félix Guattari com ideia filosófico-artística do "rizoma" discursivo e, por fim, a proposição teórico-metodológica mobilizada através do "historicizar" de Thomas Popkewitz. Nesta primeira etapa da discussão, o objetivo foi pôr em contraste diferentes estratégias discursivas empregadas para problematizar o discurso por proeminentes pensadores, salientando suas potencialidades e, talvez, limitações, ao tornarem-se elas mesmas ferramentas de unificação/hegemonização do discurso que se propuseram a desconstruir. Em um segundo momento, lançando mão de alguns dados empíricos anedóticos de pesquisas anteriores, discutiremos como uma análise histórica comparativa e descontínua pode contribuir significantivamente para estudos históricos no campo educacional, buscando desnaturalizar discursos já sedimentados pelas retóricas historiográficas hegemônicas, contextualizar discursivamente as condições enunciativas de verdades sobre o ensino escolarizado em diferentes momentos sócio-históricos e, por fim, servir enquanto possível estratégia para o contar de novas, diferentes histórias sobre aonde, o que e para quem está a serviço a Educação.

This paper is framed within a competitive research project that studies the senses and meanings of reading and humanistic culture in initial teacher training students. Specifically, this paper aims to reflect on the teaching of the history of education from a decolonial perspective. This implies questioning hegemonic and traditional narratives in education, recognising and valuing the diverse voices, experiences and approaches that have been marginalised or underrepresented due to power structures inherited from colonialism (Lander, 2000; Matasci, 2022). We start from the premise that the history of education is marked by movements and authors who, in one way or another, broke the boundaries of education by expanding the field of education, whether through a new way of looking at education, the development of innovative methodologies or the inclusion of new populations or subjects of education (Castro-Gómez and Grosfoguel, 2015; Medina, et al. 2002; Solano-Alpízar, 2015). Although we cannot speak of a decolonial movement until the last decade of the 20th century, we can recognise in some classic authors of the history of education an openness of vision and a proposal to broaden the educational space. Such is the case, for example, of Friedrich Fröbel (1782-1852) who first considered early childhood school education; or the case of Anton Makarenko (1888-1939) when he considered delinquent youth as educable during Soviet Russia; also Lorenzo Milani (1923-1967) who opens the possibility of a decent education to a group of poor peasant students in the school of Barbiana; or the case of Fernand Deligny (1913-1996) with young people with psychiatric problems; and Paulo Freire (1921-1997) with the emancipatory education of adults. It is important to note that most of these authors are not the only ones who have pushed the boundaries, but they are some of those studied and remembered by the history of education today. This is why it is relevant today to consider decolonisation movements, not only because they mark this opening in the present, but also because they guide the recovery and value of forgotten referents, authors and practices. Based on the above, this paper studies the decolonial perspective from the ethics of care and fragility. Consequently, it outlines some orientations for making or teaching the history of education: the exercise of an attentive gaze (Esquirol, 2006; Sennet, 2003; Weil, 1994), the selection of new contents that question the authorised voices (Derridá, 1978; Jonas, 1995; Levinas, 1989), the recognition of the value of fragility and attitudes of care and respect (Balbo, 1987; Gilligan, 2013; Noddings, 2003; and Tronto, 1993). In short, the aim is to promote a critical and reflexive view of the history of education, recognising the importance of critically addressing hegemonic narratives of inequalities, hierarchies and power, and to encourage a diversity of approaches and experiences in this field.

La presente comunicación forma parte de un proyecto de investigación competitivo que estudia los sentidos y significados de la lectura y la cultura humanística en los estudiantes de formación docente inicial. En concreto, esta comunicación tiene como objetivo reflexionar sobre la enseñanza de la historia de la educación desde una perspectiva decolonial. Esto implica cuestionar las narrativas hegemónicas y tradicionales en la educación, reconociendo y valorando las diversas voces, experiencias y enfoques que han sido marginados o subrepresentados debido a estructuras de poder heredadas del colonialismo (Lander, 2000; Matasci, 2022). Partimos de la premisa de que la historia de la educación está marcada por movimientos y autores que, de diversas maneras, supusieron una ruptura de los límites de la educación ampliando el campo de lo educativo, ya sea a través de una nueva forma de ver la educación, del desarrollo de metodologías innovadoras o de la inclusión de nuevas poblaciones o sujetos de educación (Castro-Gómez y Grosfoguel, 2015; Medina, et al. 2002; Solano-Alpízar, 2015). Si bien no se puede hablar de movimiento decolonial hasta la última década del siglo XX, se puede reconocer en algunos autores clásicos de la historia de la educación una apertura de mirada y una propuesta de ampliación del espacio educativo. Tal es el caso, por ejemplo, de Friedrich Fröbel (1782-1852) quien consideró por primera vez la educación escolar de la primera infancia; o el caso de Antón Makarenko (1888-1939) al estimar como educable a la juventud delincuente durante la Rusia soviética; también de Lorenzo Milani (1923-1967) quien abre la posibilidad de una educación digna a un grupo de estudiantes campesinos pobres en la escuela de Barbiana; o el caso de Fernand Deligny (1913-1996) con los jóvenes con problemas psiquiátricos; y de Paulo Freire (1921-1997) con la educación emancipadora de adultos. Es importante notar que la mayoría de estos autores no son los únicos que han ampliado fronteras, pero sí son algunos de los estudiados y recordados por la historia de la educación actual. Es por esto que en la actualidad es pertinente considerar los movimientos de decolonización, no solo porque marcan esta apertura en el presente, sino también porque orientan la recuperación y el valor de los referentes, autores y prácticas olvidadas. En virtud de lo dicho, en esta comunicación se estudia la perspectiva decolonial desde la ética del cuidado y la fragilidad. En consecuencia, se esbozan unas orientaciones para hacer o enseñar historia de la educación: el ejercicio de una mirada atenta (Esquirol, 2006; Sennet, 2003; Weil, 1994), la selección de unos nuevos contenidos que se cuestionan sobre las voces autorizadas (Derridá, 1978; Jonas, 1995; Levinas, 1989), el reconocimiento del valor de la fragilidad y unas actitudes de cuidado y respeto (Balbo, 1987; Gilligan, 2013; Noddings, 2003; y Tronto, 1993). En resumen, se busca promover una visión crítica y reflexiva sobre la historia de la educación, reconociendo la importancia de abordar críticamente las narrativas hegemónicas sobre las desigualdades, las jerarquías y el poder, y fomentar la diversidad de enfoques y experiencias en este ámbito.

The teaching of History traditionally holds functions linked to the formation and preservation of memory. In this process, over time, it has been permeated as a contested space, intersected by tensions, negotiations, and interests upon which its narratives were shaped. In Brazil, invariably, it has been conceived amidst weavings that balanced such demands. Aligned with dated specificities, we notice its framing towards the promotion of inequalities, primarily marked by a curriculum with Eurocentric foundations, conveyed through discrepant narratives known for not prioritizing as active agents in historical processes subjects and marginalized groups, such as Blacks, Indigenous peoples, women, homosexuals, children, rural workers, etc. Seeking to grasp the subsidies for teaching History amidst such incongruences, this work proposes to discuss the social, political, and formative role of History teaching based on the textbook. Engaging with a decolonial perspective, which demystifies it in its Eurocentric foundations, it articulates relevant and mobilizing problematizations regarding teaching for ethnic-racial relations. To this end, it is composed in two reflective moments. The first is linked to the construction of dialogues with the theoretical-methodological frameworks that permeate research on the disciplinary teaching of History, the textbook, the Brazilian curriculum organization, and the shifts in ethnic-racial issues in the face of decoloniality debates. From such intersections, we analyze the narrative edited in a didactic collection intended for the final years of elementary education in the first two decades of the 21st century, distributed by the National Program for Textbook and Educational Material (PNLD). The title "Projeto Araribá – História," from Editora Moderna, is analyzed in light of the requirements present in the Program's notices and the reviews in the PNLD Guides of two evaluative processes. Thus, the material structuring of two editions of "Projeto Araribá – História" (2005; 2014), the notices from 2005 and 2015, and the PNLD Guides (2007; 2016), linked to the triennial periods of use covered between 2008 and 2010 and 2017 and 2019, marking the first decade of book productions under the influence of laws No. 10,639, of January 9, 2003, and No. 11,645, of March 10, 2008, is observed. The temporal cut covers the systematic interventions of the current legal provisions, responsible for inserting the mandatory teaching of African, Afro-Brazilian, and Indigenous themes in basic education, which can be associated with the fraying of agendas related to the promotion of social justice and equity with historically marginalized groups in the country. Furthermore, the selection in question compares to a documentary corpus understood after the promulgation and implementation of the aforementioned legislations, framing the period of investigations. Faced with the findings undertaken, it is possible to notice the dynamics of continuity and rupture in the disciplinary narrative for ethnic-racial relations in recent years within secondary education in Brazil. Moreover, it also allows recognizing the role of the didactic print as an artifact in these movements of educational meanings, especially in correspondence with its characteristic linkage with education in the country.

O ensino de História, tradicionalmente, possui funções ligadas à formação e preservação da memória. Nesse processo, ao longo do tempo, foi permeado como um lugar em disputa, tangenciado por tensões, negociações e interesses sobre os quais foram significadas as suas narrativas. No Brasil, de modo invariável, foi concebido perante tessituras que equacionaram tais demandas. Coligadas a especificidades datadas, notamos o seu balizar face a promoção de desigualdades, marcadas, sobretudo, por um currículo de bases eurocêntricas, remetido por narrativas discrepantes, conhecidas por não priorizarem como agentes ativos dos processos históricos sujeitos e grupos minorizados, tais quais negros, indígenas, mulheres, homossexuais, crianças, trabalhadores do campo etc. Buscando apreender quais os subsídios para se ensinar História mediante tamanhas incongruências, este trabalho propõe discutir o papel social, político e formativo do ensino de História a partir do livro didático. Dialogando com uma perspectiva decolonial, que o desmitifique em suas bases eurocêntricas, coaduna problematizações pertinentes e mobilizadoras a respeito do ensino para as relações étnico-raciais. Para tanto, é composto em dois momentos reflexivos. O primeiro ligado à construção de colóquios com os referenciais teórico-metodológicos que perpassam as pesquisas acerca do ensino disciplinar da História, do livro didático, da organização curricular brasileira e dos deslocamentos das questões étnico-raciais frente aos debates da decolonialidade. A partir de tais intersecções, realizamos a análise da narrativa editorada em uma coleção didática destinada aos anos finais do ensino fundamental nas duas primeiras décadas do século XXI, distribuída pelo Programa Nacional do Livro e do Material Didático (PNLD). O título Projeto Araribá – História, da Editora Moderna, é analisado à luz dos requisitos presentes nos editais do Programa e das resenhas presentes nos Guias do PNLD de dois trâmites avaliativos. Com isso, são observadas a estruturação material de duas edições de Projeto Araribá – História (2005; 2014), os editais de 2005 e 2015 e os Guias do PNLD (2007; 2016), ligados aos triênios de uso abarcados entre 2008 e 2010 e 2017 e 2019, assinalando a primeira década de produções livrescas sob influência das leis nº 10.639, de 09 de janeiro de 2003, e nº 11.645, de 10 de março de 2008. O recorte temporal aborda as intervenções sistemáticas dos dispositivos legais em voga, responsáveis por inserir a obrigatoriedade do ensino das temáticas africanas, afro-brasileiras e indígenas na educação básica, os quais podem ser associados ao esgarçamento das pautas referentes à promoção da justiça social e equidade com grupos historicamente minorizados no país. Ademais, a seleção em tela coteja a um corpus documental compreendido após promulgação e implantação das referidas legislações, enquadrando o período de investigações. Frente às constatações empreendidas, é possível notar as dinâmicas de permanência e ruptura na narrativa disciplinar para as relações étnico-raciais nos últimos anos dentro do ensino secundário no Brasil. Outrossim, oportuniza também reconhecer o papel do impresso didático enquanto artefato, nessas movimentações de sentidos educativos, especialmente, na correspondência de sua característica vinculação com o ensino no país.

This study is the result of analyzes and investigations carried out within the scope of the Study and Research Group on Culture and Educational Institutions – GEPCIE – dealing with the political history of secondary education in Brazil (DINIZ, 2020; SANTOS, 2021). The purpose of the study is to discuss the characteristics of the expansion of secondary education that occurred in the country, from 1942 to 1971, with an emphasis on regional inequalities. The period contemplated in the study covers the organization of secondary education, in 1942 (Organic Law on Secondary Education), when two cycles were established: the 4-year middle school and the 3-year high school that lasted until the 1st and 2nd grade Education Reform, established during the military dictatorship, in 1971 (Law 5,692/71), which eliminated the term secondary education from the Brazilian education system, converting the middle school into the final grades of the primary education level (compulsory education level lasting 8 years after elementary school) and the high school into second level education, of a mandatory vocational training nature. It also represents a period of growing intensification of the public secondary schools’ network expansion, with the creation and expansion of middle schools and high schools and an increased number of enrollments, and the opening of nighttime courses. This expansion enabled the gradual transformation of the prevailing nature of secondary education, going from training courses for the elites to training that could be accessed by the lower classes. However, this process occurred at a different pace in the various regions of the country, and was characterized by inequalities in its territorial, gender, and racial implementation. In 1939, there were 629 secondary education schools in Brazil, 530 private and 99 public. Almost a third of the schools were in the state of São Paulo (196), which also housed almost half of the country's public schools (43) (SCHWARTZMAN et al, 2000, p. 206). In 1938, there were only 143,289 students enrolled in secondary education, most of them in private institutions (29.28% in public schools and 70.02% in private schools). This situation began to change dramatically in the 1940s and 1950s. In 1945, there were 256,467 students enrolled in secondary education in Brazil (BRASIL, 1962). In 1964, 19 years later, enrollment had quadrupled, increasing to 1,368,177 students. (BRAZIL, 1964). This study is based on political history, and it aims at understanding the relationship between education and the State, seeing power and its manifestations not only as State sovereignty, but also as a social matter that affects private and collective subjects (REMOND, 2003; BARROS, 2005). The documentary sources used in this analysis were Yearbooks and Statistical Synopses, legislation, and dissertations and theses produced on the topic. The study points out the differentiation in the growth of the two secondary cycles and the regional inequalities between Brazilian states and within the states themselves, the divide between capital cities and the countryside, areas of greater and lesser economic and social development, and differences in the performance of political actors.

O presente trabalho é fruto das análises e investigações realizadas no âmbito do Grupo de Estudos e Pesquisas sobre Cultura e Instituições Educacionais – GEPCIE – tratando da história política do ensino secundário no Brasil (DINIZ, 2020; SANTOS, 2021). O objetivo desta comunicação é discutir as características da expansão do secundário ocorrida no país, no período de 1942 a 1971, com destaque para as desigualdades regionais. O período delimitado para o estudo recobre a ordenação do secundário, em 1942 (Lei Orgânica do Ensino Secundário), com o estabelecimento de dois ciclos: o curso ginasial de 4 anos de duração e o curso ginasial de 3 anos de duração até a Reforma do Ensino de 1° e 2° Graus, instituída durante a ditadura militar em 1971 (Lei 5.692/71), que eliminou o termo ensino secundário do ordenamento da educação brasileira, convertendo o curso ginasial em séries finais do ensino de 1° grau (nível de ensino obrigatório de 8 anos de duração a partir do primário) e o curso colegial em ensino de 2° grau obrigatoriamente profissionalizante. Refere-se, também, ao período de crescente intensificação da expansão da rede de escolas secundárias públicas com a criação e ampliação de ginásios e colégios e aumento das matrículas incluindo a abertura de cursos noturnos. Essa expansão possibilitou a transformação paulatina do cariz predominante no secundário de uma escola de formação de elites para uma escola de acesso maior às camadas populares. Contudo, esse processo ocorreu em ritmos diferentes nas diversas regiões do país caracterizando-se por desigualdades de oferta territorial, de gênero e de raça. Em 1939 havia 629 estabelecimentos de ensino secundário no Brasil, sendo 530 particulares e 99 públicos. Quase um terço das escolas estava no estado de São Paulo (196) que detinha quase a metade das escolas públicas do país (43) (SCHWARTZMAN et al, 2000, p. 206). Em 1938, enquanto havia 2.552.395 alunos matriculados no ensino primário no Brasil (81,86% em escolas públicas e 18,14% em escolas particulares), no ensino secundário havia somente 143.289 alunos matriculados sendo a maioria em instituições privadas (29,28% em escolas públicas e 70,02% em escolas particulares). Essa situação começou a se alterar profundamente nas décadas de 1940 e 1950. Em 1945 havia 256.467 alunos matriculados no ensino secundário no Brasil (BRASIL, 1962). Em 1964, 19 anos depois, o número de matriculados havia quadruplicado aumentando para 1.368.177 alunos. (BRASIL, 1964). O estudo fundamenta-se na história política que se volta para a compreensão das relações entre educação e Estado entendendo o poder e suas manifestações não só como soberania do Estado, mas como assunto social que afeta os sujeitos particulares e coletivos (REMOND, 2003; BARROS, 2005). As fontes documentais mobilizadas para a análise consistem em Anuários e Sinopses Estatísticas, legislação e dissertações e teses produzidas sobre o tema. O estudo aponta a diferenciação do crescimento dos dois ciclos do secundário e desigualdades regionais entre os estados brasileiros e internamente aos estados, o esquadrinhamento entre capital e interior, zonas de maior e menor desenvolvimento econômico social e diferenças no desempenho dos atores políticos.

The 1950s are a kind of "middle ages" in the contemporary history of Chile as a whole, overshadowed by the spectacular nature of the radical long '60s, a period marked by the acceleration of historical change, political and social conflict and the traditionally called "global planifications" (the Revolution in Freedom of the Christian Democratic governments led by Eduardo Frei Montalva, between 1964 and 1970, predecessor of the Chilean path to socialism, 1970-73, headed by Salvador Allende). In the field of the history of education, this perception also seems to be obvious: the Educational Planning of 1962, the Educational Reform of 1965, and the unfinished plans of the Unified National School in 1973 are initiatives of massive diagnosis and comprehensive change of the educational system which included proposals to transform secondary education into a democratizing and modernizing, moving it away from its criticized elitist tone inherited from the 19th century.
Against this backdrop, the purpose of this paper is to provide a perspective on the changes in Chilean secondary education during the 1950s, having three issues as analytical axes. Firstly, the reform called Liceo Único carried out in 1953 and its links, synchronization and divergences concerning the transformations that secondary education systems were experiencing in other parts of the world and Latin America. A second issue is the state promotion of student forms of organization through the installation and recognition of Student Centers and the encouragement of associative forms, a process that was not free of tensions regarding the risk of adult tutoring over young secondary students. In close connection with this issue, the third problem analyzed in this paper is the change of the student subject, based on transformations of both a quantitative order (among them, the significant increase in the participation of women in enrollment) and also regarding the new conception of adolescence and youth expanded in the post-war scenario.

The panel "History of Education in African societies" will focus on the history of educational institutions, their actors, and on the social dynamics of schooling from colonization to nowadays. The communications will aim to understand the ways in which educational policies and practices are closely bounded with the building of African societies and states. Questions related to education were instrumental to the construction of colonial empires. At the interface of colonial powers and colonized populations, schools are relevant places to understand the colonial "encounter", its violence, conflicts, contradictions, negotiations, and processes of domestication. As such, they are privileged sites for observing the many ways in which African societies have developed creative strategies to cope with authoritarian and segregated political and social orders imposed by colonization. While recognizing the "power of the Europeans in the colonial encounter" we call for a focus on "the importance of African agency in determining the shape the encounter took" (Cooper 1994). African students, teachers and families need to be regarded as “agents who appropriated schooling as a domain of struggle with which they could further their own (often diverse) social and economic ends” (Kallaway 2019). How did colonized actors struggle and negotiate with missionaries and colonial administrations for control of schools and knowledge taught? How did they mobilize school knowledge and educational capital in order to adapt to colonial pressure? (Summers 2002). Moreover, despite their imperial objectives, educational institutions were focal point for claims to equality, and they trained future nationalist elites, leaders of political parties and trade-unions. While the products of colonial school systems may have worked for colonization, it is also among them that we find the most famous critics of the colonial enterprise. Schools were key sites in the fight against colonization in which school students participated actively. Therefore, how did school education contribute in the shaping of anti-colonial movements? Finally, after independence, while education was considered as one of the main instruments of new state-buildings, how did the relations between societies and the school institutions evolve? Contributors will not be limited to sources produced by the colonizers, the African states or international organizations, who have long dominated the writing of the history of education. A wide variety of sources can be used to write the history of education in Africa from an African perspective: oral sources, for instance have been very early, and still are, of crucial importance (Prins 2001). Written productions from the private sphere, such as personal diaries, have only recently been investigated (Barber (ed.) 2006). Autobiographies can also be fruitfully analyzed. Press sources have also become increasingly important in recent African history either as a means of accessing the voices of the colonized or as a way of filling the gaps in postcolonial archives (Peterson, Hunter and Newell (eds.) 2016). Novels, such as The River Between by the Kenyan Ngugi wa Thiong’o (1965), or Nervous Conditions by the Zimbabwean Tsitsi Dangarembga (1988) are of particular relevance to study schools as institutions to observe the contradictions, conflicts, negotiations, and domestication processes at work both in colonial encounters and in state-society relations in post-colonial Africa.

The paper is based on documents collected in the Municipal Archive of Ovar, such as minute books, correspondence, photographs and newspapers. It sought to recover the process of executing the will of Father Manoel Eliano Gomes Ferrer, who died in 1878 in Brazil and who left a large legacy for the Santa Casa de Misericórdia and the Municipal Council of Ovar, in addition to benefiting other interested parties, such as relatives and a former-slave, freed by the said priest. The part allocated to the City Council should be invested in the opening of 2 primary schools, for boys and girls, including the house they owned in the city of Ovar for girls, which would be used as a school and the teacher's home. The Casa de Misericórdia, in addition to investing resources in the care of orphans, should also promote an annual competition to select two orphans girls, who would receive a dowry in order to “qualify” them for marriage. The will was opened and published in the press in 1878, but its implementation only occurred in the following year, opening the process for receiving the legacy and forwarding its provisions. Debates and bureaucratic procedures postponed the immediate realization of Father Ferrer's wishes, but in 1883 we saw the inauguration of the 2 schools, as well as the first selection process for the orphans girls who would receive the dowry. In the 19th century, both in Portugal and in Europe, the discussion involving the dissemination of public education deepened, highlighting the participation of the private sector, which builds schools and other improvements for society or contributes funds for carrying out works under the responsibility of the State. In this movement, in several regions of Portugal, the so-called “Brazilians” stand out, Portuguese people who became rich in Brazil and returned to their homeland where they invested in various improvements, which served both the common good and the social recognition of the same citizens. In Ovar, several initiatives were observed by these “Brazilians”, who donated schools or contributed to their implementation at the end of the 19th century. Through this process we can understand part of the complexity of the schooling process that was intended at the end of the 19th century in Portugal. Disputes in the municipalities were intense, making it difficult to generate a common or non-partisan agenda, even on issues such as primary education, which would appear to be consensual. There is also a need to deepen studies around the municipal sphere, involving the private sector, both to understand at the micro level and to grasp the general movement that is taking place within the country around issues relevant to the advances of the nation or community, such as education.

O trabalho fundamenta-se em documentos coligidos no Arquivo Municipal de Ovar, como livros de atas, correspondências, fotografias e em jornais. Procurou recuperar o processo de execução do testamento do Padre Manoel Eliano Gomes Ferrer, falecido em 1878 no Brasil e que deixou vultoso legado para a Santa Casa de Misericórdia e para a Câmara Municipal de Ovar, além de beneficiar outros interessados, como parentes e um ex-escravo, liberto pelo dito padre. A parte destinada à Câmara Municipal deveria ser investida na abertura de 2 escolas primárias, para meninos e para meninas, inclusive, destinando para a de meninas a casa que possuia na cidade de Ovar, quer seria ocupada para escola e moradia da professora. Já a Casa de Misericórdia, além da aplicação dos recursos no cuidado de órfãos, deveria também promover anualmente um concurso para seleção de duas órfãs, que receberiam um dote visando “qualificá-las” para o casamento. O testamento foi aberto e publicado na imprensa no ano de 1878, mas sua implementação ocorre apenas no ano seguinte, abrindo-se o processo para recebimento do legado e encaminhamento de suas disposições. Os debates e os trâmites burocráticos postergam a concretização imediata dos desejos do padre Ferrer mas, em 1883, teremos a inauguração das 2 escolas, bem como o primeiro processo seletivo das órfãs que receberiam a dotação. No século XIX, tanto em Portugal como na Europa, aprofunda-se a discussão envolvendo a disseminação da instrução pública, colocando-se em relevo, inclusive, a participação da iniciativa privada, que constrói escolas e outros melhoramentos para a sociedade ou contribui com fundos para a consecução de obras sob responsabilidade do Estado. Nesse movimento, em diversas regiões de Portugal, destacam-se os chamados “brasileiros”, portugueses que enriqueceram no Brasil e que retornam à sua terra natal onde investem em diversas melhorias, que se revertiam tanto para o bem comum como para o reconhecimento social desses mesmos cidadãos. Em Ovar foram observadas diversas iniciativas desses “brasileiros”, que fizeram doação de escolas ou contribuíram para a concretização das mesmas no final do século XIX. Por meio desse processo podemos perceber uma parte da complexidade do processo de escolarização que se pretendia no final do século XIX em Portugal. As disputas nos municípios eram intensas, dificultando a geração de uma pauta comum ou suprapartidária, mesmo em assuntos como o ensino primário, que pareceria consensual. Observa-se, também, a necessidade de se aprofundar os estudos em torno da esfera municipal, envolvendo a iniciativa privada, tanto para compreensão no nível micro como para se apreender o movimento geral que se desenrola no interior do país em torno de questões relevantes para os avanços da nação ou da comunidade, como o caso da educação.

La Plata, August 1930. The Argentino newspaper announces the arrival of Adolphe Ferrière to hold a series of conferences on childhood and education. The article compares the Swiss pedagogue with Cervantes' hero and unveils a mission: to support those who fight for an education reform based on the new pedagogical methods and theories. Representing the Ligue Internationale pour l’Éducation Nouvelle (LIEN) and the International Bureau of Education (IBE), Ferrière leaves Geneva in March 1930 with the main objective of reinforcing pedagogical collaboration between Europe and Latin America. The prestige and recognition he finds in these countries, as well as the criticism of the theories he defends, bring into light important nuances in the circulation of knowledge between the two continents. Hostetter (2017) points to the internationalist sense of the trip whose objectives are clear: collect documentation on innovative educational experiences, present the advances of European research in educational sciences and psychology and spread the work of the IBE and the LIEN. However, crossing the context of Geneva institutions, especially the IBE (Hofstetter & ERHISE, 2021) with the dynamics of intellectual exchanges between Europe and Latin America (Dumont, 2020) lead to some particularities of this mission. The present article discusses the welcoming of Ferrière as the representative of the IBE, taking into consideration the pedagogical conflicts between progressive and conservatives intellectuals in the Latin America scenario. Thus, we question Ferrière's motivations to set forward and the way in which he disseminates BIE's works. We also analyze the impact of this trip, not only for Ferrière and the institutions he represents, but for each one of the countries visited. Based on the study of European and Latin American sources we demonstrate that Ferrière travels in part motivated by personal aspirations. The Latin American context of the beginning of the 20th century, marked by the search for references, models and innovative pedagogical theories, made the continent a favorable terrain to reinforce his reputation as the apostle of the active school that was being threatened in Geneva. On the other hand, the presence of the Swiss pedagogue represents for the avant-garde of the active school in Latin America an important support for their pedagogical experiences. Ferrière's trip to Latin America reproduces what Nóvoa (2020) describes as a “double legitimation process” (p. 293). If Ferrière finds an audience on the continent that consecrates him as the apostle of the active school, his words will be powerful to legitimize any innovative initiative, even in the face of his opponents.

The aim of this study is to elucidate various facets of the intellectual journey of Gustavo de Sá Lessa (1888-1962). As a Brazilian medical practitioner specializing in public health and an esteemed educator, Lessa held pivotal roles within the public sphere throughout his lifetime, frequently collaborating with Anísio Teixeira. His extensive travels, notably to the United States for educational purposes, culminated in the publication of several noteworthy works addressing the cultural, administrative, and educational landscapes of the countries he visited. Notable among these publications are: "Guidance of the Active School in the United States" (1929); "Aspects of American Culture" (1937); "Federal Administration in the United States" (1942); "Child Welfare – The English Experience and Its Lessons" (1952); and "In Search of Clarity" (1960). Serving as a professor of Comparative Education at the Teachers' School of the Rio de Janeiro Institute of Education, Lessa also played a prominent role in the Brazilian Association of Education (ABE) during the interwar years, holding positions such as secretary, president of certain sections, and ultimately serving as president of the organization on two occasions. Within the ABE, his contributions were marked by active participation in scholarly discourse, the organization of educational initiatives—including courses, symposia, and lectures aimed at primary school educators—focused on the American educational system and other pertinent topics, and substantial involvement in National Education Conferences. Subsequently, Lessa's professional trajectory extended to the Getúlio Vargas Foundation (FGV), where he spearheaded the Campaign for Textbooks and Teaching Manuals (Caldeme) from 1952 to 1953. Despite his public renown, however, Lessa's legacy within the annals of educational history remains understudied, presenting a notable lacuna in the field. This inquiry draws upon Lessa's autobiographical account, circulated among his acquaintances prior to his demise, as well as posthumous reflections on his life and career, and contemporaneous testimonials from his associates. Through critical engagement with (auto)biographical narratives, this study engages in dialogue with scholars such as Bourdieu (2006), Lejeune (2008), Malcolm (2012), Dosse (2015), and Albuquerque Júnior (2019), offering a scholarly contribution by shedding light on an individual whose significant contributions to the educational landscape of the twentieth century warrant further examination.

Recuperar alguns aspectos da trajetória do intelectual Gustavo de Sá Lessa (1888-1962) é o objetivo do presente trabalho. O médico sanitarista e educador brasileiro ocupou importantes cargos públicos durante sua vida, muitos deles ao lado de Anísio Teixeira. Realizou também diversas viagens, principalmente aos Estados Unidos para fins de formação, que resultaram na publicação de obras sobre a cultura, administração e educação dos países que conheceu. Entre suas produções de maior destaque estão: A orientação da escola ativa nos Estados Unidos (1929); Aspectos da cultura norte-americana (1937); A administração federal nos Estados Unidos (1942); Assistência a Infância – a experiência inglesa e suas lições (1952); Em busca da claridade (1960). Foi professor de Educação Comparada na Escola de Professores do Instituto de Educação do Rio de Janeiro, além disso, entre os anos 1920 e 1930, destacou-se por sua participação na Associação Brasileira de Educação (ABE), na qual foi secretário, presidente de algumas seções, membro do Conselho Diretor, além de presidir a instituição duas vezes. Dentro da ABE, colaborou ativamente em diversas discussões e organizou cursos, simpósios e aula para professores de ensino primário sobre a educação nos EUA, entre outras temáticas, além de destacadas participações nas Conferências Nacionais de Educação. Mais tarde, trabalhou na Fundação Getúlio Vargas (FGV) e dirigiu a Campanha do Livro Didático e Manuais de Ensino (Caldeme) entre 1952-1953. Apesar do destaque público, o intelectual foi esquecido pela História da Educação, se configurando uma lacuna ainda para o campo. Neste trabalho, utilizo como fontes uma autobiografia que Gustavo Lessa produziu e distribuiu aos amigos pouco antes de morrer e algumas produções póstumas que trataram sobre o autor, além de discursos publicados por amigos do intelectual. Levanto reflexões sobre as produções (auto)biograficas, estabelecendo diálogo com Bourdieu (2006), Lejeune (2008), Malcolm (2012), Dosse (2015), Albuquerque Júnior (2019). Este trabalho oferece assim contribuição, à medida que se debruça sobre um sujeito de destacada atuação no campo educativo por várias décadas do século XX e que ainda não foi devidamente investigado.

This proposal brings the partial results of research on the orientation related to the teaching process of geographic concepts aimed at teachers, highlighted by Eloísa de Carvalho, when she worked at the National Geography Council (CNG), in 1960. Initially, were reinforced the aspects of author life, as well as her professional career. Afterwards, the school procedures of the time were identified, considering teaching methodologies in Geography. The educational practices highlighted by the author at the time involved teaching work in the classroom and in extracurricular activities. In this process, teaching techniques and teaching resources were included as mediating elements of teaching action. The research aimed to understand the orientation on teaching methods in Geography, highlighted by Eloísa, in 1960. The investigation involved the analysis of the text called Notes on Didactics of Geography, written by the author, published in the periodical entitled Bulletin Geographic, with the number 156. To report aspects of the author life and professional activities, letters from the archives of the National Faculty of Philosophy (FNFi), located in the collection of the Center for Research and Documentation of Contemporary History in Brazil (CPDOC), from Foundation Getúlio Vargas (FGV). Graduated from the National Faculty of Philosophy of the University of Brazil, in the Geography and History section, Eloísa de Carvalho took on the position of head of the systematic studies section at the Brazilian Institute of Geography and Statistics (IBGE). The author affinity with teaching Geography accompanied a period of difficulty in obtaining employment in secondary schools, in 1943, after her graduation. Due to this, was observed a problem related to the lack of utilization of graduates from the National Faculty of Philosophy, in Rio de Janeiro. In this sense, as an alternative to this situation, she was offered the suggestion of taking advantage of her services at School Pedro II, in 1944, establishing an attempt to gain access as a teacher at the institution. In its prescriptions, present in the publication, in the 1960s, highlighted the geographical experiences that guaranteed the active process of construction and reconstruction of the object, combined with an interaction between the individuals cognitive skills and the environment. To do this, paid attempt to the students interests, social demands and the process of acquiring knowledge. Sequentially, were indicated examples that provided direct observation of nature and the study of the students immediate reality. These characteristics were considered decisive in the learning process, boosting students reflective activity. Also, through the recommendations, it became possible to expand geographic knowledge in schools, helping to train dynamic students and valuing the teacher-reader. Furthermore, the journey experienced by Eloísa represented the symbol of a woman struggle in teaching life, equipped with technical knowledge, but who faced obstacles at the beginning of her career and certainly gender distinction. Thus, the work reinforced the importance of women, researchers, who among their professional activities, had the opportunity to guide other teachers, through their article.

Esta proposta traz os resultados parciais de pesquisa sobre as orientações relacionadas ao processo de ensino dos conceitos geográficos destinados aos professores, destacadas por Eloísa de Carvalho, quando atuava no Conselho Nacional de Geografia (CNG), em 1960. Inicialmente, foram reforçados os aspectos de vida da autora, assim como a sua trajetória profissional. Após, identificou-se os procedimentos escolares da época, considerando as metodologias de ensino em Geografia. As práticas educacionais apontadas pela autora da época envolviam o trabalho docente na sala de aula e em atividades extracurriculares. Neste processo, estavam incluídos as técnicas de ensino e os recursos didáticos como elementos mediadores da ação docente. A pesquisa teve como objetivo compreender as orientações sobre os métodos de ensino em Geografia, ressaltados pela Eloísa, em 1960. A investigação envolveu a análise do texto denominado Notas de Didática da Geografia, escrito pela autora, publicado no periódico intitulado Boletim Geográfico, com o número 156. Para o relato de aspectos da vida e atuação profissional da autora, verificou-se as cartas dos arquivos da Faculdade Nacional de Filosofia (FNFi), localizadas no acervo do Centro de Pesquisa e Documentação de História Contemporânea no Brasil (CPDOC), da Fundação Getúlio Vargas (FGV). Formada pela Faculdade Nacional de Filosofia da Universidade do Brasil, na seção de Geografia e História, Eloísa de Carvalho assumiu o cargo de chefe da seção de estudos sistemáticos no Instituto Brasileiro de Geografia e Estatística (IBGE). A afinidade da autora com o ensino de Geografia acompanhou um período de dificuldade para a obtenção de emprego em escolas secundárias, no ano de 1943, após a sua formação. Devido a isso, foi observado o problema relacionado a falta de aproveitamento dos licenciados pela Faculdade Nacional de Filosofia, no Rio de Janeiro. Nesse sentido, como uma alternativa a essa situação, foi oferecida a ela a sugestão de aproveitamento de seus serviços no Colégio Pedro II, no ano de 1944, estabelecendo a tentativa de acesso como professora na instituição. Em suas prescrições, presentes na publicação, na década de 1960, destacou-se as experiências geográficas que garantissem o processo ativo de construção e reconstrução do objeto, aliado a uma interação entre as habilidades cognitivas do indivíduo e o ambiente. Para isso, se atentava aos interesses dos alunos, as exigências sociais e ao processo de aquisição do saber. Sequencialmente, era indicado os exemplos que propiciassem a observação direta sobre a natureza e o estudo da realidade imediata dos estudantes. Essas características eram consideradas determinantes no processo de aprendizagem, impulsionando a atividade reflexiva dos alunos. Também, por meio das recomendações, tornou-se possível a ampliação do conhecimento geográfico nas escolas, auxiliando na formação de alunos dinâmicos e valorizando o professor-leitor. Além disso, o percurso vivenciado por Eloísa representou o símbolo da luta de uma mulher na vida docente, munida de saberes técnicos, mas que enfrentou os obstáculos de início da carreira e certamente a distinção de gênero. Assim, o trabalho reforçou a importância da mulher, pesquisadora, que dentre as suas atividades profissionais, teve a oportunidade de orientar outros professores, por meio de seu artigo.

This research is part of the field of the history of education, of the present time (Ferreiro, 2002), and deals with the biography of a poor black woman who faced adversity in order to get an education and become a teacher. However, she collapsed emotionally in the context of the pandemic caused by the SARS-CoV-2 virus, which required social isolation, the closure of schools, the adoption of emergency remote teaching and the use of Digital Information and Communication Technologies (Fialho; Freire; Sousa, 2022). The study aims to biograph Karla Kamille Costa de Oliveira Fonteles, emphasizing her educational and professional career and the impact caused by the pandemic on her social life. The research adopted the theoretical assumptions of cultural history (Burke, 2005; Barros, 2005), considering the openness of sources provided by the Annales School movement to portray and narrate the life of Karla Fonteles. Methodologically, oral history was selected because it allows us to use oral sources as an investigative epicenter (Alberti, 2013), through free interviews, which were recorded, transcribed and validated, intertwined with documentary sources, personal archives and images. The results of the research show that Karla Fonteles - a black, poor and peripheral woman - lived in a situation of social vulnerability during her childhood when she was sponsored by an American Non-Governmental Organization (NGO) called Compassion, which brought together people from the United States who were well-off to help with the survival and education of underprivileged children. As a result, she was able to study at a philanthropic and religious community school called Bethesda, after which she entered state schools in the outlying Henrique Jorge neighborhood where she lived. When she finished her basic education, her godfather paid for a preparatory course for the university entrance exams at a private school, and for her Pedagogy course at Faculdade Cearense. Karla Fonteles considers herself privileged because she got a higher education while her colleagues did not have the same opportunity, since they did not rely on the charity of foreigners, even though quality, multicultural and situated education should be everyone's right (Adichie, 2019). Currently a permanent teacher in the municipality of Fortaleza, working at the Bergson Gurjão Farias Municipal School, she once again found herself in a vulnerable situation in the context of the Covid-19 pandemic, as she was forced to turn her home into a work environment, take on multitasking, have resources she didn't have to acquire technological resources, which led to previously non-existent health problems, such as anxiety and Burnout Syndrome. This situation, which has claimed thousands of lives, has also led to an increase in social, economic and educational inequalities (Nóvoa; Alvim, 2021), especially for black women (Agência Brasil, 2020), as experienced by the biographer. There is an urgent need to invest in policies that strengthen the valorization of diversity and intersectionality, considering inequalities of race and class (Davis, 2016; Gonzaléz, 1982).

A presente pesquisa se insere no campo da história da educação, do tempo presente (Ferreiro, 2002), e trata da biografia de uma mulher negra e pobre que enfrentou adversidades para conseguir formação educacional e tornar-se professora. Todavia, colapsando emocionalmente no contexto da pandemia causada pelo vírus SARS-CoV-2, que exigiu o isolamento social, o fechamento das escolas, a adoção do ensino remoto emergencial e a utilização das Tecnologias Digitais de Informação e Comunicação (Fialho; Freire; Sousa, 2022). O estudo tem como objetivo biografar Karla Kamille Costa de Oliveira Fonteles enfatizando seu percurso educacional, profissional e o impacto causado pela pandemia na sua vida social. A pesquisa adotou os pressupostos teóricos da história cultural (Burke, 2005; Barros, 2005), por considerar a abertura de fontes proporcionada pelo movimento da Escola de Annales para retratar e narrar a vida de Karla Fonteles. Metodologicamente, a história oral foi selecionada por permitir utilizar a fonte oral como epicentro investigativo (Alberti, 2013), mediante entrevistas livres, gravadas, transcritas e validadas, no entrecruzamento com fontes documentais, arquivo pessoal e imagéticas. Os resultados da pesquisa apontam que Karla Fonteles - mulher negra, pobre e periférica - vivia em situação de vulnerabilidade social na infância quando foi apadrinhada por uma Organização Não Governamental (ONG) americana, denominada Compassion, que articulava uma pessoa de boas condições financeiras dos Estados Unidos da América, para ajudar na sobrevivência e educação de crianças carentes. Com isso, ela pôde estudar em uma escola comunitária filantrópica e religiosa chamada Betesda, em seguida, ingressando em escolas públicas estaduais do bairro periférico Henrique Jorge, onde morava. Ao finalizar a educação básica, seu padrinho custeou um cursinho preparatório para o vestibular, em escola privada, e o curso de Pedagogia na Faculdade Cearense. Karla Fonteles considera-se privilegiada porque conseguiu educação de nível superior enquanto suas colegas não tiveram a mesma oportunidade, já que não contaram com a caridade de estrangeiros, ainda que a educação de qualidade, multicultural e situada deveria ser direito de todos (Adichie, 2019). Atualmente, professora efetiva do município de Fortaleza, com lotação na Escola Municipal Bergson Gurjão Farias, viu-se novamente em situação de vulnerabilidade no contexto da pandemia de Covid-19 por ser obrigada a transformar sua residência em ambiente de trabalho, assumir multitarefas, dispor de recursos que não possuía para adquirir recursos tecnológicos, o que acarretou problemas de saúde antes não existentes, como a ansiedade e Síndrome de Burnout. Essa conjuntura que ceifou milhares de vidas, também trouxe como consequências o aumento das desigualdades sociais, econômicas e educacionais (Nóvoa; Alvim, 2021), principalmente para as mulheres negras (Agência Brasil, 2020), como vivenciadas pela biografada. Assevera-se a necessidade urgente em investir em políticas que fortaleçam a valorização da diversidade e interseccionalidade considerando as desigualdades de raça e classe (Davis, 2016; Gonzaléz,1982).

This research is the result of a thesis defended in 2023, which is part of the field of the History of Education and deals with the education and professionalization of women, more specifically of a transvestite educator. We started with the following question: what devices did Letícia Carolina Pereira do Nascimento use in her training and professional career to become the first transvestite university professor in the state of Piauí? The aim was to biographize Letícia Carolina Pereira do Nascimento, with an emphasis on her educational and teaching career. The time frame begins in 2007, when Letícia Nascimento, still in the identity of Romário, began to live her sexuality openly, and continues until 2018, when she becomes a professor at the Federal University of Piauí (UFPI). Theoretically, we draw on the historiographical current of Cultural History (Burke, 1992), as this has made it possible to broaden historical sources, as well as favoring the view of life stories, making them an object of study, which has allowed us to draw up a biographical study (Dosse, 2015; Borges, 2015) of Professor Letícia Carolina. We used the Oral History methodology (Alberti, 2005), with free and thematic interviews as the technique for collecting the narratives of seven interviewees - family members, work colleagues and the biographer - interspersed with documentary sources such as photographs, certificates, letters, memorandums, among others. The results show that Letícia Carolina was born in Parnaíba, on the coast of Piauí, where she lived under the care of her maternal grandmother along with her siblings. While still in the Romário Rawlisson identity, she had the opportunity to be educated in private institutions, with elementary school at the Monteiro Lobato School; elementary school and part of high school at Colégio São Luís Gonzaga - Diocesano, and the last years of basic education at Colégio Apoio. Letícia Carolina graduated in Pedagogy in 2011 from UFPI; she completed her master's degree in 2016 and her doctorate in 2023, both in Education, also at UFPI. Letícia Carolina is currently a full professor at UFPI and is known for being a reference in transfeminist studies in Brazil, with her work also published in France and Italy. Letícia Carolina has always had family support in relation to her sexuality and gender identity. However, she has faced countless prejudices and discrimination throughout her student and professional career because of her gender identity and feminist activism as a transvestite woman. In fact, she had recourse to devices such as: support from her family in relation to her sexuality, which is uncommon for most transvestite and transsexual women (Andrade, 2012); access to quality education; and her resilience to face prejudice (Butler, 2002); all of which helped her overcome the barriers of violence and resiliently occupy spaces that are uncommon for transvestite women.

A pesquisa em tela é resultado de uma tese defendida em 2023, que se insere no campo da História da Educação e trata acerca da educação e da profissionalização de mulheres, mais especificamente de uma educadora travesti. Partimos do seguinte questionamento: quais dispositivos Letícia Carolina Pereira do Nascimento recorreu em sua trajetória de formação e atuação profissional para se constituir a primeira travesti professora universitária do estado do Piauí? O objetivo foi biografar a professora Letícia Carolina Pereira do Nascimento com ênfase em sua trajetória formativa e docente. O recorte temporal delimitado inicia-se em 2007, época em que Letícia Nascimento, ainda na identidade de Romário, começou a viver assumidamente sua sexualidade, e vai até 2018, período em que ela se efetiva na Universidade Federal do Piauí (UFPI). Amparamo-nos teoricamente na corrente historiográfica da História Cultural (Burke, 1992), pois esta possibilitou a ampliação das fontes históricas, assim como favoreceu a visão sobre as histórias de vida, tornando-as objeto de estudo, o que nos oportunizou traçar um estudo biográfico (Dosse, 2015; Borges, 2015) da professora Letícia Carolina. Utilizamos a metodologia da História Oral (Alberti, 2005), com entrevistas livres e temáticas como técnica de coleta das narrativas de sete entrevistados - familiares, colegas de trabalho e a biografada-, entrecruzada com fontes documentais, tais como fotografias, certificados, cartas, memorando de lotação, dentre outras. Os resultados apontam que Letícia Carolina nasceu em Parnaíba, litoral do Piauí, onde viveu aos cuidados da avó materna juntamente com seus irmãos. Ainda na identidade Romário Rawlisson, teve a oportunidade de ser escolarizada em instituições particulares, com o ensino primário na Escola Monteiro Lobato; o ensino fundamental e parte do ensino médio no Colégio São Luís Gonzaga – Diocesano, e os últimos anos da educação básica no Colégio Apoio. Letícia Carolina graduou-se em Pedagogia em 2011 na UFPI; concluiu o mestrado em 2016 e o doutorado em 2023, ambos em Educação, também na UFPI. Atualmente, Letícia Carolina é professora efetiva da UFPI e é conhecida por ser uma referência sobre os estudos transfeministas no Brasil, como obra publicada também na França e na Itália. Podemos destacar que Letícia Carolina sempre teve o apoio familiar em relação à sua sexualidade e à sua identidade de gênero, no entanto, enfrentou inúmeros preconceitos e discriminações ao longo de sua trajetória estudantil e profissional por sua identidade de gênero e militância feminista na condição de mulher travesti. Com efeito, ela recorreu a dispositivos, como: o apoio por parte de sua família em relação à sua sexualidade, pouco comum a maioria das mulheres travestis e transexuais (Andrade, 2012); o acesso à educação de qualidade; e a sua capacidade de resiliência para enfrentar os preconceitos (Butler, 2002); os quais contribuíram para que ela superasse as barreiras das violências e de maneira resistente ocupasse espaços pouco comuns às mulheres travestis.

This paper takes gender as a category of historical analysis and analyses the lives and work of women educators who lived and went into exile during the Portuguese Estado Novo, the totalitarian regime headed by Salazar (1926/1933-1974). These women were teachers or educators at a certain stage in their lives, produced professional and political discourses and acted against the regime and in defence of a democratic and free school and society. During the last fifty years of democratic rule in Portugal, these women have been shrouded in silence and invisibility. Today we commemorate their lives and highlight the fundamental role they played against: retrograde Salazarism, censorship of all forms of expression, repression and political police, and against the colonial war. Their actions were in defence of democracy, decolonisation (the Portuguese colonial empire waged war against African liberation movements in the 1960s and 1970s) and the country's development. Salazar's authoritarian regime kept teachers under strict ideological control. The school was seen as the 'sacred workshop of souls' and the role of teachers was to educate girls and young women to be 'good wives, good housewives, good mothers' (fairies of the home). Teachers were trained in schools that were moulded in the image of the mission assigned to them. They had to behave in an exemplary social and moral manner (no clothes, no paintings, no public places, etc.) and their marriage was subject to the approval of the Minister of National Education. Teachers who fought for their own voice were forced into exile, either abroad or within the country. We find the following generations of exiled teachers: - First generation (1930s and 1940s): educators who stayed in the country but were persecuted and went into internal exile in order to continue their existence; this is the case of Irene Lisboa, the most important of the Portuguese educators. In this first generation, we also find foreign Jewish women who arrived in Portugal fleeing from Nazi persecution and travelling to the USA; this is the case of Hannah Arendt; - The second generation (1960s and 1970s): women who left Portugal, persecuted by Salazarism, sometimes accompanying their husbands who were fleeing military service (in Africa, in the colonial war); these are the cases of Helena Cabeçadas, exiled in Brussels, Ana Benavente, in Geneva, and Teresa Rita Lopes, in Paris. These women made a living from unskilled labour, obtained scholarships, graduated from universities, joined the social networks of Portuguese exiles and fought against Salazarism in exile. Exile shatters identities, which are reconstructed and reassembled through the conditions of life. Enriched by multiple experiences, these women returned to Portugal with the Carnation Revolution of 25 April 1974 and played a key role in the consolidation of democracy and the construction of science and public schools.

With the conceptualization of hidden curriculum as materialized in suburban social housing (Buchardt, 2023b) as the broad analytical frame, the panel addresses the question of social housing politics as educational by means of three historical case studies of welfare-state modernization from the late 1940s onwards: The connections between social housing-, urban planning- and education-politics as a tool for welfare-state crafting and development of new welfare-state imaginaries and curricula for citizenry in the pre-state years and the first years of the new state of Israel; during the first period of Perón’s populist reign in Argentina; and in the heyday of the Nordic-model Danish welfare state post WWII when creating new cities outside the big cities.The historical-theoretical premise for the panel is to understand social housing politics and the urban planning it formed part of as educational. Education has since the late 19^th century been used as a tool for solving the so-called “social question”; one of the main political questions and constructions that have framed and were part of modernizing states. The social question can be understood as a political challenge that the social and welfare-state models that developed globally during the 20^th century became an answer to. “The social question” concerned how to solve (not least urban) poverty; how to create social cohesion across social divisions without dissolving class society. Education in a formal sense was one of the political instruments at hand while “taming the – ever-growing – cities,” but not the only one: Also for instance urban planning and housing politics were key areas of intervention, as were the ways these areas intertwined. In continuation, the city was to function as an architecture of behavior and thus as an educational landscape in the emerging social-state crafting from late 19^th century onwards. Urban planning and housing politics became a way to govern and teach the population to become a population (Kettunen & Petersen, 2011; Rabinow, 1989; Buchardt, 2023a). The use of social housing projects as part of behavioral urbanism increased post WWII – a period that also increased decolonialization globally – and drew on previous experiments that had taken place in the colonial terrain. As Gwendolyn Wright (1991) has shown, the city planning in e.g. Paris was often preempted by experimental work in the colonial sphere. The Corbusier modernism and brutalism – that inspired social housing projects in the new suburbs and neighborhoods in Buenos Aires, Tel Aviv and the Nordic welfare-state capitals – drew inspiration from e.g. French politics of how to govern diverse populations in a socially cohesive way without dissolving difference, something which again drew on the colonial governing. In order to capture the planned and intended as well as the unintended and practiced body of knowledge about how to live and learn to be a population in the behavioral architecture of new social housing areas, Phillip Jackson’s concept of “hidden curriculum” (1968) offers a retooling potential. The concept makes it possible to discover the materialized but less outspoken curriculum of the welfare state and its espoused values (Buchardt, 2023b). The panel addresses the following overarching questions: How were social housing and urban planning used to govern educationally within and beyond education politics? In which ways were the 19^th-century colonial/metropolitan politics of design transformed in different types of socialist and national and social populist-led states on the outskirts of the key imperial metropolitan centers? Which differences and similarities occur when analyzing the housing politics of Israeli Labor Zionism, Danish Social Democratism and Argentinian Peronism, and what can this tell us about welfare-state crafting and its educational components within and beyond the formal education systems?

The lives and learning of students at the Co-operative College in the UK provide fascinating insights into the contested and contradictory nature of decolonisation (Woodin and Shaw 2019). From the inception of the College in 1919, it educated people from the colonies, commonwealth, the UK and other countries, in co-operation and co-operative movements. The situation become more confused after 1946 when the Colonial Office funded the training of officials to work in co-operatives and local government in colonies and commonwealth. The British government, UNESCO and the International Co-operative Alliance (ICA) were all keen to support fledgling co-operatives which they viewed as essential to the emerging independent nations. In the context of the Cold War, colonial/western governments aimed to ensure a certain level of central control but if this tendency was pushed too far, it became difficult to distinguish such co-operatives from those in the Soviet sphere that were presented as state controlled, a contradiction which activists were quick to point out. Students lived through these contradictions and had to balance competing discourses of modernisation, democracy and decolonisation. With such a wide range of students thrown together, new dialogue, miscomprehension and learning took place. While co-operatives asserted the need for equality and democracy, they could also foster new forms of hierarchy when overseas students were simultaneously welcomed and othered. College students subsequently worked as co-operative leaders and civil servants, in their country of origin where they would help to establish co-operative colleges, some of which would develop into universities, for example in Kenya and Tanzania. The debates that took place within the College to some extent mirrored some of those found in recent emerging historiography on the topic. The engagement of the co-operative movement with the decline of the British empire has been characterised as part of a process of ‘co-operative rule’ in which co-operation was harnessed to the colonial project (Windell 2022); similarly, Moulton (2022) has emphasised a change in College students after 1945, representing a process of co-option; by contrast, others have been more supportive of the movement (Rhodes 2012). This paper focuses upon students and educators, their experience and trajectories which were entangled in processes of decolonisation. It will draw out the connections between pedagogy, curriculum and informal discussions and debates at the College. A close interrogation of College magazines, publications, reports on past students, visual images and ephemera at the National Co-operative Archive helps to provide new perspectives on the way that decolonisation was understood at the time. Co-operative students had to work creatively with decolonisation. While adopting some dominant ideas, for instance around the role of education and modernisation, they often viewed co-operative businesses as a democratising force. Co-operative learning embraced a wide range of pedagogies and knowledge beyond the lecture room. This unique set of learning experiences provides a complex picture of decolonisation in which hierarchies were both challenges and reinforced and dominant discourses gradually mutated. Students from the colonies often found themselves adopting an educational role.

Since the second decade of the 19th century, the Brazilian government adopted policies for the arrival of German immigrants, aiming to occupy territories in the south of the country. The preference for Germans was because they were considered to have good conduct and workers, ideal for economic development. Part of this population settled in urban centers, but the majority in rural areas, creating so-called colonies. In this environment, immigrants organized small productive properties and founded several social institutions associated with the preservation of ethnic identity. Among them, the type of school inaugurated stood out: ethnic German schools. The objectives of this study are: Discuss characteristics of the processes of creation and operation of German ethnic schools based on the concept of anti-colonialism; Analyze components of school cultures in German ethnic schools. The methodology combines documentary and bibliographical research. The results show that the founding of schools by German immigrants and their descendants was due to the lack of educational provision by the Brazilian State, notably in the most isolated colonies. Regarding organization and methods, especially in the first years of activity, ethnic German schools adopted educational practices from the immigrants’ homeland. The German language was central both as an object of study and for teaching, a strategy for maintaining one's own culture. Therefore, we verify that it was not a colonialist attitude, since it was not a method of acculturation or domination of the Brazilian population, nor was it intended to generate predatory dispositions regarding Brazil's cultural roots. Add to this argument the fact that if, initially, German ethnic schools were aimed at childhood descended from immigrants, they soon began to also serve Brazilian children, through a constant and necessary modification of their curriculum, which gradually incorporated the use and the study of the Portuguese language. This fact led to the transformation of primordial ethnic schools, generically called German schools, into German-Brazilian schools. This means that the founding and operation of ethnic schools, over more than a century, was not the result of an attitude of colonization characterized by an alleged superiority of German immigrants, because their institutional purpose was to supply the lack of school education offered by the Brazilian government. Therefore, this is a positive pioneering spirit. We understand that such schools did not act with colonization objectives, although at certain times served to train people considered non-Brazilian and they disputed the public space. We further infer that both the creation and maintenance of a statute of Germanness in some regions of southern Brazil, as well as its permanence or transformation in the face of the various nationalization campaigns that took place in the first decades of the 20th century, can be understood as anti-colonialists resistance to the actions of violence and cultural persecution imposed on ethnic German schools by the Brazilian government with the aim of Brazilianization, notably during the Estado Novo period (1937-1945).

Desde a segunda década do século XIX o governo brasileiro adotou políticas para a vinda de imigrantes alemães, objetivando ocupar territórios no sul do país. A preferência pelos alemães era em virtude de serem considerados como de bons costumes e trabalhadores, ideais para o desenvolvimento econômico. Parte dessa população se estabeleceu em centros urbanos, mas a maioria em zonas rurais, originando as denominadas colônias. Nesse ambiente os imigrantes organizaram pequenas propriedades produtivas e fundaram diversas instituições sociais associadas à preservação da identidade étnica. Dentre elas assumiram destaque o tipo de escola inaugurado: as escolas étnicas alemãs. Os objetivos deste estudo são: Discutir características dos processos de criação e funcionamento de escolas étnicas alemãs com base no conceito de anticolonialismo; Analisar componentes das culturas escolares das escolas étnicas alemãs. A metodologia conjuga a pesquisa documental e a bibliográfica. Os resultados mostram que a fundação de escolas por imigrantes alemães e seus descendentes foi devido à ausência de oferta educacional pelo Estado brasileiro, notadamente nas colônias mais isoladas. Quanto à organização e aos métodos, especialmente nos primeiros anos de atividade, as escolas étnicas alemãs adotaram práticas educativas da terra de origem dos imigrantes. Havia centralidade no idioma alemão tanto enquanto objeto de estudo como para o ensino, uma estratégia para a manutenção da própria cultura. Portanto, verificamos que não se tratava de uma atitude colonialista, já que não foi um método de aculturação ou de domínio da população brasileira, nem pretendeu gerar atitudes predatórias quanto às raízes culturais do Brasil. Some-se a esse argumento o fato de que se, inicialmente, as escolas étnicas alemãs foram destinadas à infância descendente de imigrantes, logo passaram a atender também a crianças brasileiras, mediante uma constante e necessária modificação de seu currículo, que gradativamente incorporou a utilização e o estudo da língua portuguesa. Este fato ocasionou a transformação das escolas étnicas primordiais, genericamente denominadas de escolas alemãs, para escolas teuto-brasileiras. Quer dizer que a fundação e o funcionamento das escolas étnicas, ao longo de mais de um século, não foi resultante de uma atitude de colonização caracterizada por uma pretensa superioridade dos imigrantes alemães, porque sua finalidade institucional foi suprir a ausência de educação escolar oferecida pelo governo brasileiro. Portanto, trata-se de um pioneirismo positivo. Entendemos que tais escolas não atuaram com objetivos de colonização, embora em certos momentos serviram para a formação de pessoas tidas como não-brasileiras e disputaram o espaço público. Inferimos ainda que, tanto a criação como a manutenção de um estatuto de germanidade em algumas regiões do sul do Brasil, assim como a sua permanência ou transformação diante das diversas campanhas de nacionalização que ocorreram nas primeiras décadas do século XX, podem ser compreendidas como resistências anticolonialistas às ações de violência e de perseguição cultural impostas às escolas étnicas alemãs pelo governo do Brasil com finalidade de abrasileiramento, notadamente no período do Estado Novo (1937-1945).

The Federal Institutes were created by Law No. 11,892, of December 29, 2008. The Federal Institute of Education, Science and Technology of Rio Grande do Sul – Campus Osório began its activities in August 2010. Since then, two groups of actions affirmatives began its consolidation: the Center for Assistance to People with Specific Educational Needs (NAPNE) and the Center for Afro-Brazilian and Indigenous Studies (NEABI). In 2015, these two were included in the Center for Studies and Research in Gender and Sexuality (NEPGES). Through actions notably linked to extension, these centers are dedicated to promoting inclusion and diversity, whether at the institutional level or by encouraging reflections within the community in which the Campus is located. This work proposes to study photographs of activities related to the aforementioned centers that are found in the digital collection of the IFRS-Campus Osório Memory Center, between the period 2010 (beginning of Campus activities) and 2019 (year preceding the Covid19 pandemic, as until then activities were in person). The photographic collection researched is in the organization and systematization phase and is completely digital. In view of these characteristics, it is based on Rosenzweig (2022) who points to the fragility of evidence in the digital era and highlights that historians may be facing a paradigmatic change, moving from a culture of scarcity to one of abundance. At the same time as there is a significant volume of documents, their preservation is at great risk due to the obsolescence of the technologies in which such records were produced. It is also taken into account that the researched collection is made up of photographs. Historians and historians of education, such as Burke (2004), Dussel (2018), Grosvenor (1999) and Meda (2018), internationally, dedicated themselves to problematizing photography as a source of research. Meda (2018) states that the use of images, in particular photography, entered the international historiographical debate, in the area of ​​History of Education, in the year 2000, following the publication of texts by Ian Grosvenor on the topic. In Brazil, Schwacz (2012), Kossoy (2012), Ciavatta (2002) and Mauad (2008), proposed to outline methodologies for the historical study of photography. Schwarcz (2012, p.10) highlights that: “[...] those who handle the lenses do not simply copy what they see: they select, crop and impose a specific look on everything they capture with their machines”. In this sense, the documentary corpus listed was selected based on a very large number of digital photographs. Photographs related to the activities of the three centers were selected, which were identified year by year. It can be seen that activities related to the three cores may or may not involve the external community. In some cases, there is a prominence of some dates present in the school calendar, on which activities are carried out annually. It is clear that the presence of the centers encourages inclusion and diversity in the school institution studied.

Os Institutos Federais foram criados pela Lei nº 11.892, de 29 de dezembro de 2008. O Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Osório iniciou as suas atividades em agosto de 2010. Desde então, dois núcleos de ações afirmativas iniciaram a sua consolidação: o Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas (NAPNE) e o Núcleo de Estudos Afro-brasileiros e Indígenas (NEABI). Em 2015, a esses dois, incluiu-se o Núcleo de Estudos e Pesquisas em Gênero e Sexualidade (NEPGES). Por meio de ações notadamente vinculadas à extensão, tais núcleos se dedicam a fomentar a inclusão e a diversidade, seja em esfera institucional, seja fomentando reflexões no âmbito da comunidade em que o Campus se encontra inserido. Este trabalho propõe-se a estudar as fotografias de atividades relacionadas aos referidos núcleos que se encontram no acervo digital do Núcleo de Memória do IFRS-Campus Osório, entre o período de 2010 (início das atividades do Campus) e 2019 (ano que antecedeu à pandermia da Covid19, pois até então as atividades eram presenciais). O acervo fotográfico pesquisado encontra-se em fase de organização e sistematização e é totalmente digital. Tendo em vista tal características, pauta-se em Rosenzweig (2022) que aponta para a fragilidade das evidências na era digital e ressalta que os historiadores podem estar diante de uma mudança paradigmática, que sai de uma cultura de escassez para uma de abundância. Ao mesmo tempo em que conta-se com um volume expressivo de documentos, a sua preservação corre grandes riscos pela obsolescência das tecnologias em que tais registros foram produzidos. Tem-se em conta, ainda, que o acervo pesquisado é composto por fotografias. Historiadores e historiadores da educação, como Burke (2004), Dussel (2018), Grosvenor (1999) e Meda (2018), em esfera internacional, dedicaram-se a problematizar a fotografia como fonte de pesquisa. Meda (2018) afirma que o uso de imagens, em particular da fotografia, ingressou no debate historiográfico internacional, na área da História da Educação, no ano 2000, a partir da publicação de textos de Ian Grosvenor sobre o tema. No Brasil, Schwacz (2012), Kossoy (2012), Ciavatta (2002) e Mauad (2008), propuseram-se a traçar metodologias para o estudo histórico da fotografia. Schwarcz (2012, p.10) destaca que: “[...] aqueles que manejam as lentes não simplesmente copiam o que veem: selecionam, recortam e impõe um olhar específico para tudo aquilo que captam com suas máquinas”. Nesse sentido, o corpus documental elencado foi selecionado com base em um número muito vasto de fotografias digitais. Foram selecionadas fotografias relacionadas às atividades dos três núcleos, as quais foram identificadas ano a ano. Pode-se perceber que as atividades relacionadas aos três núcleos podem envolver ou não a comunidade externa. Em alguns casos, existe a proeminência de algumas datas presentes no calendário escolar, nas quais anualmente são realizadas atividades. Percebe-se que a presença dos núcleos fomenta a inclusão e a diversidade na instituição escolar estudada.

Decolonization is at the forefront of educational debates, not only due to the imperative of incorporating diverse perspectives and challenging Eurocentric norms but also because of the critical reevaluation demanded for educational practices. Seen as part of an ongoing and dynamic process, this paper critically examines the intersection between non-profit school models and the decolonization of education. The focus extends beyond curriculum content to emphasize the importance of reconsidering institutional structures shaping the educational process. It is argued that education oriented towards decolonization is most aptly realized in non-profit educational institutions, given the potential influence of their economic aspects on, or by, the decolonization process. Key questions raised include: To what extent does the financial structure influence the curriculum? What pedagogical practices do teachers adopt in these schools? What role does management play in constructing and maintaining the school's identity? To address these queries, a dialectical relationship between these themes is analyzed. Methodologically, the investigation centers around two specific schools, recognized socially as alternatives and still in operation: Cooperativa A Torre (Lisbon, Portugal), founded in 1970, and Associação Pedagógica Praia do Riso (Florianópolis, Brazil), founded in 1983. In addition to a theoretical foundation, semi-structured interviews with eight teachers and two directors from these alternative/innovative schools were conducted, revealing their perspectives on decolonization in educational practice, albeit indirectly. The choice of these schools, beyond financial considerations, is rooted in the potential to correlate perspectives on education for decolonization in both Portugal (former colonizer) and Brazil (former colonized). In essence, the overarching goal of this communication is to explore education as a means to challenge and break free from coloniality and colonialism. A historical analysis of these themes is intended, adopting a critical perspective toward profit-oriented teaching models. The research's development considers the context that relates to pedagogical innovation, professional training, the identity of these schools, cooperative and associative education, and decolonization. The structure will be organized into four parts: the first providing a brief history of the two schools; the second delving into the practical functioning of these non-profit schools; the third correlating differences and similarities between Portugal and Brazil in these contexts; and finally, exploring the interconnection between the financial structures of the schools, the decolonization process, and innovation in education. The work aims to present significant contributions to contemporary debates about existing institutional models and how these models directly impact the construction of a more egalitarian society.

A descolonização/decolonização - lê-se de(s)colonização - assume uma posição central e complexa nos debates educacionais, não apenas pela necessidade de incorporar perspectivas diversas e questionar padrões eurocêntricos, mas também pela urgência de uma reavaliação crítica das práticas educacionais. A de(s)colonização é percebida como parte de um processo contínuo e dinâmico. Este trabalho analisa criticamente a interseção entre os modelos de escolas sem fins lucrativos e a de(s)colonização da educação, de modo a destacar a importância de repensar não apenas os conteúdos programáticos inseridos no currículo, mas também (e principalmente) as estruturas institucionais que moldam o processo educacional. Nesse sentido, nfere-se que uma educação orientada para a de(s)colonização ocorre em instituições educacionais sem fins lucrativos, posto que o aspecto econômico dessas escolas pode influenciar ou ser influenciado por esse processo. As questões centrais levantadas são: em que medida a estrutura financeira influencia o currículo? Quais são as práticas pedagógicas adotadas pelos professores nessas escolas? Qual o papel da gestão na construção e permanência da identidade da escola? Para responder a essas perguntas, analisa-se a relação dialética entre as temáticas. Metodologicamente a investigação possui como campos de investigação duas escolas específicas, conhecidas socialmente como alternativas, ainda em funcionamento: Cooperativa A Torre (Lisboa, Portugal), fundada em 1970 e Associação Pedagógica Praia do Riso (Florianópolis, Brasil), fundada em 1983. Além do embasamento teórico, foram conduzidas entrevistas semiestruturadas com oito professores e dois diretores dessas escolas consideradas alternativas/inovadoras, nas quais suas perspectivas sobre de(s)colonização na prática educacional, ainda que indiretamente, surgiram em suas respostas. A escolha dessas escolas, além da estrutura financeira, baseia-se na possibilidade de correlacionar as perspectivas de uma educação para a de(s)colonização tanto em Portugal (antigo colonizador) quanto no Brasil (antigo colonizado). Ou seja, o objetivo geral desta comunicação é explorar a educação como meio para desafiar e romper com a colonialidade e o colonialismo. Pretende-se uma análise histórica das temáticas sob uma perspectiva crítica em relação aos modelos de ensino orientados pelo lucro. O desenvolvimento desta investigação considera o contexto que relaciona a inovação pedagógica, a formação dos profissionais, a identidade dessas escolas, a educação cooperativista e associativista, e a de(s)colonização. A estrutura será organizada em quatro partes: o primeiro contém um breve histórico das duas escolas; o segundo é sobre o funcionamento prático dessas escolas sem fins lucrativos; o terceiro, correlaciona as diferenças e as semelhanças entre Portugal e Brasil nesses contextos; e por fim, a interligação entre as estruturas financeiras das escolas, o processo de de(s)colonização e a inovação em educação. O trabalho pretende apresentar contribuições significativas para os debates contemporâneos sobre os modelos institucionais existentes e como esses modelos impactam diretamente na construção de uma sociedade mais igualitária.

This research workshop will involve a faculty member from Algonquin College and the Educational Developer and Curriculum Lead from First Nations Technical Institute (FNTI). As Indigenous peoples working within academia our power has been utilized to relay our stories, relationships to the land and our kinship ties. Based on our realities as Indigenous Peoples residing in Ontario, Canada, we propose to discuss conceptions associated to Indigenization, Reconciliation and Decolonization (IRD) through storytelling, academic literature, as well as practices asked of Indigenous staff and faculty within academia. As post-secondary institutions are responding to the Truth and Reconciliation Commission’s Calls to Action, Indigenous minds and bodies are increasingly measured and asked to engage in the performativity of certain terms, which is often extractive and harmful. This research workshop will explore how we are sharing our stories, and lived experiences as Indigenous Peoples working within academia while we engage in buzz word terms such as IRD, that are often employed and expected from those working within post-secondary institutions. This dialogue is not intended to solve any current dilemmas associated with these terms, but rather engage in a process that is meant to stimulate collaboration, discussion and disrupt current notions of what it means to be an era of IRD within post-secondary institutions.

In this proposal I present the concept of colonized rationalities as a useful conceptual tool to deepen the understanding of the role played by the diffusion of compulsory school in the subalternization and cultural domination of certain peoples over others. Such rationalities emerge in the history of the process of schooling in Modernity and have a strong presence in schools today. Specifically, I assume as a framework of empirical analysis the history of Brazilian schooling, with special attention to the late nineteenth century and the entire twentieth century. In dialogue with other areas of knowledge, especially sociology, I delineated the examination of historical sources giving attention to the specific, intending to make explicit the differences (Certeau, 2000). Therefore, the empirical corpus was composed by the specialized periodical press - journals on education and bulletins published by state educational management agencies -; newspapers of the common press (which circulated in some of the major Brazilian cities) and books on education or pedagogical treatises with outstanding importance in the educational debate. From the theoretical point of view, the study is based on the contributions of Aníbal Quijano (2000), notably the concept of coloniality of power, and Walter Mignolo (2000), about the relations between local histories and global projects. The school, as we know it today, arises in Europe and has among its main functions - considering the changes it has undergone over time – to discipline the bodies and ways of thinking, to civilize behavior and to disseminate knowledge that is essential for the proper functioning of societies and the coexistence among peoples. To the extent that this institution becomes part of the history of the countries that were colonized by European peoples, as is the case of Brazil, beyond the functions that are constitutive to it and that have effects anywhere, a project of cultural domination and racialized inferiorization is added (Veiga, 2022). In this sense, what the historical research allowed to verify was the imposition of certain ways of organizing school work - generically called as rationalized - that contribute to the purposes of subalternization. Without claiming to exhaust all the forms that can be assumed in this process and aware that these are articulated practices, I present four of these rationalities: evolutionary sense, standardization, classification and quantification.

The investigation of the formation of memory discourses confronts us with mutual and reciprocal relationships between various perspectives including complex relations of medial documentation, (re-)presentations and reception (e. g. Wagoner 2018). With regard to the GDR, societal discourses on divided memory in united Germany (Clarke/Wölfel 2011) fluctuate between the dictatorial character of the political system and ordinary life experiences and are also concerned with the following process of transformation (Reißig 2000; Brückweh et al. 2020). Many a time there is a finding that the memory of the GDR is shaped by a perspective from its decline (Hodgin/Pearce 1011; Rechtien/Tate 2011). These lines may finally condense in a perception of the process of transformation as well as of the memory discourse as a form of Western colonialization (McFalls/Hausstein 2015; Shortt 2012). Also with regard to the educational system we find similar lines of discussion and arguments. Based on various sources educational history research has started early to analyze the discrepancies and concordances between ideological concepts and educational practice (e. g. Tenorth et. al. 1996). In addition, we find various documentations of biographical narratives which are also turned into filmic, literal or documentary forms of representation (Bäucker 2021; Führer 2016; Hädicke 2000; Klier 1990; Pietzsch 2007). These various documentations present a spectrum of diverse perceptions of socialist school life which are full of nuances. Some focus on the positive aspects of socialist efforts, others describe pronounced attempts of political indoctrination, a culture of doublespeak and education to duplicity, others, in turn, interpret these elements of socialist education in an unpolitical way as usual daily life experiences. Sometimes one can identify defensive approaches against a supposed (Western) interpretation of indoctrination in school. Against this backdrop this paper is grounded on an analysis of various sources. Specifically, it will introduce an exceptional kind of archive, the “Open Memory Box”. The “Open Memory Box” is a publicly accessible online home-movie collections. The collection contains 415 hours video material from 283 film rolls, contributed by 150 filmmaking families. After the retro-digitalization of the material, the creators of the “Open Memory Box” developed some exceptional ways of how to organize the materials and how to find an order of classification, as for example an “Anti-Archive”, considering the film collection as “boxes” (McFalls 2022; Berg 2023). Using a keyword search it is possible to identify video sequences which document school life or further educational experiences (e.g. vacation camps or pioneer life). The paper will present an overview and analyses of these kind of video-sequences in order to qualify which kind of memory they represent. The images found there will be embedded in the wider framework of various forms of filmic, literal or documentary forms of representations of educational experiences in the GDR. Based on that the contribution intends a better understanding of what kind of memories we find in distinct archives as for example the “Open Memory Box”. Finally, it discusses the possible contribution of these perspectives within a multifaceted memory discourse for historical educational research.

This paper considers and reflects the use of school magazines in my research on the gendered history of schooling in interwar Hong Kong. In untangling the constructed landscape of gender in the literary world of the school magazine and the lived experiences of women navigating the conflicting gender ideals of the interwar period, I argue the function of the literary space as a platform to articulate and circulate new and emerging ideas of gendered agencies. It provided a space where women from diverse career pathways could define their professional identities and reflect on women’s broader roles in society. It is because women’s writings in the literary space of school magazines are often aspirational in nature, these writings at times are purposeful silent on the gender tensions that might have been experienced in everyday life such as in universities or in professions. In a read of one specific school magazine News Echo published by an elite girls’ school St. Stephen’s Girls’ College in interwar Hong Kong against other historical sources such as oral histories, newspapers, and government reports, this paper shows that the very nature of writings in textual spaces as constructed for a particular audience opens up new possibilities for historical writing that interrogates the everyday worlds as aspired by female writers and the layered realities as lived by female students and professionals. Parallel to unearthing the ‘aspired’ world and new forms of gendered agency constructed in the textual space, this paper also reads the school magazine as a decolonial exercise. It moves beyond the framing of girls’ education in colonial Hong Kong as an imperial enterprise to uncover the layered contexts that shaped Chinese girls’ schooling experience and career aspirations. Responding to the New Woman and Modern Girl phenomenon in Republican China, the textual space of News Echo portrayed St. Stephen’s students as the useful women of China, rather than of the British Empire. Imperial ethic of missionaries and nationalist sentiments of the Chinese elites entwined to shape the curriculum and everyday practices at this elite girls’ school. The paper shows it is in the intersecting worlds of missions, transnational women’s networks, and empires that St. Stephen’s envisioned its role in the shaping of modern China. As a historical source, the school magazine News Echo captured the educational aspirations of missionaries, the British colonial state, and the Chinese elites. It also documented the public and professional life of European and Chinese women both in and beyond Hong Kong. Read against other sources such as oral histories, diaries, newspapers, and official records, the magazine is a portrait of the contradictions and fractures in the aspired worlds of gendered agency created in the textual space.

The present study considers the triad of archive, collection and source for the construction of a historical narrative that pays attention to diversity and (de)colonization in the History of Education in the Federal District, Brazil, in the 1960s. Specifying this triad, taking The Documentation and Memory Center of the Faculty of Education of the University of Brasília (CEDUC/FE/UnB) serves as a space of memory, which will complete three decades since its creation in 2024. Currently, CEDUC has ten research funds and, in this work, the Fund for the History of Education of the Federal District and Surrounding Area was considered and, within it, the Pre-Book Ataliba or Cartilha Ataliba, as it is known in Brasília, by teachers and former students who became literate with this work. At CEDUC you will find the material that would serve as a guide for teachers. The work was created around 1963/64 and its author is Ivonilde Faria Morrone, who was a public school teacher in Brasília, DF. The booklet is named after the boy Ataliba, a character who makes up the literacy plot together with his family (dad and mom, no names given, and his sister, Nina), with his sister's friend (Anita), his sister (Lili) and pets (Sapeca, the dog, and Mimi, the cat). Short texts are presented, whose words allow the separation and construction of other words by joining syllables. As explained by the author, “the “Ataliba” booklet was based on the eclectic method (or mixed, which were being highly valued at the time), it was widely used, more than 200 thousand children were taught literacy with it. 37 editions were published with 5,000 copies each” (MORRONE, 2012, n.p.). In addition to the debate on the literacy method and school material highlighted, the Ataliba booklet, with white, well-dressed characters, with two pets and toys, allows reflection on who the highlighted representation was interested in and the educational needs of which children /students. It is noted, when comparing the Census and news in the local newspaper, that part of the population of children aged 0 to 9 years in Brasília was not considered when thinking about production, if we take a total of 19,193 children aged 0 to 4 years , when 7963 were black, yellow and brown; or, even, a total of 14,110 children aged 5 to 9 years, when 5878 were black, yellow and brown (IBGE, 1960, p. 10). It is possible to identify that the Ataliba booklet, despite being a specific initiative in Brasília, since it did not circulate in other places, due to its image composition, perpetuated colonial worldviews and marginalized other perspectives. Paying attention to a decolonial approach, the booklet could have considered children, descendants of northeastern immigrants, indigenous people, in addition to black children, valuing other forms of everyday representations present in the local community.

O presente estudo considera a tríade arquivo, acervo e fonte para a construção de narrativa histórica que se atenta para a diversidade e a (des)colonização na História da Educação do Distrito Federal, Brasil, na década de 1960. Especificando essa tríade, toma-se como espaço de memória o Centro de Documentação e Memória da Faculdade de Educação da Universidade de Brasília (CEDUC/FE/UnB), que completa no ano de 2024 três décadas desde a sua criação. Atualmente, o CEDUC tem dez fundos de pesquisa e, neste trabalho, considerou-se o Fundo de História da Educação do Distrito Federal e Entorno e, dentro dele, o Pré-Livro Ataliba ou Cartilha Ataliba, como é conhecido em Brasília, por docentes e ex estudantes que foram alfabetizados com tal obra. No CEDUC encontra-se o material que serviria como guia para as professoras e professores. A obra foi elaborada por volta de 1963/64 e tem como autora Ivonilde Faria Morrone, que foi professora da rede pública de Brasília, DF. A cartilha recebe o nome do menino Ataliba, personagem que compõe o enredo de alfabetização junto com sua família (papai e mamãe, sem nomes indicados, e a irmã, Nina), com a amiga de sua irmã (Anita), a boneca de sua irmã (Lili) e os animais de estimação (Sapeca, o cão, e Mimi, o gato). Apresenta-se textos curtos, cujas palavras possibilitam a separação e construção de outras palavras pela junção das sílabas. Segundo exposto pela autora, “a cartilha “Ataliba” foi pautada no método eclético (ou misto, que estavam sendo muito valorizados na época), foi muito utilizada, mais de 200 mil crianças foram alfabetizadas com ela. Foi publicada 37 edições com 5.000 exemplares cada uma” (MORRONE, 2012, n.p.). Para além do debate sobre método de alfabetização e materialidade escolar evidenciada, a cartilha Ataliba, com personagens brancos, bem vestidos, com dois animais de estimação e brinquedos, permite a reflexão sobre a quem interessava a representação evidenciada e para as necessidades educacionais de que crianças/estudantes. Nota-se, no confronto com o Censo e notícias no jornal local que, parte da população de crianças de 0 a 9 anos de Brasília, não foi considerada para pensar a produção, se tomarmos um total de 19.193 de crianças de 0 a 4 anos, quando 7963 eram pretas, amarelas e pardas; ou, ainda, um total de 14.110 crianças de 5 a 9 anos, quando 5878 eram pretas, amarelas e pardas (IBGE, 1960, p. 10). É possível identificar que a cartilha Ataliba, apesar de ser uma iniciativa específica de Brasília, uma vez que não circulou em outros locais, pela composição imagética, perpetuava visões de mundo coloniais e marginalizava outras perspectivas. Atentando-se para uma abordagem decolonial, a cartilha poderia ter considerado as crianças, descendentes de imigrantes nordestinos, de indígenas, além das crianças negras, valorizando outras formas de representações cotidianas presentes na comunidade local.

This paper is part of a research work, interested in reflecting on the ways that the field of the history of Argentine and Latin American education established with archives. How was (or was not) this link problematized? In what ways has this (lack of) problematization affected our "archival preferences" (Caruso, 2015)? What conversation can be established with anthropological work and decoloniality to elaborate a de-fetishized conception of the archive-document? How might such a dialogue contribute to decolonize our notion of the archive and favor the writing of histories of education "more conscious" of the weight exerted by the coloniality of power in their narratives? In this presentation I direct my attention to the ways in which the coloniality of power has marked our relationship with archives and how it has influenced, in turn, the writing of the history of education. We start from a fact that will have to be ascertained: "Historical narratives are premised on prior agreements, which are in turn based on the distribution of archival power" (Trouillot, 2017). Addressing this issue from the perspective of the global south, Premesh Lalu (2000) discusses how South African nationalist historiography dismissed colonial sources as functional to empire, but also disdained oral sources and myths as outside the order of the "verifiable" for the archive (cited in Rufer and Gorbach, 2016). That double denial drags consequences for writing, among them the naturalization of colonial asymmetries and the invisibilization of the histories of the vanquished. The issue leads to another question: who, within a specific society and time, has the right to "produce" archives? Following the case of the Enlightenment period in the Río de la Plata and the ways in which women are named in relation to education, Vasallo points out that it is not only a matter of making visible the place of women in these histories, but also of understanding that we plunge into archives traversed by "stereotypes (...) mostly produced by men" (2022). Inquiring from this perspective about the possibilities of the archive can have a reparatory sense that - at the same time - confirms that there is no subaltern speech that does not already contain the lexies of domination (Rufer, 2016). The forms adopted by the archive in Latin America (and Argentina is no exception) are connected to foundational violence. The burning of codices perpetrated by Fray Diego de Landa in Yucatán forcefully exposes this foundational event. After the "purifying fire", a figure of the archive was deployed, articulated to the written word, as a condition to propitiate an epistemological conquest of the indigenous peoples. These reflections aspire to think of the figure of the archive not as a metaphorical space of extraction, but as an instance that produces a symbolic economy, opening the reflection on how and through what discourses and supports communities make contact, investigate and make known the information of the tensions between past and present.

Esta ponencia se inscribe en un trabajo de investigación más amplio, interesado en reflexionar sobre los vínculos que el campo de la historia de la educación argentina y latinoamericana estableció con sus archivos. ¿Cómo fue (o no) problematizado ese vínculo? ¿De qué modos ha incidido esa (ausencia de) problematización sobre nuestras “preferencias de archivo” (Caruso, 2015)? ¿Qué conversación puede establecerse con los trabajos antropológicos y la decolonialidad para elaborar una concepción desfetichizada del archivo-documento? ¿Cómo podría ese diálogo contribuir a decolonizar nuestra noción de archivo y favorecer la escritura de historias de la educación “más conscientes” del peso que ejerce la colonialidad del poder en sus narrativas? En esta presentación dirijo mi atención sobre las formas en que la colonialidad del poder ha marcado nuestra relación con los archivos y cómo aquella ha incidido, a su vez, en la escritura de la historia de la educación. Partimos de un hecho que habrá que constatar: “Las narrativas históricas tienen como premisa acuerdos anteriores, que se asientan a su vez en la distribución del poder archivístico” (Trouillot, 2017). Abordando este asunto desde la perspectiva del sur global, Premesh Lalu (2000) analiza cómo la historiografía nacionalista sudafricana descartó las fuentes coloniales por considerarlas funcionales al imperio, pero también desdeñó las fuentes orales y los mitos por entenderlos fuera del orden de lo “verificable” para el archivo (citado en Rufer y Gorbach, 2016). Esa doble negación arrastra consecuencias para la escritura, entre ellas la naturalización de las asimetrías coloniales y la invisibilización de las historias de los vencidos. El asunto conduce a otra pregunta: ¿quiénes tienen, dentro de una sociedad y un tiempo específicos, derecho a “producir” archivo? Siguiendo el caso del período ilustrado en el Río de la Plata y los modos en que son nombradas las mujeres en relación con la educación, Vasallo señala que no solo se trata de visibilizar el lugar de las mujeres en esas historias, sino de comprender que nos zambullimos en archivos atravesados por “estereotipos (…) mayormente producidos por varones” (2022). Indagar desde esta perspectiva sobre las posibilidades del archivo puede tener un sentido reparatorio que -al mismo tiempo- constate que no hay habla subalterna que no contenga ya las lexías de la dominación (Rufer, 2016). Las formas que adopta el archivo en América Latina (y Argentina no es la excepción) están conectados a violencias fundacionales. La quema de códices perpetrada por fray Diego de Landa en Yucatán (quien luego se arrepintió) expone de manera contundente este hecho fundacional. Tras el “fuego purificador”, se desplegó una figura del archivo articulada a la palabra escrita, como condición para propiciar una conquista epistemológica de los pueblos indígenas. Estas reflexiones aspiran a pensar la figura del archivo no como espacio metafórico de extracción, sino como instancia que produce una economía simbólica, abriendo la reflexión respecto de cómo y por medio de qué discursos y soportes las comunidades toman contacto, indagan y dan a conocer la información de las tensiones entre pasado y presente.

Tertulia - Racism and anti-racism in the history of education: A dialogue between fugitive pedagogies in the US and Black educational experiences in Brazil

Dr. Surya Aaronovich de Barros

Professor at the Center of Education/Universidade Federal da Paraíba (UFPB). Member of the Graduate Programs in History/UFPB and in Education/UFPB. Ph.D. in Education, specialized in History and Historiography in Education, University of Sao Paulo. Member of the Research Group on History of Education in Northeastern Brazil in the 19th century (GHENO) and the Center for Afrobrazilian and Indigenous Studies (NEABi/UFPB). Co-editor of the books A history of Black education in Brazil (2016) and History of Education: Teacher education and the relationship theory-practice (2022).

Jarvis Givens

Professor of Education and of African and African American Studies at Harvard University. Ph.D. in African Diaspora Studies, University of California-Berkeley. He studies the history of American education, African American history, and the relationship between race and power in schools. He has recently published two books: Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching (2021) and School Clothes: A Collective Memoir of Black Student Witness (2023).

Although the process of decolonization in the Global South from the 1950s onwards positioned socialist countries firmly on the side of liberation movements, the links between socialism, an inherently European ideology, and colonialism have been more ambivalent throughout history. The panel explores how colonialism and coloniality became relevant to education in different socialist countries. Following the historiographical interpretative frame of a “red globalization”, the contributions deal with discussions about coloniality and slavery in very diverse socialist contexts. With developments and controversies in the German Democratic Republic (GDR) and (post-)colonial world, the panel includes a core socialist country and recently liberated countries with more or less socialist orientations. In all cases, education was an important strategy of socialist politicization and anti-imperialist nation-building. The self-image of socialist countries as agents of liberation led to a distancing from the colonial past in each of these cases. This colonial past could be immediate or a legacy of older imperial times, hence this distancing could have different objectives and contents in each case. In addition, socialist countries often referred to an issue related to colonial conditions when condemning colonial regimes: slavery. Both slavery in the sense of economy and property and slavery as a political condition inherent to colonialism were a central theme. Lastly, socialist discussions about colonialism also centred on diversity issues. This was not only evident in the relations between various socialist countries. It is also visible in the tension between different social realities and actors as well as in the striving for a politically desired standardisation of political life and educational projects. To explore how socialist countries addressed problems associated with colonialism and coloniality in the field of education, the panel combines contributions on specific schools and educational media dealing with diversity and colonialism. First, in chronological order, a paper deals with the school in Bagamoyo (Tanzania) in Eastern Africa, which was set up as an extraterritorial school for the Liberation Front of Mozambique (FRELIMO). It was not only a place of education with changing national affiliations as a colonial school and later as a Frelimo school, but also a decidedly anti-colonial development solidarity project of the GDR. Second, in the case of the GDR, efforts to distance itself from the inherited history of imperialist Germany and to present itself as the better Germany were evident. Did a blind spot emerge in the field of tension between politically claimed “international solidarity”, barely practised integration and only infrequent confrontation with intercultural differences in everyday life? Third, the concepts of international solidarity and anti-imperialism were not only anchored in the school curricula but also in the children's magazines of the GDR. From the 1970s onwards, international topics were increasingly addressed and directly integrated into education on international solidarity in the GDR’s magazines. Last, the Nicaraguan Ministry of Education was also inspired by the GDR education system in its efforts to strengthen the Sandinista revolution and position itself as an anti-colonial and, above all, anti-imperialist nation. This education reflected the Sandinista’s eclectic ideological fundaments: it took inspiration both from Paulo Freire’s model of educación popular as an emancipatory an anti-authoritarian approach, and from the Eastern Block’s highly centralized education handbooks. In all four cases, discourses about liberation, slavery and diversity circulated and their meaning were negotiated in each of these constellations. (De-)coloniality was thus negotiated and addressed – or, eventually, not addressed at all – in the 'socialist' educational experiences described above, each with their own overlapping lines of tradition and in different national and transnational framings. It will be possible to discuss questions in English, Portuguese, and Spanish.

The transnational perspective has been gaining space in the history of education in the last years. This is evident in journals and conferences like the Paedagogica Historica and the International Standing Conference for the History of Education. In books bringing together authors from varied countries, such as "The transnational in the History of Education" (Roldán Vera; Fuchs, 2019), or from the same country but exploring multiple connections, such as "Rethinking Centre-Periphery Assumptions in the History of Education" (Vidal; Silva, 2024), or projects with international collaborations as the Brazilian-funded "Knowledge and practices in frontiers: toward a transnational History of Education (1810-...)" –to mention a few examples – researchers from different backgrounds have gathered around the effort to explore their wide range of research objects from a transnational perspective. The transnational history is not a methodology but a way of approaching the research object. Therefore, the procedures may vary depending on the proposed objective and types of sources. It is not restricted to national borders, although it doesn't ignore the existence of national states, which makes some developments in the research unpredictable to a certain extent. Since it is not restricted to geographical borders, it can make it possible to discover and explore new connections and even find new artifacts or actors. More recently, discussions based on a decolonial framework have also been incorporated in the field, adding to the postcolonial perspectives (Ossenbach, Pozo-Andrés, 2011; Caruso, Maul, 2020; Caruso, Toro-Blanco, 2023). Such approaches enhance the possibilities of exploring the history seen from below, subverting the idea of center and periphery and educational transfers. This is particularly relevant for the Latin American context, where the setting of new educational systems formed part of the nation-state building process in the 19^th and 20^th centuries. This symposium aims at multiple ways a transnational approach can contribute to exploring the Latin American history of education and shed light on new connections or deepen the understanding of otherwise "traditional" themes. Furthermore, it brings the possibility of identifying and problematizing different methodologies that have been used. Composed of two panels, it brings together authors and discussants from Argentina, Brazil, Chile, Mexico, the United States, and Uruguay, whose research has focused on different themes in the history of Latin American education. Although diverse, with a timeframe spanning from the second half of the 19^th century to the early second half of the 20^th century, it's possible to identify common elements through the panels. The ways imperialism impacted education in different countries, the role played by international conferences, educational trips, and appropriation processes in shaping the educational systems in Latin America are just some of these aspects.

In recent years there have been several controversies involving themes and heritage objects linked to the so-called Portuguese Discoveries. This happened, for example, with the Padrão dos Descobrimentos, an architectural work built during the authoritarian regime of the Estado Novo commemorating Infante D. Henrique (the mythical figure considered the driver of the discoveries) and the Portuguese navigators. The proposal for its demolition (associated with a gesture of vandalizing the monument) triggered intense controversy in the press. An identical discussion was sparked by the proposal, made by a radical left deputy with African roots, to remove paintings with colonialist content that are displayed in the Noble Hall of the Portuguese parliament. The proposal, contained in a candidacy for Lisbon City Council, to build a museum dedicated to the “Discoveries”, was another of the strong points of this debate, causing the circulation of manifestos with opposite meanings. The very notion “Discoveries” has been questioned. One of the most complex themes concerns the dark legacy of slavery and the possible need for reparation or apologies from the societies that fostered and benefited from it. As Portuguese expansion is one of the main references of national identity, and as such conveyed by school (namely, through school manuals) and very present in the collective memory and in the places of memory that support it (public monuments, toponymy, literature, school manuals , among others), constituting a kind of mythical “golden age” within the scope of the historical narrative that supports this identity, it is natural that the aforementioned debates call into question, in a very profound way, the foundations of this patriotic narrative. As this is a public debate, which goes beyond the field of specialists, historians and History teachers have an excellent opportunity here to intervene publicly in order to promote Historical Education, not only for young students in our schools, but also for a wider population, with a view to establishing a critical Historical Consciousness, free from the standards and stereotypes of nationalism and colonialism, but also without falling into the temptation of anachronism or “decolonial” rhetoric and, mainly, based on Historical Evidence. This communication has two objectives: 1) Analyse some episodes of the public debate that took place regarding the Portuguese “Discoveries”, in an attempt to inventory the perspectives in confrontation today; 2) Analyse the concepts present in Basic Education school manuals referring to different moments (social and curricular), between the end of the 60s and the present, with the purpose of investigating what changes are visible in the representations expressed by the authors regarding the theme of “Discoveries”. We will use as a source a corpus made up of a selected set of articles published, in recent years, in the daily press and on the internet on controversial topics previously enumerated and, also, a corpus made up of a selected set of history textbooks from the 8th year of Basic Education published in different periods; for both, we will use content analysis procedures.

This study of the relationship between emotion and reason is based on a fundamental assumption: emotion is closely linked to reason. Contrary to the assumptions that consider them independent worlds, this dissertation defends that it is not possible to think reason without unreason (Smith, 2021) and that the task of education has been to seek a government of emotion via reason. In pedagogical treatises it is possible to identify techniques for the production of rational beings, both in the exercises inscribed in disciplinary practices and whose purpose is focused on instruction, in the case of the Moravian pedagogue Comenio and the German pedagogue Herbart, and in those considered more liberal, in the case of of the American philosopher Dewey. Characteristics of these techniques are repetition and improvement in execution after continuous practice, as well as the fight against the forces, energies or emotions that one seeks to control.

To develop this thesis, three moments are indicated. In the first, an approach to both the idea of ​​emotion and reason is proposed. In this perspective, emotion is conceptualized from authors such as Firth-Godbehere (2022) and Illouz (2007; 2010; 2014), and reason, from the perspective of Smith (2021) and Elias (2011).

In the second, some techniques for conducting “emotion” or vital force, as well as producing rationality, are described in pedagogical literature. In particular, some texts by Vives (1985), Comenio (2010), Herbart (1935) and Dewey (2014) are explored.

Finally, based on the techniques identified in the pedagogical discourse, the distinction between emotion and reason is problematized, as well as the contemporary views that, under the pretext of educating emotion, ignore that one of the fundamental tasks of pedagogy has to do with educate reason.

Este estudio de la relación entre emoción y razón, parte de un supuesto fundamental, la emoción está íntimamente ligada a la razón. Contrario a los supuestos que los consideran mundos independientes, en esta disertación se defiende que no es posible pensar la razón sin la sinrazón (Smith, 2021) y que la tarea de la educación ha sido procurar un gobierno de la emoción vía razón. En los tratados pedagógicos es posible identificar técnicas de producción de seres racionales, tanto en los ejercicios inscritos en prácticas disciplinarias y cuyo propósito se centra en la instrucción, caso del pedagogo moravo Comenio y el pedagogo alemán Herbart, como en aquellos considerados más liberales, caso del filósofo norteamericano Dewey. Son características de dichas técnicas la reiteración y la mejora en la ejecución tras una práctica continua, asimismo, la lucha contra las fuerzas, energías o emociones que se busca conducir.

Para desarrollar esta tesis, se indican tres momentos. En el primero, se propone una aproximación tanto a la idea de emoción como a la de razón. En esta perspectiva, se conceptualiza la emoción a partir de autores como Firth-Godbehere (2022) e Illouz (2007; 2010; 2014), y la razón, desde la perspectiva de Smith (2021) y Elias (2011).

En el segundo, se describen en la literatura pedagógica, algunas técnicas de conducción de la “emoción’’ o fuerza vital, así como de producción de la racionalidad. En particular, se exploran algunos textos de Vives (1985), Comenio (2010), Herbart (1935) y Dewey (2014).

Por último, a partir de las técnicas identificadas en el discurso pedagógico, se problematiza la distinción entre emoción y razón, así como las miradas contemporáneas que bajo el pretexto de educar la emoción desconocen que una de las tareas fundamentales de la pedagogía tiene que ver con educar la razón.

Being independent, autonomous individuals in the United States is historically emphasized, and such personal characteristics became naturalized. However, it is one of cultural theses that have been endowed in Americans. The idea of autonomy is linked with the Foucauldian idea of subjectification as a modality of power that operates to establish limits on subject formation and, in doing so, creates new forms of subjectivity. To historicize the American notion of autonomy in a Foucauldian way is by tracing back to a westernization of the European Enlightenment and to analyze curriculums during the period of the American Revolution that produces many epistemologies such as progression, liberalism, individualism. One of the purposes of historicizing the present is to think about how autonomous subjects have been built through the repetition of notions that as a way of ontological colonization, which in turn are eventually internalized as a culture influencing individuals. At the same time, it becomes a technology of the self, so that people are governed internally to achieve self-actualization, as these practices are nevertheless not something invented by the individual himself. They are models that he finds in his culture and are proposed, suggested, imposed upon him by his culture, his society, and his social group. Pedagogies inserted in the curriculums cultivate, develop, and reinforce the ideas that are historically accepted and delivered, teaching impracticality of practical knowledge. It is a strategy of fabricating subjects and the possibilities of change, making visible future through naturalizing consciousness of individuals.

This paper considers the site of the everyday as a contested space of decolonial efforts by women’s club of the Young Women’s Christian Association (the YWCA) to rupture the class, gender, and racial divides in the public and urban life in interwar Hong Kong. Founded by a ground of Chinese women in 1920, the HKYWCA is a defining element in the social and public life of modern Chinese women in and beyond Hong Kong in the interwar period. Responding to the New Women and Modern Girl phenomenon in Republican China, the industrial expansion and urban migration in Hong Kong, and the eugenics and public health movement in the British empire, the HKYWCA operated as an associational space – through its extensive educational program – that helped to modernise health, hygiene, and the women’s body in both the domestic and public sphere. By offering day school classes on domestic hygiene and scientific cooking methods, organising women’s health weeks, tennis tournaments, and girls’ camps, and with a focus on everyday tasks, routines, and practices, the HKYWCA helped disseminate modern ideas of health and hygiene to Chinese women from diverse social backgrounds. The paper shows that interwar Hong Kong is a phase where women’s clubs actively reimagined women’s body in related to hygiene and modern health. It is also a phase that the intersection of domesticity, hygiene, and public health were rethought in imperial discourses. Knowledge and practice of hygiene, as it become a defining element of the Modern Woman, it also helped reconfigure public imaginings of women’s authority and expertise in the domestic sphere as well as in the professional medical domain. Practice of hygiene and modern health in turn became a liberating tool that marked the transition of Chinese women into a modern and public figure. Like the YWCA in other urbanising contexts, the HKYWCA in the interwar period was dealing with an urban demography that was rapidly shifting, ethnically diverse, and highly mobile. This shifting social demography entailed that for the HKYWCA to be successful in serving Chinese women, it had to speak to the distinct needs of the diverse clusters of urban and rural working women. In establishing a medical and social service network and penetrating to factory floors, schools, and working-class districts, the HKYWCA circulated new models of women’s public usefulness. The HKYWCA as a women’s club thus acted a counterforce to the colonial regime that entrenched gender, racial, and class divides in the public sphere. By educating Chinese women to experiment, practice, and exercise modern practices related to health and hygiene and by bringing Chinese women to the forefront of public campaigns of health, the association ruptured the conventional framing that colonialism or colonial presence in Chinese treaty ports imposed an imperial notion of femininity that stratified a class division in Chinese society.

The paper we submit aims to approach the experience of female teachers in Uruguay during the latter part of the 19th century, focusing on the grievances they lodged with the authorities. Uruguay witnessed a notable and early surge in the feminization of the teaching profession, with women constituting 67% of the public school teaching staff by 1890. Amidst the establishment of a national school system, as guided by the 1877 Common Education Law, authorities actively encouraged women's participation in teaching through initiatives such as reserving teaching positions for them. This transformative process, however, begun before the 1877 reform, characterized by the organic growth of girls' schools without a defined trajectory.While fostering the feminization of the teaching profession, the school reform brought about changes in regulations and a centralization of school governance that had effects on the work of teachers and the informal teacher training networks that female preceptors had built. Our exploration has revealed that alterations in certification processes, position allocations, and teacher salaries sometimes led to tensions between female preceptors and the authorities, resulting in formal complaints.Local literature on the subject has addressed prevailing discourses regarding the benefits of female entry into teaching and certain working conditions, such as certification accessibility and wage disparities (Cantarelli and Sosa, 2013; Fiorucci et al., 2022). However, very little is known about the experience of these women who, in the 19th century, played a pivotal role in expanding popular education. The possibilities they had to leave written traces of their experience are conditioned both by their subordinate position in the school hierarchy and gender roles. This has led scholars in other national context to adopt alternative methodologies, including the study of personal trajectories and the examination of conflicts and sanctions at the margins of official archives (Fiorucci, 2013; Caldo, 2019). This presentation analyzes the correspondence submitted by female preceptors in their appeals to the authorities. We consider the documentary collections of the General Directorate of Public Instruction and the Ministry of Government spanning the years 1877 to 1882. Our analysis focuses on the strategic approaches employed by these educators to defend their jobs and the margins of agency they exercised. Simultaneously, these actions offer insights into their educational backgrounds, living conditions, and perceptions of their roles as teachers. The cases of complaints serve as "locust traps" (Thompson, 1979), capturing rare instances that likely reflect more widespread circumstances but left scarce records. This approach opens up new questions about the life trajectories and views of these educators, who ultimately shaped the foundation of the school system.

La ponencia que presentamos busca aproximarse a la experiencia de las preceptoras en Uruguay en el último cuarto del siglo XIX, a partir de los reclamos que presentaron ante las autoridades. En Uruguay el proceso de feminización del magisterio alcanzó niveles importantes en forma temprana. En 1890 el 67% del magisterio de las escuelas públicas estaba compuesto por mujeres. En el proceso de organización de un sistema escolar nacional (marcado por la ley de educación común de 1877), las autoridades promovieron la participación de mujeres en la enseñanza mediante medidas que incluyeron la reserva de cargos docentes para mujeres. De todas formas, se trató de un proceso que se inició antes de la reforma escolar de 1877, con el crecimiento de las escuelas de niñas, sin una dirección clara y en forma más o menos espontánea. A la vez que potenció la feminización del magisterio, la reforma escolar supuso cambios en reglamentaciones y una centralización del gobierno escolar que tuvieron efectos sobre el trabajo de las maestras y las redes de formación para la docencia informales que las preceptoras habían organizado. Hemos identificado que los cambios en las condiciones para acceder a la titulación oficial, la adjudicación de cargos y el salario docente provocaron en algunos casos tensiones con las preceptoras, que interpusieron reclamos ante las autoridades. La bibliografía local sobre el tema ha abordado los discursos en circulación sobre las ventajas del ingreso de las mujeres al trabajo de enseñar y algunas de sus condiciones de trabajo -como el acceso a la titulación o la brecha salarial- (Cantarelli y Sosa, 2013; Fiorucci et. al., 2022). Aún sabemos muy poco sobre la experiencia de estas mujeres que en el siglo XIX sostuvieron la expansión de la educación popular. Las posibilidades que tenían de dejar huellas escritas de su experiencia están doblemente condicionadas por el lugar subalterno que ocupaban en la jerarquía escolar y por su condición de género. Esto ha llevado a investigadoras que trabajan otros casos nacionales a proponer abordajes alternativos, como el estudio de trayectorias que recupera los archivos personales, o el análisis de casos de conflictos y sanciones en los márgenes de los archivos oficiales (Fiorucci, 2013; Caldo, 2019). La ponencia analiza la correspondencia enviada por las preceptoras para reclamar ante las autoridades. Para ello consideramos los fondos documentales de la Dirección General de Instrucción Pública y del Ministerio de Gobierno, para el período 1877-1882. Por un lado estudiamos las estrategias que pusieron en juego para defender su trabajo y el margen de agencia posible. A su vez, estas actuaciones brindan pistas sobre sus trayectorias de formación, condiciones de vida y representaciones sobre su rol como maestras. Los casos de reclamos serían como “trampas de langostas” (Thompson, 1979), que permiten capturar ejemplos raros de situaciones probablemente más extendidas pero que dejaron escasos registros. Este abordaje habilita nuevas preguntas sobre los proyectos de vida de las maestras que en última instancia construyeron el sistema escolar.

Despite the stages of an organization that structure the teaching professionalization and the mechanisms that mark its globalization (Nóvoa, 1997, pp. 13-33), this career can be characterized by the diversity of individuals and the encompassed trajectories (Vicentini; Lugli, 2009). Such diversity is presented here through the teaching trajectories' analysis of two pairs of sisters – firstly Antonieta and Leonor de Barros, and secondly, Edésia and Iracema Aducci – in the capital of Santa Catarina state throughout the first half of the 20th Century. Therefore, the present study evaluated the sources of "Terms of Settlement of the Treasury" available at the State Public Archive and the notes and reports from the local press, accessible in the "Digital Newspaper Library" of the National Library. The objective was to record their functional and social movements, primarily examined through the lenses of race and gender, to highlight differences between their trajectories based on the socio-racial background of each pair. Theoretical perspectives included Michel de Certeau's insights (1985, 2009) regarding the operationality of practices and the study of Jean François Sirinelli (1996) about the density of sociability networks that supported the tactics (Certeau, 2009) of the pairs of sisters. The methodology employed considered the organization of a documentary series comprised of records based on their names, involving an analysis of deviations (Certeau, 2002) evident in their trajectories. Lastly, the present study observed the diversity of access within the same career based on existing support networks and sisters’ sociability, even as the Barros or Aducci sisters moved to assert their professional demands

Em que pese a organização das etapas que estruturam a profissionalização docente e os dispositivos que marcam sua mundialização (Nóvoa, 1997, p. 13 - 33), essa carreira é também marcada pela diversidade de sujeitos e trajetórias que a atravessam (Vicentini; Lugli, 2009). Tal diversidade é aqui apresentada pela análise da trajetória docente de duas duplas de irmãs –, Antonieta e Leonor de Barros, e Edésia e Iracema Aducci – na capital do estado brasileiro de Santa Catarina ao longo da primeira metade do século XX. Para tanto, tomou como fontes os “Termos de Assentamento do Tesouro”, disponíveis no Arquivo Público do estado e as notas e reportagens da imprensa local, disponíveis na Hemeroteca Digital da Biblioteca Nacional. O objetivo foi rastrear sua movimentação funcional e social, aqui tensionadas sobretudo a partir das categorias raça e gênero, de modo a assinalar para as diferenças nas trajetórias de acordo com o pertencimento sociorracial de cada dupla. Como referencial teórico, mobilizou as ponderações de Michel de Certeau (1985, 2009), a respeito da operacionalidade das práticas, e de Jean François Sirinelli (1996), sobre a densidade das redes de sociabilidade que suportaram as táticas (Certeau, 2009) das irmãs. A metodologia aplicada levou em conta a organização de série documental composta por registros pautados nos nomes das professoras e incorreu na análise dos desvios (Certeau, 2002) perceptíveis em suas trajetórias. Por fim, constatou-se a diversidade dos acessos no interior da mesma carreira de acordo com as redes de amparo e sociabilidades existentes, bem como a forma pela qual as irmãs Barros e Aducci moveram-se na tentativa de fazer valer suas demandas profissionais.

Over the past 20 years, ‘transnational knowledge circulation’ has become a powerful theoretical construct for use by historians of education seeking to identify, characterise, and account for the nature of ideas and practices operating in one constituency that had their origins elsewhere. Inspired by comparative educationalists who wished to break out of the hegemony of globalisation critiques in their own field of research and to bring a new historical dimension to it, a corpus of work by historians of education has emerged that indicate new ways of viewing the transmission of ideas in intellectual and education domains that challenges and problematises dominant narratives (Schriewer and Martinez, 2004; Curthoys and Lake, 2005; Collins and Allender, 2013; Miethe and Weifs, 2020; Hammar and Ostling, 2021). In the Irish context until recently, the notion of policy travelling across national boundaries, both to and from Ireland, through knowledge circulation, have been largely absent from scholarly accounts (Kelly and Hegarty, 2013). This paper presents the authors’ first step in redressing this gap in understanding within the history of Irish education by exploring answers to the following three research questions: How did the contact that led to the circulation of rationally founded knowledge regarding formal education from the late nineteenth century to recent times come about in Ireland and what interests guided it? How did the circulation take place? What eventuated as a result of the national and local discourses that took place? The paper begins with a brief account of the concept of knowledge circulation, followed by the theoretical and methodological approach that underpin the research. The substantive focus of the paper is on the work of The Commission on Manual and Practical Instruction (CMPI) conducted between 1896 and 1898, with the aim of reforming practices in Irish national (primary) schools (Commission on Manual and Practical instruction, 1898). Within this, a key emphasis is placed on exploring the processes and impact of transnational knowledge circulation on the framing of the Commission’s report. It explores the terms of reference of the Commission and its modus operandi in eliciting evidence from a wide range of international expert education witnesses, both those with the British Empire but also from a range of continental European countries and the United States. We then move to explore the impact of the Commission’s report, particularly its elements that focus on transnational educational ideas, in informing the subsequent Revised Programme for Schools (Commissioners of National Education, 1902) enacted from 1900 to 1922 across Ireland. Based on the analysis, the paper argues that while transnational knowledge circulation had influenced thinking and practice on education in Ireland to various minor degrees previously, the developments that took place in relation to the CMPI resulted, for the first time, in such knowledge from countries other than those in the British Empire having an influence nationally that was substantial, and an impact that was widespread.

As Katherine Verdery stated, “Cold War affected both public perceptions and intellectual life”, concluded in different ways how we see the mental geographies between East and West, North and South (1996, 330). Complex forms and interactions of coloniality, a Western-centric viewpoint dominate this kind of knowledge production in the (post)socialist countries of Central-Eastern Europe (Silova, Millei & Piattoeva, 2017). My presentation is trying to reflect on this process, by using the category of Third World, which was a key idea in the interpretation of global developments and the struggle between the two Super Powers, from creating the Iron Curtain in Europe (late 1940s) to the regime changes and collapse of the one-party state socialism here (1989). My research is functioning on two levels: the first is a visual study, based on my doctoral dissertation. In this, I analyzed the photographic corpus of the Hungarian educational journals in the 1960s: altogether 5371 items constitute this collection, including 158 photos about the non-European Third World (Asia, Africa, and Latin America). This is the broader context, where the dominant socialist view, these images and titles spoke about internationalism, solidarity, and the fight against imperialism. Progression and modernization are closely related to the leftist political ideologies here, and the socialist countries played the role of the helping brother in this case (Katsakioris, 2022). The Subalterns could not speak in their own voices (Spivak, 1994), because the images usually suggested the views and opinions of the experts from the developed World (Cutajar, 2008). The peculiarities of the local people were lost in this situation and assimilated to the Socialist (or to the Western) bloc. The second approach (and second part of the title) focuses on the Hungarian knowledge of Brazilian education in the state socialist period, using the Arcanum database, a robust platform of digitized cultural content (https://www.arcanum.com/en/). I gathered several articles, news, and reports about the country, which belongs to the Third World. The documents mostly tell the story of liberation, pedagogy of the oppressed, introducing Paulo Freire (2005) to the Hungarian audience. This kind of critical pedagogy (Gruenewald, 2003) was mostly one-sided in the Hungarian discourses since these thoughts targeted only the faults of the capitalist educational system and did not apply to the deficiencies of the existing socialism. Some prominent figures of the Hungarian emigration could express their views about Brazil as well, like a land of hope and possibilities: for example, the famous Hungarian writer, translator, and philologist, Paulo Rónai. He was the head of the French Department at the Federal High School in Rio de Janeiro in the 1960s and after 25 years of his expatriation, Rónai could visit his home country in 1965. Visual and verbal interpretations are embedded in the same pedagogical journals, which makes a connection between the two research concepts. Images are both verbal and visual in my investigation, speaking maybe more about our feelings and attitudes than the others, with whom they were associated.

At the end of the nineteenth century and the beginning of the twentieth century, the physician and then Minister of Agriculture of the Italian government, Guido Bacelli, stimulated and encouraged, as part of the Italian pedagogical policy, the implementation of small agricultural spaces called campicello (small field or school gardens) intended for the practical and educational activities of students in Italian primary schools. Several Italian didactic works and some historiographical sources guide and report the implementation of this practice in these schools. In particular, I would like to highlight the winning work of the competition coordinated by the Italian Ministry of Public Instruction based on the public notice issued on September 20, 1900, and which should meet the criterion of being a manual that dealt with practical instructions to rural teachers on the implementation and management of a school garden. The work, authored by E. Azimonti and C. Campi, entitled Il Campicello Scolastico – Impianto e Coltivazione. Manuale di Agricoltura pratica per i maestri, was published in 1903 by Casa Editora Ulrico Hoepli and the copy used for the research was consulted at the MUB Specialized Library, in Treviso, Italy, in 2023. From the perspective of Cultural History and from the perspective of Transnational History, this work was analyzed in terms of physical characteristics, contents, and particularities of context and use. It was observed, for example, that the use of the campicello was indicated as a complementary pedagogical activity to the classroom, both for the teaching of agricultural sciences and for practical activities in rural primary schools, as a way to stimulate the modernization of agricultural practices in farming families. Another document used for this research was the report sent by Italian professor Luigi Petrocchi, who worked as a school inspector in Italian schools subsidized by the Ministry of Foreign Affairs in Rio Grande do Sul. In the original document, consulted in the archives of the Ministry in Rome, Italy, there are details about the implementation of a campicello in his school in Bento Gonçalves, in the Italian Colonial Region of the state of Rio Grande do Sul. From these two documentary sources and from brief bibliographic research on the trajectory of Professor Luigi Petrocchi in the period in which he worked in the Italian Colonial Region, it was possible to understand the relations between school, community and government regarding the insertion of the campicello as an identifier of the transnational movement between Italy and Brazil with regard to pedagogical practices in schools created by Italian immigrants. This work in development contributes to the expansion of the understanding of educational processes in this context. To date, no other references have been found on the subject, which expands the possibilities of research in the History of Education.

No final do século XIX e início do século XX, o médico, e então Ministro da Agricultura do governo italiano, Guido Bacelli, estimulou e fomentou, como parte da política pedagógica italiana, a implantação de pequenos espaços agrícolas chamados de campicello (campo pequeno ou hortas escolares) destinados às atividades práticas e educativas dos alunos e alunas nas escolas primárias italianas. Diversas obras didáticas italianas e algumas fontes historiográficas orientam e relatam a implantação dessa prática nessas escolas. Em especial, destaco a obra vencedora do concurso coordenado pelo Ministério da Instrução Pública da Itália a partir do edital lançado em 20 de setembro de 1900, e que deveria atender ao critério de ser um manual que versasse sobre as instruções práticas aos professores rurais sobre a implantação e a condução de uma horta escolar. A obra, de autoria de E. Azimonti e C. Campi, intitulada Il Campicello Scolastico – Impianto e Coltivazione. Manuale di Agricoltura pratica per i maestri, foi publicada em 1903 pela Casa Editora Ulrico Hoepli e o exemplar utilizado para a pesquisa foi consultado na Biblioteca Especializada MUB, em Treviso, Itália, em 2023. Sob o olhar da História Cultural e na perspectiva da História Transnacional, essa obra foi analisada quanto a características físicas, conteúdos e particularidades de contexto e de utilização. Observou-se, por exemplo, que o uso do campicello era indicado como uma atividade pedagógica complementar à sala de aula, tanto para o ensino de ciências agrárias quanto para atividades práticas das escolas primárias rurais, como forma de estimular a modernização das práticas agrícolas nas famílias de agricultores. Outro documento usado para esta pesquisa foi o relatório enviado pelo professor italiano Luigi Petrocchi, que atuava como inspetor escolar nas escolas italianas subsidiadas pelo Ministério das Relações Exteriores no Brasil. No documento original, consultado no arquivo do Ministério em Roma, Itália, há detalhes sobre a implantação de um campicello na sua escola em Bento Gonçalves, na Região Colonial Italiana do estado de Rio Grande do Sul. A partir dessas duas fontes documentais e de uma breve pesquisa bibliográfica sobre a trajetória do professor Luigi Petrocchi no período em que atuou na Região Colonial Italiana, foi possível compreender as relações entre escola, comunidade e governo quanto à inserção do campicello como identificador do movimento transnacional entre Itália e Brasil no que diz respeito às práticas pedagógicas nas escolas criadas pelos imigrantes italianos. Este trabalho em desenvolvimento contribui para a ampliação da compreensão dos processos educativos nesse contexto. Até o momento não foram localizadas outras referências sobre a temática, o que amplia as possibilidades de pesquisa na História da Educação.

The history of science teaching in Brazil still lacks investigations that analyse the differences between the prescribed curriculum and the appropriation processes (CERTEAU, 2011) in schools. From this perspective, the curriculum is conceived as “a field of forces” (FARIAS FILHO et al., 2004) and the educational process is related in context which the agents are inserted.

In this line of investigation, a privileged object of study is school subjects. When conceiving school subject a historical object Chervel (1990) argues that there are three dimensions to be considered: genesis (how does the school begin to produce school discipline?); the purpose (what is school discipline for?) and functioning (how do school disciplines operate?). Therefore, the school subjects must be analysed on their historical, normative and practical dimensions.

In the case of subjects of science, there was discussions about teaching methodologies in the second half of the 20th century, for example: the movements of curricular reforms (1960 -1970), the movements alternative conceptions and conceptual change (1980-1990) and the Science, Technology relations and Society (since 1970) (FAÚNDEZ-VALLEJOS, 2016; SCHNETZLER, 2020).

However, the history of education in Brazil still lacks investigations that interpret the relationship between these proposals and the teaching of science and help to understand the changes and continuances that shaped this field of teaching. It there are three reasons for this: the first is that the field of history of education still suffers from the small presence of historians who are also trained in natural sciences; the second is the on the teaching science do not have tradition of to research the history of educational processes; the third is that much of the documentation (sources) of this history is scattered and the verge of being lost.

Therefore, this work presents the first results of a project (Fapesp: 2022/13891-0) which there are two objectives: the first is to preserve the memory of science teaching through the organization of an open institutional digital collection with documents about the science teaching between the 1960s and 1990s and the second is to analyse the process of developing teaching proposals and the constitution of the Chemistry teaching community.

The work consists to select and to catalogue documents (GOMES, 2017) produced by teachers who worked in science teaching during this period and the analysis will use theoretical contributions from cultural history.

Until now, the following actions have been carried out for the development of the project: 1. creation of the repository; 2. identification with the São Paulo academic community of documents produced in the field constitution process; 3. making contacts with approximately 10 professors in the area who have material of interest for this research; 4. meeting with 3 teachers to collect material; 5. creation of a space to disseminate repository data on the website of the History of Science Education Research Group.

Introdução.

A história do ensino de ciências no Brasil ainda carece de investigações que analisem o deslocamento entre o currículo prescrito e os processos de apropriação (CERTEAU, 2011) que acontecem nas escolas. Nesta perspectiva o currículo é concebido como “um campo de forças” (FARIAS FILHO et al., 2004) e o processo educativo está relacionado com o contexto no qual os agentes estão inseridos.

Nesta linha de investigação um objeto de estudo privilegiado é a disciplina escolar. Ao conceber a disciplina escolar como um objeto histórico Chervel (1990) argumenta que há três dimensões a serem consideradas: a gênese (como a escola começa a produzir a disciplina escolar?); a finalidade (para que serve a disciplina escolar?) e o funcionamento (como operam as disciplinas escolares?). Assim, as disciplinas escolares devem ser analisadas em função de suas dimensões histórica, normativa e prática.

No caso das ciências, as discussões sobre as metodologias de ensino ganharam força na segunda metade do século XX com os movimentos das reformas curriculares (1960 -1970), das concepções alternativas e de mudança conceitual (1980-1990) e das relações Ciência, Tecnologia e Sociedade (desde 1970) (FAÚNDEZ-VALLEJOS, 2016; SCHNETZLER, 2020).

No entanto, a história da educação no Brasil ainda se ressente de investigações que interpretem a relação entre essas propostas e o ensino das ciências e auxiliem na compreensão das mudanças e permanências que moldaram esse campo do ensino e há pelo menos duas razões para esta carência: a primeira é que, se por um lado, o campo da história da educação ainda se ressente da pequena presença de historiadores que também sejam formados nas ciências da natureza, por outro lado, os campos das ciências não têm uma tradição de investigação da história de seus processos educativos; a segunda é que grande parte da documentação (das fontes) desta história está dispersa e em vias de se perder.

Objetivos.

Sendo assim, este trabalho apresenta os primeiros resultados de um projeto (Fapesp: 2022/13891-0) que contém dois objetivos: o primeiro é preservar a memória do ensino de ciências a partir da organização de um acervo digital institucional aberto com documentos sobre o ensino de ciências entre as décadas de 1960 e 1990 e o segundo é analisar o processo de elaboração das propostas de ensino e da constituição da comunidade de ensino de Química.

Metodologia.

O trabalho de construção do repositório consiste em selecionar e catalogar documentos (GOMES, 2017) produzidos pelos professores que atuaram no ensino de ciências neste período e a análise se valerá dos aportes teóricos da história cultural.

Resultados.

Até o momento foram realizadas as seguintes ações para o desenvolvimento do projeto: 1. criação do repositório; 2. identificação junto à comunidade acadêmica paulista dos documentos produzidos no processo de constituição do campo; 3. realização de contatos com aproximadamente 10 professores da área que possuem material de interesse para essa pesquisa; 4. reunião com 3 professores para a coleta de material; 5. criação de um espaço de divulgação dos dados do repositório no site do Grupo de Pesquisa em História da Educação em Ciências.

The Sociology Professor Programme degree in Uruguay was introduced in 2008 with the Teacher Training Plan. Before 2008 it was included in the programme of Civic Education, Sociology and Law. Along with the educational transformation of 2023, both programmes were reunified. The present work analyses the curricular changes produced in teaching Sociology regarding the Sociology and Law professorship in Uruguay, based on two ideas: liberating impiety and historical theft. The main objetive is to unthink the structure of the different forms of teaching Sociology and enquire the way in which the new methods of teaching Sociology and Law were configurated. Another objetive is the use of this two concepts as theoretical-methodological tools. Darder's liberating impiety consists in the possibility of freedom from geopolitical, historiographical and epistemological hegemony introduced by Europe and the United States. It imposes itself as principle and foundation of the history as well as the mainstay of the supremacy of modern-colonial/capitalistic/patriarcal reason as the only episteme. Thus, it implies not having mercy in the face of eugenic domination which directly denies thousand of people, especially the most materially deprived, the historical possibility to control their own development. Goody's notion of historical theft refers on how an hegemonic eurocentric history is built on the basis of provincial facts which are generalised and presented as "the true history" of Western Europe or even the world´s history. Both concepts as theoretical-methodological tools enables the analysis and reconfiguration of the epistemological perspectives for the elaboration of plans and programmes, since they allow us to break with the eugenic dominance. In other words, the aim is to find out if there has been liberating impiety and historical theft throughout the curricular changes. The document analysis technique is used to study the different plans and programmes of the Sociology and Law teaching programme degree (1977, 1986, 1996, 2005, 2008 and 2023). The results indicate the absence of liberating impiety, which would allow to question the epistemological empire imposed as the only criteria of truth, therefore to confront epistemological violence. Finally, an exo-epistemological matrix is observed in the configuration of the curricular history, understood as the absence of epistemological reflection.

En Uruguay el profesorado de Sociología surge a partir del 2008 con el plan para Formación Docente. Previo a 2008 estaba incluido en el profesorado de Educación Cívica, Sociología-Derecho. Con la transformación educativa de 2023 se unifican ambos profesorados nuevamente. Este trabajo busca analizar los cambios curriculares en la enseñanza de la Sociología para el profesorado de Sociología-Derecho en Uruguay a partir de dos ideas: impiedad liberadora y hurto histórico. El objetivo central está en des-pensar la forma y los contenidos de la enseñanza de la Sociología e indagar la manera en que éstos se configuraron en el nuevo profesorado de Sociología-Derecho. Un segundo objetivo es la utilización de estos dos conceptos como herramientas teóricas-metodológicas. La impiedad liberadora de Darder consiste en la posibilidad de liberarse de la hegemonía geopolítica, historiográfica y epistemológica introducida por Europa y Estados Unidos. Ella, se impone como principio y fundamento de la historia y base de la supremacía de la razón moderna-colonial/capitalista/patriarcal como única episteme. Implica entonces no tener piedad ante el dominio eugenésico que niega de manera directa la posibilidad histórica a miles de personas, especialmente a los sectores más desfavorecidos materialmente, para controlar un desarrollo propio. La idea de hurto histórico de Goody refiere a cómo se construye una historia eurocéntrica hegemónica a partir de hechos provinciales que se generalizan y se presentan como “la historia” de la Europa Occidental o incluso mundial. Ambos conceptos como herramientas teórico-metodológica permiten analizar y re-configurar las perspectivas epistemológicas para elaborar los planes y programas, ya que permite romper con el dominio eugenésico. Es decir, se busca encontrar si a lo largo de los cambios curriculares hubo impiedad liberadora y hurto histórico. Se utiliza la técnica de análisis de documentos para estudiar los diferentes planes y programas del profesorado de Sociología-Derecho (1977, 1986, 1996, 2005, 2008 y 2023). Los resultados constatan la ausencia de impiedad liberadora, lo que permitiría cuestionar el imperio epistemológico impuesto como único criterio de verdad, y por tanto, enfrentar la violencia epistemológica. Finalmente, se observa en la configuración de la historia curricular una matriz exo-epistemológica, entendida como la ausencia de reflexión epistemológica.

The accelerated ageing of the population may be accompanied by an increase in demand for socio-cultural activities by older people. The fruition of cultural heritage (Felgueiras, 2009, 2003), when valued in a healthy ageing process (WHO, 2020), presents challenges that must also be recognised and faced by cultural institutions. The interaction of older people with these institutions can lead them to prosper. Museums, sites of contemporary creation about the past, are unique spaces for promoting socialisation and inclusion, lifelong learning and well-being. With a strategy based on curiosity, respect for differences and a progressive interest in welcoming local audiences, recognising them as increasingly diverse, they can assert themselves as agents of social change (Murawski, 2021). In their recognition as a "place where experiences are constituted, where the subject's space-time is extended" (Porto, 2019:29) and in their adaptation to new realities, they promote "opportunities to decolonise our minds" (hooks, 2020:58). It is imperative to be open to the continuous interest in the experiences of others, in their "place of speech" (Ribeiro, 2023). The study is based on the concern for creating cities and communities for all ages, for the inclusion and participation of older people and for safeguarding cultural heritage. The aim was to know elderly visitors to four museums in the city of Porto in terms of their sociodemographic and motivational characteristics, their experiences in museums - perceptions of participation, emotions and shared memories. The methodology used was a questionnaire applied to 209 visitors aged 50 or over and field notes from stay in these museums between May 2022 and March 2023. This material was analysed using descriptive statistics and content analysis. The findings suggest that learning new things is the most popular experience when visiting museums; there is a willingness to contribute, by sharing memories, skills, a sense of criticism and belonging. The importance of a relationship underpinned by an ethic of love should be noted (hooks, 2021). This itself boosts participation, involvement in activities and socialisation. At the end, we want to reflect on the crucial role that cultural institutions can play in the movement towards a world for all ages and cultures, by creating opportunities that boost the social, civic and economic contribution, involvement and participation of older people.

O acelerado envelhecimento da população poderá ser acompanhado pelo aumento da procura de atividades socioculturais pelas pessoas idosas. A fruição da herança cultural (Felgueiras, 2009, 2003), quando valorizada num processo de envelhecimento saudável (WHO, 2020), apresenta desafios que devem ser reconhecidos e enfrentados também pelas instituições culturais. A interação das pessoas idosas com estas pode levá-las a prosperar. Os museus, locais de criação contemporânea sobre passados, são espaços únicos para promover a socialização e a inclusão, aprendizagens ao longo da vida e bem-estar. Com uma estratégia pautada na curiosidade, no respeito pelas diferenças e no interesse progressivo em acolher públicos locais, reconhecendo-os como cada vez mais diversos, podem afirmar-se como agentes de mudança social (Murawski, 2021). No seu reconhecimento como “lugar de constituição de experiências, de alargamento do espaço-tempo do sujeito” (Porto, 2019:29) e na adaptação a novas realidades promovem “oportunidades para descolonizar nossa mente” (hooks, 2020:58). Imperativa a abertura para o interesse contínuo nas experiências do outro que o visita, no seu “lugar de fala” (Ribeiro, 2023). O estudo assenta na preocupação de criação de cidades e comunidades para todas as idades, de inclusão e participação da pessoa idosa e de salvaguarda da herança cultural. O objetivo foi conhecer as pessoas idosas visitantes de quatro museus da cidade do Porto quanto a características sociodemográficas, motivacionais, as suas experiências nos museus - perceções de participação, as emoções e as memórias partilhadas. Como metodologia construímos um questionário aplicado a 209 visitantes com 50 anos ou mais e notas de terreno decorrentes da permanência nesses museus, entre maio de 2022 e março de 2023. Sobre este material fizemos uma análise estatística descritiva e análise de conteúdo. As conclusões sugerem que o aprender coisas novas é a experiência mais escolhida ao visitar os museus; há disponibilidade para contribuir, pela partilha de memórias, habilidades, pelo sentido crítico e de pertença. De notar a importância de uma relação sustentada numa ética amorosa (hooks, 2021). Ela própria potencia a participação, o envolvimento nas atividades e a socialização. Ao final, pretendemos refletir sobre o papel crucial que as instituições culturais podem ter no movimento para um mundo para todas as idades e culturas, através da criação de oportunidades que potenciem um contributo social, cívico e económico, o envolvimento e a participação das pessoas idosas.

Taking as reference the concepts of educational heritage (Escolano, 2017) and desire for memory (Nora, 1993), this article seeks to reflect on the processes of institutional safeguarding of professors' personal archives, by considering them important documentary typologies for fostering research in History of Education. Based on the experience of gathering these archives promoted by the UFRGS, the aim of this study is also to discuss the possible meanings of keeping and donating these documents, discussing the archiving and donation practices undertaken by their owners or their relatives. The Education Memory Centers are places where educational heritage is constituted. They contemplate certain desires and preserve, on paper or other supports, the experiences of women and men from different temporalities. Thus, at the Faculty of Education, there has been a growing effort to house the personal archives of teachers, which are endowed with singularities, complexities and sensitivities. To date, there have been fifteen sets of documents from female professors and five from male ones. The institution receives them according to its methodology, and respects their original organizational methods; they are sanitized, catalogued and prepared for public consultation. It is possible to hypothesize that the gesture of donation may be a way, whether or not intentional, of preserving an image of oneself, by expressing a desire for recognition, as these testimonies, given to a memory space, build a public image of their owners. Cox (2017) explains that building a personal archive is a practice aimed at resisting oblivion. However, it should be borne in mind that discarding is part of these practices; it is impossible to preserve everything (Artières, 1998). Another remarkable aspect of these gestures of saving/donating is the gender markers. The fact that there are significantly more collections belonging to women is not surprising, given that what is being discussed is a Faculty of Education, a place historically filled by female professors. It can be said that these archives show greater organization and that they contain documents of an intimate nature, such as diaries, daily notebooks, personal diaries, memory albums and school notebooks. Regarding the teaching career, it is clear that the donors are careful to preserve lesson plans, student work and assessment records. Nonetheless, other interests go beyond the realm of privacy. Michelle Perrot (1989), when historicizing archiving practices from the 19th century onwards, noted that women in certain social positions were the producers of these private archives. The question arises as to what extent schools and universities are aware of the meanings of other methods of keeping records, beyond the official duty to keep them. Magalhães (2004) explains that there are still few traces of education's past, due to the difficulties institutions have in establishing a policy for their memories. Therefore, the importance of Memory Centers is highlighted from the perspective of paying attention to the old roles of their teaching staff, undertaking a founding commitment to the right to memory, to citizenship and promoting conditions for increasing scientific production, especially in the field of the History of Education.

Tomando como referência os conceitos de patrimônio educativo (Escolano, 2017; Magalhães, 2004) e vontade de memória (Nora, 1993), a comunicação busca refletir sobre os processos de salvaguarda institucional de arquivos pessoais de professores, considerando-os importantes tipologias documentais para o fomento da pesquisa em História da Educação. A partir da experiência de captação desses arquivos promovida pela UFRGS, também configura-se como objetivo da comunicação discutir possíveis significados da guarda e doação desses documentos, problematizando as práticas de arquivamento e de doação desenvolvidas pelos seus titulares ou familiares. Os Centros de Memória da Educação são lugares de constituição do patrimônio educativo, contemplam determinados quereres, preservam, em papéis ou outros suportes, experiências de mulheres e homens, de diferentes temporalidades. Assim, na Faculdade de Educação da UFRGS vem se ampliando um trabalho de acolhimento de arquivos pessoais de docentes, materialidades dotadas de singularidades, complexidades e sensibilidades. Tem-se, até o momento, quinze conjuntos documentais de professoras e cinco de professores. Metodologicamente, são recebidos pela instituição, respeitando os modos originais de organização, higienizados, catalogados e preparados para a consulta pública. Especula-se que o gesto da doação pode ser uma forma, mais ou menos intencional, de preservar uma imagem de si, expressando um desejo de reconhecimento, pois esses testemunhos, cedidos a um espaço de memória, constroem uma imagem pública dos seus titulares (Ribeiro, 1998). Cox (2017) explica que a construção do arquivo pessoal é uma prática com vistas a resistir ao esquecimento. Entretanto, pondera-se que o descarte faz parte dessas práticas, não há como conservar tudo (Artières, 1998). Outro aspecto notável nestes gestos de guardar/doar são as marcas de gênero. O fato de ter-se um número significativamente maior de acervos de mulheres, não chega a ser surpreendente, tendo em vista que estamos a falar de uma Faculdade de Educação, lugar historicamente ocupado por professoras. Pode-se dizer que esses arquivos evidenciam uma maior organização e observa-se a presença de documentos de caráter íntimo, como diários, cadernos de anotações cotidianas, agendas pessoais, álbuns de recordação e cadernos escolares. Sobre os percursos docentes, vê-se o cuidado das doadoras em preservarem planos de aulas, trabalhos de alunos com registros da avaliação. Não obstante, comparecem nesses guardados outros interesses que ultrapassam a esfera da intimidade. Michelle Perrot (1989), ao historicizar as práticas de arquivamento a partir do século XIX, constata que as mulheres, de determinadas posições sociais, são as produtoras desses arquivos privados. Pondera-se se em que medida escolas e universidades atentam para os significados de outros modos de guardar, para além da conservação da sua documentação por dever oficial. Magalhães (2004) explica que ainda são poucos os vestígios do passado da Educação, pelas dificuldades das instituições terem uma política para suas memórias, portanto, aqui se postula a relevância dos Centros de Memória na perspectiva da atenção aos velhos papéis de seus docentes, assumindo um compromisso fundante, de direito à memória, à cidadania e promovendo condições para um incremento da produção científica, sobretudo no campo da História da Educação.

Throughout the 20th century, psychological discourses on child development were
permeated by the theme of the relative weight of heredity and environment in the
formation of the individual. Sometimes genetics was considered as the decisive
factor in the constitution of the subject, in relation to which external
influences were of little importance, sometimes the effects of environmental
factors on the course of development were highlighted. According to the
discourses that endorsed biological determinism, education was only responsible
for helping to bring out the inherited capabilities of individuals. On the other
hand, speeches that challenged the determinist perspective highlighted the
decisive nature of the environmental factor and argued that education had a
fundamental role in reducing inequalities. It was up to teachers to prepare the
space and school experiences from which children would transform into civilized
adults, acquiring the qualities and knowledge valued in the society in which
they lived. This paper investigates the following question: how did an exiled psychologist,
living on another continent, think about the effects of the environment on child
development? The analysis focuses on the books Psicología Evolutiva del niño
y el adolescente (1941), El niño que no aprende (1947) and Cómo estudiar y
cómo aprender (1948), written by Emilio Mira y Lopez, doctor, psychologist
and former teacher from the University of Barcelona. Born in Santiago de Cuba,
on October 24, 1896, Mira y López lived in Barcelona between 1919 and 1939.
Mira y López supported the republican army in the Spanish civil war, as head
of the psychiatric service. After the defeat, he went into exile in 1939.
After traveling through diverse countries, he ended up settling in Brazil,
where he lived from 1945 until the end of his life, in 1964. This work is the result of the project Child Development, School Psychology
and Pedagogy in Spain and Brazil: an analysis of the speeches of Mira y López
and his Brazilian interlocutors (1917-1964) and is funded by CAPES (Process
88887.878318/2023-00). This text focuses on analyzing the ways in which Mira
y Lopez describes the influence of the environment on the development and
learning of children and adolescents. It also seeks to identify possible
effects on his ideas on the subject, of his displacement from Europe -
considered as a locus of civilization and progress - towards Latin America,
considered backward in relation to his continent of origin. To do this, it
refers to Reinhart Koselleck's analysis of the conception of time in
modernity presented by the author in Future Past: contribution to the
semantics of historical times (2015). Among the results of the analysis, it can be highlighted that in the book Psicologia Evolutiva da Criança e do Adolescente the author referred to the harmful effects of Catholic morality in Latin countries on the education of
girls, the consequence of which was to prevent them from developing their
potential in life. to the same extent as boys, who were given much more
freedom.

A lo largo del siglo XX, los discursos sobre el desarrollo infantil estuvieron permeados por el tema del peso relativo de la herencia y el medio ambiente en la formación del individuo. A vecez se consideraba la genética como el factor decisivo en la constitución del sujeto, en relación con el cual las influencias externas tenían poca importancia, a veces se destacaba la influencia de los factores ambientales en el curso del desarrollo. Los discursos que avalaban el determinismo biológico afirmabann que la educación sólo era responsable de ayudar a sacar a relucir las capacidades heredadas de los individuos. Los discursos que desafiaron la perspectiva determinista resaltaron el carácter decisivo del factor ambiental y sostuvieron que la educación tenía un papel fundamental en la reducción de las desigualdades. Correspondía a los docentes preparar el espacio y las experiencias escolares a partir de las cuales los niños se transformarían en adultos civilizados, adquiriendo las cualidades y conocimientos valorados en la sociedad en la que vivían. En este trabajo busco indagar en la siguiente pregunta: ¿cómo pensaba un psicólogo exiliado, viviendo en otro continente, sobre los efectos del ambiente en el desarrollo infantil? El análisis se centra en los libros Psicología Evolutiva del niño y el adolescente (1941), El niño que no Aprende (1947) y Cómo estudiar y cómo aprender (1948), escritos por Emilio Mira y López, médico, psicólogo y ex docente de la Universidad de Barcelona. Nacido en Santiago de Cuba, el 24 de octubre de 1896, Mira y López vivió en Barcelona entre 1919 y 1939. Mira y López apoyó al ejército republicano en la guerra civil española, como jefe del servicio psiquiátrico. Tras la derrota, se exilió en 1939. Después de pasar por diversos países, terminó instalándose definitivamente en Brasil, donde residió desde 1945 hasta el final de su vida, en 1964. Este trabajo es resultado del proyecto Desarrollo Infantil, Psicología y Pedagogía en España y Brasil: un análisis de los discursos de Mira y López y sus interlocutores brasileños (1917-1964) y está financiado por CAPES (Proceso 88887.878318/ 2023-00). El texto se centra en analizar las formas en que Mira y López describe la influencia del entorno en el desarrollo y aprendizaje de niños y adolescentes. También busca identificar posibles efectos en sus ideas sobre el tema, de su desplazamiento de Europa -considerada como un locus de civilización y progreso- hacia América Latina, considerada atrasada en relación a su continente de origen. Para ello, utilizamos el análisis de Reinhart Koselleck sobre la concepción del tiempo en la modernidad presentado por el autor en Futuro Pasado: contribución a la semántica de los tiempos históricos (2015). Entre los resultados del análisis, se destaca que en el libro Psicologia Evolutiva da Criança e do Adolescente el autor se refirió a los efectos nocivos de la moral católica en los países latinos en la educación de las niñas, cuya consecuencia fue impedirles desarrollar su potencial en la misma medida que los niños, a quienes se les daba mucha más libertad.

At the end of the 19th century, the organization of school libraries began in Normal Schools in Brazil. The constitution of original collections occurs through Pedagogy books from foreign countries and the scarce number of Pedagogy books published in Brazil. Little by little, in these same normal schools or by teachers linked to them, the production of Pedagogy books began in Brazil. The Brazilian publishing market gained strength in the 1920s and, at the end of the same decade, Collections aimed at teacher training began. Such collections will consist of translations of books by foreign authors, mainly European and American. Thus, in just over 50 years the production and circulation of pedagogical knowledge has changed profoundly. This communication aims to analyze and understand the ways in which pedagogical knowledge circulates through school libraries, participates in teacher training and undergoes transformations between 1880 and 1930, in Brazil. In the analysis, I privilege the changes from a prevalence of foreign pedagogical literature, to the publication of books by Brazilian teachers, until the arrival of translations. This path highlights the influences of pedagogical knowledge produced abroad on teacher training and on the ways of thinking and organizing pedagogical culture in Brazil. To do so, it is necessary to understand how, in Brazil, there was the appropriation of cultural models in circulation, as well as the circularity of models coming from other countries. Analyzing school libraries is, without a doubt, concerned with the History of Books, Reading and School. More than that, it means having exciting possibilities from this modality of Cultural History, as libraries are spaces in which, under the aegis of written culture, the formation and production of knowledge of those who frequent or have frequented them, who used them as instruments of knowledge creation and innovation. It is in the school library of normal schools that the pedagogical culture is constituted, takes shape and circulates. The sources are the books present in the libraries of normal schools in the state of São Paulo, whose collections date back to the end of the 19th century. As a result, I observe that while the circulation and influence of foreign models is evident, the appropriations indicate an attempt to understand the school and the teaching profession based on national issues.

No final do século XIX começa a organização de bibliotecas escolares nas Escolas Normais no Brasil. A constituição dos acervos originais acontece por meio de livros de Pedagogia advindos de países estrangeiros e da escassa quantidade de livros de Pedagogia publicados no Brasil. Aos poucos, nestas mesmas escolas normais ou por professores vinculados à elas começa a produção de livros de Pedagogia no Brasil. O mercado editorial brasileiro ganha força na década de 1920 e, no final da mesma década são iniciadas as Coleções voltadas para a formação de professores. Tais coleções terão na sua constituição as traduções de livros de autores estrangeiros, sobretudo europeus e estadunidenses. Desta forma, em pouco mais de 50 anos a produção e circulação do conhecimento pedagógico se altera profundamente. Esta comunicação tem como objetivo analisar e compreender os modos pelos quais o conhecimento pedagógico circula por meio das bibliotecas escolares, participa da formação de professores e passa por transformações entre 1880 e 1930, no Brasil. Na análise, privilegio as alterações de uma prevalência da literatura pedagógica estrangeira, para a publicação de livros pelos professores brasileiros, até a chegada das traduções. Neste percurso evidencia-se as influências do conhecimento pedagógico produzido no exterior na formação de professores e nas formas de pensar e organizar a cultura pedagógica no Brasil. Para tanto é necessário compreender de que maneira, no Brasil, houve a apropriação dos modelos culturais em circulação, bem como a circularidade dos modelos advindos de outros países. Analisar as bibliotecas escolares é, sem dúvida, se preocupar com a História da Livro, da Leitura e da Escola. Mais que isso, é ter instigantes possibilidades a partir dessa modalidade da História Cultural, pois as bibliotecas são espaços nos quais, sob a égide da cultura escrita, se processa a formação e produção do conhecimento daqueles que a frequentam ou frequentaram, que as utilizaram como instrumento de criação e inovação do conhecimento. É na biblioteca escolar das escolas normais que a cultura pedagógica se constitui, ganha corpo e faz circular. As fontes são os livros presentes nas bibliotecas de escolas normais do estado de São Paulo cujos acervos remontam ao final do século XIX. Como resultados observo que ao mesmo tempo que fica evidente a circulação e influência dos modelos estrangeiros, as apropriações indicam uma tentativa de compreender a escola e a profissão docente a partir das questões nacionais.

Assuming that ISCHE 45 has as its theme "(de)coloniality and diversity in the histories of education," and that the conference encourages discussion regarding the plurality of methods, archives, and sources used for writing the History of Education, this panel, composed of education historians using different genres of sources, encompasses research that analyzes possible subversions to the ongoing educational hegemonic order in Brazil in the first half of the 20th century. Through the scrutiny of printed materials such as newspapers, magazines, supplements, and widely circulated novels in the country, the panelists respond to the following questions: to what extent did certain prints collaborate – or not – in the reiteration and/or subversion of educational models related to gender performances of boys and girls; men and women; students and teachers? In what ways were physical punishments and symbolic violence of adults towards children, and vice versa, reconstructed through multiple narrative genres such as photographs, comics, drawings, stories, contests, advertisements, and other means used by readers and creators of newspapers and magazines with different functions and ideological nuances? The works comprising this panel operate with a notion of non-school history of education, as they delve into the analysis of the educational phenomenon beyond the school. However, they comprehend the intrinsic relationships between non-school cultural ambience and school culture in a specific sense, as demonstrated by research in the field (JULIA, 2001); (ESCOLANO, 2017); (SOUZA, 2000). We work with the press not specifically pedagogical to write the history of education, positing that such media, even if not explicitly educational, were laden with educational intentions. These questions are based on the understanding that presses are cultural artifacts that are constructed and operate on a system of values – and, at the same time, create systems of values. Their genesis occurs within axiological communication spheres responsive to each other (BAKHTIN; 1997). We encounter transnational communication circuits (BARBOSA, 2009, VIDAL, 2020) that develop amidst shared, redefined, and globally reconstructed imaginaries (BURKE, 2005; DARTON, 1989; LUCA, 2006). Thus, Raquel Discini de Campos discusses "The school, the teacher, and the students amidst mockery and ridicule: jests and jokes of 'O Tico-Tico' (1905)"; Paulo Faria addresses gender performances in "Masculinity and protagonism: representations of male figures in the illustrated stories of the first edition of the youth magazine 'O Tico-Tico' (1905)"; Ariane Motoki explores "Representations of childhood in the Children's Supplement of the newspaper 'Correio da Manhã' (1937-1938. Rio de Janeiro, Brazil)"; and Marco Antonio de Santana investigates "Images of female preceptors: tale and novel by Mário de Andrade (São Paulo, 1923-194)." (Funding: Fapemig)

This panel aims to analyze and compare several "circulatory regimes" (Saunier, 2008) that operate in relations between North and (global - Haug et al., 2021) South. In particular, we will highlight the phenomena of fabrications and refractions of discourses on education through their appropriation by "transfer" and "resemantization" (Spain, 2013; Joyeux, 2002), in order to identify the different modes of agentivity of actors, particularly from the South. In so doing, we are part of the "transnational and global turn" (Clavin, 2015; Fuchs & Roldán, 2019) in historical research, which has enabled us to broaden the fields of investigation and avoid certain pitfalls of methodological and epistemological nationalism (Dumitru, 2014). To observe and compare circulatory regimes, the panel deliberately brings together four contributions with similar questioning and references - North-South relation, dependence, or even colonial relations, reapproriation and agentivity - but purposely contrasted chronologically and methodologically. The first deals with the appropriation and transfer of a concept widely used in Europe in the early 19th century, that of mutual education; it shows, through a qualitative analysis of the treatment of the concept in a local magazine in Rio de Janeiro by an influential pedagogical actor, how the concept was taken up to combat idleness and crime. The second takes a broad focus to examine the discourses on the countries of the South in the three German, English and French journals of the New Education Fellowship during the interwar period, on educational systems and practices in the countries of the South, including many colonies. These discourses were held by both Northern actors, recognized pedagogues, and Southern actors, often colonialists. The analysis reveals dominant, colonial and often racist relationships. The third deals with a more recent period, the 1980s, and highlights an inverse, decolonial tendency. Based on an analysis of the personal archives of a Brazilian researcher in the didactics of mathematics, it shows the importance of a world congress on mathematics education as a fundamental site for the dissemination of a new conception of mathematics teaching, promoting a counterpoint to the mathematical disciplinary rationality that had colonized the way of thinking about the school curriculum, in particular the mathematics curriculum in elementary school. The final, more methodological contribution adopts a broad chronological span (1919-1980) to analyze, in comparative terms, the complex and interactive relationships between the many international educational institutions and organizations of "International Geneva" and four emblematic countries (Vietnam, Cameroon, Turkey, Brazil) through a history of "equal parts" (Bertrand, 2011), giving a voice to the pedagogical actors of these countries to observe the process of reappropriation and production of educational knowledge.

The transnational perspective has been gaining space in the history of education in the last years. This is evident in journals and conferences like the Paedagogica Historica and the International Standing Conference for the History of Education. In books bringing together authors from varied countries, such as "The transnational in the History of Education" (Roldán Vera; Fuchs, 2019), or from the same country but exploring multiple connections, such as "Rethinking Centre-Periphery Assumptions in the History of Education" (Vidal; Silva, 2024), or projects with international collaborations as the Brazilian-funded "Knowledge and practices in frontiers: toward a transnational History of Education (1810-...)" –to mention a few examples – researchers from different backgrounds have gathered around the effort to explore their wide range of research objects from a transnational perspective. The transnational history is not a methodology but a way of approaching the research object. Therefore, the procedures may vary depending on the proposed objective and types of sources. It is not restricted to national borders, although it doesn't ignore the existence of national states, which makes some developments in the research unpredictable to a certain extent. Since it is not restricted to geographical borders, it can make it possible to discover and explore new connections and even find new artifacts or actors. More recently, discussions based on a decolonial framework have also been incorporated in the field, adding to the postcolonial perspectives (Ossenbach, Pozo-Andrés, 2011; Caruso, Maul, 2020; Caruso, Toro-Blanco, 2023). Such approaches enhance the possibilities of exploring the history seen from below, subverting the idea of center and periphery and educational transfers. This is particularly relevant for the Latin American context, where the setting of new educational systems formed part of the nation-state building process in the 19^th and 20^th centuries. This symposium aims at multiple ways a transnational approach can contribute to exploring the Latin American history of education and shed light on new connections or deepen the understanding of otherwise "traditional" themes. Furthermore, it brings the possibility of identifying and problematizing different methodologies that have been used. Composed of two panels, it brings together authors and discussants from Argentina, Brazil, Chile, Mexico, the United States, and Uruguay, whose research has focused on different themes in the history of Latin American education. Although diverse, with a timeframe spanning from the second half of the 19^th century to the early second half of the 20^th century, it's possible to identify common elements through the panels. The ways imperialism impacted education in different countries, the role played by international conferences, educational trips, and appropriation processes in shaping the educational systems in Latin America are just some of these aspects.

Americus is the pseudonym of Miguel Calmon du Pin e Almeida (Marquis of Abrantes) in "Political Letters of Americus", published in London, where he went after the assembly to draw up the Constitution of Brazil was dissolved by Emperor Pedro I in 1823. Feeling that his political education was deficient, he made a journey of observation and study in Europe (Calmon, 1933, p. 67). Also, José Joaquim Ferreira de Moura, a Portuguese liberal, was exiled in England in 1823-1826, these letters were attributed to him, he clarified this in 1826 (pp. VI-VII) writing: "The author of the Cartas d' Americus, published in London last year, is also in some things incorrect, and in general very diminutive." Later, Monarcha (2019, p. 29) caused confusion writing: "for Sacramento Blake, it was Miguel Calmon du Pin e Almeida, then living in Switzerland, the future Marquis of Abrantes, a key politician in the conservative games of the monarchy; for Lourenço Filho (1944), it was Martim Francisco Ribeiro de Andrada, another mistake". But Pedro Calmon had already explained everything in 1933 (p. 74). We then know that Miguel Calmon went against the Holy Alliance's desire to colonise Brazil, arguing for good management of Brazil's public finances. We analysed these letters, where 12th deals with education, dreaming a utopian society in Brazil based on the Enlightenment and economic science, where improving education, the economy would be prosperous, and justice would be fairer by applying the jury. In LETTER I, he talks about the Emperor, Pedro I, and in LETTER II he lists the Holy Alliance's means for recolonising Brazil, noting that they are disproportionated to those of the Brazilian Empire. In III he analyses the various forms of government in the draft Brazilian Constitution and in IV he explains the English Constitution. In V, he analyses Freedom of the Press and the means for guaranteeing and preventing abuses with the Freedom of the Press Act. In VI he deals with Religion and linking it to the Politics of Tolerance. In VII he discusses Criminal Laws Reform, emphasising the importance of the Jury, the qualifications and choice of jurors, and in VIII he talks about the difficulty of establishing it and practical ideas for setting up this "salutary institution" and in IX about the prison discipline reform. In X, he deals with Political Economy, emphasising Adam Smith, John Locke, Malthus, Ricardo, and Mill. In XI, he states that the immediate abolition of the slave trade and its gradual emancipation as necessary for civilisation. In LETTER XII, he discusses National Education, considering that it should make everyone the instrument of self-happiness, but as an aristocrat, he restricts education to the lower classes, and unlike Foucault, he does not analyse the school as a disciplining pedagogics. As Monarcha (2019, p. 103) only refers letters of the first volume, he does not see Rousseau's schooling refutation and the reasons for school savings and opting for Lancaster model, not showing the need to include here the Decoloniality study.

Americus é o pseudónimo de Miguel Calmon du Pin e Almeida (Marquês de Abrantes) em “Cartas políticas de Americus, publicadas em Londres, para onde foi após a assembleia para elaborar a Constituição do Brasil ter sido dissolvida pelo Imperador Pedro I em 1823. Como sentiu deficiente a sua educação política partiu para uma viagem de observação e estudo na Europa (Calmon, 1933, p. 67). Como José Joaquim Ferreira de Moura, um liberal português, vivia então exilado em 1823-1826 em Inglaterra, foram-lhe atribuídas, que esclareceu tudo em 1826 (pp. VI-VII) escrevendo: “O autor das Cartas d’ Americus, publicadas em Londres no ano passado, é também nalgumas cousas incorreto, e no geral mui diminuto”. Mais tarde, Monarcha (2019, p. 29), causou confusão ao escrever “para Sacramento Blake, tratava-se de Miguel Calmon du Pin e Almeida, então vivente na Suíça, o futuro marquês de Abrantes, político-chave nos jogos conservadores da monarquia; para Lourenço Filho (1944), era Martim Francisco Ribeiro de Andrada, outro engano”. Mas, Pedro Calmon já tinha explicado tudo em 1933 (p. 74). Verificámos depois que Miguel Calmon contrariou a vontade da Santa Aliança de colonizar o Brasil, pugnando depois por uma boa gestão das finanças públicas brasileiras. Analisámos estas cartas políticas, em que na 12ª trata da educação pensava uma sociedade utópica no Brasil baseada no iluminismo e na ciência económica, onde com a melhoria da Educação, a economia seria próspera e a justiça mais justa ao aplicar o júri. Na CARTA I, fala do Imperador, Pedro I, inventariando na II os meios da Santa Aliança para recolonizar o Brasil, verificando não serem proporcionais às do Império Brasileiro. Na III analisa as diversas formas de Governo do projeto da Constituição do Brasil e na IV explica a Constituição inglesa. Na V analisa a Liberdade de Imprensa e os meios de a assegurar e prevenir abusos com a Lei desta. Na VI trata da Religião como conexa com a Política da Tolerância. Na VII fala da Reforma das Leis Criminais, sublinhando a importância do Júri, das qualificações dos jurados e a sua escolha e na VIII fala da dificuldade do seu estabelecimento e das ideias práticas para instalar esta “salutar instituição” e na IX da reforma da disciplina das cadeias. Na X, trata da Economia Política, valorizando as ideias de Adam Smith, John Locke, Malthus, Ricardo e Mill. Na XI afirma que a imediata abolição do Comércio dos escravos e a sua Gradual Emancipação são necessárias à Civilização. Na CARTA XII disserta sobre a Educação Nacional considerando que deve fazer de cada individuo o instrumento da sua felicidade, mas como aristocrata restringe a educação das classes populares, e ao contrário de Foucault não há nele uma análise da escola como elemento disciplinador. Como Monarcha (2019, p. 103) só refere o voluma primeiro das Cartas, não viu a contestação de Rousseau e as razões de poupança na escolarização que o levam a optar pelo modelo lancasteriano, não mostrando a necessidade de incluir esta Cartas no estudo da Decolonialidade.

The First Government Junta, led by Mateo de Toro y Zambrano on September 18, 1810, arose from "the usurpation of the Spanish crown and the imprisonment of King Ferdinand VII by Napoleon Bonaparte" (Biblioteca del Congreso Nacional s/a: s/p); however, it was agreed to form a National Congress, which took shape on July 4, 1811. In this context, Juan Egaña, an elected deputy, proposed in Congress that same year that there should be a national institution that had plans and programs as the best system that should be given to Chile's youth (Huidobro, 2022); This fact plus the intervention of other people such as Manuel de Salas, led the Supreme Director José Miguel Carrera to found the National Institute (1813) -an organization that still exists today-, leaving aside the educational institutions that existed during the colony. When Independence was finally achieved in 1818, the Supreme Director Bernardo O'Higgins decreed that schools be opened in the parishes and convents in the name of the new state and subsidized by it to provide education to Creole children and young people; he also tried to apply the Lancastrian system to train teachers, a situation that did not prosper (Caiceo 2010). However, this situation was reversed in the government of Manuel Bulnes (1841-1851), who, thanks to his Minister of Justice, Worship and Public Instruction Manuel Montt, managed to be found three important institutions that revealed the definitive decolonization of the colonial educational system, imposed by the Spanish Crown. They are the University of Chile (1842), whose first Rector was the Venezuelan resident in the country Andrés Bello), the First School of Preceptors (1842), with its first Director being the Argentine Domingo Faustino Sarmiento, exiled in Chile because he was persecuted by Rosas in his homeland and the School of Arts and Crafts (1849), also directed by a foreigner. the Frenchman Julio Jaezar. At that historical moment, Chile showed a lot of political stability, unlike other Latin American nations where there was a lot of caudillismo and coups d'état; Here there was enough room for intellectuals who came to the country in large numbers. However, a similar institution was needed to prepare women as teachers; in this way, the state requested support from the Catholic Church, the sisters of the Sacred Heart arrived in Chile and the First School of Preceptors was founded in 1854 (Caiceo, 2010). Finally, Manuel Montt as President (1851-1861) consolidated Chilean education with the enactment of the Primary Education Law in 1860, which established a public, secular and free education, giving rise to the so-called teaching state (Núñez, 2010).

La Primera Junta de Gobierno, dirigida por Mateo de Toro y Zambrano el 18 de septiembre de 1810, surgió por “la usurpación de la corona española y el apresamiento del rey Fernando VII por Napoleón Bonaparte” (Biblioteca del Congreso Nacional s/a: s/p); sin embargo, se acuerda formar un Congreso Nacional, el cual se concreta el 4 de julio de 1811. En ese contexto Juan Egaña, diputado electo, planteó en el Congreso ese mismo año que debía haber una institución nacional que tuviera planes y programas como el mejor sistema que debe darse a la juventud de Chile (Huidobro, 2022); este hecho más, la intervención de otros personeros como Manuel de Salas, conducen al Director Supremo José Miguel Carrera a fundar el Instituto Nacional (1813) -organismo que aún hoy existe-, dejando de lado las instituciones educacionales que existían durante la colonia. Cuando, finalmente se logra la Independencia en 1818, el Director Supremo Bernardo O’Higgins decreta que en las parroquias y conventos se abran escuelas a nombre del nuevo estado y subvencionados por él para entregar educación a los niños, niñas y jóvenes criollos; además intentó aplicar el sistema Lancasteriano para formar profesores, situación que no prosperó (Caiceo 2010). Sin embargo, esta situación se revirtió en el gobierno de Manuel Bulnes (1841-1851), quien, gracias a su Ministro de Justicia, Culto e Instrucción Pública Manuel Montt, logra fundar tres importantes instituciones que revelan la descolonización definitiva del sistema educativo colonial, impuesto por la Corona Española. Ellas son la Universidad de Chile (1842), cuyo primer Rector fue el venezolano avecindado en el país Andrés Bello, la Primera Escuela de Preceptores (1842), siendo su primer Director el argentino Domingo Faustino Sarmiento, exiliado en Chile porque era perseguido por Rosas en su patria y la Escuela de Artes y Oficios (1849), también dirigida por un extranjero, el francés Julio Jaezar. En ese momento histórico Chile mostraba mucha estabilidad política, a diferencia de otras naciones latinoamericanas en que había mucho caudillismo y golpes de estado; aquí había espacio suficiente para intelectuales que llegaron al país en gran número. Pero, se necesitaba una institución similar para preparar mujeres como maestras; de esta forma, el estado solicitó apoyo a la Iglesia Católica, llegando a Chile las religiosas del Sagrado Corazón y se fundó en 1854 la Primera Escuela de Preceptoras (Caiceo, 2010). Finalmente, Manuel Montt como Presidente (1851-1861) consolida la educación chilena con la dictación de la Ley de Instrucción Primaria en 1860, la cual establece una educación pública, laica y gratuita, surgiendo el denominado ‘estado docente’ (Núñez, 2010).

Since the end of the 19th century in different parts of the world there were experiences of education or re-education for children and youth, which during the 20s and 30s of the 20th Century took on new vigor with the intention of promoting more democratic, self-managed and co-educational forms of coexistence in colonies, boarding schools and psychiatric hospitals. During the Spanish Civil War and the Second World War, psychology, social work, art, and communist and anarchist political ideas converged towards the consolidation of the social and political construction of childhood as an object of protection and therefore of assistance from Nation States and international organizations during the Second World War (Mülberger, 2014; Keren, 2014; Bragster and Pozo, 2015). The objective of my presentation is to approach this construction of childhood and trace the different networks and sources that support it from the field of science, especially Psychology, Pedagogy and Social Work, arts and their intersections with the politic disputes and war. To do so, I will begin by going hand in hand with Regina Lago, a Spaniard who trained in Developmental Psychology and links with international communism, analyzed experiences of youth republics, had an important role in the children´s evacuation during the civil war, and was a pioneer in the analysis of children's drawing and its use for therapeutic purposes. This is an analysis of the formation of networks (Latour, 2008), of a connected history of formulation, appropriation and institutionalization of educational and assistance experiences (Bagchi and Fuchs and Rousmeniere, 2013; Civera, 2011), which, based on the case of a particular person and their experiences in practice, seeks to break the disciplinary barriers that have prevented us from looking at the confluence between Arts, sciences and politics from its performative nature. More than conclusions, my presentation aims to raise new questions about the relationship between education, protection and assistance of children in the context of the Second World War and the massification of education. The analysis was carried out from several publications by Regina Lago (especially 1929, 1931, 1933 and 1940) and documentation that accounts for her professional and political career, as well as her networks, especially during the evacuation of girls and boys outside of Spain. in dialogue with the historiography on the subject. With this objective I have consulted different collections, especially the General Administration Archive, the Archive of the Spanish Communist Party (Complutense University of Madrid), the Archive of the Pablo Iglesias Foundation, the Archive of the Institute of Social Research of Amsterdam, the Historical Archive of the National Autonomous University of Mexico and the National Library of Spain.

Edward Said, in “Orientalism”, argued against ideology and metanarrative of Orientalism, which gave impetus to postcolonial studies. Orientalism defines “East” as a foil to the superiority of “West”, proposing that the East consists of undeveloped and underdeveloped cultures, despotic or degenerate, and expresses what Europe is not. However, at the dawn of European civilization there was a time when everything was not so Eurocentric. Following the core-periphery model, Greece in archaic and classical times was a minor partner of the more advanced economies of the Near East. The dominance of the Achaemenid Empire in the Mediterranean was confirmed by numerous Greek embassies to the court of the Persian king in the fifth and fourth centuries BC. They aimed at attracting material resources and the favor of the king to the Greek poleis, who sought a certain status or hegemony in Greece. The achievement of these goals was facilitated by ambassadors, bearers of particular paideia, who wanted to win the East for their own polis. Our paper is devoted to the study of an embassy (367 BC), on which Theban ambassador Pelopidas managed to enlist support of the Persian king for the Theban policy in the mainland Greece. His educational background obtained in Thebes appeared to be quite helpful as well as his negotiating strategy, considering cultural, historical and educational diversity between East and West. Mytho-historical past distinguished Pelopidas favorably from other ambassadors, and his noble status imposed on him responsibility for achieving high goals, facilitated by the local Theban paideia for aristocrats. Pausanias emphasizes that the Thebans had special system of “local teachings” (ἐπιχώρια διδάγματα) (Paus. 9.13.1). Given the success of Pelopidas in the negotiation in Susa under the Persian king Artaxerxes, this training system seemed to include oratory and persuading skills. In addition, the Theban paideia must have included both mythological history associated with Thebes and actual historical realities, since Pelopidas, according to Xenophon, lists specific events in which the Thebans sided with the Persians or did not participate in actions against them (Xen. Hell. 7.1.34-6). Plutarch conveys stylistic peculiarities of Pelopidas’ speech, saying that his words were more reliable than the Attic ones, but simpler than the Lacedaemonian ones (Plut. Pel. 30.3). Sources also note Pelopidas’ talent for instructing not only individual people (for example, he “taught” (ἐδίδαξε) the wife of the tyrant Alexander of Thera not to be afraid of tyranny, Plut. Pel. 35.3), but also all the Thebans, who called him “the teacher of the greatest and most beautiful blessings” (διδάσκαλον τῶν μεγίστων καὶ καλλίστων ἀγαθῶν) (Plut. Pel. 33.1). Pelopidas used those aspects of Theban paideia that culturally and historically connected Thebes with the East, including the study of the history of the Persian wars and events where the interests of the Thebans coincided with the interests of the Persians. The approach to decolonizing the past allows us to show an educational strategy of Thebes that takes into account cultural differences, but leads to mutual understanding between actors on the geopolitical chessboard of the Eastern Mediterranean.

This work falls within the field of History of Education, articulating the domains of Intellectual and Political History, under a culturalist approach. We take the following questions as a starting point: Who was Alvares de Azevedo and what is the relevance of his work for the education of the blind in Brazil? How did the circulation of ideas occur between the Institute for Blind Young People in Paris and the Imperial Institute for Blind Children in Brazil? What is the role of the intellectual in this process? We therefore aim to investigate the role of José Alvares de Azevedo in the process of circulating ideas about education for the blind in Brazil, emphasizing the dialogue between the two institutions mentioned above, both historically offering education for the blind, thinking about their access and permanence in the school space, with the educator studying as one of their interlocutors. To this end, we took the following authors as a theoretical reference: Jean-François Sirinelli, in order to understand José Alvares de Azevedo as an intellectual creator and mediator of knowledge and practices based on the tripod of generation, itineraries and sociability; Justino Magalhães, to understand institutions as spaces that go beyond their material conformation, but that also permeate relationships of power and affectivity; Finally, we will also use Roger Chartier's concept of circulation. As sources for this study, we considered texts by José Alvares de Azevedo, biographies about the intellectual and official documents from the institutions. They were operationalized by the historiographic method of heuristics and hermeneutics, as well as by discourse analysis from a Foucauldian perspective, understanding it as an element for the construction and legitimization of a place of speech for Azevedo about the education of the blind. Therefore, in this work we highlight the relationships between institutions and intellectuals, identifying the sociopolitical actions of both in the process of circulating ideas about the formation of blind subjects in Brazil.

Este trabalho se insere no campo da História da Educação, articulando os domínios da História Intelectual e Política, sob uma abordagem culturalista. Tomamos como ponto de partida os seguintes questionamentos: Quem foi Alvares de Azevedo e qual a relevância de sua atuação para a educação de cegos no Brasil? Como se deu a circulação de ideias entre o Instituto dos Jovens Cegos de Paris e o Imperial Instituto dos Meninos Cegos do Brasil? Qual o papel do intelectual neste processo? Temos, portanto, como objetivo investigar a atuação de José Alvares de Azevedo no processo de circulação de ideias acerca da educação para cegos no Brasil, dando ênfase ao diálogo entre as duas instituições supracitadas, ambas historicamente ofertantes de educação para cegos, pensando em seu acesso e permanência no espaço escolar, tendo o educador estudado como um dos seus interlocutores. Para tanto, tomamos como referencial teórico os seguintes autores: Jean-François Sirinelli, a fim de compreender José Alvares de Azevedo como um intelectual criador e mediador de saberes e práticas a partir do tripé geração, itinerários e sociabilidades; Justino Magalhães, para compreender as instituições como espaços que vão além de sua conformação material, mas que também perpassa relações de poder e afetividade; por fim, utilizaremos também o conceito de circulação de Roger Chartier. Como fontes para este estudo, consideramos textos de José Alvares de Azevedo, biografias sobre o intelectual e documentos oficiais das instituições. As mesmas foram operacionalizadas pelo método historiográfico da heurística e da hermenêutica, bem como pela análise do discurso em uma perspectiva foucaultiana, compreendendo-o como um elemento para construção e legitimação de um lugar de fala para Azevedo acerca da educação de cegos. Sendo assim, evidenciamos neste trabalho as relações entre instituições e intelectual, identificando a atuação sociopolítica de ambos no processo de circulação das ideias acerca da formação de sujeitos cegos no Brasil.

The discursive construction of the figure of the abnormal necessarily involved the allegorical mentality of the monstrous being. The idea of bodies with anomalies associated with the figure of the monster was in force in Europe from the Low Middle Ages until the 18th century, with the main intention of socially revealing the existence of a violation of order, of limits, and, therefore, putting into debate the existence of a mix of species or a mixture of sexes. There were many statements that could be found in the Portuguese seventeenth century printouts that intended to understand the physical and mental conditions and social conduct of those who today are often classified and called mentally ill or physically disabled. In this sense, this communication proposal aims to present a discursive analysis based on Foucault (FOUCAULT, 2010) on a series of printed news that reproduced the appearance of abnormal childish subjects and, more specifically, the dissemination of cases of monstrous beings that arrived , at times, approaching absurdity and incredibility. According to Palmira da Costa (2005), explanations about monstrous beings began to be commonly published, through printed news, in Portugal, during the first half of the 18th century. Along with this news about the appearance of monsters and bizarre animals, the leaflets sold included the dissemination of curious news, miraculous cases, jokes, burlesque events and child murders, among other episodes that aroused curiosity and interest. of a society marked by a superstitious mentality. The work “Rarities of Nature and Art”, by Pedro Norberto de Aucourt e Padilha, a nobleman of the Royal House and clerk of the Magestade, published in Lisbon in 1759, is an important source for analyzing social perceptions about abnormalities in the context of this investigation. An example of a printed matter that disseminated curiosities, the work is significant for the number of extraordinary cases that report “women, who will give birth to animals, and monsters”, in the changes in the ways of enunciating the appearance of monstrous children, moving from a discourse that resembled malformed children to wild animals – “goat’s ears, with one eye”, “dog’s head, and fluffy tail”, “like a long-haired dog”, etc. – for a more scientific and less frightening account. Another peculiarity lies in the perception of how deformed children were thrown to chance or even had their lives shortened, as in the case in which a father so quickly noticed at the birth of his son the “long body like a wagon” right after birth. child gave “a scream, and stood up”, “he immediately killed him by cutting off his head” (PADILHA, 1759, p. 140-141). Finally, it is worth highlighting that abnormal child subjects were excluded from the model of modern and civilized European society that attempted to get rid of any and all “idiot” or “deformed” subjects, claiming children with healthy bodies, who demonstrated expressions acceptable to the standards and socially recognized and desired norms.

A construção discursiva da figura do anormal, necessariamente passou pela mentalidade alegórica do ser monstruoso. A ideia de corpos com anomalias associados à figura do monstro vigorou na Europa da Baixa Idade Média até o século XVIII, com o principal intuito de revelar socialmente a existência de uma violação da ordem, dos limites, e, portanto, colocar em debate a existência de um misto de espécies ou de uma mistura de sexos. Não foram poucos os enunciados possíveis de serem constatados nos impressos do Setecentos luso que pretendiam compreender as condições físicas e mentais e as condutas sociais daqueles que hoje são frequentemente enquadrados e denominados por doentes mentais ou deficientes físicos. Nesse sentido, esta proposta de comunicação tem por objetivo apresentar uma análise dicursiva de base foucaultiana (FOUCAULT, 2010) sobre uma série de notícias impressas que reproduzia o aparecimento de sujeitos infantis anormais e, mais especificamente, a divulgação de casos de seres monstruosos que chegavam, por vezes, a se aproximar do absurdo e da incredibilidade. De acordo com Palmira da Costa (2005) as explicações sobre seres monstruosos passaram a ser comumente publicadas, por meio de notícias impressas, em Portugal, durante a primeira metade do século XVIII. A par com estas notícias sobre o surgimento de monstros e animais bizarros estavam, nos folhetos comercializados, a divulgação de curiosas notícias, de casos miraculosos, de anedotas, de acontecimentos burlescos e de assassinatos de crianças, entre outros episódios que despertavam a curiosidade e interesse de uma sociedade marcada por uma mentalidade supersticiosa. A obra “Raridades da Natureza e da Arte”, de Pedro Norberto de Aucourt e Padilha, um fidalgo da Casa Real e escrivão da Magestade, publicada em Lisboa no ano de 1759, é uma importante fonte para a análise das percepções sociais sobre as anormalidades no contexto desta investigação. Exemplo de impresso que disseminava curiosidades, a obra é significativa pela quantidade de casos extraordinários que relatam “mulheres, que parirão bichos, e monstros”, nas mudanças dos modos de enunciar o aparecimento de crianças monstruosas, passando de um discurso que assemelhavam as crianças malformadas a animais selvagens – “orelhas de cabra, com hum só olho”,“cabeça de cão, e cauda felpuda”, “como um cão gadelhudo”, etc. – para um relato mais científico e menos amedrontador. Outra peculiaridade reside na percepção de como os infantis deformes eram lançados à sorte ou, até mesmo, tinham a vida abreviada, como no caso em que um pai tão rápido percbeu no nascimento do filho o “corpo comprido à maneira de bogio” logo após a criança dar “hum grito, e se poz em pé”, “o matou logo cortando-lhe a cabeça” (PADILHA, 1759, p. 140-141). Por fim, cabe ressaltar que os sujeitos infantis anormais estiveram excluídos do modelo de sociedade europeia moderna e civilizada que intentava se livrar de todo e qualquer sujeito “idiota” ou “disforme”, reivindicando crianças com corpos saudáveis, que demonstrassem expressões aceitáveis aos padrões e normas reconhecidas e desejadas socialmente.

In France, the 1960s marked an acceleration of the sportivization of physical education (PE) in a school which saw the number of pupils explode. While the school system still organizes the practice of PE for pupils according to a categorization by aptitudes, after a medical inspection, the treatment of deficient pupils (group 3) by mechanistic physical rehabilitation is still dominant. Faced with this inequality, during the 70s, various elements participate to the deconstruction of this model in order to propose a more egalitarian PE and in particular by working on a new project to integrate all the pupils’ diversity: the adapted PE assessments. In a period of cultural and generational changes, the bases of the model of physical rehabilitation for disabled pupils were cracking and gradually tending towards an integration model which was widely disseminated in the 1980s. While people with disabilities organized themselves outside of the school and in the sports movement, specialized education was restructured at school in the 1960s. The PE school discipline still excluded the diversity: those who don’t respond to the representations of a legitimate and valid body can’t taking part of the PE assessments. To what extent did the 1970s and the pedagogical renewal prepare the debates and the achievements on the adaptation of this school discipline the following decade? What are the obstacles to the assessment’s dissemination? How do the reflections of certain teachers participate in re-examining practices in PE to struggle against this discrimination? This proposal aims to question the reality of these new assessments to integrate more diversity in French school and analyze resistances against this novelty. In order to construct this reasoning, the corpus is composed of sources from the national archives of Pierrefitte-sur-Seine, from the Ministry of National Education or the Ministry of Youth and Sports. Also, some interviews were carried out during our thesis work with former PE teachers who had a key role in the developments studied here. These different sources are cross-referenced with professional periodicals.

Almanacs began circulating in Brazil in the 19th century as informative publications with varied content, initially influenced by similar European genres (Vergueiro, 1999). This type of literature began to spread in the 20th century, reaching adult audiences that did not have access to books, helping to ease the scarcity of reading material. Through textual genres and illustrations created to motivate reading, almanacs were designed to reach both literate and uneducated audiences (Park, 1999; Meyer, 2001). Before the genre intended for young readers emerged, many children and young people had access to almanacs written for adults, usually as listeners, not as readers (Marazzi, 2020). The Almanaque do Tico-Tico was launched for children in Rio de Janeiro in 1907, though not exclusively for this age group. The publication stemmed from an earlier children’s magazine, O Tico-Tico, first published in 1905; it included cartoons, tales, poetry, fables, legends, prayers, musical scores, general curiosities, advertisements, hobby information, paper cutout toys, themes from Brazilian history, and so on. Considering the role of this almanac as an educational and cultural tool (for imparting civic-pedagogical and moral principles), we were faced with a myriad of possibilities for discussing diversity within this specific publication aimed at child audiences. We were captivated by the idea of looking into stories and imagery about people with disabilities, such as “The little circus hunchback”, “The blind violinist” and “Famous dwarfs”, and also by the recurring cartoon characters representing children from diverse cultural origins: Chiquinho, Reco-reco, Bolão, Azeitona and Maria Fumaça (respectively, a white boy, a mixed-race boy, an overweight kid, a black boy and a black girl). We attempted to show how the diversity of the Brazilian population was represented, taking into account the social context at a time when the country was seeking to define is national identity and working towards development and progress. We conducted a qualitative, documentary study (Gil, 2002), surveying the digitized issues from the Fundação Biblioteca Nacional, in Rio de Janeiro. The corpus included a total of 35 issues from the Almanaque do Tico-Tico from the years 1911; 1917 to 1926; 1930 to 1939; 1942 to 1945; 1947 to 1951 and 1953 to 1958. In each issue, among the intrinsic content the Almanaque published, we looked for imagery and texts related to human diversity, portraying disability and ethnic/cultural diversity. The study enabled us to identify various forms of stigmatization and prejudice in some of the characters in the illustrations, the names given to them and the storylines. Stereotypes of European and North American origin particularly mark characters of African descent, as described by Chinen (2013), but stigmas, welfarism and ableism are also present in the configuration of characters with disabilities. In some cases, benevolence was highlighted as a social virtue, as were examples of people overcoming their disabilities. This study has helped analyze the representation of diversity in childhood and its relationship to the search for a national identity within the context of popular literary media for children.

No Brasil, os almanaques começaram a circular a partir do século XIX como publicações informativas e com conteúdo variado, influenciados inicialmente por gêneros similares de origem europeia (Vergueiro, 1999). No século XX, este tipo de publicação foi crescendo, atingindo um público adulto que não acessava os livros, auxiliando a mitigar a carência de leitura e literatura. Por meio de gêneros textuais e ilustrações elaboradas para motivar a leitura, os almanaques foram desenhados para atingir pessoas alfabetizadas e analfabetas (Park, 1999; Meyer, 2001). Antes do surgimento do gênero dirigido para a infância, muitas crianças e jovens tiveram acesso aos almanaques para adultos, frequentemente como ouvintes, não leitoras (Marazzi, 2020). Neste cenário, em 1907, o Almanaque do Tico-Tico começou a ser publicado no Rio de Janeiro para o público infantil. Originado a partir da Revista O Tico-Tico, lançada em 1905, seu conteúdo contemplava histórias quadrinizadas, contos, poesias, fábulas, lendas, orações, partituras de músicas, curiosidades, anúncios publicitários, passatempos, brinquedos de montar, temas da história do Brasil, entre outros. Considerando o papel do almanaque como um veículo educativo (de princípios cívico-pedagógicos e morais) e cultural, defrontamo-nos com uma miríade de possibilidades de reflexões sobre o almanaque em questão. Fomos capturadas pela ideia das histórias e imagética sobre pessoas com deficiências, tais como “O corcundinha do circo”, “O violinista cego” e “Anões celebres” e também pelas personagens recorrentes representando crianças de diversas origens culturais, como Chiquinho, Reco-reco, Bolão, Azeitona e Maria Fumaça (respectivamente, o menino branco, o mestiço, o menino com sobrepeso, o menino negro, a menina negra). Buscamos explicitar como se dava a representação da diversidade brasileira tendo em vista uma época em que se buscava definir a identidade nacional, com vistas ao desenvolvimento e ao progresso do país. Realizamos uma pesquisa com abordagem qualitativa, documental (Gil, 2002), com levantamento dos fascículos digitalizados da Fundação Biblioteca Nacional no Rio de Janeiro. O corpus incluiu 35 fascículos do Almanaque do Tico-Tico, de 1911; de 1917 a 1926; de 1930 a 1939; de 1942 a 1945; de 1947 a 1951 e de 1953 a 1958. Em cada fascículo, buscaram-se entre os conteúdos intrínsecos ao Almanaque do Tico-Tico, aspectos relativos às diferentes condições humanas e como se caracterizavam. Por meio da pesquisa, entre os mais variados conteúdos veiculados pelo Almanaque do Tico-Tico, foram identificadas diversas formas de estigmatização e preconceitos de alguns personagens, evidentes tanto nas ilustrações, nos nomes atribuídos e nas narrativas. Como descrito por Chinen, (2013), os estereótipos de origem europeia e norteamericana marcam particularmente as personagens de descendência africana, mas os estigmas, o assistencialismo e o capacitismo também se revelaram na configuração das personagens com deficiências. Em alguns casos, destacava-se a benevolência como uma virtude social, com exemplos de superação por parte de tais pessoas. Este estudo favoreceu a análise sobre a representação da diversidade na infância e sua relação com a busca por uma identidade nacional, neste meio literário popular para a infância.

In this paper we emphasize the constructional and historically determined character of social categories such as “culture” and the intersectionality of different dimensions of diversity, social relations and the multidimensionality of human experiences and power entanglements (Gross & Messina Dahlberg, 2024) in order to rethink how it has shaped educational histories, narratives and its entanglements in practice. For instance, in the ongoing debate on culture, there has been a significant shift away from traditional perspectives that depict culture as a closed and homogeneous container. Within the framework of post- and decolonial theories, culture is understood as a hybrid, flexible, and dynamic social construct (Bhabha, 1994). A reflexive and critical perspective is crucial to counteract othering and culturalization, and with it, generalized knowledge, ideas and images (Said, 1978). Nevertheless, close examination of the everyday and scientific use of the term reveals a persistent presence of so-called “dominant imaginaries” (López García, 2021) based on coloniality (Quijano, 2005) and scientific nationalism (Wimmer & Glick Schiller, 2002) and the dominance of a Eurocentric perspective. Dominant imaginaries find themselves in a struggle with emergent imaginaries that seek to reimagine dominant concepts such as culture from a critical perspective as open, diverse, and complex. Furthermore, decolonizing categories is crucial for increasing empowerment, reflecting on hegemonic practices, and challenging the cultural normalization of dichotomies (Mecheril, 2018) to foster more equal and diversity-friendly school cultures and educational practices (Gross, 2022). Therefore, in this paper we bring together examples from our experiences as researchers working in Mexico, Italy and Germany. We will present cases from our studies and reflect on them through the use of post- and decolonial theories. Our aim is to raise awareness for challenging dominant imaginaries from a critical-decolonial-diversity-sensitive perspective in order to interrogate educational histories, narratives, and consequences for educational policy, practice, and research. The latter is complicit in creating and re-creating these narratives, especially through the boundaries that emerge from the scientific structure itself, as well as from the used dominant categorizations and generalizations. Educational research is entangled with educational policy, which at the same time, uses scientific data to (re)construct its own narrative to stabilize educational practice. A position where knowledge is considered as an in-between space in which dichotomizing concepts and issues are negotiated, implies a shift from an idea of knowledge as a dialectical space that stands between the binary structures of colonial representations on the one hand, and minority, marginalized perspectives on the other (Bhabha, 1990). In view of the dominant Western production of knowledge and Spivak's (1988) concept of epistemic violence, it is the task of researchers and educational practitioners to work on the hegemonic traditions and subjectivities that influence them.

The phenomenon of sending students abroad has been continuous in the Ottoman-Turkish modernization experience. In the late nineteenth and early twentieth centuries, within the framework of warm relations with Germany, this country was mostly preferred for sending students abroad.This research was conducted within the framework of an intergovernmental agreement between the German Empire and the Ottoman Empire, which aimed to enable Turkish students to study pedagogy at German universities so that they could use their knowledge in the interests of the Porte. Halil Fikret Kanad, one of these students, studied pedagogy at Berlin Humboldt University between 1912-1915. After returning home, he held administrative positions in the Turkish education system. In order to deepen the phenomenon of sending students abroad, which is mostly examined through the concept of modernization in the literature, it is aimed to address the issue on the axis of diversity and intersectionality. The Turkish actor's higher education experience will be taken as an institutional backdrop and the knowledge network he developed with his German professors and his work after returning home will be analyzed on a fluid basis. Within the framework of intersectionality theory and practice the research will examine the case study in its historical perspective. Race, transnationality, transfer of pedagogical knowledge, and colonialism implicitly support the basic theory of the research.The study will be conducted through document analysis, one of the qualitative research methods. The interaction between Turkish actor and their German teachers will be analyzed through social network analysis.Data sources and evidence-materials: The publications of the Turkish actor and the German teachers as well as Turkish-German archival documents are used as sources for the study. As a result of the study, it was concluded that the Turkish actor created a knowledge network with German teachers in the institutional environment and transferred this pedagogical knowledge to his country. This situation will be discussed with a focus on diversity and intersectionality practices, taking into account the adaptation and use processes of knowledge. This study approaches a historical case from a new perspective and examines the phenomenon of being a foreign student abroad through the concepts of diversity, intersectionality and the circulation of pedagogical knowledge. The role of actors in the intersectional clusters in materializing the transnational repercussions of the university as an institution will provide different perspectives on similar contemporary situations.

The present work aims to investigate the contributions of Josef Brozek (1913-2004) to the dialogue between the Soviet psychology and the Western world in the second half of the 20th century and how this presence manifested in the university educational scenario. Brozek was a Slavic professor and researcher who emigrated to the United States in 1939, amidst the context of World War II, where he established himself as a researcher in the History of Psychology. In this country, he played an important role in institutionalizing the subject as an autonomous area of research, as evidenced by the creation of Division 26 of the American Psychological Association (APA) and the founding of the Journal of the History of the Behavioral Sciences, both in 1965. In the 1960s, as a delegate of the APA, Brozek participated in the second congress of the Psychological Society of the Soviet Union, in Leningrad. At that time, Brozek was heading the Department of Psychology and Education at Lehigh University in Pennsylvania. The interest in Soviet production, the prominent institutional positions Brozek held and the funding provided by the National Science Foundation were relevant both for the dissemination of Soviet production in Psychology within the United States and for scientific exchange between those countries involved in the Cold War. This had an impact on the educational field of Psychology in some regions, such as Brazil, due to the author's classes and lectures, through which Brozek promoted the research undertaken on Soviet production. Thus, the connection between education and scientific dissemination is seen from a transnational perspective. Moreover, this is a representative case of the importance of ethnic immigrants for the consolidation of scientific research and higher education in the United States.

O presente trabalho tem como objetivo investigar as contribuições de Josef Brozek (1913-2004) para o diálogo da Psicologia soviética com o Mundo Ocidental, na segunda metade do século XX, e de que forma isso se fez presente no cenário educacional universitário. Brozek foi um professor e pesquisador eslavo que emigrou para os Estados Unidos em 1939, no contexto da Segunda Guerra Mundial, onde se firmou como pesquisador em História da Psicologia. Neste país, ele desempenhou um importante papel na institucionalização do tema como área de pesquisa autônoma, como pode ser visto na criação da Divisão 26 da American Psychological Association (APA) e na fundação do Journal of the History of the Behavioral Sciences, ambos em 1965. Na década de 1960, como delegado da APA, Brozek participou do segundo congresso da Sociedade Psicológica da União Soviética, em Leningrado. Nessa época, Brozek esteve na direção do Departamento da Psicologia e Ensino na Universidade de Lehigh, na Pensilvânia. O interesse pela produção soviética, os importantes postos institucionais que Brozek ocupou e os financiamentos dados pela National Science Foundation foram relevantes tanto para a divulgação da produção soviética em Psicologia dentro dos Estados Unidos quanto para o intercâmbio científico entre esses países, envolvidos pela Guerra Fria. Isso repercutiu na área educacional de Psicologia em algumas regiões, como no Brasil, por conta das aulas e palestras do autor, pelas quais Brozek propagava a pesquisa empreendida sobre a produção soviética. Vê-se, portanto, a ligação entre a educação e a divulgação científica em uma perspectiva transnacional. Além disso, esse é um caso representativo da importância de imigrantes étnicos para a consolidação da pesquisa científica e da educação de nível superior nos Estados Unidos.

This study presents the progress of the master's research that aims to investigate pedagogical and educational practices at the Casa Pia Colégio de Orfãos de São Joaquim, aimed at orphaned, poor and portioned children, between 1824-1855.

The time frame begins in 1824, when Casa Pia organizes itself to be installed in a new headquarters and ends in 1855, as it was the last record in the minutes of the Administrative Board which was carried out on 12/16/1855.

The specific objectives: identify the educational and pedagogical practices adopted at Casa Pia; understand the meaning of the collection of children, poor people, orphans and portions by Casa Pia in Salvador between 1824-1855; understand the moral formation for free work guided by Casa Pia between 1824-1855.

The theoretical framework will start from History seen from below, the relationships between Social and Cultural History, as well as the theory of content analysis.

Therefore, this study will start from the perspectives of Social History proposed by Thompson (1987). There is a complexity in cultural contexts that must be taken into consideration, as they are marked by conflicts and tensions in the social fabric.

This study aims to follow the path of understanding that societies are distinct and attribute different meanings to childhood.

Considering the sources and procedures for collecting information, there is a documentary-based research inserted in a qualitative approach, based on documentary sources found: registration book; entry/exit log book; correspondence; provider reports; minutes of the Administrative Board; letters of recommendations; educational legislation; proof of baptism, vaccination certificate, letters of references and periodicals that circulated during the period, the aim is to understand and analyze the institutional daily life, relating them to pedagogical practices, the dynamics of gathering, the ways of doing and thinking about the work of boys, as well as State actions related to poor childhood.

In the preliminary reading exercise of some teacher reports, one can see the difficulty in acquiring teaching material, the state of conservation of the few available and the references desired by teachers for their action in the educational process.

The institution operated on traditional pedagogical bases, using violent and coercive methods, such as the application of corporal punishment and family and social isolation. It is also noted that the institution played a relevant role in the service of the country's cultural and modern civilizing project in the post-independence period. To this end, it was necessary from the perspective of subjects from the dominant social classes to find a solution to promote the ordering and control of boys.

Este estudo apresenta o andamento da pesquisa de mestrado que tem como objetivo investigar práticas pedagógicas e educativas da Casa Pia Colégio de Órfãos de São Joaquim, destinada aos meninos órfãos, pobres e porcionistas, entre 1824-1855.

O marco temporal inicia-se em 1824, quando a Casa Pia se organiza para ser instalada em uma nova sede e o final em 1855, pois, foi o último registro em ata da Mesa Administrativa que foi realizado em 16/12/1855.

Os objetivos específicos: identificar as práticas educativas e pedagógicas adotadas na Casa Pia; compreender os sentidos do recolhimento dos meninos, pobres, órfãos e porcionistas pela Casa Pia em Salvador entre 1824-1855; compreender a formação moral para o trabalho livre orientada pela Casa Pia entre 1824-1855.

O arcabouço teórico partirá da História vista de baixo, das relações entre História Social e Cultural, assim como da teoria da análise de conteúdo.

Desse modo, este estudo partirá das perspectivas da História Social proposta por Thompson (1987). Há uma complexidade nos contextos culturais que devem ser levados em consideração, visto que são marcados por conflitos e tensões no tecido social.

Este estudo pretende trilhar o caminho do entendimento de que as sociedades são distintas e atribuem diferentes significados à infância.

Sendo consideradas as fontes e os procedimentos para o levantamento das informações, tem-se uma pesquisa de base documental inserida em uma abordagem qualitativa, a partir de fontes documentais encontradas: livro de matrícula; livro de registro de entrada/saída; correspondências; relatórios dos provedores; atas da Mesa Administrativas; cartas de recomendações; legislações educacionais; comprovante de batismo, atestado de vacina, cartas de referências e periódicos que circulavam no período, pretende-se compreender e analisar o cotidiano institucional, relacionando-os com as práticas pedagógicas, a dinâmica do recolhimento, as formas de fazer e pensar o trabalho dos meninos, como também as ações do Estado relacionados à infância pobre.

No exercício de leitura preliminar de alguns relatórios de professores, percebe-se a dificuldade de aquisição de material didático, o estado de conservação dos poucos disponíveis e as referências desejadas pelos professores para sua ação no processo educativo.

A instituição atuou em bases pedagógicas tradicionais, através de métodos violentos e coercitivos, como a aplicação de castigos corporais e isolamento familiar e social. Nota-se também que a instituição teve uma atuação relevante a serviço do projeto civilizador cultural e moderno do país no pós-independência. Para tanto, era necessário na ótica de sujeitos das camadas sociais dominantes encontrar uma solução para promover o ordenamento e controle dos meninos.

How has diversity been historically configured and managed in classrooms? In this paper, we seek to approach this question through an analysis of school regulations and pedagogical treatises from Mexico and Argentina in the first half of the twentieth century, looking at how they sought to shape the aurality of the classroom. Following the sensorial turn in the history of education (Crutchley, Parker and Roberts, 2018; Thyssen and Grosvenor, 2019), we argue that the aural regimes of classrooms have been important players in defining the borders of what is “normal” and what is “diverse”: uttering the right tone and voice at specific times and joining the rhythm and flow of classroom interactions were part of what defined the good student and the good teacher (Burke and Grosvenor, 2011; Goodman, 2017; Verstraete, 2022a). Also, these borders have been enacted with the presence of school artefacts such as bells, loudspeakers, telephones, and radios, and within particular sound ecologies. We study the regulation of diversity in and through classroom soundscapes (Verstraete and Hoegaerts, 2017) in two Latin American countries in which schooling was a central strategy for building national identities and producing particular “carnal knowledge” about the self and the world (Stoler, 2010). In Mexico and Argentina, this was a pivotal moment for the consolidation of centralized national policies that sought the inclusion of rural and indigenous populations, immigrants, and the urban poor, forged through homogenizing identities such as mestizo nationalism in Mexico and the “melting pot” in Argentina. However, these processes did not go unchallenged, as both Cardenismo and Peronismo,popular nationalist movements in the 1930s and 1940s, show. This expansion and inclusion of diverse groups was propelled by pedagogical discourses that in most cases were inscribed in the transnational flows of the New School movement. In analyzing school regulations, disciplinary codes, and pedagogical treatises from these decades, we want to understand how actions and affections were prescribed regarding voice, noise, and silence in the classrooms, closely tied to temporal arrangements, and how they contributed to definitions of the active child and the active teacher that included some sounds and marginalized others (i.e., local accents or languages, laughing or crying, “undisciplined noise”, among others, see Rotter, 2019). In the renewed, democratic schools, the active child became the norm, and shyness but also loudness were considered problematic (Verstraete, 2022b). At their turn, the active teacher had to avoid a monotonous voice, ask questions constantly, and keep the pace to capture students’ attention and help students advance in their knowledge (see, for example, Senet, 1912). Methodologically, studying the aural through written texts is challenging; yet, as Ochoa (2014) states, “an acoustically tuned exploration of the written archive” (p. 3) can be revealing of the different acoustic practices and aural regimes that were prevalent, and also of how “the traces and excesses of the acoustic” pervaded the technologies of documenting (idem, p. 7). The comparison between these cases makes visible some transnational discursive networks as well as local configurations and arrangements.

Grading and attendance are two key ordering principles of schooling. Grading in particular has been associated with meritocracy, as academic performance became the central pillar for defining who stays and who is left out of schools (Baquero et al, 2016). But how are grades produced (Merle, 2007)? How do they come to “life” and operate as “little tools for knowledge” (Becker and Clark, 2001) about schooling and learning? How have they been defined by a set of explicit and implicit rules that support and constrain school practices (Daston, 2022)? How has their materiality changed from the shift from paper documents to digital platforms? In this paper, we would like to analyze the regulation of grading through school rules issued by the educational authorities in Argentina and through pedagogical treatises and orientations on grading. In a preliminary survey of 15 school regulations issued between 1917 and 2022 for secondary schools, which has traditionally been more exclusive and academic-oriented, we found significant changes in how grading is expressed (in numbers, letters, or general concepts), in the barriers established for promotion (in a scale of 10, variations from 4 to 8 as the cutting line), in the design of exams and of alternative routes for improving the grade and/or being promoted to the next grade (oral versus written exams (Larsen, 2011), compensatory classes, retaking exams), and in the materiality itself, which went from a “small movable form” (Garz, Isensee and Töpper, 2022) to a virtual record that can be seen through access to digital platforms. Also, it is remarkable that the barriers for promotion were different for each track of the school system (baccalaureat, technical, commercial and artistic). These shifts follow, although not always or completely, the changes in political regimes: the popular nationalist movements of Yrigoyenismo (1916-1930) and Peronism (1945-1955 and 1973-1976), and the post dictatorship governments (1983-2022) were moments when the regulation became more flexible and inclusive, while authoritarian regimes tended to increase the academic requirements and offered less opportunities for those who failed to meet the standards. The appearance of a ‘Boletín de Calificaciones’, a card that circulates between the school and the family, was a novelty of the first half of the twentieth century, as was a permanent record to be kept in each school and sent to the central authorities. Since the introduction of digital technologies for school administration in the 1990s but mostly in the first decades of the twenty-first century, the printed card and paper records in the schools coexist with centralized digital records. Also, demands for inclusion have introduced tensions to meritocratic ideals (Viñao Frago, 2024) and the expansion of centralized digital platforms have made this information widely available but less susceptible to local negotiations.Throughout our analysis, we aim to study the entanglements between school technologies, educational policies and local arrangements, and contribute to a material history of knowledge practices in schools.

The panel brings together communications that problematize archiving practices in the present time, bringing to the fore ego-documents that constitute a "diversity of forms of written expression of feelings and personal experiences" (Amelang, 2015, p.17). Valuing this documentation is a way to carry out a theoretical-methodological investment that allows contact with less serial and more qualitative sources from two notions of temporality, namely, the time that has passed and the time in which one lives. The emergence of research on personal archives is tributary to the interest in their testimonies: both what has been kept by individuals and preserved by families outside institutional boundaries, and what is safeguarded in custodian institutions. Thus, the papers discuss the theme from different perspectives. The first one, entitled "Little saints” and their communion garments: images kept in female personal archives" analyzes female personal archives, in which, commonly, photographs and memorabilia from the first communion are present, referring to a frozen moment in women's childhood as a rite of passage among Catholic families. Next, "Between the minutiae and intensities of a life for teaching: Alice Gasperin (1906 - 2002)" invests in the itineraries of this teacher, through the examination of the private archive, which allowed access to representations she produced of herself, her practices, the institutions, in the case of the school, and also the experiences lived. The third communication, "Personal archives and the preservation of historical-educational heritage: the case of a primary school teacher (1990-2015)," discusses the personal archive of a teacher who, after retirement, donated her materials for safekeeping at the Federal University of Pelotas (UFPEL), in a specialized institutional archive on literacy, reading, writing, and school books. Finally, "Autobiographical writings for the selection of the Casa do Estudante Universitário Aparício Cora de Almeida (Porto Alegre/RS, 1987-2009)" is the communication that deals with autobiographical writings of candidates for housing vacancies at the Aparício Cora de Almeida University Student House (Ceuaca), an autonomous institution founded in the city of Porto Alegre in 1934. In these studies, the production of these archiving practices was examined, considering the personal documentary sets, despite their specificities, cultural testimonies, representations of different temporalities. Each of the works took as references the conceptions of preservation of personal memories, as historical-educational heritage that, through historiographical operation, promote the expansion of the historiographical repertoire of education, as discursive production of a certain time and place. As guardians of memory, personal archives represent individual singularities, but also reveal indications of collective memory. Finally, the relevance of these paper materialities produced in the private sphere is reinforced, which, if collected, transformed into documents, organized, and socialized, constitute an increment in the production in the History of Education.

This paper presents a public history experience in which I participated as "academic historian", resulting in the retrieval, visibilisation and appropriation of the figure of an unknown teacher through her life-story. This experience will try to endorse the privileged role of life-stories (Bandini 2023,p.32) which highlight unheard schoolteachers voices (Herman, Braster & Pozo-Andrés, 2022,p.54) as strategy for public history activities to engage with general audiences. The experience under consideration was part of a public history initiative: the organisation of an exhibition entitled "Madrid, educational city 1898/1938. Memory of the public school" (Pozo-Andrés,2022,pp.114-122). The exhibition resulted of collaboration between an academic historian, an “educational interest group” and other stakeholders (Pozo-Andrés & Braster,2022,pp.97-100). As part of this exhibition, five audiovisual products were featured recounting the life-stories of five teachers with unique career pathways. Each of these stories aimed to represent the prototypical fates of teachers after the Civil War (Pozo-Andrés,2022,p.118). I contributed to the production one audiovisual based on the story of Estrella Cortichs, a teacher who would illustrate the destiny of republican teachers who were forced to exile outside the country after the war, and who never taught in Spain again. My collaboration in this project started from previous historical-biographical research related to my PhD investigation. First, Cortichs' professional biography was reconstructed by following her trace in governmental and non-governmental archives, historical newspapers and publications, collecting documentary and photographic material in the process. During this search, we contacted one of the educational centres where Cortichs had taught during her forced exile in Mexico. This allowed us to communicate with people involved in recovering the memory of the Spanish exile, who facilitated interviews with former students of Cortichs. Finally, it was also possible to retrieve the voice of Cortichs herself, after locating an interview recorded between 1979 and 1981, and included in an oral history project on Spanish refugees in Mexico. After the collection of these materials, the audiovisual was developed in collaboration with the organizers of the exhibition and the audiovisual designers. The agreed script tried to depict the story of Cortichs with historical accuracy, without overlooking the emotional gist intended with these life-stories (Pozo-Andrés,2022,p.118). To this end, we decided to present a dramatised autobiographical monologue, faithful to Cortichs' original account, manner of speaking and expressions. The story was supported by visual material retrieved during the research period and ended with the emotive memory of her former pupils, who provided a moving portrait of the teacher. Once the exhibition was over, the impact of her life-story could be evaluated with the exhibition's visitors' book (Pozo-Andrés,2022,p.126,130), and the placement of a commemorative plaque on the front of the school she directed in Madrid. Recently, the repercussion continued through initiatives conducted by educational and local associations, such as the Jane Jacobs Walks commemorating the 90^th anniversary of the inauguration of some Madrid’s historical schools, in which Cortichs has been roleplayed in an interactive dramatization in her school. All this has contributed to retrieving the educational figure of Cortichs as "republican teacher". Funded by: [PID2020-113677GB-I00/MCIN/AEI/10.13039/501100011033]&[FJC2021-046940-I/MCIN/AEI/10.13039/501100011033/NextGenerationEU/PRTR].

Thinking together with Lila Caimari (2020. p. 222), we affirm that at present we live in a so-called “archive moment” which is broadly characterized by: (a) a process of becoming aware of the need for care and preservation of archives (b) a reflection on our connection with the archive as researchers. (c), various disciplinary, intellectual, and even artistic practices to think about the archive as a theoretical tool, category, in addition to an object. (CAIMARI, 2020, p. 223-224). From the perspective of Public History, we propose to think of the school archives of educational institutions in the municipality of Pontal do Paraná (PR) not as “something given”, but in their genesis, structure and mainly in their public dimension, looking at their construction, preservation and use beyond a merely administrative conception. “Archives” are defined as a set of records whose function is to preserve and transmit memory in “spaces for storing documents linked to human activity or institutions” (BUSTAMANTE VISMARA, 2019, p. 31). Schools have archives, they keep papers, they store objects, some even have a large collection, but they are usually neglected: “by decision otherwise, all schools have «papers», but sometimes they have not taken into account their document preservation policies. historical documentation” (BUSTAMANTE VISMARA, 2019). More like accumulation deposits or with a primarily bureaucratic and administrative purpose, archives are far from allowing a public construction full of interpellations and knowledge together with communities. Because, in Catela's words, this last possibility is in direct relation with the construction of an archive that “will depend on the degree of public opening of the receiving or accumulating institution, according to the interests of a community, restricted to expanded to a general public”. (CATELA, 2002, p. 384-385). Based on this conception, we initially carried out a survey on the situation of school archives in the Municipality with the aim of deepening a collective and participatory construction of historical knowledge. By rescuing and valuing sub-archived memories from school archives, Public History feeds socially alive issues in the present time with the proposal of surveying narratives of school memories in the Municipality with a “shared attention” of objects linked to the school world that allow expand the relationship with time, space, knowledge and intersubjective and emotional relationships with school. Finally, the work consisted of rescuing and organizing a collection of school documents stored both within educational institutions and in family archives and thus preserving the school's historical heritage, cooperating to raise awareness and guide leaders and the community in safeguarding documentary memory and objects that evoke school history.

Pensando junto com Lila Caimari (2020. p. 222) afirmamos que no presente vivemos um denominado “momento arquivos” que de forma ampla caracteriza-se por: (a) um processo de tomada de consciência em relação à necessidade de cuidado e preservação de arquivos (b) uma reflexão sobre nosso vínculo com o arquivo enquanto pesquisadores. (c), diversas práticas disciplinares, intelectuais, e incluso artísticas para pensar o arquivo como ferramenta teórica, categoria, além de objeto. (CAIMARI, 2020, p. 223-224). Na perspectiva da História Pública propomos pensar os arquivos escolares das instituições de ensino do município de Pontal do Paraná (PR) não como “algo dado”, mas na sua gênese, estrutura e principalmente na sua dimensão pública, olhando a sua construção, preservação e uso para além de uma concepção meramente administrativa. Os “arquivos” são definidos como um conjunto de registros que tem como função a preservação e transmissão da memória em “espacios de resguardo de documentos ligados a una actividad humana o institución” (BUSTAMANTE VISMARA, 2019, p. 31). As escolas possuem arquivos, guardam papéis, guardam objetos, algumas até possuem um grande acervo, mas, usualmente, descuidado: “por decirlo de otra manera, todas las escuelas tienen «papeles», pero pocas han llevado adelante políticas de preservación documental de la documentación histórica” (BUSTAMANTE VISMARA, 2019). Mais como depósitos de acumulação ou com uma finalidade prioritariamente burocrática e administrativa, os arquivos ficam distantes de permitir uma construção pública carregada de interpelações e conhecimentos junto com as comunidades. Porque, no dizer de Catela, esta última possibilidade está em relação direta com a construção de arquivo que “dependerán del grado de apertura pública de la institución receptora ou acumuladora, según los intereses de una comunidad, restringida a expandida hacia un público general”. (CATELA, 2002, p. 384-385). A partir desta concepção, inicialmente realizamos um levantamento sobre a situação dos arquivos escolares no Município com o intuito de aprofundar uma construção coletiva e participativa do conhecimento histórico. Ao resgatar e valorizar as memórias sub-arquivizadas dos arquivos escolares, a História Pública alimenta questões socialmente vivas no tempo presente tendo como proposta o levantamento de narrativas das memorias escolares no Município com uma “atenção compartilhada” de objetos vinculados com o mundo escolar que permitam ampliar a relação com o tempo, com o espaço, com o conhecimento e as relações intersubjetivas e emocionais com a escola. Por fim, o trabalho consistiu em resgatar e organizar um acervo de documentos escolares guardados tanto dentro das instituições de ensino quanto nos arquivos familiares e assim preservar o patrimônio histórico escolar cooperando para sensibilizar e orientar os dirigentes e a comunidade na guarda da memória documental e de objetos que evocam a história escolar.

This paper is about an exhibition organized in 2019 in a history museum in a European metropole, and its impact on the public opinion (Del Pozo and Braster, 2022; Del Pozo, 2022). We tell the story of how a dissertation on the history of public schools in Madrid (1900-1931), written in 1999, eventually culminated in an exhibition on the memory of public schools in Madrid (1898-1938) because of a national Law of Historical Memory, passed by a Socialist government in 2007, and changes in local politics when Madrid got a new mayor in 2015. It is a story of how an academic interest of a single historian of education became intertwined with the interests of political groups, education pressure groups, various stake holders, and multiple audiences. It is also the story of how historical facts are interpreted in different ways, how a main narrative and counter narratives about Spanish educational history are constructed, how various audiences have developed diverse political opinions about public education in a nation-state, and to what extent an educational exhibition had an impact on that opinion formation and its political diversity. In the first part of the paper, we will describe the exposition narrative and the aspects in which the author of the exposition concept wanted it to differ form the “official” historical discourse dominant in Spain about this period. The most important source of information for this paper will be the so-called Visitors Books (Pozzi, 2012; Noy, 2017; Gazi, 2022). This is a document neglected by historians of education but extensively used in museum studies about audiences. It is considered one of the best sources for understanding participatory experiences that involved the public. In the exhibition about the Madrid public schools, the voices of the public were heard via these books, which were available in the closing space. From the more than 55.000 people that observed the exposition, 4.609 left some record of their visit in these books, that functioned “as a kind of virtual public space” and “a space for a disembodied public exchange and formation of opinion” (Reid, 2005, 680). All these data will be analyzed using social science research methods to describe the diversity of political opinions, and their relationship with external political events that took place in Spain in 2019. The increasing polarization of and tension within the civil society is very present in the Visitors Books, that can be used not only for measuring the societal impact of the exposition, but also for analyzing the political conflicts of the present. We will finish with the paradoxical conclusion that the exhibition has apparently been a success, but that it has been used for other objectives than its original historical ones. The exposition had the unintended effect of becoming a public space for expressing the political discussions about the Spanish past that remains traumatic today. The Visitors Books became a battlefield of the conflictive political positions. They showed that the discourse about the “two Spains” is more alive and violent than ever.

In 1961 the OECD launched a programme for the development of the education systems of the traditionally backward countries of Southern Europe: Portugal, Italy, Yugoslavia, Greece and Turkey, to which Spain was added a year later. The project openly included the educational sphere in international economic development assistance programmes. Some authors maintain that it was the first time that an international organisation had undertaken such a project (Escalonilla, 133). The Mediterranean Regional Project is a paradigmatic example of the type of intervention by international organisations in peripheral countries. This intervention was based on a set of theoretical assumptions, advocated a new methodology and was accompanied by a new language, which was claimed to be universally applicable. It was therefore based on a framework that Jones referred to in 2006 as the Global Architecture of Education. The first aim of this paper is to characterise this Global Architecture of Education in the 1960s. At that time, its theoretical assumptions were determined by functionalist theories that established a direct relationship between investment in education and economic growth. Education was thus seen as a prerequisite for development. In the methodological field, planning with all its statistical apparatus was the modernising novelty. Alongside this, a new discourse on education developed, a semantics of modernisation (Schriewer, 1996) which replaced the traditional ideological educational debate by the rule of the "experts", an apolitical educational technocracy aimed at development. This technocratic perspective is particularly relevant in this case, as the project included two para-fascist dictatorships reminiscent of another era in history, Portugal and Spain, a democracy like Italy, a communist country like Yugoslavia, and two authoritarian countries like Turkey and Greece. “Modernisation" seemed to make up for these very different ideological and political positions. The second objective is to analyse how the programme was implemented in the countries concerned. This analysis will focus on secondary education, which was one of the main objectives of the programme insofar as this area was one of the weakest points of education in these countries. The aim is to study from a comparative perspective the situation of secondary education in each country, the objectives set and the extent to which they have been achieved. This will be done mainly through the publications produced by the programme itself. Finally, the parallelisms of this project with the programmes developed for Latin America will be briefly pointed out (Ossenbach & Martínez, 2011).

In a context in which segmentation was a dominant factor in the architecture of educational policies of the authoritarian regime of the Estado Novo (1926-1974), the so-called reform of Veiga Simão (Minister of National Education from 1970 to 1974 – see Simão, 1971 and 1972) was guided by a principle of greater systematization (Müller et al., 1987), which had as its basic ideas the “expansion, individualization and diversification of teaching; coherence of access tracks to successive degrees, permeability and interrelationship in secondary education; guarantee of the formative content of teaching and its correlation with social functions” (MEN: 1973). From an organizational point of view, the reform of the educational system approved in 1973 (Law nº 5/73, of 25 July) adopted several principles that had been under study since the 1960s (Machado, 1966; MEN, 1966-1973; Telles, 1964, 1968 and 1969), of which we highlight: the expansion of compulsory education from 6 to 8 years; the increase in non-higher education from 11 to 12 degrees (4+4+4 plan – primary+preparatory+secondary schooling); the adoption of the principle of a unified multicurricular study plan for the general course in secondary schools (2 years) and multipurpose or specific schools for the complementary course (2 years). In this new school framework, it is necessary to question what was meant by secondary education before and within the reform. Although the reform was only regulated and continued during the democratic period (after the 25th April Revolution or Carnation Revolution, in 1974) at the level of the bases defined for higher education (creation of new universities, polytechnic institutes and normal schools higher education), it is essential here to analyze the novelty contained in post-primary studies. This communication aims to analyze the principles foreseen by the Veiga Simão reform for secondary education in the light of the organizational tradition implemented since Jaime Moniz (1894-1895), on the one hand, and the debates and studies that at the time circulated, at an international level, by other. This paper’s findings were drawn upon reports provided by international agencies, such as UNESCO (1963, 1968 and 1982), Bureau International d'Éducation (1970, 1972; and Pauli & Bremer, 1971), OECD (1965, 1966, 1967, 1968, 1974, 1975) and the Council of Europe (1970), as well by scholar studies carried out in Portugal (see Candeias, 2009; Fernandes et al., 2018; Fernandes, 1967 and 1981; Grácio, 1981; Grácio, 1986 and 1998; Lemos, 2014; Nóvoa, 1992; Nunes, s/d.; Planchard, 1978; Stoer, 1986; Teodoro, 2001 and 2023, among others). This paper will present a framework, both national and international, which takes as a reference some of the topics under debate at the time related to secondary education: financing/return on investment in education; planning and management of the system; the social and curricular relationship between the classical and technical-professional tracks; schooling “waste” (or retentiveness); the quality and innovation of teaching; and teacher training.

This paper aims to analyse the development of Argentine secondary education during a time of expansion and intense change. Indeed, between 1950 and 1960, the general enrollment in secondary education expanded by 76.65%, going from 317,551 students to 560,961 students (Acosta, 2023). To do so, the paper locates the national trends concerning international changes towards secondary education, particularly in Western countries. The postwar reconstruction in Europe included the expansion of secondary education. The proposals for change in secondary education took place in a tension between the continuity of the selective nature of the provision and the extension of these types of studies to the entire population. The growing influence of the United States in international organisations such as the United Nations, consolidating in this period, constituted a promising framework for disseminating educational principles of American roots, such as educational equity or the expansion of education through High Schools. The historical transformation of secondary education in Europe involved at least three interrelated changes: i) the extension of the functions of the secondary school; ii) the establishment of new selection mechanisms or the discontinuity of existing ones to facilitate the transition between primary and secondary; iii) the development of diversified study programs differentiated curricular offerings, and/or types of schools according to the interests and needs of the growing educational population (Benavot, Renik and Corrales, 2006). This process adopted a different pace in European countries concerning economic development and the previous extension of secondary education. International organisations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) increasingly promoted changes. In the case of the southern European countries, the Organization for Economic Development (OECD) launched the Mediterranean Regional Project in 1961 to foster educational development and transformation in secondary education. This program extended to Latin American countries such as Argentina and Colombia (Delgado Gómez-Escalonilla, 2022; Fernández Lamarra, 2023). In this scenario, the paper seeks to i) describe the ideas circulating in the production of international organisations concerning the expansion of secondary education; ii) characterise the proposals for the reorganisation of this level of education related to the predominant trends of change at the time; iii) describe the extent and form of expansion of secondary education in Argentina related to the international trends. The paper argues that the ideas circulating about changes in secondary education oscillated in a tension between the search to move towards more integrated structures that would mitigate the elitist and selective origin of secondary education and the proposals to extend technical education, in line with the agenda of educational developmentalism promoted by the international organisations. The paper considers primary and secondary sources. The former are national official statistical reports and documents from UNESCO and OECD connected to secondary education. The latter considers previous publications on the subject.

This paper reflects on the role a specific genre of educational books -teacher’s handbooks- plays in mediating educational knowledge. Derived from a transnational research project about the ways in which Pestalozzi’s intuitive teaching practices from the early 19^th century were transformed into a school subject called “object lessons” by the last third of that century, I will focus on a particular stage of that transformation: the circulation of Norman A. Calkins’ Object lessons (1861) in Latin America. Pestalozzi was invoked as the main reference for the modernization of pedagogy in late nineteenth century Latin America. This has led historians of education to discuss the “reception of Pestalozzi’s pedagogy” as part of the consolidation of Latin American mass school systems (Ruiz Berrio, 1997). However, considering the ways in which print culture affects the mediation of any kind of knowledge, I can claim, following James Secord’s view of science as a form of communication (Secord, 2004), that educators, policy makers and schoolteachers did not read “Pestalozzi’s pedagogy”; what they read were the debates that took place after what Pestalozzi published, what others published about what they saw in Pestalozzi’s schools, and what others elaborated upon those first-hand accounts. Based upon this premise, I will trace the ways in which the knowledge about intuitive teaching was mediated by one of the most influential works that circulated in Latin America claiming to design a new teaching method for the ideas on observation of objects put forward by Pestalozzi – namely, Norman A. Calkins’ Primary Object Lessons for a Graduated Course of Development (1861). This book, addressed to teachers and parents, claimed to be an elaboration upon one of the first operationalizations of Pestalozzi’s methods – Elizabeth Mayo’s Lessons on Objects (1830), and was subject to different translations published in different Latin American countries: Argentina (1870-71), Colombia (1872), Uruguay (1872), United States (1879), Mexico (1880), and Brasil (1881). In my analysis of the circulation of these works I will pay attention at 2 aspects: 1) the ways in which the insertion of these handbooks in an asymmetric, post-colonial international publishing market affected the mediation of educational knowledge; 2) the constraints of the particular genre of teacher’s handbooks, adapted for local educational traditions, political conjunctures and educational expectations, in the mediation of educational knowledge. My general argument will be that these processes of mediation need to be integrated into the history of pedagogy.

As in 1979 the revolution led by the Frente Sandinista de Liberación Nacional (FSLN) overthrew the Somoza regime in Nicaragua, the change of power ignited a process of social and political transformation that went well beyond the usual transfer of political power. Sandinista leaders struggled to establish a Socialist polity of new type, associated, but not fully identified with Soviet socialism. Sandinistas were adamantly anti-imperialist, and their mistrust of all imperial powers could also be extended to the Soviet Union. In this context, one alternative for constructing a Socialist polity without Soviet interference and, simultaneously, not being so directly trapped in the Cold War dynamics (Yordanov 2020), was to establish a cooperation with the German Democratic Republic in the field of education. Shortly after the Sandinistas seized power, the GDR offered a consistent technical cooperation to the young revolutionary regime. The scope of this cooperation was wide and included virtually all levels and variations of the education system, from kindergarten to the universities and from didactic problems to politico-ideological ones (for Sandinista policies, see Arnove 1994). Only in recent years, this cooperation has come under scholarly scrutiny (Ferreira dos Santos & Holthaus 2020; Caruso & Kliche 2023). In this contribution, I will analyse whether the different positions these two countries occupied in the space of “red globalization” – core/periphery, consolidated and nascent socialism – led to different preferences about the educational knowledge needed for the construction of socialism. Did their representations of relevant knowledge diverge or converge? Did eventual differences focus on types of knowledge or the styles of knowing about education and schooling? How were eventual differences been negotiated in the context of international educational cooperation? This contribution relies on official archival documents, mostly (but not exclusively) from German archives including the records of the Socialist Unity Party of Germany (Sozialistische Einheitspartei Deutschlands, SED), the ministry of education, the foreign office, and other agencies such as solidarity committees and the Ernst Thälmann Pioneer Organisation. Complementary, interviews and materials from Nicaragua are also under consideration. The focus of the contribution relies in the different conceptions of orthodox Marxist-Leninist knowledge about education and schooling and how the Sandinistas did not really fit into this tradition of educational knowledge due to their roots in alternative movements and the church communities related to the Liberation Theology. Not only some fields of knowledge – such as indoctrination and planning – were controversial, but also different styles of reasoning – teleological, utopian. In this sense, the presentation focuses on questions of circulation, confrontation and accommodation of knowledge Östling et al., 2018) and knowledge cultures within the shared references about a Socialist education.

If we map our discipline globally, we can see an explicit shift from the Euro-centric viewpoint and topics toward a more diverse and complex picture. Our Standing Working Group ‘Observatory for the History of Education’ has been trying to reflect on this tendency since its establishment in 2019 Porto (see: Somogyvári, Bittar & Hamel, 2023), by doing this, we continue the work of the previous SWG, Mapping the Discipline History of Education. There are many works published in recent years about national and transnational developments or comparative studies related to the research field, including its topics and historiography (e. g. Rury & Tamura, 2019; Fitzgerald, 2020; Hofstetter & Huitric, 2020; Huerta, Cagnolati & Payá Rico, 2022; Ellis, Freeman & Olsen, 2023; Westberg, 2023). In this presentation, we would like to add the results of our extended group (colleagues from Hungary, Brazil, Canada, Ukraine, Norway, Nigeria, South Africa, and India) to this common knowledge, focusing on the institutionalization and personal dimensions of the HoE. For these purposes, we conducted two surveys, aimed to reach the national and regional associations of the field and the scholars of these communities. The work was highly supported by the ISCHE Executive Committee, which offered us to use the database of the national associations for the first inquiry. Altogether 43 HoE organizations are on this list, 21 from Europe, 15 from the Americas, 4 from Asia, 2 from Africa, 1 from Australia, and New Zealand. We attempted to reach all of them with a questionnaire, consisting of two sections: characteristics, structure, and activities of these societies; furthermore, the positions of the HoE in higher education and teacher training. The second sampling targeted individual historians of education, and the corpus was based on the participants of the previous 5 years’ ISCHE conferences. We were interested in scientific products and external relations of the field in this survey and the personal views about the current status of HoE. The findings may help us to give different answers to the question aimed at the importance and value of the history of education in public discourses and preparing decision-making mechanisms. This is another kind of enhancement about what we can learn from studying the past (Westberg, 2021), namely drawing attention to the relevance of the channels, which transmitted this knowledge, both on personal and institutional levels. In this intersection, we can see different stages of disciplinary development: there are many types of HoE, from liberation and getting independent status to the widely acknowledged scenes.

The emergence of the field of History of Education in Latin America is associated with its constitution as a university discipline and as a field of research within universities, mainly since the 1990s (Caruso, Toro-Blanco, 2023). Soto-Arango, Mora-García and Lima-Jardilino (2017), in turn, point to a new paradigm in the field over the last twenty years, also resulting from the processes of re-democratization and educational reforms in various countries from the 1980s onwards. It is in this context that the academic communities of historians of Latin American education have expanded and become institutionalized. Taking the specificities of the field in Brazil as a starting point, we set out to map the History of Education societies created in Latin America in recent decades, looking for points of connection between them and their trajectories. To this end, we took the perspective of the Transnational History of Education (Struck, Ferris, Revel, 2011; Roldán Vera, Fuchs, 2019). We highlight the transnational dialogues in the construction of national education systems and the circulation of institutional models while taking a polycentric view of the constitution of the field and choosing to understand the formation of these Latin American societies from the specificities of the region. As well as Brazil, we identified the communities formed in the following countries: Argentina, Chile, Colombia, Mexico, Uruguay, Paraguay and Venezuela. From the study, we highlight the strategies used by Latin American education societies to build spaces for discussion and dissemination of theoretical and methodological perspectives: scientific congresses and publication of specialized research journals. At the same time, we highlight the dialogues and connections with international scientific communities, especially in Ibero-American countries.

A emergência do campo da História da Educação na América Latina associa-se a constituição enquanto disciplina universitária e como campo de pesquisa dentro das universidades, principalmente, a partir da década de 1990 (Caruso, Toro-Blanco, 2023). Soto-Arango, Mora-García e Lima-Jardilino (2017), por sua vez, apontam para um novo paradigma no campo nos últimos vinte anos, também decorrente dos processos de redemocratização e das reformas educativas em diversos países a partir da década de 1980. É nesse contexto que as comunidades acadêmicas de historiadores da educação latino-americana expandem-se e institucionalizam-se. Tendo como ponto de partida as especificidades do campo no Brasil, nos propomos a realizar o mapeamento das sociedades de História da Educação criadas na América Latina nas últimas décadas, buscando pontos de conexão entre elas e nas suas trajetórias. Nesse intuito, assumimos a perspectiva da História Transnacional da Educação (Struck, Ferris, Revel, 2011; Roldán Vera, Fuchs, 2019). Evidenciamos os diálogos transnacionais na construção dos sistemas educativos nacionais e na circulação de modelos institucionais, ao mesmo tempo em que ao assumir uma visão policêntrica de constituição do campo, optamos por compreender a formação dessas sociedades latino-americanas a partir das especificidades da região. Além do Brasil, identificamos as comunidades constituídas nos seguintes países: Argentina, Chile, Colômbia, México, Uruguai, Paraguai e Venezuela. A partir do estudo, destacamos as estratégias utilizadas pelas sociedades de educação da américa latina na construção de espaços de discussão e difusão de perspectivas teóricas e metodológicas: congressos científicos e publicação de periódicos de pesquisa especializados. Ao mesmo tempo, destacamos os diálogos e as conexões com comunidades cientificas internacionais, sobretudo, privilegiando os países ibero-americanos.

The following paper discusses some popularised and incorrect concepts used by the political system about the "crisis of education". This idea in Uruguay refers almost exclusively to public education and generates an imaginary of permanent crisis which, in a recurrent way, basically questions the work of teachers. The arguments put forward arise from an uncritical reading of standardised assestssment programmes and, particularly, the low completion rate of secondary education in the country. It is worth discussing the relationship between education and development, since the dominant discourse simplistically maintains that more education is essential for more development, an issue that is not empirically corroborated in economic studies. More common than desirable, arguments point out that educational standards must be improved or else they will be an impediment to sustained economic growth. As well as other repeated fallacies such as higher budgets automatically lead to better educational outcomes or that higher education leads to higher wages and then better welfare.The reforms implemented in these countries take the idea of the educational crisis referred to in the dominant discourse as education for the most disadvantaged sectors of the population. That is to say, it is a pragmatic education for those who can only aspire to the labour market, formal education will give them those minimum competences for low-skilled jobs in a "flexible and disciplined" workforce. Teachers categorically reject such reforms, not because they oppose all reforms as they are accused of, but on the basis of theoretical accumulation and reflection on their practices, and yet they are systematically ignored by the political system and even by the "academic world". The pandemic acted as a catalyst of such reforms, which allow changes in the moda of training, including new methods that demand smaller budgets and generate teacher unemployment. This changes are based on an even bigger mistake, confusing the information available on the WEB with knowledge. The latter one is a social process, that implicates the construction of a pedagogical knowledge, product of a pedagogical relationship between the subjects of education. The pedagogical relationship is constituted on a supra-subject composed by the relationship between teachers and students, mediated by work, language and affectivity which is gestated in such relationship. The object of education is shaped by the relationship between social knowledge and this pedagogical knowledge. In the dominant reforms, the reproductivist philosophy is imposed and conceives the education not as a process but an accion where one subject who owns and dispenses knowledge and a demanding client who is nourished by the former. On the basis of a recent research on training teachers in Uruguay, the discussion of changes in the pedagogical relationship is problematised, which has been brought out by a "forced virtuality" to confront the problems of mobility in the health crisis and the learnings to be taken into account in order to move towards a planned virtuality. The latter requires specific training for teachers and students and the reconfiguration of a pedagogical relationship capable of constructing knowledge in accordance with future times.

El siguiente trabajo discute algunos conceptos tan popularizados como incorrectos utilizados por el sistema político sobre “crisis de la educación”. Esta idea en Uruguay refiere casi exclusivamente a la educación pública y genera un imaginario de permanente crisis que, de forma recurrente interpela básicamente la labor docente. Los argumentos esgrimidos surgen de una lectura a-crítica de los sistemas estandarizados de evaluación y, particularmente, el bajo porcentaje de culminación de la enseñanza media en el país. Vale la pena discutir la relación entre educación y desarrollo, ya que el discurso dominante sostiene con simplicidad que es imprescindible mayor educación para mayor desarrollo, cuestión que no se corrobora empíricamente en estudios económicos. Más común de lo deseable, aparecen argumentos que sostienen que deben mejorar los niveles educativos so pena de ser un impedimento para el crecimiento económico sostenido. Al igual que otras falacias repetidas como que mayores presupuestos llevan automáticamente a mejores resultados educativos o que la mayor formación a mayores salarios y mayor bienestar. Las reformas que se implementan en estos países toman la idea de crisis educativa a que refiere el discurso dominante, es una educación para los sectores más desfavorecidos de la población. Es decir, se piensa en una educación pragmática para aquellos que no pueden aspirar más que al mercado laboral, la educación formal le dará esas competencias mínimas, para una fuerza de trabajo “flexible y disciplinada”. Los docentes rechazan categóricamente tales reformas, no “por contras” como a menudo se los tilda, sino basados en una acumulación teórica y reflexión sobre sus prácticas, pero sistemáticamente, son ninguneados por el sistema político e incluso “la academia”. La pandemia fungió como catalizador de tales reformas y que permiten cambios en la modalidad de formación, incluye nuevos métodos que demandan menores presupuestos y generan desempleo docente. Tales cambios se basan en un error aún mayor, confunde la información o “saber” disponible en la WEB con conocimiento. Este último es un proceso social, que implica la construcción de un saber pedagógico, mismo que es producto de una relación pedagógica de los sujetos de la educación. La relación pedagógica se constituye a partir de un supra-sujeto compuesto por la relación entre docentes y estudiantes, mediado por el trabajo, el lenguaje y la afectividad que se gesta en la relación. El objeto de la educación se conforma por la relación entre el saber social y ese saber pedagógico. En las reformas dominantes la filosofía reproductivista se impone y concibe un sujeto propietario y dispensador de conocimiento y un cliente demandante que se nutre del anterior. En base a una investigación reciente en formación docente en Uruguay, se problematiza esta discusión de los cambios en la relación pedagógica que se dio por una “virtualidad forzada” para afrontar los problemas de movilidad en la crisis sanitaria y los aprendizajes a tener en cuenta para pasar a una virtualidad planeada. Esta última requiere una formación específica para docentes y estudiantes y la re-conformación de una relación pedagógica capaz de construir un conocimiento acorde a los tiempos futuros.

“Coloniality” represents a great variety of phenomena that encompass a whole series of phenomena from the psychological and existential to the economic and military, and that have a common characteristic: the determination and domination of one by another, of a culture, worldview, philosophy, religiosity and a way of living for others of the same type. In an economic and political sense, “coloniality” is the reflection of the domination of the extractive, productive, commercial and financial sector of the “neo-colonized” states and sectors (“South”) by the industrialized countries (“North”). ), which leads to dependency and the “development of under-development”, the sub-alternity and marginality of the “neo-colonies” in the face of the dominance of the dominating empires. (Estermann, 2014). At the beginning of the 19th century, when the Latin American countries triumphed in the independence movements, armed or not, the priority in terms of education was literacy or, perhaps, elementary or primary school; However, over the decades, the education of the youngest children begins to appear in “modern” societies with their own conceptions of childhood, as well as with specific methodologies, spaces and teaching materials. This panel proposes to publicize and/or debate the ways in which pedagogical ideas “appropriate for preschoolers” circulated, disseminated and appropriated, educational policies, teaching practices and the training of teachers in Ibero-America in relation to colonization and decolonization processes in the region from the 19th century to the present, through different historical approaches.

The book History through Narratives of Education in Africa. Social Histories in Times of Colonization and Post Independence (1920s – 1970s) is the result of a collaboration between the Centre Population et Développement (CEPED, France), the Centre d’etudes en sciences sociales sur les mondes africains, américains et asiatiques (CESSMA, France) and VID Specialized University (Norway). The 15 chapters are written by an international group of scholars giving the book its rich perspectives. The chapters of the book cover a wide range of topics, all of which investigate the history of education in Africa in the 19^th and 20^th centuries. In this context, the institutions under study range from government and mission schools, to universities, to teacher training centres, to a leprosy village. The social and political history of the school-educated, the history of knowledge, struggles over schooling, and schools as places to address broader political claims, are just some of the topics explored. The chapters can be said to be thematically linked by their attention to the intersections of race, gender, class and education, and to specific contexts within broader colonial settings. The geographical scope includes Algeria, Angola, Cape Verde, Belgian Congo, Ethiopia, Kenya, Madagascar, Réunion, Somalia and South Africa. In History through Narratives of Education in Africa the roles of various actors involved in colonial and postindependence education in Africa are highlighted. The chapter contributions place, at the heart of their narratives, pupils, parents, teachers, policymakers, colonial administrators, politicians and religious leaders as well as Islamic organizations, missionary societies, families and communities. The authors have searched for narratives of education through different sources: oral interviews, written documents from private and public archives and publications like bibliographies, and films. To deal with the wide range of actors and institutions, as well as with the broad geographical scope covered in this book, through a shared repertoire of understanding there is a focus on a concept taken from Mary Louise Pratt: how schools constituted contact zones, zones where content, access, and aims of education were negotiated (Pratt, 2008). All the chapters in the book address educational settings as social spaces where both contact and separation between colonisers and colonised are constructed through social interactions, negotiations, and struggles. How the chapters relate to education as social spaces impacted on the structure of the book which consists of three parts: The Genesis and Action of Intermediary Social Groups, Colonial Spaces of Contact, Allegiances and Loyalties, Limits and Closings of Contact Zones and Two Way Round Circulations.

This work falls within the field of History of Education, articulating the domains of Intellectual, cultural and Political History. We start here with the following questions: Who was José Ezelino and what is the importance of his works for the history of Seridó in Rio Grande do Norte? How did your works circulate among society and the intelligentsia of the period? In this research we seek to investigate the life and work of the black photographer José Ezelino da Costa, who was born on the outskirts of Caicó – Seridó region of Rio Grande do Norte – and lived during the transition from the 19th to the 20th century. We understand Ezelino here as an intellectual creator and cultural mediator in his context. Therefore, we take Jean-François Sirinelli as a theoretical reference, based on the tripod of generation, itineraries and sociability. We thus identify who the subject was, what places and spaces he occupied, as well as the subjects with whom he established a network of relationships. We also use Roger Chartier's work as a reference, regarding the concepts of production, circulation, appropriation and representation, in order to understand his photographic work in a contextualized way and how it circulated in cultural, educational spaces and scientific societies in Rio Grande do Norte of the period. We took as sources biographies, official documents from institutions, newspaper clippings and the author's own photographs. These were submitted to analysis using the historiographic method of heuristics and hermeneutics, in which we sough to contextualize speeches, documents and images, understanding the subject-society relationship. Finally, Ezelino and his work have considerable relevance for understanding the place of black people in Seridó society after the abolition of slavery.

Este trabalho se insere no campo da História da Educação, articulando os domínios da História Intelectual, cultural e Política. Partimos aqui dos seguintes questionamentos: Quem foi José Ezelino e qual a importância de suas obras para a história do Seridó potiguar? Como se deu a circulação de seus trabalhos entre a sociedade e a intelectualidade do período? Nesta pesquisa buscamos investigar a vida e a obra do fotógrafo negro José Ezelino da Costa, que nasceu nos arredores de Caicó – região Seridó do Rio Grande do Norte – e viveu durante a passagem do século XIX para o XX. Entendemos aqui Ezelino como um intelectual criador e mediador cultural em seu contexto. De tal modo, tomamos como referencial teórico Jean-François Sirinelli, a partir do tripé geração, itinerários e sociabilidades. Identificamos assim quem foi o sujeito, que lugares e espaços ele ocupou, bem como os sujeitos com os quais este estabeleceu uma rede de relações. Utilizamos também como referencial o trabalho de Roger Chartier, no tocante aos conceitos de produção, circulação, apropriação e representação, a fim de compreender sua obra fotográfica de maneira contextualizada e como esta circulou em espaços culturais, educacionais e sociedades científicas do Rio Grande do Norte do período. Tomamos como fontes biografias, documentos oficiais de instituições, recortes de jornais e as próprias fotografias do autor. Estas foram submetidas a análise do método historiográfico da heurística e da hermenêutica, em que buscamos contextualizar falas, documentos e imagens, compreendendo a relação sujeito-sociedade. Por fim, temos que Ezelino e sua obra possuem considerável relevância para o entendimento do lugar do negro na sociedade potiguar e seridoense no pós-abolição da escravatura.

The dialogue between Enrique Dussel and Raymond Williams aims to reflect on the meaning of modern education and its effects for a slave and an anarchist in the historical context of the Brazilian coffee economy. Totality, for Enrique Dussel, is a “daily horizon within which we live” (Dussel, 1977, p. 28), which gives us meanings and instruments for building a dialectical world for entities. Modernity would have constructed a type of totality for colonized entities. The term of Hegemony in Raymond Williams “a sense of reality for the majority of people in a society, an absolute sense because it is a lived reality” (2011, p. 53), a power that interferes in the economic, political, symbolic and cultural where groups dispute it. However, in this Totality/Hegemony there is no permanent control over the “saturated” world. For both Williams and Dussel, there are groups or individuals that challenge it. For Dussel (1993, 2007), the so-called Victims of Modernity are the Others who are not included or choose to exclude themselves from the “saturated” world-reality of colonial modernity. Williams (1992, 2011), in addition to the hegemonic culture produced by the hegemonic power, there are emerging and deviant cultural practices that can be tolerated or combated by the hegemonic culture. These similar reasonings about the “unique” and “saturated” world built in modernity invite an analysis of one of the creations of this Modernity: modern education (Dussel, 1977; Weinberg, 2020). Such education was born to illuminate, transcend, liberate (Gadotti, 2003), but by transmitting “the totality of mediations that constitute the world” of the modern world, it educates “within the social ethos permitted by Modernity (1977, p. 95), and maintenance of the “saturated” reality (Williams, 2003, p. 58). However, like Totality/Hegemony, this education does not have tentacles for everyone, and serves a type of Totality: that of the Europeanized and modernizing world (Weinberg, 2020). This is an ideal of schooling that anticipates an ideal of a new civilization, but not another civilization (Dussel, 2000). In this sense, this schooling did not free individuals from colonial hegemony itself, but reproduced their ideology and their meaning of the world. And just like Totality/Hegemony, the ideal of modern education also does not have effective control over its support (Dussel, 1993). With this approach, two individuals impacted by schooling in nineteenth-century Brazil were investigated: a black slave and a poor white man, who lived in the same house as a child (Barbosa, 2022), but with different paths determined by the use of education: an anarchist teacher, the other on the social margins, both on the edge of the conflict against Totality/Hegemony.

No diálogo de Enrique Dussel e Raymond Williams pretende-se uma reflexão do sentido da educação moderna e seus efeitos para um escravo e um anarquista no contexto histórico da economia cafeeira brasileira. A Totalidade para Enrique Dussel, trata-se de um “horizonte diário dentro do qual vivemos” (Dussel, 1977, p. 28), que nos dá sentidos e instrumentos para construção de um mundo dialético para os entes. A modernidade teria construído um tipo de totalidade para os entes colonizados. O termo de Hegemonia em Raymond Williams “um sentido de realidade para a maioria das pessoas em uma sociedade, um sentido absoluto por se tratar de uma realidade vivia” (2011, p. 53), um poder que interfere no campo econômico, político, simbólico e cultural onde grupos o disputam. Todavia, nesta Totalidade/Hegemonia não há controle permanentemente sobre o mundo “saturado”. Tanto para Williams como para Dussel há existência de grupos ou indivíduos que a desafiam. Para Dussel (1993, 2007) as chamadas Vítimas da Modernidade são os Outros que não são inseridos ou optam por se excluir da “saturada” realidade-mundo da modernidade colonial. Williams (1992, 2011), além da cultura hegemônica produzida pelo poder hegemônico, há as práticas culturais emergentes e desviantes que podem ser toleradas ou combatidas pela cultura hegemônica. Esses raciocínios semelhantes sobre o mundo “único” e “saturado” construído na modernidade, convidam para uma análise de uma das criações desse Modernidade: a educação moderna (Dussel, 1977; Weinberg, 2020). Tal educação nasceu para iluminar, transcender, libertar (Gadotti, 2003), mas ao transmitir “a totalidade de mediações que constituem o mundo” do mundo moderno, educa “dentro do ethos social permitido pela Modernidade (1977, p. 95), e manutenção da “saturada” realidade (Williams, 2003, p. 58). Entretanto, como a Totalidade/Hegemonia, essa educação não tem tentáculos para todos, e serve a um tipo de Totalidade: a do mundo europeizado e modernizador (Weinberg, 2020). Trata-se aqui de um ideal de escolarização que antecipa um ideal de nova civilização, mas não outra civilização (Dussel, 2000). Senso assim, essa escolarização não libertou indivíduos da própria hegemonia colonial, mas reproduziu sua ideologia e seu significado de mundo. E assim como a Totalidade/Hegemonia, o ideal de educação moderna também não tem controle efetivo sobre seus lastros (Dussel, 1993). Com essa abordagem investigou-se dois indivíduos impactados pela escolarização do Brasil oitocentista: um escravo negro e um branco pobre, que habitaram a mesma casa na infância (Barbosa, 2022), mas com rumos diferentes determinados pelo uso do ensino: um professor anarquista, o outro à margem social, ambos no limite do conflito contra a Totalidade/Hegemonia.

The Institute for Afro-Brazilian Research and Studies (Ipeafro) is an important institution that acts as a decolonial memory house for ethnic-racial relations. Through its research, studies and documents, Ipeafro seeks to decolonize thinking and build a history that looks at the perspectives and experiences of black people. In addition, Ipeafro promotes awareness-raising and socio-racial training actions aimed at combating racism and ethnic-identity inequalities, helping to build a more inclusive narrative about the history of black people in Brazil, while at the same time valuing the culture and contributions of people of African descent to society. The research question is: how does Ipeafro's collection constitute a place of memory for Afro-Brazilian culture? To this end, the concepts of memory and decoloniality are discussed. The corpus of the research covers the material available in the collection, including texts, images and intellectual production, highlighting the trajectory and legacy of Abdias Nascimento in the process of creating Ipeafro. Ipeafro is therefore seen as a decolonial memory house of resistance and black identity, and enables counter-colonial narratives about black people. The communication will focus on the discussion of the Sankofa epistemology being developed for the doctoral thesis. In this sense, the speech is a breath of (r) existence to the logic of colonial erasure of African and Afro-Brazilian history and culture. It is therefore a reflection on the incursions of the Global South. Questioning the production of knowledge rooted in the Cartesian worldview, while seeking to put back into the scientific-academic trenches the gaze of returning to the past, searching for ancestry; re-signifying the present, still marked by Eurocentric signs, in order to build other decolonial futures. In this way, the aim of the paper is to consider the epistemic possibilities of Sankofa power-knowledge that values Afro-Atlantic memories and promotes anti-racist, sensitive and humanized education through spiral principles, i.e. the connection between past-future and Africas-Brasis. Therefore, throughout the presentation, the so-called Sankofa epistemology is grounded in other cosmopercpections, while pointing to the research subject as a decolonial memory house.

O Instituto de Pesquisas e Estudos Afro-Brasileiros (Ipeafro) é uma importante instituição que atua como casa de memória decolonial para as relações étnico-raciais. Por meio de suas pesquisas, estudos e documentos, o Ipeafro busca descolonizar o pensamento e construir uma história que vislumbre as perspectivas e experiências dos negros. Além disso, o Ipeafro promove ações de conscientização e formação sociorracial, objetivando combater o racismo e as desigualdades étnico-identitárias, ajudando, no que lhe concerne, para a construção de uma narrativa mais inclusiva sobre a história do negro no Brasil, ao tempo que valoriza a cultura e as contribuições dos afrodescendentes para a sociedade. A pergunta suleadora da pesquisa é: como o acervo do Ipeafro constitui-se como lugar de memória à cultura afro-brasileira? Para tal, dialoga-se com os conceitos de memória e decolonialidade. O corpus da pesquisa abrange o material disponível no acervo entre textos, imagens e produção intelectual, destacando a trajetória e legado do Abdias Nascimento no processo de criação do Ipeafro. Percebe-se, portanto, o Ipeafro como casa de memória decolonial de resistência e existência identitária negra, e possibilita narrativas contra coloniais sobre o negro. Na comunicação o foco será a discussão da epistemologia sankofa em desenvolvimento para a tese doutoral. Nesse sentido, a fala é um sopro de (r) existência à lógica do apagamento colonial sobre à história e cultura africana e afro-brasileira. Trata, portanto, de refletir as incursões do Sul Global. Questionando a produção do conhecimento enraizada na cosmovisão cartesiana, ao tempo que busca recolocar na trincheira cientifico-acadêmica o olhar de voltar ao passado, buscando a ancestralidade; ressignificando o presente, com marcas, ainda, dos signos eurocêntricos, para, assim, construir outros futuros decoloniais. Desta forma, o objetivo da comunicação é ponderar possibilidades epistêmicas do poder-saber sankofa que valoriza às memórias afro-atlânticas, e, que promova uma educação antirracista, sensível e humanizada por meio dos princípios espiralados, isto é, de conexão entre passado-futuro e Áfricas-Brasis. Logo, ao longo da apresentação apresenta-se fundamentação da chama epistemologia sankofa a partir de outras cosmopercpeções, ao tempo que aponta o sujeito da pesquisa como uma casa de memória decolonial.

Julio Cesar de Mello e Souza (1895-1974), better known as Malba Tahan, was a Brazilian engineer, writer, orator and math teacher. He wrote more than 120 books, including novels, short stories and educational books. His most famous work is The Man Who Calculated. He is recognized in Brazil as a popularizer of mathematics, having written significant didactic works dedicated to the teaching of mathematics and teacher training. Between 1967 and 1969, he launched the Roteiro do Bom Professor series. There are 6 books that deal with teaching work, school culture, ethical principles and didactics. The books A arte de ser um perfeito mau professor, O mundo precisa de ti, professor and O professor e a vida moderna are from 1967. In 1969, the series concluded with the publication of the books Antologia do bom professor, Roteiro do bom professor and Páginas do bom professor. Julio Cesar de Mello e Souza made use of a vast bibliography in composing these works, citing many authors from Brazil and abroad. It is worth highlighting the work done on the books published in 1969, which were written in the format of anthologies, because in these works we can identify the influence of foreign thinkers and educators on Julio Cesar de Mello e Souza's discourse. In this way, these works serve as sources for the historian of education and the textbook, as they help to identify the pedagogical thoughts and ideas in circulation and which were absorbed and replicated by Julio Cesar de Mello e Souza in his books. With this in mind, the analyses of Roger Chartier, Gérard Genette, Kazumi Munakata, Alain Chopin, Michel de Certeau, Joaquim Pintassilgo, Robert Darnton, Laurence Hallewell, Diana G. Vidal and André L. Paulilo contribute to this work in order to understand the materiality, the ideas in circulation and the conception of teaching presented in the works mentioned.

Julio Cesar de Mello e Souza (1895-1974), mais conhecido como Malba Tahan, foi um engenheiro, escritor, orador e professor de matemática brasileiro. Escreveu mais de 120 livros, dentre romances, contos e didáticos. Sua obra mais famosa é O Homem que Calculava. É reconhecido no Brasil como um popularizador da matemática, tendo escrito significativa obra didática dedicada ao ensino da matemática e formação de professores. Entre 1967 e 1969, lançou a série Roteiro do Bom Professor. São 6 livros que abordam o trabalho docente, cultura escolar, pontuando princípios de ética e didática. Os livros A arte de ser um perfeito mau professor, O mundo precisa de ti, professor e O professor e a vida moderna, são de 1967. Em 1969 a série é concluída com a publicação dos livros Antologia do bom professor, Roteiro do bom professor e Páginas do bom professor. Julio Cesar de Mello e Souza se utilizou de vasta bibliografia na composição destas obras, fazendo inúmeras citações de autores brasileiros e estrangeiros. Merece destaque o trabalho realizado nos livros publicados em 1969, que foram escritos no formato de antologias, pois nestas obras podemos identificar a influência de pensadores e educadores estrangeiros no discurso de Julio Cesar de Mello e Souza. Desta forma, essas obras servem como fontes para o historiador da educação e do livro didático, pois auxiliam na identificação dos pensamentos e ideias pedagógicas em circulação e que foram absorvidas e replicadas por Julio Cesar de Mello e Souza em seus livros. Com isso, as análises de Roger Chartier, Gérard Genette, Kazumi Munakata, Alain Chopin, Michel de Certeau, Joaquim Pintassilgo, Robert Darnton, Laurence Hallewell, Diana G. Vidal e André L. Paulilo, contribuem com este trabalho para o entendimento da materialidade, das ideias em circulação e concepção da docência apresentadas nas obras mencionadas.

The sending of textbooks to Italian schools was part of the policy undertaken by the Italian government for schools abroad. At different times, the policies varied and the mapping of the books sent, how they were produced, the geography of their distribution and some indications of their consumption, can be scrutinized. The book, as a cultural asset, is thought of in its double condition: as a material object and as a discourse addressed to the public (Chartier, 2014). Thinking about these conditions of production and appropriation of school books, it makes sense to undertake a search for books that were produced and published in Brazil, in addition to those that were sent from Italy. In São Paulo, the Brazilian state that received the largest flow of immigrants from the Italian peninsula, schooling developed considerably, and some events are marked by particularities and specificities, many of them still to be investigated. The state had numerous school initiatives by Italian teachers, but also those linked to the Società di Mutuo Soccorso, private teachers, and Italian schools on the coffee plantations and in the colonies. Between 1906 and 1907, a set of four booklets authored by Professor L. V. Erielo was published, which referred to them as deriving from "tutto l'amore che nutro per l'infanzia e tutto quel poco di esperienza che ho acquistato in piú di vent'anni d'insegnamento". The first book, a syllabary, contains a letter from the author stating that the production of the books results from the appointment of the author by the consul general of São Paulo, Cav. Gherardo Pio of Savoy. The booklet “Lezioncine d'Aritmetica”, the object of this analysis, published by the São Paulo publisher N. Falcone in 1907 for the first and second elementary classes, is divided into two parts: those of the four fundamental operations and that of the monetary system and the numbers up to one thousand. It presents proposals for oral and written exercises, stimulates the performance of mental calculations and the resolution of problem situations, evidencing the intuitive method. In the preface, the author recommends that part one be used as a manual for the teacher and two, for the students. The author's intention to have the two parts published together is justified by the need to revise the contents at the beginning of the second school year, so that the student already had the necessary material in hand for this purpose. The historical documentary analysis of the book in its materiality and content, as well as the mapping of its context of production, distribution and circulation, are the contributions of this analysis.

O envio de livros escolares para as escolas italianas foi parte da política empreendida pelo governo italiano para as escolas no exterior. Em diferentes momentos, as políticas variaram e o mapeamento dos livros enviados, como foram produzidos, a geografia de sua distribuição e alguns indícios de seu consumo, podem ser perscrutados. O livro, como bem cultural, é pensado em sua dupla condição: como objeto material e como discurso endereçado ao público (Chartier, 2014). Pensando nestas condições de produção e de apropriação do livro escolar, faz sentido empreender uma busca pelos livros que foram produzidos e publicados no Brasil, para além daqueles que foram enviados da Itália. Em São Paulo, estado brasileiro que recebeu o maior fluxo de imigrantes da península itálica, a escolarização desenvolveu-se consideravelmente, sendo que alguns eventos são marcados por particularidades e especificidades, muitos deles ainda a serem investigados. O estado contava com inúmeras iniciativas escolares de professores italianos, mas também aquelas ligadas às Sociedades de Mútuo Socorro, professores particulares, e escolas italianas nas fazendas de café e nas colônias. Nesse contexto de escolarização foi publicado, entre 1906 e 1907, um conjunto de quatro livretos de autoria do professor L. V. Erielo, que se referia a eles como decorrentes de “tutto l’amore che nutro per l’infanzia e tutto quel poco di esperienza che ho acquistato in piú di vent’anni d’insegnamento”. O primeiro livro, um silabário, contém uma carta do autor afirmando que a produção dos livros resulta da nomeação do autor pelo cônsul geral de São Paulo, Cav. Gherardo Pio de Savoia. O livreto “Lezioncine d’Aritmetica”, objeto dessa análise, publicado pela editora paulista N. Falcone em 1907 para a primeira e segunda classe elementar, divide-se em duas partes: as das quatro operações fundamentais e a do sistema monetário e os números até um mil. Apresenta propostas para exercícios orais e escritos, estimula a realização de cálculos mentais e a resolução de situações problemas, evidenciando o método intuitivo. No prefácio, o autor recomenda que a parte um seja usada como manual para o professor e a dois, pelos alunos. A intenção do autor em ter as duas partes publicadas juntas é justificada pela necessidade de fazer revisão dos conteúdos no início do segundo ano letivo, de modo que o aluno já tivesse em mãos o material necessário para esse fim. A análise documental histórica do livro em sua materialidade e conteúdo, bem como o mapeamento de seu contexto de produção, distribuição e circulação, são as contribuições da presente análise.

Using Statement Archaeology (Doney 2015) this paper explores the tensions, relationships, and intersections between religion and ethnicity as orientating 'factors' in the development of education policy in England in the post-war period. On the one hand it considers the circumstances of production of Schools Council Working Paper 36 - Religious Education in Secondary Schools (1971), created during a period of expanding encounter with the ‘global other’, particularly ‘through increased travel, through developments in technology allowing access to other worlds, and through immigration.’ (Doney 2015 p161, 187-8). On the other hand it considers evidence of a discursive reconstruction of the term ‘immigrant’ within the educational policy sphere as being more positive – and nuanced - than in other policy areas at the time.Bringing these two ideas together, the paper argues that there is evidence of a concerted attempt to resist the homogenisation of 'immigrant children' into a single group (as seen in other discourses of the time), and thus reflects a proto-intersectional understanding whereby plurality of geographic origin, (or ‘home area’), was reflected in the discourse alongside policy-shapers being attentive to a detailed analysis of the children’s faith background, thus constructing a less-simplistic categorisation of individual students.

This communication aims to present results of reflections between Freire and Bloch, based on the curricular proposal presented by Gonçalves (2011), developed for the initial training of educators of young people and adults, within the scope of Higher Education, subsidized by Freirean references and referenced in a critical-transformative matrix, assuming commitments to the decolonization of education, to the equity and autonomy of students. The questions that fostered the development of dialogues between Freire and Bloch were based on the gaps in the initial training courses for a Degree in Pedagogy in Brazil, defended by Gonçalves (2011), which little focus on the theoretical and methodological specificity of this minority group: Education of Youth and Adults (EJA) in Brazil. The investigations took a historical approach and were developed using action research procedures in the structuring and development of a specific discipline in the 3rd semester of the Pedagogy course at a University of Greater São Paulo, encompassing the construction and development of a proposal curriculum for critical and reflective initial pedagogical training, constituting educators committed to the equity and specificity of Youth and Adult Education. Using the Freirean framework, concepts stand out, such as the recovery of knowledge from experience, the reading of the world and the word in the teaching and learning process, but, above all, the importance of the pedagogical praxis of the educator in dialogue with Marc Bloch seeks the decolonization of education, looking at groups neglected for decades in their reading of the world and rescuing the historiography of men and women who have been silenced for so long. The student of Youth and Adult Education must be guaranteed the basic right to access and remain in school, but this student must also be guaranteed the right to diversity, as well as respecting their knowledge and their culture, in a pedagogical practice, which Freire (2005) called Pedagogy of the Oppressed, considering the differences of economic and socially minority groups, in the exercise of guaranteeing their rights. And such change begins, in the case of Youth and Adult Education in Brazil, with the commitment to guarantee and exercise equity and with the guarantee of public policies for specific training of educators. Although Youth and Adult Education still persists as a social debt, however, today, it must be treated in Brazil, above all, as a right for men and women, who, for economic and social reasons, were unable to have access to schooling, at regular age. In this sense, and in dialogue with Freire and Bloch, both educators and researchers must believe in and seek education in the action of critical optimism, recognizing its historical political-pedagogical role, therefore, without slide into what Cortella (2006) called naive pessimism, in which education is seen as a mere instrument of power and domination of society.

A presente comunicação tem o objetivo de apresentar resultados de reflexões entre Freire e Bloch, com base na proposta curricular apresentada por Gonçalves (2011), desenvolvida para a formação inicial de educadores/as de jovens e adultos, no âmbito do Ensino Superior, subsidiada por referenciais freireanos e referenciada em uma matriz crítico-transformadora, assumindo compromissos com a descolonização da educação, com a equidade e autonomia dos/as educandos/as. Os questionamentos que fomentaram o desenvolvimento dos diálogos entre Freire e Bloch apoiaram-se nas lacunas dos cursos de formação inicial de Licenciatura em Pedagogia no Brasil, defendidas por Gonçalves (2011), que pouco enfocam a especificidade teórica e metodológica deste grupo minoritário: a Educação de Jovens e Adultos (EJA) no Brasil. As investigações assumiram uma abordagem histórica e foram desenvolvidas, utilizando-se de procedimentos da pesquisa-ação na estruturação e desenvolvimento de uma disciplina específica no 3.º semestre do curso de Pedagogia de uma Universidade da Grande São Paulo, englobando construção e desenvolvimento de proposta curricular para formação pedagógica inicial crítica e reflexiva, constituindo educadores/as comprometidos/as com a equidade e especificidade da Educação de Jovens e Adultos. Mediante o referencial freireano, destacam-se conceitos, como o resgate do saber de experiência feito, a leitura do mundo e da palavra no processo de ensino e de aprendizagem, mas, sobretudo, a importância da práxis pedagógica do/a educador/a em diálogo com Marc Bloch (2001) busca a descolonização da educação, olhando para grupos negligenciados por décadas em sua leitura de mundo e no resgate da historiografia de homens e mulheres por tanto silenciados/as. Deve ser garantido ao educando/a da Educação de Jovens e Adultos o direito básico do acesso à escolarização e nela permanecer, mas a esse/a educando/a, também, deve ser garantido o direito à diversidade, assim como respeitados os seus saberes e sua cultura, numa prática pedagógica, que Freire (2005) chamou de Pedagogia do Oprimido, considerando as diferenças dos grupos econômicos e socialmente minoritários, no exercício da garantia de seus direitos. E tal mudança se inicia, no caso da Educação de Jovens e Adultos no Brasil, com o compromisso da garantia e do exercício da equidade e com a garantia de políticas públicas de formação específica do/a educador/a. Embora a Educação de Jovens e Adultos ainda persista como uma dívida social, no entanto, hoje, deve ser tratada no Brasil, sobretudo, como um direito de homens e mulheres, que, por questões econômico-sociais, não puderam ter acesso à escolarização, na idade regular. Nesse sentido, e em diálogo com Freire e Bloch, tanto o/as educadores/as, quanto o/as pesquisadores/as devem acreditar e buscar a educação na ação de um otimismo crítico, reconhecendo seu papel histórico político-pedagógico, portanto, sem deslizar para o que Cortella (2006) chamou de pessimismo ingênuo, em que a educação é vista como um mero instrumento de poder e dominação da sociedade.

In this work, we explore, from a historical perspective, how the notion of practice became a core component in the stricto sensu graduate level studies of teachers of elementary education in Brazil. This tells us who we are and what we must know as teachers of Sciences and Biology. The work articulates research projects funded by the CNPq and Faperj, all of which were developed within the confines of the History of the Curriculum Study Group. It is especially interesting to us to perceive how practice, when included in the conceptual and institutional infrastructures of school education, became ‘naturalized’, with its meanings disputed, but its presence unmistakable. In the undertaking of this task, our research files included academic productions that focus on Professional Master’s Degrees in the field of the teaching of Sciences and Mathematics. These courses emerged in 2000 amid the creation of the field of teaching Science and Mathematics, an initiative of seven graduate programs previously allocated to the field of Education, replete with disputes within a heterogeneous disciplinary community. Using the descriptors ‘professional master’s degree in science teaching’ or ‘professional master’s degree in biology teaching’ in various databases (Google Scholar, Scielo and CAPES journals), we selected one hundred and sixty-two productions from 2001 to 2023 that address the topic in question. In specific terms, we chose to analyze the eight works (seven articles and one master's thesis) that focus on the nature of the educational products developed within the courses rather than the products themselves. In dialogue with Michel Foucault, historians (Reinhart Koselleck) and curriculum experts (Kathryn Kirchgasler; Thomas Popkewitz), we adopted a discursive approach to the History of the Curriculum as History of the Present, perceiving history as a relationship of power, a science that is produced in (and of) the present, and in which experience and knowledge are mutually constituted. In the analysis, we focused on the goals of educational products and their relationship with the notion of research that has historically regulated stricto sensu graduate studies, as well as the rules for their production. We found that professional Master’s Degree courses are considered powerful both in terms of strengthening the field of Education as a field of knowledge and for producing social and economic effects through education. In both cases, it is the notion of practice that articulates academic and professional demands, with the educational product (which is a course requirement, alongside the dissertation) being the device that operates and produces relationships and strategies between discourses, institutions and measures. It therefore regulates the knowledge to be taught and the teachers suited to this task through ongoing training at the stricto sensu graduate level. In this scenario, it helps to constitute the ‘truths’ of Science and Biology teaching, reorganizing past experiences and possible futures amidst knowledge and power games.

In 2007 a Danish chocolate company entered a partnership with the Danish NGO IBIS to fight child labour especially within the cocoa industry in Ghana. The focus was on local school projects in Ghana helping children out of hard work in the cocoa production and into education, but a small textbook ‘Glimpses of Ghana. Stories about people, schools, and cocoa’ (Vestergaard et al., 2009) was also produced and was to be used for free in Danish public schools. The book consists of short contributions, spinning together themes of (de)colonialisation, cocoa production, football, local school projects and good eating habits.The Danish chocolate company has a history of producing teaching materials and offering teaching activities to public schools. In the newer textbook the question of (de)colonialisation is upfront. However, it is an element present in most of the company’s teaching materials and activities (films, factory visits, workshops, educational boxes) on offer to Danish school children in the period from 1950 to 2024. This paper sets out to explore how matters of (de)colonization is directly and indirectly addressed in the company’s engagement in the educational field. Drawing on on actor network theory and specifically on the notions of problematizaton’/‘intressement’/‘enrolment’/‘mobilization’ (Callon, 1986; Fenwick & Edwards, 2010; Latour, 2005), it asks the question of how the postcolonial is framed and translated into school curricula through the private company’s shifting relations with diverse actors such as professional producers of films and commercials, textbooks and their authors, national ministries of education and NGOs. Viewing the company’s material teaching objects and practices as part of broader networks makes it possible to consider the situated complexity and translation of how the stories of (de) colonialisation are told and also how they take shape through the various networks the individual actors drags into the new constellations, e.g. connecting to industrial production, school projects in Ghana but also including relations to the commercial world as well as to health education and more classical curricular expectations on the other. Through this lens, the paper takes up how the actors involved lean into the question of (de)colonialisation differently and yet shapes the performance of each other as to how to tell and relate to the postcolonial stories told. Finally, the analysis will make use of Tim Ingold’s work (Ingold, 2011, 2015) as to discuss how the postcolonial stories are potentially weaved into the Danish school curricula creating specific openings and lines of connection.

This study examines gender representations in Brazilian textbooks intended for Early Childhood Education in schools. These books began to be used at this educational level recently, starting in 2018. The communication presented here focuses on fifteen core titles used by children aged four to five years and eleven months. Examples include "Adoletá" (Cruz; Silva, 2020), "Iniciando o Aprender" (Sgroglia, 2020), "Mundo das Coisas" (Valle, 2020), and "Desafios - Educação Infantil" (Bianco, 2020). These titles were approved by the National Textbook Program (Programa Nacional do Livro Didático - PNLD) in 2022, the primary avenue for purchasing educational materials in Brazil, justified by a discourse promising greater equity in access to schooling. The study aims to identify, systematize, and analyze gender-related images (illustrations and photos) within the pages of these books designed for young students. The objective is to examine how these representations are constructed and conveyed. How do they contribute to the formation and consolidation of gender symbols, norms, and identities among young readers of this material? The theoretical and methodological framework of this communication is based on Thompson's Depth Hermeneutics (1995), Bardin's content analysis (2016), and Gaskell's image analysis (2002). It also draws on gender theories, particularly those developed by historian Joan W. Scott (1995; 2005; 2012). This study can contribute to decolonial studies by understanding how gender relations are constructed and how they engender power dynamics. Textbooks for Early Childhood Education are part of a long history of this educational artifact, a powerful tool used by the state in shaping personal and national identity perceptions, categorizations, memories, and interpretations (Choppin, 2002; 2004; Peled-Elhanan, 2019). Amidst the gender controversies sparked by the far-right Bolsonaro government (2019-2022) and educators' concerns about the use of textbooks in Early Childhood Education, examining how these materials circulate gender images helps map how they convey different identities and (re)produce historically established social roles. Gender analyses of textbooks have been a research focus in Brazil, signaling concerns about existing prejudices and stereotypes (Silva, 2003; Moura, 2020; Oliveira, 2020). This communication aims to highlight gender configurations in the book images, understand their social production, and explore how our society can oppose, hierarchize, and naturalize differences between sexes, reducing them to strictly biological and physical characteristics (Vianna; Finco, 2009). This allows for direct reflection on gender asymmetries established by power relations and how they can produce and reproduce gender stereotypes and prejudices that reinforce inequalities, limiting child development. This research is part of an ongoing doctoral thesis at the Faculty of Education at USP (University of São Paulo) and can contribute to the debate on public policies for gender equity, diversity, and inclusion in Early Childhood Education.

Este estudo examina imagens de gênero veiculadas em livros didáticos brasileiros destinados as escolas da Educação Infantil. Esses livros passaram a ser usados nesse nível de ensino recentemente, a partir de 2018, e a comunicação aqui proposta toma como fontes nucleares quinze títulos utilizados por crianças de quatro a cinco anos e onze meses, como por exemplo: Adoletá (Cruz; Silva, 2020), Iniciando o Aprender (Sgroglia, 2020), Mundo das Coisas (Valle, 2020), Desafios - Educação Infantil (Bianco, 2020). Eles foram aprovados pelo Programa Nacional do Livro Didático (PNLD) de 2022, que é a principal via de compra de material educacional no Brasil, justificado por um discurso que promete maior equidade no acesso à formação escolar. Ao identificar, sistematizar e analisar imagens (entre ilustrações e fotos) ligadas ao gênero nas páginas dos livros destinados aos alunos pequenos, objetiva-se verificar como as representações são construídas e dadas a ler. De que modo elas contribuem para a construção e consolidação de símbolos, normas e identidades de gênero junto às crianças-leitoras desse material? Em termos teóricos e metodológicos, esta comunicação parte da Hermenêutica de Profundidade de Thompson (1995), da análise de conteúdo de Bardin (2016) e da análise de imagens de Gaskell (2002). Também recorre às teorias de gênero, especialmente as que são elaboradas pela historiadora Joan W. Scott (1995; 2005; 2012). Assim, esta comunicação pode contribuir com os estudos decoloniais, pois permite compreender como relações de gênero são construídas e de que modo engendram relações de poder. Os livros didáticos da Educação Infantil integram uma longa história desse artefato escolar (Choppin, 2002; 2004), instrumento poderoso e utilizado pelo Estado na percepção, categorização, memória e interpretação para a determinação de identidade pessoais e nacionais (Peled-Elhanan, 2019). Em meio às polêmicas de gênero provocadas pelo Governo Bolsonaro (2019-2022), de extrema direita, e das críticas e preocupações de educadores acerca do o uso do livro didático na Educação Infantil, o seu uso com os alunos pequenos e o modo como eles fazem circular imagens de gênero permite mapear como esses materiais veiculam diferentes identidades e se (re)produzem lugares sociais historicamente consolidados. As análises dos livros didáticos na perspectiva de gênero têm sido interesse de pesquisa no Brasil, sinalizando alertas no que diz respeito a preconceitos e estereótipos existentes (Silva, 2003; Moura, 2020; Oliveira, 2020). E esta comunicação pretende evidenciar as as configurações de gênero nas imagens dos livros, compreender o caráter social de produção, a maneira como a nossa sociedade pode se opôr, hierarquizar e naturalizar as diferenças entre os sexos, reduzindo-a a características estritamente biológicas e físicas (Vianna; Finco, 2009). Com isso, possibilita refletir diretamente sobre as assimetrias de gênero que são estabelecidas pelas relações de poder e, elucidar como ele pode produzir e reproduzir estereótipos e preconceitos de gênero que reforçam desigualdades limitando o desenvolvimento da criança. Esta pesquisa integra uma tese de doutorado, ainda em desenvolvimento, junto à Faculdade de Educação da USP, e pode contribuir para o debate sobre políticas públicas de equidade de gênero, diversidade e inclusão na Educação Infantil.

The Lyceu de Goyaz was established in 1846 in the eponymous Province and inaugurated in 1847. Since its inception, the number of enrolled students represented a group of young Goianos who devoted themselves to the study of Latin, rhetoric, and oratory, disciplines that were part of the curriculum inspired by the French lycée and the Collegio de Pedro II, the latter established in 1837 as a model for secondary education in the provinces. Following the Lyceu de Goyaz's equivalence to Pedro II in 1907, it reaffirmed its status as an important institution in the formation of Goiano youth for entry into public office and higher education. Until 1930, the institution primarily catered to students from traditional families in the state, as evidenced by studies demonstrating the familial origins of its students. After 1930, political changes in the country led to a new perspective on secondary education, aiming to increase enrollment at the Lyceu de Goyaz. The developmental policies of the intervening government made secondary education a place for the training of young people who would continue to occupy prominent positions. In this work, we analyze how the student body of this institution was organized, as there are records of students with surnames from traditional state families, as well as students with surnames that are not from traditional families, black students, orphans, and the poor, demonstrating that the traditional elitism of the institution made room for other social groups. In this regard, we analyze the characteristics of the student body of the Lyceu de Goyaz between 1930 and 1937, based on their personal dossiers archived at the institution. Between 1930 and 1937, the Lyceu had its final years of operation in the City of Goyaz before being transferred to the city of Goiânia, built to be the new capital of the State. Therefore, the temporal scope ends in 1937. The research methodology is documentary, analyzing the dossiers of the institution's students, which are organized in individual folders containing documents such as birth certificates, enrollment requests, health certificates, guardianship declarations for orphaned students, scholarship applications, or declarations of incapacity to pay the required fees, exam reports, among other documents. With such documents, a database was created where we can find information about their social origin, race, age, and gender, which can demonstrate aspects of diversification of the institution's public. These data are analyzed according to the categories that the dossiers themselves allow us to establish: gender, place of birth, age, surname, race, social situation, in accordance with the requirements of the period for students who were paternal orphans, orphans of both parents, students declared poor, scholarship students, among other characteristics. We conclude that between 1930 and 1937, there were students from different social backgrounds, women, people of color, and scholarship students, leading us to affirm that there was diversification in the audience served by the Lyceu de Goyaz during the period under study.

O Lyceu de Goyaz foi criado em 1846 na Província homônima e instalado em 1847. Desde a sua instalação a quantidade de alunos matriculados representou um grupo de jovens goianos, que se dedicavam aos estudos de latim, retórica e oratória, disciplinas que faziam parte do conjunto de matérias inspiradas no lycée francês e no Collegio de Pedro II, esse último criado em 1837 como modelo às províncias em relação ao ensino secundário. Após a equiparação do Lyceu de Goyaz em 1907 ao Pedro II, ele reafirmou a condição de instituição importante na formação da juventude de Goyaz para o ingresso em cargos públicos e no ensino superior. Até 1930 a instituição teve em seu público, estudantes vindos de famílias tradicionais do Estado, conforme estudos que demonstram a origem familiar dos seus alunos. Após 1930 as mudanças políticas do país, proporcionaram uma nova visão sobre o ensino secundário, no sentido de aumentar a quantidade de matrículas no Lyceu de Goyaz. As políticas desenvolvimentistas do governo interventor, fizeram da educação secundária um local de formação dos jovens que continuariam a ocupar posição de destaque. Neste trabalho, analisamos de que forma o grupo de alunos dessa instituição foi organizado, já que se encontram registros de alunos que possuem sobrenomes das famílias tradicionais do estado, mas há alunos com sobrenomes que não são de famílias tradicionais, alunos negros, órfãos, pobres, que demonstram que a elitização tradicional da instituição, abriu espaço para outros grupos sociais. Nesse sentido, analisamos quais as características do público de estudantes do Lyceu de Goyaz entre os anos de 1930 e 1937, a partir dos seus dossiês pessoais, arquivados na instituição. Entre os anos de 1930 e 1937 o Lyceu teve seus últimos anos de funcionamento na Cidade de Goyaz, antes de ser transferido para a cidade de Goiânia, construída para ser a nova capital do Estado, por esse motivo, o recorte temporal se finda em 1937. A metodologia da pesquisa é documental, analisando os dossiês dos alunos da instituição, que estão organizados em pastas individuais, contendo documentos como: cópia de certidão de nascimento, requerimentos de matrícula, atestado de saúde, declaração de tutoria para alunos órfãos, bolsistas ou que se declaravam incapazes de pagar as taxas exigidas na instituição, relatórios de exames, entre outros documentos. Com tais documentos foi montado um bando de dados em que podemos encontrar informações sobre a sua origem social, cor, idade, sexo, que podem nos demonstrar aspectos de diversificação do público da instituição. Esses dados são analisados seguindo as categorias que os próprios dossiês nos possibilitam elencar: sexo, local de nascimento, idade, sobrenome, cor, situação social, de acordo com as exigências do período para alunos que eram órfãos de pai, ou pai e mãe, alunos declaradamente pobres, alunos bolsistas, entre outras características. Concluímos que entre os anos de 1930 e 1937 há alunos de origens sociais diferentes, mulheres, pessoas de cor e alunos bolsistas, o que nos leva à afirmação de que há uma diversificação no público atendido pelo Lyceu de Goyaz no período estudado.

If a dynamic history is recognized by the clues it uncovers, by the questions it asks and the answers it gradually manages to give, it is observed that the history of the end of the millennium began to recognize different concepts in historiographical production, such as the history of intellectuals, cultural mediators and their relationship with institutions. (Rémond, 2003). The history of a school institution is an opportunity to reflect on the way formal schooling developed in a given space and time. It is through school, but not only through it, that a culture of schooling is constituted, aggregates and brings together a group of subjects around a common purpose. Primary schooling in Brazil, especially in Rio Grande do Sul, was structured based on influences from the modern school. At the end of the 19th century, a new form of school was institutionalized, these were colleges and school groups that contributed to implementing graduated education in the country. For Souza (2021), a history of school groups has yet to be written, since the implementation of this type of school did not occur in the same way and at the same time given the country's social and cultural diversity.Vidal (2006) adds that when composing the history of school groups, the combination of different factors, singles out the practices and processes through which school trajectories were defined. The regional aspect as a space of social construction comprises social relations beyond physical space. Thus, when investigating how the graduated school was implemented in conty in an area of ​​our state, it has been indicated that strategies and tactics were necessary, to: a) overcome adversity in physical aspects; b) overcome neglect, lack of policies and investment from the State; c) circumvent ethnic persecution, the use of the language in an immigration region (especially German), overcome ethnic encystment; d) understand how the established school culture approaches and/or distances itself from the modern school. The theoretical support for documentary analysis of the history of school groups has been cultural history, based on Chartier (1990) and the documentary background has already made it possible to map the 14 cityes that make up the region in the Vale dos Sinos region, 8 cityes were mapped and Of the 84 institutions, 11 school groups have already been investigated, in the time frame (1909-1961). As results of the study, we understand that the history of school groups, institutionalization processes and schooling practices are evident, from a cultural perspective, in the initial paths and early stages of operation of the organization of graduated primary education, distancing itself from the format schools (isolated classes), according to Souza (2015) and elementary schools, as emphasized by Grazziotin and Almeida (2016). School groups are perceived by human relations, learning to live with others and in the face of attempts to project on students a relationship with the State, with a national and modern feeling of work, to understand the influence that institutions and the passage through school formal culturally produced in the society of that period.

Se uma história dinâmica é reconhecida pelas pistas que descortina, pelas perguntas que faz e pelas respostas, que aos poucos, consegue dar, observa-se que a história do fim do milênio passou a reconhecer distintos conceitos na produção historiográfica, como a história dos intelectuais, de mediadores culturais e de sua relação com as instituições. (Rémond, 2003). A história de uma instituição escolar é uma possibilidade para refletir sobre o modo como a escolarização formal se desenvolveu em um determinado espaço e tempo. É pela escola, mas não apenas por meio dela que uma cultura de escolarização se constitui, agrega e reúne grupo de sujeitos em torno de um propósito comum. A escolarização primária no Brasil, especialmente no Rio Grande do Sul se estruturou a partir de influências da escola moderna. No final do século XIX, uma nova forma de escola se institucionaliza, trata-se dos colégios e grupos escolares que contribuíram para implantar o ensino graduado no país. Para Souza (2021), uma história dos grupos escolares ainda está por ser escrita, uma vez que, a implantação desse tipo de escola não ocorreu da mesma forma e ao mesmo tempo diante da diversidade social e cultural do país. Vidal (2006) acrescenta que ao compor a história dos grupos escolares, a combinação de diferentes fatores, singulariza as práticas e os processos pelos quais se definiram os percursos escolares. O aspecto regional como espaço de construção social compreende as relações sociais além do espaço físico. Desse modo, ao investigar como a escola graduada foi implantada em municípios da uma área do nosso estado tem indicado que estratégias e táticas foram necessárias, para: a) vencer adversidade dos aspectos físicos; b) superar o descaso, a falta de políticas e investimento do Estado; c) driblar as perseguições étnicas, o uso da língua em região de imigração (especialmente alemã), superar o enquistamento étnico; d) compreender como a cultura escolar instituída se aproxima e/ou distancia da escola moderna. O aporte teórico para análise documental da história dos grupos escolares tem sido a história cultural, a partir de Chartier (1990) e o fundo documental já possibilitou mapear na região do Vale dos Sinos dos 14 municípios que compõe a região, 8 municípios foram mapeados e das 84 instituições, 11 Grupos escolares já foram investigados, no recorte temporal (1909-1961). Como resultados do estudo, entendemos que a história dos grupos escolares, dos processos de institucionalização e das práticas de escolarização se evidenciam, pelo viés cultural, nos percursos iniciais e nos primeiros tempos de funcionamento da organização do ensino primário graduado, distanciando-se do formato das escolas (aulas isoladas), conforme Souza (2015) e dos Colégios Elementares, como enfatiza Grazziotin e Almeida (2016). Os grupos escolares são percebidos pelas relações humanas, aprendizagem do viver com o outro e diante das tentativas de projetar nos estudantes uma relação com o Estado, com um sentimento nacional e moderno de trabalho, de compreender a influência que as instituições e a passagem pela escola formal produziram culturalmente na sociedade daquele período.

Under the suspicion that the colonial management of the world, which has led large majorities to a subhuman situation, is linked to a metaphysics that interprets reality through categories such as substance, essence, eternity, principles and causes, which translates into ways of historicising reality dominated by the concepts of object-subject, cause-effect, calculation, manipulability, efficiency and universality, terms whose interpretative violence annihilates the possibility of dialogue, silences any argumentative interpellation, excludes the plurality of meanings of what exists and the diversity of worlds and knowledge (Blanco, 2019).This paper aims to analyse how this interpretation affects the way we historically understand our social and educational realities and how we can propose an alternative epistemic horizon.To this end, we will make use of the analytical and programmatic possibilities offered by the pensiero debole of the Italian philosopher Gianni Vattimo and, in particular, the potential offered by the openness of his nihilistic hermeneutics to recognise, from a historiographical perspective, the ontological, political and epistemological diversity that governs both collectivities and educational processes and institutions. Thus, this communication aims at an educational approach to Vattimo's (1986) nihilistic hermeneutics, whose hermeneutic project seeks to weaken colonial domination and the violence it re(produces), in order to promote a different way of thinking that is not based on stable and eternal principles or foundations. And thus to be able to propose epistemological foundations on which other decolonial ways of historicising education can be based (Schubring, 2021).Therefore, and following the aforementioned approach, an approach that aims to maintain a epistemic humility that allows each perspective some valid access to educational reality and to the different ways of historicising it (Suárez-Krabbe, 2017), this paper seeks to question the three types of coloniality that shape the colonial way of doing educational history today: The coloniality of power (a power that derives from neoliberal capitalism and sets the research agendas in historiographical matters), the coloniality of knowledge (which assumes that there are hierarchical differences between the modes of production and validation of historical-educational knowledge), and the coloniality of being (which produces both first- and second-class objects to be historicised and subaltern subjects of historians) (Castro-Gómez and Grosfoguel, 2007) (Castro-Gómez and Grosfoguel, 2007). All of this within academic coordinates that insist on the inescapable unity of history (Vattimo, 1989), taking for granted the timeless and structuring character of certain principles (God, the West, gender binary, nature, etc.) on which educational realities are based, and against whose claim and universal scope only submission, transmission and reproduction remain. Thus, the critical reading of these three types of colonialities should allow us to outline, in an introductory and propositional way, some orientations that could facilitate, in the near future, historical-educational approaches more conducive to decoloniality, based on the nihilistic Vattimanian hermeneutics.

Bajo la sospecha de que la gestión colonial del mundo, que ha llevado a grandes mayorías a una situación subhumana, está vinculada a una metafísica que interpreta la realidad mediante categorías como son las de substancia, esencia, eternidad, principios y causas, lo que se traduce en modos de historiar la realidad dominados por los términos objeto-sujeto, causa-efecto, cálculo, manipulabilidad, eficiencia y universalidad, términos cuya violencia interpretativa aniquila la posibilidad del diálogo, acalla cualquier interpelación argumentativa, excluye la pluralidad de sentidos de lo existente, y la diversidad de los mundos y los saberes (Blanco, 2019), en esta comunicación se pretende analizar cómo esta interpretación afecta la manera en que entendemos históricamente nuestras realidades sociales y educativas y de qué modo podemos plantear en un horizonte epistémico alternativo. Para ello, nos valdremos de las posibilidades tanto analíticas como programáticas que ofrece el pensiero debole del filósofo italiano Gianni Vattimo y, más específicamente, de la potencialidad que la apertura de su hermenéutica nihilista alberga para reconocer, desde una perspectiva historiográfica, la diversidad ontológica, política y epistemológica que gobierna tanto las colectividades como los procesos y las instituciones educativas. Así, esta comunicación pretende un acercamiento en clave educativa a la hermenéutica nihilista de Vattimo (1986), cuyo proyecto hermenéutico busca debilitar el dominio colonial y la violencia que este re(produce) con el propósito de fomentar un modo de pensar diferente que no se base en principios o fundamentos estables y eternos. Y poder así proponer unas bases epistemológicas sobre las que sustentar otros modos decoloniales de historiar la educación (Schubring, 2021). De esta manera, y tras el acercamiento mencionado, acercamiento que pretende sostener una humildad epistémica que conceda a toda perspectiva algún acceso válido a la realidad educativa y a los diversos modos de historiarla (Suárez-Krabbe, 2017), en esta comunicación se busca cuestionar los tres tipos de colonialidad que configuran el modo habitual de hacer historia de la educación hoy: la colonialdad del poder (un poder que proviene del capitalismo neoliberal y que establece las agendas investigacionales en materia historiográfica), la colonialidad del saber (que asume que hay diferencias jerárquicas entre los modos de producción y validación de los saberes histórico-educativos) y la colonialdad del ser (que produce tanto objetos a historiar de primera y de segunda clase como sujetos historiadores subalternos) (Castro-Gómez y Grosfoguel, 2007). Todo ello bajo unas coordenadas académicas que insisten en el ineludible sentido unitario de la Historia (Vattimo, 1989) y que al hacerlo dan por supuesto el carácter atemporal y estructurante de unos principios (Dios, occidente, género binario, naturaleza, etc.) sobre los que las realidades educativas se sostienen y frente a la pretensión y al alcance universal de los cuales sólo queda la sumisión, la transmisión y la reproducción. Así pues, la lectura crítica de éstos tres tipos de colonialidades ha de permitir esbozar, de un modo introductorio y propositivo, algunas orientaciones que podrían facilitar, en un horizonte cercano, los enfoques histórico-educativos más propicios para la decolonialidad a partir de la hermenéutica nihilista vattimaniana.

Past research on the Gary Plan and the city of Gary, Indiana, led me from a rather classic to an ecological approach to educational history. As I “burrowed” more and more into the case, descended deeper and deeper, let go of what I thought I knew and opened myself to the unknown (cf. Crone et al. 2022: 9), I widened my view and, as it turned out, lost myself more and more in a multitude of angles and perspectives. Ultimately, a reflection on the collected literature opened a discussion, which offered impulses for research across disciplinary borders (Van Gorp 2019). In this paper, I’ll finish my travelogue by no longer resisting closure and returning to the starting point of the journey, my home in educational history (cf. Van Gorp & Herman 2022). The crux in closing the journey (present), however, is to understand closure as “liminality”, as the hinge between “plotted instability” (the past) and “the ongoing” (future) (Levine 2022: 250, 254). By identifying Gary’s debris as “ruins of empire” (Stoler 2008: 200), hence (re)connecting the Gary case to colonial history and a decolonizing stance, I emphasize not merely “the educational”, but also the social, the racial, the political, and the economic in Gary’s past and present ‘‘educational situation’’ (cf. Seaman & Quay 2015: 242). Exploring Gary’s fluctuating urban realm, this paper discusses the connections between race and education by moving along and across the liminalities, boundaries, borders, edges, margins, wastelands, interfaces… that structure inequality. I consider what I intend to do as a radical practice, defining “doing” educational history as a form of fieldwork, which is a term and a practice that is shaped to reflect diverse ways of “working across, in between and outside of disciplinary bounds.” This approach is “grounded in the field” (of educational history) as an “open situation”. “The radical” in this regard refers to a practice that doesn’t “quite fit into discrete disciplines”, but which “borrow(s) from many and, in doing so, radically alter(s) the potential for (educational history as a) practice” (Crone et al. 2022: 8, 12). Inspired by Walter Benjamin’s Arcades Project, I forced myself into the guise of “ragpicker” (cf. Sontag 1979: 79). Like Benjamin, I started to organise my “collectibles”, hundreds of pages of notes, quotations, comments and reflections as “convolutes,” an assemblage of text materials that belong together. A montage thus obtained is like a patchwork, playing with distances, transitions, intersections, perpetually shifting contexts and ironic juxtapositions (Eiland & McLaughlin 2002: ix, xi), which brings “the past into tension-filled constellation with the present moment” (Pred 1995: 24). By doing so, this papers witnesses “a happiness in creation that is not without its own pain and struggle, a sensation that feels sometimes buoyant and sometimes earthbound, sometimes like lighting fires in snow, sometimes like tying knots in which you have been bound” (Rich 1994: 49).

How can the historiography of educational ecologies (HEC) – an interdisciplinary approach that ambitions to entangle an intertwined timespan of present and past, and is concerned with spatial relations, within a collaborative, artistic, cartographical, and narrative approach (HEC, 2022) – account for a de-colonisation of knowledge-power relations in the processes of the history of education research? The pianist, composer and music teacher José Vianna da Motta’s life and work has earlier been presented as having privileged outset conditions to stand as a HEC case study (Author, date): the gaps to rebound the complex web of educational resources split between Lisbon and Berlin; the demands of multiperspectivism – touching on Education, Musicology, Arts Education, Sociology and Literature; the challenges on cartographic and narrative methods; as much as invitations towards participatory and arts-based research processes. But what does Vianna da Motta (VM) as a case study have to do with everything else? (Van Gorp et al., 2022). By everything else I would like to explore in VM’s historiography (e.g., Branco, 1987; Caseirão, 2020) and published sources how is the relationship between the Pianist’s African routes accounting for the ecologies of existence. VM was born in the African island of São Tome, son the marriage between the local noble Ignez Vianna to the Portuguese Pharmacist José António da Motta (1882-1911). The family came to Lisbon when it’s leader could no longer bear the tropical diseases and was based for a couple of years in Colares, near Sintra, where the German born King of Portugal, Ferdinand von Sachsen-Coburg-Koháry lived with his wife, the opera singer Countess of Edla. The royal couple favoured their neighbours’ child José as prodigy and gave them permanent support that enabled VM to live and study alone in Germany (1882-1914) (Branco, 1987; Author, date). Eventually he was considered among Xaver Scharwenka’s, Liszt’s and von Bülow’s best students and one of the most sought after and well-paid teachers (Caseirão, 2020). In order to do this, he was both privileged by the education in the centre of Europe and consequently by the adoption of a central-musical ethos balanced by the capitalisation of his peripherical routes (Vargas, 2011) – as a Portuguese, but never as an African. After more than 10 years in Berlin VM comes for a long stay of almost two years in Lisbon, where he gave 22 concerts, and only travelled in tournée to France for a couple of times. The only glimpse of his African routes is stated in an image published in a Lisbon’s’ newspaper in may 1893 (Camacho, 1893). Apparently, it worked as a way to belittle his tremendous success in all the concerts he gave and told in detail to his ‘Mütterchen’ Margarethe Lemke, a sort of affective adoptive mother (Motta, 2018), and contrasts with the well-known photography as with the Santiago insignia taken in october 1893. What does this contrast account for in terms of the ecologies of existence besides my double gesture of returning VM to his African routes?

Since the 1970s, sociocultural historiography has brought innovations to the history of education by expanding sources, methods, and approaches, diversifying the objects of study, formulating questions about legislation, examining educational programs and institutions, and broadening the notion of intellectuals to identify individuals involved with education and constituting school cultures that are expressed in their languages, practices, and knowledge. In the early 21st century, the State University of Bahia (UNEB) also undergoes a process of renewal. Prompted by social movements of civil society and by teachers, staff, and students, it opens up to a process of democratization, incorporating proponents of new utopias, such as living with diversity, recognizing the plurality of identities, and fostering solidarity among peoples and individuals from all nations (Nascimento, 2009). Among the policies adopted in this context is the implementation of the institution's first stricto sensu Graduate Program in Education and Contemporaneity (PPGEduc), which aims to train professionals to intervene in educational realities marked by poverty, social inequality, and regional imbalances. This communication intends to present the trajectory of the Research Group on Education, History, Cultures, and Languages (GEHCEL), created in 2010 and linked to the Research Line on Civilizing Processes: Education, Memory, and Cultural Plurality of PPGEduc/UNEB. This group houses educators and historians who, in their research, incorporate innovations both in the historiography of education and in the perspective of academic production committed to new utopias, thematizing the institutions, cultures, and educational practices carried out by individuals who have experienced relationships and disputes in the daily life of educational institutions and society. It seeks, thus, to give visibility to the multiplicity and diversity of individuals who have acted/act in the production and transmission of knowledge, wisdom, and values in various educational processes. In this communication, there will be an assessment of the theses, dissertations, and monographs produced by the group which, through dialogue with theoretical and methodological references from sociocultural history and the history of education (Thompson, 1987; Williams,1990; Hall, 2005; Le Goff, 1990; Chartier, 1990; Certeau 2011, 2012; Darnton, 1986; Guinzburg, 2006; Bakhtin, 2013; Burke, 2006; Elias, 1993; Alves, 2019; Magalhães, 2004; Julia, 2001; Paulilo, 2019; Vidal e Faria Filho, 2005; Veiga, 2019, 2022; Galvão e Melo, 2019; Lopes e Galvão, 2005; Gatti Junior, 2007), interrogate sources related to educational institutions and to non-formal educational practices, such as curricula, laws, regulations, ordinances, enrollment records, education reports, teaching materials, educational prints, publications in newspapers, magazines and periodicals, oral traditions, cordel pamphlets, iconographies, among others. In this way, GEHCEL has contributed to the renewal of the history of Brazilian education through the production of oral sources, the identification of unpublished sources and collections, the verticalization of regional and original themes, and the insertion of characters and evidence of social movements in defense of education that are little known by regional and national educational historiography.

A partir da década de 1970, a historiografia sociocultural trouxe renovações para a história da educação através da ampliação de fontes, métodos e abordagens, diversificando os objetos de estudo, formulando questões sobre a legislação, examinando programas e instituições educacionais, ampliando a noção de intelectuais para identificar sujeitos/as/es implicados com a educação e constituidores de culturas escolares que se expressam em suas linguagens, práticas e saberes. No começo do século XXI, a Universidade do Estado da Bahia (UNEB) também passa por um processo de renovação. Provocada por movimentos sociais da sociedade civil e dos professores, funcionários e estudantes, ela se abre para um processo de democratização, incorporando defensores de novas utopias, tais como a convivência com os diferentes, o reconhecimento da pluralidade de identidades e o desenvolvimento da solidariedade entre os povos e indivíduos de todas as nações (Nascimento, 2009). Dentre as políticas adotadas nesse contexto, está a implantação do primeiro Programa de Pós-Graduação stricto sensu da instituição em Educação e Contemporaneidade (PPGEduc), que tem por objetivo formar profissionais para intervir em realidades educacionais marcadas pela pobreza, pela desigualdade social e pelos desequilíbrios regionais. A presente comunicação pretende apresentar a trajetória do Grupo de Pesquisa Educação, História, Culturas e Linguagens – GEHCEL, criado em 2010 vinculado à Linha Processos Civilizatórios: Educação, Memória e Pluralidade Cultural do PPGEduc/UNEB. Tal grupo abriga pedagogos e historiadores que, em suas pesquisas, incorporam renovações tanto da historiografia da educação, quanto da perspectiva de produção acadêmica comprometida com novas utopias, tematizando as instituições, culturas e práticas educativas realizadas por sujeitos que experienciaram relações e disputas no cotidiano das instituições educacionais e na sociedade. Busca, assim, dar visibilidade à multiplicidade e diversidade dos sujeitos que atuaram/atuam na produção e transmissão de conhecimentos, saberes e valores nos diversos processos educativos. Nesta comunicação far-se-á um balanço das teses, dissertações e monografias produzidas pelo grupo que, a partir do diálogo com referenciais teórico-metodológicos da história sociocultural e da história da educação (Thompson, 1987; Williams,1990; Hall, 2005; Le Goff, 1990; Chartier, 1990; Certeau 2011, 2012; Darnton, 1986; Guinzburg, 2006; Bakhtin, 2013; Burke, 2006; Elias, 1993; Alves, 2019; Magalhães, 2004; Julia, 2001; Paulilo, 2019; Vidal e Faria Filho, 2005; Veiga, 2019, 2022; Galvão e Melo, 2019; Lopes e Galvão, 2005; Gatti Junior, 2007), interrogam fontes relacionadas às instituições educacionais e às práticas educativas não-formais, como currículos, leis, regulamentos, portarias, livros de matrícula, relatórios de educação, materiais de ensino, impressos didáticos, publicações em jornais, revistas e periódicos, tradições orais, folhetos de cordel, iconografias, dentre outras. Dessa forma, o CEHCEL tem contribuído com a renovação da história da educação brasileira na produção de fontes orais, na identificação de fontes e acervos inéditos, na verticalização de temáticas regionais e originais, na inserção de personagens e evidência de movimentos sociais em defesa da educação pouco conhecidos pela historiografia educacional regional e nacional.

The history of education emerged as a subject in teaching training curricula, composing the corpus of knowledge and values necessary for professional practice in national systems. In the pedagogy courses that appeared in European universities in the 19th century, pedagogy and philosophy were associated, as well as philosophy and history. This association indicates the expectation that a philosophical meaning could be extracted from the past to guide teachers' pedagogical and moral choices. The history of education was a far-reaching overview based on the chain of ideas and events that accompanied the passage of civilization from primitive groups to industrial civilizations. Heir to the Enlightenment, this conception enshrined Antiquity as the cradle of civilization, where the origins were found not only in philosophical-pedagogical conceptions but also in contemporary forms of school and education systems.

In the Brazilian tradition, the linear, evolutionary, and Eurocentric notion and the Ciceronian character of history left deep and long-lasting marks. From the training manuals for normalists (c. 1930-1940) until, at least, the teaching programs of the 1970s-1980s, the history of education sought in ancient times the antecedents of the school and the curriculum, the modes of transmission of knowledge organized and written codes, pedagogical philosophies and utopias. In a chapter in the collection Structure and Functioning of Primary and Secondary Education, Ruy Afonso Nunes, professor at the Faculty of Education of the University of São Paulo, sought the origins of the "middle school" in "Greece." He justified that because the classical Greeks had developed the "Western conception of personality formation, which encompasses the directed development of man's physical and spiritual potential". To a student on the Pedagogy Course, Nunes reportedly said: "Knowing the history of the University and Education is fundamental to evaluate this institution and our teaching practice better." Both assertions express pillars of the History of Education programs at the University of São Paulo, in the transition from the Department of Education of the Faculty of Philosophy, Sciences, and Letters to the Faculty of Education: the "grand narrative" that links Greco-Roman Antiquity to Western Middle Ages, the Renaissance and the Enlightenment, and history as the "teacher of life."

In light of the criticisms of Peter Burke, Edward Said, Immanuel Wallerstein, and Jack Goody regarding the "grand narratives" and the "canons" of classic cultural histories, we examine elements of the intellectual production, teaching programs, and teaching of the first generation of teachers from the Faculty of Education of the University of São Paulo (1969). We conclude that this generation bequeathed to university teaching in the history of education the characteristic elements of the old disciplinary tradition: complementarity with the history of philosophy, the search for "origins" and "lessons" of history and Eurocentrism, which, assuming the contemporary forms of pedagogy and school as legacies of the classical Greeks and European Christians, did not grant space to non-European societies, nor did it attribute value to transfers or miscegenation.

A história da educação surgiu como matéria nos currículos de formação do magistério, compondo o corpus de conhecimentos e valores necessários para o exercício profissional nos sistemas nacionais. Nas cadeiras de Pedagogia que, no século 19, surgiam em universidades europeias, pedagogia e filosofia estavam associadas, assim como filosofia e história. Isso indicava a expectativa de que se pudesse extrair do passado um sentido filosófico a orientar as escolhas pedagógicas e morais dos professores. A história da educação era uma panorâmica de longo alcance, fundada no encadeamento de ideias e acontecimentos que acompanharam o passo da civilização dos agrupamentos primitivos à civilização industrial. Herdeira do iluminismo, essa concepção consagrava a Antiguidade como o berço da civilização, em que se encontravam as origens, não só das concepções filosófico-pedagógicas, como das formas contemporâneas da escola e dos sistemas de ensino.

Na tradição brasileira a noção linear, evolutiva e eurocêntrica, assim como o caráter ciceroniano da história deixaram profundas e longevas marcas. Dos manuais de formação de normalistas (c. 1930-1940) até, pelo menos, os programas de ensino dos anos 1970-1980, a história da educação buscava nos tempos remotos os antecedentes da escola e do currículo, os modos de transmissão dos saberes organizados e dos códigos escritos, as filosofias e utopias pedagógicas. Em capítulo da coletânea Estrutura e Funcionamento do Ensino de 1º e 2º graus, Ruy Afonso Nunes, professor da Faculdade de Educação da Universidade de São Paulo, buscou na “Grécia” as origens da “escola média”. Sua escolha se justificava pelo fato de os gregos clássicos terem elaborado a “concepção ocidental da formação da personalidade, que abrange o desenvolvimento dirigido das potencialidades físicas e espirituais do homem”. A um aluno no Curso de Pedagogia, Nunes teria dito: “Conhecer a história da Universidade e da Educação é fundamental para melhor avaliar essa instituição e a nossa própria prática do ensino”. Ambas as assertivas expressam pilares dos programas de História da Educação na Universidade de São Paulo, na transição do Departamento de Educação da Faculdade de Filosofia, Ciências e Letras para a Faculdade de Educação: a “grande narrativa” que enlaça a Antiguidade greco-romana à Idade Média Ocidental, ao Renascimento e ao Iluminismo, e a história como “mestra da vida”.

À luz das críticas de Peter Burke, Edward Said, Immanuel Wallerstein e Jack Goody às “grandes narrativas” e aos “cânones” das clássicas histórias da cultura, examinamos elementos da produção intelectual, dos programas de ensino e do magistério da primeira geração de docentes da Faculdade de Educação da Universidade de São Paulo (1969). Conclui-se que essa geração legou ao ensino universitário de história da educação os elementos característicos da antiga tradição disciplinar: a complementaridade com a história da filosofia, a busca de “origens” e “lições” da história e o eurocentrismo, que, assumindo as formas contemporâneas da pedagogia e da escola como heranças dos gregos clássicos e dos cristãos europeus, não concedeu espaço às sociedades não-europeias, tampouco atribuiu valor a transferências ou mestiçagens.

This panel is dedicated to examining collections, sources and materials in an attempt to discuss the production of the history of education, with an emphasis on methods, printed matter, teaching and student practices. The reflections cover both the history of early childhood, primary and secondary education in Brazil, supported by a diverse and relevant empirical set, such as: admission exam minute books, yearbooks, Physical Education sheets, enrollment books, student newspapers, yearbooks, booklets, guides for teachers, planning notebooks, records in the book of life, school newspaper, interschool correspondence, collective texts in the Logbook, reports from teachers and inspectors, newspapers and photographs. The research presented here is anchored and problematizes the potential of institutional and public collections, such as the Center for Education and Memory of Atheneu Sergipense (Cemas), the Center for Documentation and Information in Education of the Faculty of Education at the University of Brasília (CEDOC /FE/UnB), the Hisales Memory and Research Center of the Federal University of Pelotas (UFPEL) and the Department of Public Archives of Paraná. In terms of temporality, the investigations range from the beginning of the 20th century, through the forties, sixties and eighties of the same century and extends to the present period, in the two thousandth. As for theoretical debates, the studies establish dialogues with the perspective of cultural history, highlighting Certeau, Chartier, Ginzburg, as well as the history of the present time, Rousso.

The nineteenth century was the period of the construction of nation-states. Education played a pivotal role in this process. However, at mid-century, when nationalism had not yet begun to hate and the movements for peace and free trade were in full swing, activists proposed initiatives that transcended the nationalisation of societies. In particular, the France of the Second Empire, in coordination with the British, tried to place itself at the centre of European politics. While steamships and railways made travel easier then ever before, the 1860 Franco-British free trade treaty liberalised the economy. These developments also had an educational equivalent. A largely overlooked episode in the history of secondary education, this presentation elucidates the invention of international schooling in the mid-nineteenth century. French and British experts made plans to create an international stock company with branches in the major European countries. Paris, London, Rome/Florence and Munich/Bonn were initially figured out as locations. Students would circulate every year from one country to another, so as to learn the respective languages in a seemingly natural way. The world exhibition of 1862 saw the climax of debates on international schools when leading statesmen, intellectuals, entrepreneurs and educators from both sides of the Channel supported the project. In its aftermath, institutions that more or less corresponded to the initial plans were set up in the suburbs of Paris and London as well as in Bonn. When the geopolitical situation changed drastically around 1870, enthusiasm for international schooling declined. The institutions were closed and fell into oblivion. The presentation is based on contemporary primary sources, including monographs, brochures, articles in periodicals as well as selected documents from the French national archives. It investigates the expert networks, ideological underpinnings and political embeddedness of the international education projects on the backdrop of mid-nineteenth-century internationalism, foreign language pedagogies and reform debates on secondary education.

O século XIX foi o período da construção dos Estados-nação. A educação desempenhou um papel fundamental neste processo. Em meados do século, quando o nacionalismo ainda não tinha começado a odiar e os movimentos pela paz e pelo livre comércio estavam em pleno andamento, vimos em Europa iniciativas que transcendiam a nacionalização das sociedades. Em particular, a França de Napoleão III, em coordenação com a Grã-Bretanha, tentou colocar-se no centro da política europeia. O tratado de livre comércio franco-britânico de 1860 liberalizou a economia. Esses desenvolvimentos também tiveram um equivalente educacional. Um episódio esquecido na história do ensino secundário, esto trabalho aborda a invenção do ensino internacional em meados do século XIX. Educadores educativos franceses e britânicos planejaram criar uma sociedade anônima internacional que criasse escolas nos principais países europeus. Paris, Londres, Roma/Florença e Munique/Bona foram inicialmente pensadas como locações. Os alunos circulassem todos os anos de um país para outro, de modo a aprenderem as respetivas línguas de uma forma mutua e natural. A exposição universal de 1862 assistiu ao clímax dos debates sobre as escolas internacionais. Funcionários, intelectuais, empresários e educadores de ambos os lados do Canal da Mancha apoiaram o projeto. Depois desta exposição, foram criadas instituições que mais ou menos correspondiam aos planos iniciais nos subúrbios de Paris e Londres e perto de Bona. Quando a situação geopolítica mudou drasticamente por volta de 1870, o entusiasmo pelo ensino internacional diminuiu. As instituições foram fechadas e caíram no esquecimento. O trabalho baseia-se em fontes primárias contemporâneas, incluindo monografias, brochuras, artigos em periódicos, e uns documentos selecionados dos arquivos nacionais franceses. Investiga as redes de especialistas, os fundamentos ideológicos e a inserção política dos projetos de educação internacional no contexto do internacionalismo de meados do século XIX, das pedagogias das línguas estrangeiras e dos debates sobre a reforma do ensino secundário.

Portuguese secondary education was created by Passos Manuel in 1836, with the 22 planned lyceums becoming operational by 1853. Attendance at lyceums was predominantly male during its early decades of operation, although nothing in the legislation prohibited young women from attending as students. Only in the 1890s, primarily starting with the Jaime Moniz Reform, did a steady influx of female enrollments begin, leading, with various hesitations in percentage growth, to them becoming the majority in some of the mixed-gender lyceums by the mid-20th century. Drawing from deep research conducted in the enrollment books of the three Minho lyceums, whose series are presented practically without gaps, as well as in electoral registration notebooks and fiscal documents, in addition to using local informants, this work is grounded in long-term analysis - from 1895 to 1947. That is, between the Jaime Moniz Secondary Education Reform and that of Pires de Lima, spanning much of the last two decades of the Constitutional Monarchy, the entire First Republic, and the first phase of the Estado Novo. It was possible to ascertain the profession of just over 90% of the parents of the students attending the lyceums in question, who were natives and/or residents of the 23 municipalities that then composed Minho. This allows understanding the socioeconomic distribution of those who sought secondary education for their sons and daughters, as well as its evolution over the approximately 50 years under analysis. Regarding adult-aged female students, the percentage of profession identification was, for the entire period, around 60% out of a total universe of 1951, contrasting with approximately 80% for male students, but justified by their underrepresentation in electoral registers, an essential source for knowing their profession in adulthood. Throughout the presentation, it will be demonstrated that the majority of these students were daughters of individuals belonging to various strata of the Minho bourgeoisie, particularly those linked to commercial or industrial property, work in the Civil Service, with particular emphasis on teachers, or in the service sectors, as well as in the Armed Forces or Security, predominantly born in cities and towns. Their background was more elitist than that of their male counterparts, and unlike them, rural areas were underrepresented among them. Their professional profile, after completing their studies and reaching adulthood, evolved over the period in question, initially emphasizing domestic workers and later teachers and public servants. This professional range was quite different from that assumed by their male peers, as could only be expected in a country where socioeconomic elites predominantly shifted from conservatism to adherence to fascist ideology, and where women were relegated, under the guise of the importance of motherhood and returning to the home, to a place of eternal minority.

O Ensino Liceal português foi criado por Passos Manuel em 1836, tendo os 22 liceus previstos entrado em funcionamento até 1853. A frequência dos liceus foi, durante as suas primeiras décadas de funcionamento, praticamente só masculina, embora nada na legislação proibísse que as jovens franqueassem, enquanto alunas, as suas portas. Apenas na década de 1890, essencialmente a partir da Reforma Jaime Moniz, se iniciou um fluxo constante de matrículas de jovens do sexo feminino que, com várias hesitações no crescimento percentual, conduziu a que, em meados do século XX, elas se tornassem maioritárias em alguns dos então liceus mistos. Partindo de uma profunda pesquisa realizada nos livros de matrícula dos três liceus do Minho, cujas séries se apresentam praticamente sem lacunas, bem como nos cadernos de recenseamento eleitoral e em documentos fiscais, para além do recurso a informantes locais, apresenta-se aqui um trabalho que se firma na longa duração - de 1895 a 1947. Ou seja, entre a Reforma do Ensino Liceal de Jaime Moniz e a de Pires de Lima e compreendendo boa parte das duas últimas décadas da Monarquia Constitucional, toda a Primeira República, e a a primeira fase do Estado Novo. Foi possível apurar a profissão de um pouco mais de 90% dos pais das alunas e dos alunos dos liceus em causa, naturais e/ou residentes nos 23 concelhos que, então, compunham o Minho. Tal possibilita conhecer a distribuição socioeconómica daqueles que procuraram o Ensino Liceal para os seus filhos e filhas, bem como a sua evolução ao longo dos cerca de 50 anos em análise. Quanto às alunas na idade adulta, a percentagem de identificação da profissão foi, para a totalidade do período, de cerca de 60% num universo total de 1951, o que contrasta com os aproximadamente 80% relativamente aos alunos, mas justificado pela sua subrepresentação nos cadernos eleitorais, fonte essencial para se saber a sua profissão na idade adulta. Ao longo da comunicação será demonstrado que a generalidade destas estudantes era composta por filhas de indivíduos pertencentes aos vários estratos da burguesia minhota, muito particularmente a ligada à propriedade comercial ou industrial, ao trabalho na Função Pública, com particular destaque para os professores, ou nos setores de serviços, bem como nas Forças Armadas, ou de Segurança, tendo elas nascido dominantemente nas cidades e vilas. A sua proveniência era mais elitista que a dos seus colegas e, ao contrário destes, entre elas o mundo rural estava subrepresentado. O seu perfil profissional, terminados os estudos e chegadas à idade adulta, foi evoluíndo ao longo do período em equação, salientando-se primeiro as domésticas e, depois, as professoras e as funcionárias públicas. Este leque profissional foi bem diferente do assumido pelos seus colegas de liceu, não podendo ter sido de outra forma num País onde as elites socioeconómicas passaram dominantemente do conservadorismo à adesão à ideologia fascista e em que para a mulher estava reservado, sob a capa da relevância da maternidade e do regresso ao lar, um lugar de eterna menoridade.

School education in the 21st century has been directly influenced by the debates promoted by the application of the PISA large-scale assessment under the organization of the OECD, impacting educational reforms in several countries. There is a broad political mobilization for curricular reforms, going beyond national borders, with the aim of controlling and/or producing concepts for the selection of what and how to teach in educational systems. This international dynamic has not gone unnoticed by researchers in the History of Education. Contemporaneously, such glocal dynamics open research fronts, which has been called transnational research in the History of Education (NÓVOA, 2001; VERA & FUCHS, 2021; FERRAZ-LORENZO & MACHADO-TRUJILLO, 2020), a perspective that this proposal establishes points of connection. Dialoguing with the research themes problematized by these reflections, our objective with this communication is to present results of research developed together with the Interdisciplinary Postgraduate Program in Human Sciences of the Federal University of Fronteira Sul and the Postgraduate Program in Education from the State University of Campinas, in which they highlighted the reverberations of transnational debates in educational reforms and the education system in Brazil after the Second World War, with special attention to the definition of concepts and methodological strategies for teaching History and Geography. From a theoretical and methodological point of view, we consider the contributions of Goodson (2013) and Popkewitz (1997) important for thinking about curricular and educational reforms, and the reflections of Pesavento (2004) on the concept of sensibilities. In the Brazilian education system, the impact of the actions and debates promoted by UNESCO is noticeable, with a view to building a culture of peace. Therefore, the selection of objects of knowledge that would enable the study of others was considered important as a teaching strategy. , listing school content related to the local, regional, national, global. And, finally, the valorization of active methodologies, so that the student acquires intellectual autonomy to position themselves in the world and its problems, valuing life and cooperation between nations.

A educação escolar no século XXI tem recebido influência direta dos debates promovidos pela aplicação da avaliação em laga escala PISA sob a organização da OCDE, impactando em reformas educacionais em vários países. Há uma ampla mobilização política para reformas curriculares, ultrapassando as fronteiras nacionais, tendo como objetivo controlar e/ou produzir conceitos para a seleção do que e como ensinar nos sistemas educativos. Essa dinâmica internacional não tem passado despercebido pelos pesquisadores da História da Educação. Contemporaneamente, tal dinâmica glocal aberto frentes de pesquisa, ao que tem sido denominado pesquisa transnacional da História da Educação (NÓVOA, 2001; VERA & FUCHS, 2021; FERRAZ-LORENZO & MACHADO-TRUJILLO, 2020), perspectiva que a presente proposta estabelece pontos de conexão. Dialogando com as temáticas de pesquisa problematizadas por essas reflexões, temos como objetivo com a presente comunicação, apresentar resultados de pesquisas desenvolvidas junto ao Programa de Pós-Graduação Interdisciplinar em Ciências Humanas da Universidade Federal da Fronteira Sul e ao Programa de Pós-Graduação em Educação da Universidade Estadual de Campinas, em que colocaram na mirada dos pesquisadores as reverberações dos debates transnacionais em reformas educacionais e no sistema de ensino no Brasil após a Segunda Guerra Mundial, com especial atenção para a definição de conceitos e estratégias metodológicas para o ensino da História e da Geografia. Do ponto de vista teórico e metodológico, consideramos importante as contribuições de Goodson (2013) e Popkewitz (1997) para pensarmos as reformas curriculares e educacionais, e as reflexões de Pesavento (2004) sobre o conceito de sensibilidades. No sistema de ensino brasileiro, é perceptível o impacto das ações e debates promovidos pela UNESCO, na perspectiva de construção de uma cultura de paz, para tanto foi considerado importante como estratégia de ensino a seleção de objetos de conhecimento em que possibilitasse o estudo do outro, elencando conteúdos escolares relativos ao local, regional, nacional, global. E, por fim, a valorização das metodologias ativas, a fim de que o estudante adquirisse autonomia intelectual para se posicionar diante do mundo e de seus problemas, valorizando a vida e a cooperação entre as nações.

There is an alluring and haunting desire of modernity of science as the elixir for enabling the good life of a just and equitable society. The enduring hope is that research - its rules, standards, and distinctions – can describe and change social conditions for the better collective and individual life. The desires entangled in the social sciences embody practices in making the kinds of people that anticipate that “better life” as the good citizen, parent, or worker. The desire of activating the good life and people haunts the 19^th century emergence of the social and educational sciences and their inscriptions in American Progressive schools of the early 20^th century. The sciences carried philosophical ideals of the potentialities of children in the curriculum and learning psychologies ordering the conduct of children. The paper explores this allure of science in three icons of the sciences relates to the formation of pedagogy in the American common school: G. Stanley Hall’s Child Studies, Edward L. Thorndike’s Connectionist psychology, and John Dewey’s anthropological psychology. Four themes organize the analysis:It explores how these sciences perform as a social actor. They epistemes or ‘styles of reasoning” that generate patterns of recognition and expectations of experiences. The calculative practices of science in the school curriculum are explored as anticipatory practices about the potentialities of kinds of people that are elided in a non-polemic language such as “intelligent action”, creativity, curiosity, “needs”, and motivation. Second, the sciences “act” as desires inscribed in the cognitive structuring as the will-to-know. Third, the sciences were comparative. While all science is comparative, the comparative reasoning of the social and psychological sciences were double gestures; gestures of hope of activating the potentialities-to-be of the child that imagines the good life. And simultaneous in gestures of hope were gestures to the potentialities-not-to-be, those qualities affectively directly to the dangers and dangerous populations threatening that hope. Fourth, patterns of recognition and expectations of the sciences travels and settles in schooling as a space of action. The knowledge that travels into the school is thought of as an external knowledge that travels into the internal qualities of the school to activate the “good” social and individual life, what I call indigenous foreigners. The reading of the sciences in school, however, is never a sole act. Science enters the school at the interstices of multiple ideas, traditions, historical and cultural traditions, what I explore as traveling libraries. The “libraries” are affectively attached and mobilized as a system of reason in registers of children’s learning and the expertise of the teacher.

Chile, as soon as it gained independence from Spain in 1810, set itself the task of consolidating the republic and, along with it, building and expanding its own public education system. As it was not an easy task to quickly gain independence from Spain, the young State, on the one hand, had no alternative but to force the Catholic Church to cooperate in this task and, on the other hand, concentrated its efforts on creating new educational institutions with the objective of having an educational system in a relatively short period of time. With this objective in mind, the government imported countless foreign pedagogical ideas and practices to guide and govern the education system, mainly English and French (1813); even from Latin America with Andrés Bello (1842) and Sarmiento (1842). However, Germany became, years later, the dominant reference country for a long time (1883-1910), when it came to undertake substantive reforms to the education system. Despite the efforts of the State, the results of educational policy were not very encouraging at the turn of the 20th century: more than 50% of the population was illiterate; children dropped out of school early; the State lacked the legal means for children to attend school; there were very few well-trained teachers; there were two public systems that did not cooperate with each other: primary schools for poor children and high schools and lyceums for the better-off children. An important part of society and the teaching profession associated the educational problem with the excessive ‘foreignization” of the education system. The solution to this problem was the ‘nationalization” of education, that is, the decolonization of the educational system from foreign educational influence -especially German- and to have a law of compulsory primary education as soon as possible. The motto was: American education for the American child (Labarca, 1939). In view of this purpose, the United States was considered an example for the solution of the country’s educational and economic problems. It is in this context that the Chilean government decided to send four teachers to the United States in 1905 to study and improve their systems of primary education and teacher training, among other subjects. Therefore, the aim of this paper is to present in an analytical and comparative way the relationship between the central pedagogical ideas and practices, contained in the 13 memoirs of the travel commission, rescued from the Revista de Instrucción Primaria (1907-1909), and the educational ideas and practices contained in the Ley de Educación Primaria Obligatoria (LEPO). This relationship, by the way, alludes to a pedagogical and epistemic turn in primary education, which can be understood -this is the central thesis -as a relatively successful attempt of late decolonization of the primary education subsystem in Chile. Finally, we want to discuss whether, being a decolonization with ideas lending and borrowed from the United States, it necessarily leads to a new cultural dependence or, in other words, to a kind of internal colonization of primary education in Chile.

Chile, apenas independizado de España en 1810, se dio a la tarea de consolidar la república y, junto con ello, construir y expandir un sistema público de enseñanza propio. Como no era una tarea fácil independizarse rápidamente de España, el joven Estado, por una parte, no tuvo otra alternativa que obligar a la Iglesia Católica a cooperar en esta tarea y, por otra parte, concentró sus esfuerzos en crear nuevas instituciones educativas con el objetivo de contar con un sistema de enseñanza en un plazo relativamente corto. Con este objetivo, el Gobierno importó un sinnúmero de ideas y prácticas pedagógicas extranjeras que permitieran orientar y gobernar el sistema de enseñanza, principalmente inglesas y francesas (1813); incluso de América Latina con Andrés Bello (1842) y Sarmiento (1842). Sin embargo, Alemania se convirtió años más tarde, en el país de referencia dominante por largo tiempo (1883-1910), a la hora de emprender reformas sustantivas al sistema de enseñanza. No obstante los esfuerzos del Estado, los resultados de la política educativa no eran muy alentadores a la llegada del siglo XX: más del 50% de la población era analfabeta; los niños abandonaban tempranamente la escuela; el Estado carecía de los medios legales para que los niños asistieran a la escuela; habían muy pocos profesores bien formados; habían dos sistemas públicos que no cooperaban entre sí: escuelas primarias para niños pobres y las preparatorias y liceos para los niños de más recursos. Una parte importante de la sociedad y del magisterio asociaba el problema educativo con la excesiva “extranjerización” del sistema de enseñanza. La solución a este problema era la “nacionalización” de la enseñanza, es decir, la descolonización del sistema de enseñanza de la influencia educativa extranjera -sobre todo, la germana- y contar lo antes posible con una ley de educación primaria obligatoria. El lema era: educación americana para el niño americano (Labarca, 1939). Ante este propósito, Estados Unidos se considera ejemplo para la solución del problema educativo y económico del país. Es en este contexto que el Estado chileno decide enviar en 1905 a cuatro normalistas al país del norte a perfeccionarse y estudiar sus sistemas de enseñanza primario y de formación de profesores, entre otros temas. Por consiguiente, el objetivo de esta ponencia es presentar de manera analítica y comparada la relación existente entre las ideas y prácticas pedagógicas centrales, contenidas en las 13 memorias de la comisión de viaje, rescatadas de la Revista de Instrucción Primaria (1907-1909), y las ideas y prácticas educativas contenidas en la Ley de Educación Primaria Obligatoria (LEPO). Esta relación, por cierto, alude a un giro pedagógico y epistémico en la enseñanza primaria, que puede entenderse –esta es la tesis central– como un intento relativamente exitoso de descolonización tardía del subsistema de enseñanza primaria en Chile. Por último, queremos discutir si, al ser una descolonización con ideas tomadas y prestadas desde Estados Unidos, conlleva necesariamente a una nueva dependencia cultural o, dicho de otra manera, a un tipo de colonización interna de la educación primaria en Chile.

In 2024, we celebrate the 300th anniversary of Immanuel Kant's birth. In keeping with the anniversary, a critical look at his work will be expected and undoubtedly worthwhile. In a way, this is what this paper aims to do. In 1803, the text "On Pedagogy" was published for the first time in German, with the authorship attributed to Kant. Shortly after its publication, this work was translated into Danish and Italian (1807 and 1808, respectively); to date, the text has been translated into 18 languages and is available in 100 translations, including new editions. Interest seems to have increased significantly in the last 24 years, with 16 first editions in foreign languages alone since 2000. If you colour in all the nations on a world map where the text has been published to date, you can speak of a global distribution of the text (Laub/Mikhail 2023). However, this does not take into account that the spread of languages does not necessarily coincide with national borders, nor does it consider that the publication of the text is not the same as its reception. Nevertheless, it can be asked whether the spread of this writing is a form of colonisation of pedagogical thought.
The proposed contribution refers to an ongoing research project and focuses its analysis on the prefaces and introductions (Wirth 2004) to the translations of the text "On Pedagogy".

• What is it that attracts people to Kant and this text specifically?
• How do the editors frame the text? In other words, in what national, institutional or epistemological context do they place it?
• What expectations are associated with the text, and to which (historical) problems is it proposed as an answer (especially with the references to cosmopolitism)?
• Who are the editors, and in what contexts do they operate?
• To what extent are (pedagogical, anthropological) ideas adopted, transferred or translated here?
• Can the thesis of colonisation with Kant, a "world tour" (Laub/Mikhail 2023), be upheld?

The "history of education" is not only a history of educational thinking or the historical conditions of education and schools (Troehler/Horlacher 2019; Bruno-Jofré/Troehler 2014). From a historicising perspective, it also takes a (comparative) look at the (transnational) developments and dissemination of ideas and concepts (Popkewitz 2005, 2013), which are ultimately also reflected in policies (Lindblad/Popkewitz 2004). Initial analyses show that the prefaces both classify the text in terms of content and pedagogy (about the child, cf Davids 1899) and, at the same time (carefully) point out the respective contextualisation (picking up Kant's "Weltbürger", cf Davids 1899). In line with the above questions, the lecture will be orientated more towards the second perspective mentioned here (but will not completely disregard the former). The planned transnational and historical comparison (Popkewitz 2014) of the English-, French- and Italian-language prefaces, dating from 1808 to 2015, will provide insights into the contextualisation and institutionalisations of pedagogical thought in the editors' self-chosen locations.

This work presents the results of a research that aimed to reconstruct and analyze the biographical trajectories of the intellectuals who built and implemented educational policy during the Civil Military Dictatorship in Chile (1973-1990). These intellectuals are Ministers of Education, Undersecretaries of Education and Directors of the Center for Improvement, Experimentation and Pedagogical Research (CPEIP). The questions that guided the research are the following: Who held senior positions of responsibility in the educational area of the State and participated in the processes of elaboration and implementation of educational policy during the Civil Military Dictatorship in Chile? What were the biographical trajectories followed by these intellectuals? What were the theoretical references that these intellectuals mobilized? What were the academic and political networks in which these intellectuals participated and interacted? What type of production did these intellectual mediators produce and how did it influence the educational policy of the Civil Military Dictatorship? What was the influence capacity of these intellectuals and their academic and political networks in the development and implementation of the educational policy of the Civil Military Dictatorship? What were the relations of cooperation and confrontation between the different intellectuals who participated in the development and implementation of the educational policy of the Civil Military Dictatorship? Methodologically, a structured prosopographic analysis was carried out based on the consultation of various sources, specifically the following primary sources: Minutes of the Military Government Junta, laws and decrees, the newspaper “El Mercurio” and the periodic publication of the policies and actions of the Chilean Ministry of Education called “Revista de Educación”. As a result, key data from the individual biographies and the description of emerging profiles within the group of these intellectuals are presented. The conclusions show a group that is mostly male and originally from Santiago, middle-aged and with a short average tenure in public office, with a varied professional training developed in national and international institutions. It was also concluded that the emerging profiles describe varied groups, both in their academic training, composition of their members and ideological orientations, and it was also possible to identify some professionals with relevant experience within the educational field and qualified training.

En este trabajo se presentan resultados de una investigación que tuvo como objetivo reconstruir y analizar las trayectorias biográficas de los intelectuales que construyeron e implementaron la política educacional durante la Dictadura Civil Militar en Chile (1973-1990). Dichos intelectuales son Ministros de Educación, Subsecretarios de Educación y Directores del Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP). Las preguntas que guiaron la investigación son las siguientes: ¿Quiénes ocuparon altos cargos de responsabilidad en el área educacional del Estado y participaron de los procesos de elaboración e implementación de la política educacional durante la Dictadura Civil Militar en Chile? ¿Cuáles fueron las trayectorias biográficas recorridas por estos intelectuales? ¿Cuáles fueron los referentes teóricos que movilizaban estos intelectuales? ¿Cuáles eran las redes académicas y políticas en que participaban y se relacionaban estos intelectuales? ¿Qué tipo de producción elaboraron estos intelectuales mediadores y cómo esta influyó en la política educativa de la Dictadura Civil Militar? ¿Cuál fue la capacidad de influencia de estos intelectuales y sus redes académicas y políticas en la elaboración e implementación de la política educacional de la Dictadura Civil Militar? ¿Cuáles fueron las relaciones de cooperación y enfrentamiento entre sí de los diferentes intelectuales que participaron de la elaboración e implementación de la política educacional de la Dictadura Civil Militar? Metodológicamente se hizo un análisis prosopográfico estructurado en base a la consulta de diversas fuentes, específicamente las siguientes fuentes primarias: Actas de la Junta Militar de Gobierno, leyes y decretos, el periódico “El Mercurio” y la publicación periódica de divulgación de las políticas y acciones del Ministerio de Educación chileno denominada “Revista de Educación”. Como resultado se presentan datos claves de las biografías individuales y la descripción de perfiles emergentes al interior del conjunto de estos intelectuales. Las conclusiones muestran a un colectivo mayoritariamente masculino y originario de Santiago, de mediana edad y de un breve promedio temporal de ejercicio en cargos públicos, con una formación profesional variada desarrollada en instituciones nacionales e internacionales. También se concluyó que los perfiles emergentes describen a grupos variados, tanto en sus formaciones académicas, composición de sus integrantes y orientaciones ideológicas, siendo posible identificar también a algunos profesionales con experiencia relevante dentro del campo educacional y formación calificada.

In the research we analyzed the intellectual action of the members of the executive branch in the elaboration and implementation of educational policy in Paraná (1889-1919), in the economic, political and social context of the State of Paraná, in the late nineteenth and early twentieth century, marking the passage of the Monarchy to the Republic and reorganization of free labor, with the abolition of slavery in 1888. We inquired as problematic who were the secretaries who occupied the portfolio of the Secretariat of the State of Affairs of the Interior, Justice and Public Instruction of Paraná and how these agents of the executive power made use of the prominence they had due to the position, addressed to the press, to seminars/congresses, meetings of entrepreneurs and industrialists to capture and lead public opinion in favor of their proposals. We observe that the secretaries, in the delimited period, revealed concern in acting as intellectuals, organizing culture for political purposes to implement a project of society and education that were aligned with the social order and maintenance of republican ideals, the diffusion of letters as fundamental to new citizens. We take as an object of investigation the history of the Brazilian public school in Paraná, focusing on the process of creation and consolidation of the free, compulsory and secular school project, in the context in which the debate has intensified in civil society and the State. This was produced by strong disagreements in which intellectuals used various instruments to present and disseminate their ideas. These reports are rich research materials when presenting the limit of municipalities, tables with enrollment list, inclusion of photographs, list of public prosecutors, servants of Justice, Judicial Division, Occurrence Report, among other elements not directly related to questions of public education, but that affect the administrative organization of the state of Paraná. The reports of the aforementioned secretaries proved to be important sources for knowledge of their projects and difficulties in implementing educational policies, in general praised the efforts of directors, teachers and inspectors in implementing these policies, however achieving poor results, given the lack of investment by the state of Paraná to ensure the implementation of projects and approved legislation, faced at different times severe financial restrictions due to war situations (Federalist Revolution and Contested War). Public instruction was described as rudimentary and diffuse, considering that the reality presented had little solid, substantial and usable. Schools were precarious, without furniture or school supplies to meet the needs, and were insufficient to meet school-age children, with few teachers with adequate training to ensure an intellectual education, the needs of society. For this analysis, it was considered the economic, political, social and cultural context that managed the propositions related to education and its execution, in this case the intellectual action of state secretaries who contributed to build the history of education in Paraná in line with the national debate.

Na pesquisa realizada analisamos a ação intelectual dos membros do poder executivo na elaboração e implementação da política educacional no Paraná (1889-1919), no contexto econômico, político e social do Estado do Paraná, no final do século XIX e início do século XX, marcando a passagem da Monarquia para a República e reorganização do trabalho livre, com a abolição da escravatura, em 1888. Indagamos como problemática quem eram os secretários que ocupavam a pasta da Secretaria d`Estado dos Negócios do Interior, Justiça e Instrução Pública do Paraná e como estes agentes do poder executivo fizeram uso da proeminência que possuíam devido ao cargo, dirigiam-se à imprensa, à seminários/congressos, reuniões de empresários e industriais para captar e capitanear a opinião pública a favor de suas propostas. Observamos que os secretários, no período delimitado, revelaram preocupação em agirem como intelectuais, organizando a cultura com fins políticos para implementar um projeto de sociedade e de educação que estivessem alinhados à ordem social e manutenção dos ideais republicanos, tomando a difusão das letras como fundamental aos novos cidadãos. Tomamos como objeto de investigação a história da escola pública brasileira no Paraná, com foco no processo de criação e consolidação do projeto de escola gratuito, obrigatório e laico, no contexto em que o debate se acirrou na sociedade civil e no Estado. Este foi produzido por concordâncias e discordâncias ferrenhas no qual os intelectuais se utilizavam de variados instrumentos para apresentar e divulgar suas ideias. Esses relatórios são ricos materiais de pesquisa ao apresentar o limite dos municípios, quadros com lista de matrículas, inclusão de fotografias, lista de promotores públicos, serventuários da Justiça, Divisão Judiciária, Relatório de ocorrências, entre outros elementos não diretamente relacionado às questões de instrução pública, mas que incidem na organização administrativa do estado paranaense. Os relatórios dos secretários supracitados se revelaram fontes importantes para conhecimento de seus projetos e dificuldades na execução das políticas educacionais, em geral elogiavam os esforços de diretores, professores e inspetores na implementação dessas políticas, contudo alcançando parcos resultados, haja vista a falta de investimento por parte do estado paranaense em garantir a efetivação dos projetos e da legislação aprovada, enfrentaram-se em diferentes momentos severas restrições financeiras em função de situações de guerras (Revolução Federalista e Guerra do Contestado). A instrução pública foi descrita como rudimentar e pouco difusa, considerando que a realidade apresentada possuía pouco de sólido, substancial e aproveitável. As escolas eram precárias, sem mobília ou material escolar para atender as necessidades, e eram insuficientes para atender as crianças em idade escolar, com poucos professores com formação adequada para garantir uma educação intelectual, moral e cívica que atendessem as necessidades da sociedade. Para essa análise, considerou-se o contexto econômico, político, social e cultural que gestou as proposições referentes à educação e sua execução, no caso a ação intelectual dos secretários de estado que contribuíram para construir a história da educação paranaense em consonância com o debate nacional.

The main objective of this paper is to present data, thoughts and conclusions relative to the study of International Certification of a Bicultural School: Sharing Practices and Knowledge which addresses the certification process of a school located in the city of São Paulo, Brazil, as an Overseas German School of Excellence. This study was conducted from 2006 to 2009.Certification and qualification have always been one of the responsibilities of educational institutions. In this study certification exemplifies a global trend of educational homogenization as well as reveals current relationships configurations between the European center, in this case, Germany, and the American, African and Asian peripheries, since these schools of excellence are globally distributed. There are 140 certified schools for which the German State established a policy led by its Foreign Affairs Ministry. These schools located outside the German territory follow a model of management and educational practices which present efficient and considerable results regarding the learning of the German language and culture, thus allowing them to be granted the seal of German School of Excellence as well as turning them into a German educational center in the different countries where they are located.To achieve the desired certification, a number of actions and evaluations had the intention of homogenizing procedures such as didactics and educational management, establishment of parameters for continuing education for teachers and administrators, as well as principles for performance of managers, teachers, students, alumni and school community.This study is focused on the pedagogical activities and demonstrates that production and sharing of such school knowledge is something one cannot set up into a format. The analysis of material and school practices produced by both Brazilian and German teachers regarding the discipline History in Portuguese / History in German both on middle level or Abitur (mandatory qualification to enter any German university) demonstrates that, according to Escolano Benito, Gimeno Sacristán e António Nova, once it is transformed into school practice, the prescribed rules are modified because the teachers involved add their knowledge as well as the reality of the school community.As an example I describe an exercise using iconographic documents of personalities such as Adolph Hitler, Joseph Stalin and Getúlio Vargas, from years 1940-1945, with the objective of having the students identify and question its meanings in order to conceptualize dictatorship/totalitarian political regimes. This hybrid school practice met both the Brazilian and German prescriptions relative to the objective of history studies. It indicated ideas intertwined and transferred, applied to didactic practices as well as institutions which work with borders and promote the circulation of people.

O objetivo central dessa comunicação é apresentar dados, reflexões e conclusões do estudo Certificação internacional de uma escola bicultural: circulação de práticas e saberes que analisa o processo de certificação de uma escola situada na cidade de São Paulo, Brasil, como Escola Alemã de Excelência no Exterior, realizado entre os anos de 2006 e 2009. Certificar, qualificar sempre foi e é uma das tarefas das instituições escolares. No caso estudado a certificação exemplifica o movimento global de homogeneização educacional e revela configurações atuais das relações entre o centro europeu, no caso a Alemanha, e as periferias americana, africana, asiática, uma vez que as escolas de excelência estão distribuídas globalmente. Nas 140 escolas certificadas, o Estado alemão, numa política encabeçada pelo Ministério das Relações Exteriores, impôs modelo de gestão e de práticas educativas para que escolas situadas fora do território alemão e com resultados considerados eficientes de aprendizagem das Língua e da Cultura alemãs, recebessem o selo Escola alemã de excelência e se transformassem num espaço educativo alemão nos diferentes países onde se situam. Para alcançar a certificação almejada, diferentes ações e avaliações pretenderam homogeneizar procedimentos didáticos e de gestão educacional, estabeleceram parâmetros de formação continuada de professores e de gestores, além de definir princípios de atuação para gestores, professores, alunos, ex-alunos e comunidade escolar. O estudo foca seu olhar na ação pedagógica e demonstra que a produção e circulação dos saberes escolares não é algo formatável. A análise do material e de práticas escolares elaborados por professores brasileiros e alemães na disciplina História em Português / História em Alemão do Ensino Médio e do Abitur (qualificação obrigatória para o ingresso em universidades alemãs) demonstra que, ao se transformar em prática escolar, conforme entendimento de Escolano Benito, Gimeno Sacristán e António Nova, o prescrito é transformado, ao incorporar saberes dos professores envolvidos e da realidade da comunidade escolar. Para exemplificar descrevo um exercício realizado com documentos iconográficos dos personagens Adolph Hitler, Joseph Stalin e Getúlio Vargas entre os anos de 1940 e 1945 que objetiva que os alunos identifiquem e questionem seus significados para a conceituação de regimes políticos ditatoriais / totalitários. Essa prática escolar híbrida atendeu tanto as prescrições brasileiras como as alemãs em relação a finalidades dos estudos históricos, indicando transferências e entrelaçamentos de ideias, em práticas didáticas e de instituições que atuam em fronteiras e promovem a circulação de pessoas.

Preschool education in Mexico has its own history, which began more than a century ago. Unfortunately, there is still little research that addresses it either with a traditional perspective or from new historiographical approaches. Having as a framework the interest in describing the different processes of construction of the school culture of this educational level in different countries of the History of Preschool and Early Childhood Education Network, this paper is presented, which aims to carry out an analysis and open Under debate, the question of whether pedagogical methods and systems, mainly European, were constituted as a colonization mechanism in the beginnings and first stages of consolidation of preschool education in Mexico. To do this, a first historical moment is taken from the founding proposal of this type of education, that is, the method or system of Federico Froebel, which is replicated with very few modifications in the first Mexican nursery schools at the end of the 19th century. XIX century. Reflecting on the position of the Mexican Government, the actions for its implementation, the opinions of national educators, as well as the first kindergartens and the press. Subsequently, the reform of 1928 is described - which could be considered a first attempt at pedagogical decolonization -, since the Kindergartens are considered institutions contrary to revolutionary ideals since "because the number of Kindergartens has always been limited, society has always seen them as a privilege of the rich class” (SEP,1988:70), and it was considered that in terms of methodology, they had remained isolated from the rest of education, since the Froebelian influence was applied in a rigid way and the students did not find a continuity of what was practiced when entering primary school. This reform will attempt to “Mexicanize” kindergarten and thereby harmonize it with the nationalist politics of the time, generating tensions and particular forms of adaptation among educators. Carrying out for this, the documentary analysis of primary and secondary sources of the time and from the approach of the new cultural history of education, having school culture as its axis. Finally, a brief account is made of the theories, systems and pedagogical methods that during the 20th century and so far in the 21st century, have based preschool education in order to reflect on the processes of colonization and decolonization in public preschool schools in Mexico.

La educación preescolar en México tiene una historia propia, la cual se inicia hace más de un siglo, desafortunadamente siguen siendo escasos las investigaciones que la aborden ya sea con una mirada tradicional o desde nuevos enfoques historiográficos. Teniendo como marco el interés por describir los distintos procesos de construcción de la cultura escolar de este nivel educativo en distintos países de la Red de Historia de la Educación Preescolar e Infantil, se presenta esta ponencia, la cual tiene como propósito realizar un análisis y abrir a debate, la cuestión de si los métodos y sistemas pedagógicos, principalmente europeos, se constituyeron como un mecanismo de colonización en los inicios y primeras etapas de consolidación de la educación preescolar en México. Para ello, se toma un primer momento histórico a partir de la propuesta fundante de este tipo de educación, es decir, el método o sistema de Federico Froebel, la cual se replica con muy pocas modificaciones en las primeras escuelas de párvulos mexicanas a finales del siglo XIX. Reflexionando sobre la postura del Gobierno mexicano, las acciones para su implementación, las opiniones de los pedagogos nacionales, así como de las primeras kindergartners y la prensa. Posteriormente, se describe la reforma de 1928 – la cual pudiera considerarse un primer intento de descolonización pedagógica-, ya que los Jardines de Niños se consideran instituciones contrarias a los ideales revolucionarios ya que “por haber sido siempre limitado el número de Jardines de Niños, la sociedad los ha mirado siempre como un privilegio de la clase rica” (SEP,1988:70), y se consideraba que en cuanto a la metodología, se habían mantenido en aislamiento respecto al resto de la educación, pues la influencia froebeliana era aplicada en forma rígida y los educandos no encontraban una continuidad de lo practicado al ingresar a la escuela primaria. Esta reforma pretenderá “mexicanizar” el kindergarten y con ello armonizarlo a la política nacionalista de la época, generando tensiones y formas particulares de adaptación entre las educadoras. Realizando para ello, el análisis documental de fuentes primarias y secundarias de la época y desde del enfoque de la nueva historia cultural de la educación, teniendo como como eje la cultura escolar. Finalmente, se hace un somero recuento de las teorías, sistemas y métodos pedagógicos que durante el siglo XX y lo que va del XXI, han fundamentado la educación preescolar a fin de reflexionar sobre los procesos de colonización y descolonización en la escuela preescolar pública en México.

Between the late 1920s and the 1930s, several Brazilian educators worked with versions of foreign intelligence tests in Brazilian schools. Faced with the presumed heterogeneity of the school population resulting from the expansion and structuring of the public education system, these intellectuals argued that homogenizing school classes from an intelligence point of view was one of the keys to teaching efficiency. In this paper, we are interested in understanding how the idea of "intelligence" has been constructed in parallel with that of academic achievement. In this sense, the ideas of giftedness and disability are particularly interesting to us because, following the path traced by Nathan Sleeter (2012) and James Trent Jr. (1994), we see these categories as complementary parts of the same discourse. If, in terms of classification, more and less intelligent students are in diametrically opposed ways, our hypothesis is that the same can be said of the racial and socioeconomic profile of them. In works by educators such as Isaías Alves (1932, 1933), black and mixed-race students were more often classified as the least intelligent, while white students were more often classified as the most intelligent. Our research shows that the test most used to identify these students in Brazil was the same one used by Isaías Alves in 1932: the Terman Group Test of Mental Ability (1920). In general, it can be said that the authors who worked on the issue of giftedness in Brazil, based on Terman, also discussed an image that he constructed of this student: it was associated with white children, from urban areas and with educated parents. It is important to reflect on how this image circulated in Brazil because the tests developed to identify "gifted" students were not administered to the entire school population, but only to those who appeared to be more intelligent than average. In this context, to be considered "brilliant", it was not enough for students to be "superior" in the parameters of the time. One had to appear brilliant. In this discursive play, the relationship between "color," "social condition," and "intelligence" was fundamental.

Entre o final da década de 1920 e os anos de 1930, diversos educadores brasileiros trabalharam com versões de testes de inteligência estrangeiros em escolas brasileiras. Diante da presumida heterogeneidade da população escolar decorrente da expansão e estruturação do sistema público de ensino, estes intelectuais defendiam que classes escolares mais homogêneas do ponto de vista da inteligência seriam uma das chaves da eficiência do ensino, marcado por altas taxas de reprovação e de abandono. Nesta comunicação, nos interessa entender como a ideia de “inteligência” foi sendo construída em paralelo à de rendimento escolar. Neste sentido, as ideias de superdotação e de deficiência nos são particularmente interessantes porque, seguindo a trilha traçada por Nathan Sleeter (2012) e James Trent Jr. (1994), encaramos essas categorias como partes complementares de um mesmo discurso. Se nos termos de classificação, alunos mais e menos inteligentes estão em campos diametralmente opostos, nossa hipótese é que o mesmo pode ser dito do perfil racial e socioeconômico dos alunos assim classificados nesta época. Em trabalhos de educadores como Isaías Alves (1932, 1933), alunos pretos e pardos foram classificados com maior frequência entre os menos inteligentes enquanto alunos brancos foram classificados com maior frequência entre os mais inteligentes. Nosso mapeamento indica que o teste mais usado para identificar esses alunos no Brasil foi o mesmo utilizado por Isaías Alves em 1932: o Terman Group Test of Mental Ability (1920). De forma geral, é possível afirmar que os autores que trabalharam com a questão da superdotação no Brasil a partir de Terman, dialogaram também com uma imagem que ele construiu deste aluno: ela estava associada às crianças brancas, de espaços urbanos e com pais escolarizados. Refletir sobre o modo como essa imagem circulou no Brasil é importante porque os testes desenvolvidos para identificar alunos “brilhantes” não eram realizados em toda a população escolar, mas apenas nos que pareciam mais inteligentes que a média. Neste contexto, para serem considerados “brilhantes”, não bastava aos alunos serem “superiores” nos parâmetros da época. Era preciso, antes, parecer brilhante. Nesse jogo discursivo, a relação que se fazia entre “cor”, “condição social” e “inteligência” era fundamental.

This report will examine the process of becoming aware of the relationship between various discrimination and inequality issues in the anti-discrimination education practices of Japanese public school teachers in the 1960s and 1970s. In postwar Japan, the first important subject of anti-discrimination education was Dowa education, which aimed to eliminate the Buraku problem. Buraku problem is a Japanese status discrimination, children who live in that area were mostly poor and often absent from school in the 1950s. The National Dowa Education Research Association was established in 1953, teachers belonging to this association discussed how education should be aimed at liberating the discriminated. The Japanese government began to position the Buraku problem as a national problem in the 1960s, and it enacted the Law on Special Measures for Dowa Projects in 1969. The law made budgetary provisions for solving the Buraku problem including promotimg of Dowa education, so efforts to provide Dowa education in public schools have spread nationwide. An important educational issue in Dowa education until the 1950s was the problem of students who were unable to attend compulsory school. However, After the rate of students entering high school increased in the 1960s, the Buraku problem became a major issue in high schools. This report will focus on Minatogawa High School, a part-time high school in Hyogo Prefecture and located near a big urban discriminated Buraku. In the late 1960s, the "liberation education movement (kaiho kyoiku undo)“ was born that aimed to resolve various discrimination issues including Buraku discrimination. Teachers at Minatogawa High School in the 1960s to 1970s were leading theorists and practitioners of liberation education. The educational practices attracted nationwide attention, and prominent philosophers and pedagogues visited the school. What is particularly noteworthy in this report is that Minatogawa High School's liberation education practice developed from its efforts for children of the discriminated Buraku and expanded its scope to include the issues of Zainichi Koreans originating from colonial rule and those from Okinawa under U.S. occupation. For example, in addition to the Buraku Problem Research Club composed of students, a Korean Problem Research Club was established in 1970, and in 1973, Korean language classes were offered as a regular course for the first time at public schools nationwide. There have been many cases of Zainichi Koreans living in the neighborhood of the discriminated Buraku since long ago, and the area near Minatogawa High School was in a similar situation. Teachers recognized the Zainichi Korean problem at this time and tried to reform educational content. This was the first time that the issues of decolonization and intersectionality were brought to the attention of Japanese public schools. This report will examine the educational practices at Minatogawa High School and discuss its scope and limitations. I will focus on the significance of the practice, which was self-described by the teachers as a "narrative style" and emphasized a methodology in which students narrated, shared, and discussed their life histories, including their parents' experiences.

The study deals with nineteenth-century female education in the domestic environment of the Brazilian Court and the care taken by families with the preservation of memory, in particular, of future girls. The 19th century went through many transformations in the educational field, mainly in the context of the Province of Rio de Janeiro where public education shared space with private education. Domestic education had “[...] the task of not only educating but instructing boys and girls in patriarchal homes [also] had a profound Catholic nature” (Freyre, 2009), but teaching was very differentiated, in the case of girls , had a more specific curriculum that permeated female “good education”: “embroidery, sewing, marking, cutting, dancing, needlework, gold and silver plating, matrix and fish scales, knitting, filot, flowers, works of costumes, cutting out upholstery, velvet and other crafts [...]”. To work in these homes, it was necessary to have preceptors hired to put “good female education” into practice, education to train future nineteenth-century women and mothers (Vasconcelos, 2005; 2007; 2020; 2018; 2021). The 19th century was also the scene of numerous illnesses that ravaged the population and, in particular, children were the most affected, thus increasing infant mortality rates in the capital of the Empire (Lavradio, 1876). To record, preserve and save the memory of these girls, families resorted to methods of preserving their images and with the advent of photographs it was possible to preserve both domestic educational and social aspects (Souza, 2021). The study aims to analyze how “good education” for women took place in the domestic environment of nineteenth-century families in Rio de Janeiro, and how these families preserved the memory of girls, future young women and mothers. On a more specific level, it analyzes women's domestic daily life as well as their iconographic records. The methodology refers to qualitative research, documentary history, especially bibliography on the theme and iconographic analysis. The research uses theoretical and bibliographical references, in addition to those already mentioned, ASSMANN (2011), LE GOFF (2013), RICŒUR (2007) to analyze memory and the preservation of social memory, BURKE (2017), KOSSOY (2002, 2012 , 2014, 2016, 2020), MAUAD (2008), LEITE (1993), LAVELLE (2003) to analyze the selected iconography in its social, historical and cultural aspects, PERROT (2009), ALENCASTRO (2019) to analyze nineteenth-century daily life . Taking into account the historical aspects observed through iconographic and bibliographic documents, it was possible to understand that the 19th century witnessed a strong existence of education at home as the formal education of boys and girls, with domestic education as the first contact with education and instruction, but especially girls, when not transferred to a religious institution, were the ones who most often saw the home as a school. There was an entire curriculum produced to educate the nation's girls, future young women and mothers who should develop a sense of domestic organization, maternal care and good wives. The extended family also sought to preserve, given such importance, their girls in domestic environments from birth until the innocent loss of these girls.

O estudo trata da educação oitocentista feminina no ambiente doméstico da Corte brasileira e o cuidado que das famílias com a preservação da memória, em particular, das futuras moças. O século XIX passou por muitas transformações no campo educacional, principalmente no contexto da Província carioca onde a instrução pública dividia espaço com ensino particular. A educação doméstica, tinha “[...] a tarefa de não só educar como instruir meninos e meninas nas casas patriarcais [também] tinha profundo cunho católico” (Freyre, 2009), mas o ensino era muito diferenciado, no caso das meninas, possuíam um currículo mais específico que permeava a “boa educação” feminina: “bordar, coser, marcar, cortar, dançar, trabalhos de agulha, caia a ouro, prata, matriz e escama de peixe, tricot, filot, flores, obras de fantasia, recortar estofos, veludos e outros trabalhos manuais [...]”. Para atuarem nesses lares foi preciso a presença de preceptoras e preceptores contratados para colocar em prática a “boa educação” feminina, a educação para formar as futuras mulheres e mães oitocentistas (Vasconcelos, 2005; 2007; 2018; 2020; 2021). O século XIX, também, foi palco de inúmeras moléstias que assolavam a população e, em especial, as crianças eram as mais acometidas elevando assim os índices de mortalidade infantil na capital do Império (Lavradio, 1876). Para registrar, preservar e guardar a memória que se tinha dessas meninas as famílias recorreram à métodos de preservação de suas imagens e com o advento das fotografias foi possível conservar tanto aspectos domésticos educacionais como aspectos sociais (Souza, 2021). O estudo objetiva analisar como se dava a “boa educação” feminina no ambiente doméstico, das famílias oitocentistas da Corte carioca, e como essas famílias preservavam a memória das meninas, futuras moças e mães. Em um plano mais específico, analisa o cotidiano doméstico feminino bem como seus registros iconográficos. A metodologia remete a uma pesquisa qualitativa, histórico documental especialmente bibliográfica acerca da temática e análise de iconográfica. A pesquisa utiliza como referenciais teóricos e bibliográficos, além dos já citados, ASSMANN (2011), LE GOFF (2013) e RICŒUR (2007) para analisar a memória e a preservação da memória social, BURKE (2017), KOSSOY (2002, 2012, 2014, 2016, 2020), MAUAD (2008), LEITE (1993) e LAVELLE (2003) para analisar a iconografia selecionada em seus aspectos sociais, históricos e culturais, PERROT (2009) e ALENCASTRO (2019) para analisar o cotidiano oitocentista. Tendo em vista os aspectos históricos observados através dos documentos iconográficos e bibliográficos, foi possível entender que o século XIX presenciou uma forte existência da educação na casa como educação formal de meninos e meninas, sendo a educação doméstica como o primeiro contato com a educação e a instrução, mas, especialmente as meninas, quando não transferidas para uma instituição religiosa, eram as que mais presenciavam a casa como escola. Havia todo um currículo produzido para educar as meninas, futuras moças e mães da nação que deveriam desenvolver o senso de organização doméstica, cuidado materno e boas esposas. A extensa parentela, ainda, buscou preservar, diante de tamanha importância, suas meninas nos ambientes domésticos desde o nascimento até diante da perda inocente dessas meninas.

Criticism of the gap between the school, as it is organized, and the educational needs of young people in a society of knowledge, information and digital technologies has become a commonplace in discourses on education. And, in fact, the school model that served as the basis for the massification of schools in the modern era remains essentially the same (Nóvoa, 2022). This observation should not make us forget the increasingly numerous “different” experiences that have been developed in Portugal. Escola da Ponte continues to be an unavoidable reference in the case of public education, but many other schools have tested, in recent decades, alternative, more flexible, transversal, and cooperative ways of organizing spaces, times, curricula, groups of students and their respective activities. We found different pedagogical models underlying these experiences (Carbonell Sebarroja, 2015; García, 2017). The purpose of this communication is to reflect critically, and from a historical perspective, on one of the alternative experiences developed in Portugal in the last decade, the Raízes: Educação Viva project, created in 2014 in the municipality of Palmela, district of Setúbal, Portugal. The initiative came from a group of families who were unhappy with the way their children's schooling was going and who were looking for alternative forms of education. The Raízes project presents itself as a learning community, which allows us to reflect on the meaning of this concept and the reasons that explain the recent expansion of experiences that take on this label and that appropriate this idea. On another level, Raízes develops as a project within the scope of “home schooling”, a modality permitted by the Portuguese legal framework, regarding which we will try to trace the recent history, but which remains a controversial option. From the study of this case, we will seek to critically reflect on the meaning of “home schooling” as an alternative to the school model and its pedagogical, social and human implications. Furthermore, the Raízes community operates on a farm, with many of its activities outdoors, with a strong presence, in particular, of the pedagogical naturalism of “Rousseau” inspiration, as embodied by the Open-Air Schools of the early 20th century and, more recently, by the Forest Schools movement.The main objectives of the present study can be presented, in summary, as follows: To what extent does the Raízes project embody or not a ‘different’ or ‘alternative’ educational experience in relation to the paradigm represented by the school form? What is the degree of innovation in the educational practices developed there? How do the underlying concepts fit into the progressive pedagogical tradition? How can we evaluate this project considering the ideal of public and common schools that we defend? In addition to the written documentation linked to the experience, we interviewed the project coordinator and held collective interviews with a group of parents and a group of tutors. We additionally carried out photographic recording of the spaces and the materials associated with them and carried out some observations on the ground.

The intention of this study when focusing on the educational practices of the Interventory ofAgamenon Magalhães, in Pernambuco, Brazil, was able to see how this government thought about education for women. We know that our documentation did not allow us to gain a deeper understanding of how your actions were received. In the context of the Brazilian Estado Novo, a discourse emerged in defense of the use of educational practices as a means of creating the perfect housewife. Her personality should be forged according to the interests of the dictatorial regime. Our study used, as primary sources, government documents, speeches, reports, decrees, etc. This apparatus does not authorize us to speak for the women who experienced the regime, it only allows us to analyze the government's intentions and its expectations regarding the uses of education in favor of the formation of a certain type of woman, considered ideal by it. The educational policy of the Government of Agamenon Magalhães followed federal guidelines regarding the differentiation between male and female education. And seeking to demonstrate the need for education aimed at women, he sought not only to prepare them for domestic tasks, but to educate them to establish and maintain their families. Men would be required to receive education for the work environment, outside the home, in order to provide for their future families. It should be noted that when the documents referred to female professions, they were talking about work carried out outside the home. The traditional role of wife/mother was seen, then, in an imposing way: as a science (domestic science), responsible for the stability of marriage. Women were free to study and work as long as they did not interfere with their sacred missions as wife and mother and, preferably, only when these extra activities would bring some benefit to the family. Decree 328 nº 493, of May 1940, created and regulated the Domestic Course in Pernambuco. This should be taught secondary knowledge of humanities, economics, hygiene and domestic art. It would consist of preparatory education and specialization, the first lasting three years and the next lasting two years. It began to require that female students had completed high school and had to take the entrance exam, which, after passing, qualified them to take the specialization course; They also had to present, at the time of registration, a certificate of moral integrity and that they did not have any infectious disease. This “specialization” would be equivalent to secondary education, after high school. At that time, a system was in force whose backbone was selectivity, combined with endless rituals of evaluation, approval and disapproval. Those teachings stood out in the curricula meticulously broken down into steps and sequences, with the aim of meeting two basic requirements: efficiency and economy in the administration of domestic service. In this way, domestic schooling went beyond the complexity and rationalization of “doing”. It involved the recognition of the school as a legitimate instance of women's integral education, in the broadest conception of the term.

A intenção desse estudo ao nos debruçarmos sobre as práticas educativas da Interventoria de Agamenon Magalhães, em Pernambuco, Brasil, foi de perceber como esse governo pensou a educação para a mulher. Sabemos que nossa documentação não nos permitiu um aprofundamento na compreensão da recepção das suas ações. No contexto do Estado Novo brasileiro emergiu um discurso em defesa do uso das práticas educacionais como meio de criar a perfeita dona-de-casa. Sua personalidade deveria ser forjada de acordo com os interesses do regime ditatorial. Nosso estudo utilizou, como fontes primárias, os documentos do governo, seus discursos, seus relatórios, seus decretos, etc. Tal aparato não nos autoriza a falar pelas mulheres que vivenciaram o regime, apenas nos possibilita analisar as intenções do governo e suas expectativas com relação aos usos do ensino em prol da formação de um determinado tipo de mulher, por ele considerado ideal. A política educacional do Governo de Agamenon Magalhães seguiu as orientações federais no que se remetia à diferenciação entre a educação masculina e feminina. E buscando demonstrar a necessidade de uma educação direcionada às mulheres, procurou não apenas prepará-las para as tarefas domésticas, mas educá-las para estabelecerem e conservarem suas famílias. Já aos homens caberia uma educação para o ambiente de trabalho, fora do lar, com intuito de proverem a sustento das suas futuras famílias. Deve-se ressaltar que quando os documentos se referiam às profissões femininas, estavam falando de trabalhos executados fora de casa. A função tradicional de esposa/mãe era vista, então, de um modo imponente: como uma ciência (a ciência doméstica), responsável pela estabilidade do matrimônio. A mulher estava liberada ao estudo e ao trabalho desde que esses não interferissem nas suas missões sagradas de esposa e mãe e, de preferência, apenas quando essas atividades extras fossem trazer algum benefício à família. O Decreto 328 nº 493, de maio de 1940, criou e regulamentou o Curso Doméstico em Pernambuco. Este deveria ser ministrado conhecimentos secundários de humanidades, de economia, higiene e arte doméstica. Seria constituído por ensino preparatório e especialização, tendo o primeiro a duração de três anos e o seguinte de dois anos. Passou-se a exigir que as alunas tivessem completado o ginasial e fossem submetidas ao exame de vestibular, no qual, depois de aprovadas, qualificavam-se para cursar a especialização; bem como deviam apresentar, no ato da matrícula, atestado de idoneidade moral e de que não possuíam nenhuma doença infectocontagiosa. Essa “especialização” equivaleria ao ensino secundário, momento posterior ao ginásio. Naquele período estava em vigor um sistema cuja espinha dorsal era a seletividade, combinada com intermináveis rituais de avaliação, aprovação e reprovação. Aqueles ensinamentos destacavam-se nos currículos minuciosamente desdobrados em passos e sequências, com o objetivo de atender dois requisitos básicos: eficiência e economia na administração do serviço doméstico. Desta forma, a escolarização do doméstico foi além da complexidade e racionalização do “fazer”. Envolveu o reconhecimento da escola como instância legítima da formação integral da mulher, na concepção mais ampla do termo.

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.

Images and visual culture play a prominent role in the construction of the social and cultural image of a society in a given historical period.

In this respect, the field of history education has also begun to take an interest in visual culture as a valid source to study, thanks to the so-called visual turn, which has led to a large number of researches focusing on images as primary sources: photography, paintings, engravings, films, illustrations. These sources allow us to study what kind of image of childhood, school and education was transmitted at the time (Depaepe, Henkens 2000; Dussel, Priem 2017; Dussel 2019; Pozo Andrès, Braster 2020).

A new visual source that has not yet been considered is advertising aimed at children. Although this type of visual material did not circulate in educational contexts, it was published in children's magazines, taking up a considerable amount of space and catching children's attention. In fact, they can be seen as a mirror of a specific cultural context, providing us with information about the most popular educational objects, toys, products, and books and, more generally, about the vision that a society had of children (Sosenski 2015; Mattioni 2017).

Advertisements are a special type of text, usually consisting of both text and images. Their communication has a specific aim, which is always the same: to persuade people to buy the advertised item. To do this, advertisements specifically designed for children use a fictional story and other narrative strategies to encourage children to read/see the whole advertisement. Since advertising is a device which aims to stimulate the consumers’ desires, in most cases, these narratives were imbued with the leading social values of the moment to be attractive.

The aim of this article is to analyse advertisements that presented issues of ethnic and cultural stereotypes in order to reveal the underlying (dis)educational message.

Following the method of “longue durée” in historical research, I take into account advertisements published between 1950 and 1980 in the pages of "Il Corriere dei Piccoli", kept at Sormani Library in Milan, one of the most widespread children's magazines in Italy at that time. I analysed 1.560 issues of the magazine, for a total of 6000 advertisements. Among them, I will mainly consider advertisements for hygiene products, food and toys. The aim of the paper is to identify what kind of stereotypes these visual materials conveyed, more or less explicitly, in order to advertise specific products for children, and to show how these visual materials contributed to the “colonisation” of children's ideas about race and gender. In addition to that, the aim is to underline how the visual narrative of childhood changed in 30 years.

The modern self, as historical invention and assemblage, is often tied to social progress, carrying desires for achieving “positive” potentialities with reason and rationality. Desire is productive and continues to produce individuals in the concepts of growth, connection and self-realization toward national prospects. Knowledge has been woven into purposes of child learning and development, wherein the self is always socially constructed in different forms, at the same time, desires and potentialities are embodied in reforms. Bodies have been considered to meet national imaginaries in terms of what has historically been meant to be Americans. Tracing back to American progressive education, the self and the society has been even more closely bonded together since then. Social technologies contribute to make human kinds, in which psychology slightly altered by focusing on a spirituality of the educated subject (‘the human soul’) as attached to the ethical techniques of individual self-monitoring and control—consciousness and self-consciousness—developed through the disciplining of the child. My paper aims to understand governing technologies of society by historicizing social and emotional learning. Such historical sociology of knowledge renders a history of the present for the purpose of understanding how administration on individual beings became possible in the specific learning.

The shaping of republican societies in Latin America was tied to the introduction and development of school education. The insertion and deployment of the school institution were at the core of the political and cultural transformations during the second part of the 19th century. The debates and innovations around the meaning, form, and scope of school education were not limited then, as they are not today, to the school itself. The dominant character of the social order brought about by the school also includes minor tonalities that have sought to harmonize various educational processes, as necessary as schooling, for social relations, new subjectivities, family forms, and citizenship practices to take root. In the context of internal coloniality proper to these decades, women's education, corporal education, and sentimental education illustrate several of the ambiguities and tensions intrinsic to the new social order. These examples recognize the minor tones in which ideas, practices, and experiences are propagated in tandem with the deployment of the school institution and, in general, teach some particularities of modernity in Latin America.

In the 1880s, Edward Blyden, director of Liberia College, elaborated an educational curriculum to struggle against the colonial epistemology which denied black people the ability to be subjects of knowledge. In the 1920-30s, on the shores of Lake Victoria, Africans educated in mission schools produced a rich corpus of literature in local languages to create an autonomous intellectual space for themselves, and to struggle over intellectual authority against the colonizers. In the 1940-50s, in Ethiopia, Senedu Gebru, a women educationalist, thought about a balanced Ethiopian and European education as a tool to equip girl students to be first-class citizens in the name of Ethiopian independence. I will draw on these examples to demonstrate how African educationalists who wanted to challenge colonial power relations maneuvered strategically and, at times, ambiguously to claim a specific educational place. I will further argue that to address the question of ambiguity - that of the actors of the past and our own in the present - is critical for historians of education in the postcolonial world.

This paper focuses on the introduction of progressive educational ideas, as championed by John Dewey, as well as scientific psychology led by Edward Lee Thorndike, by Shu Xincheng (1893-1960), a middle-level local Chinese educationalist. It focuses on Shu’s understanding and possible downplay of the tension between progressive educational ideas and scientific psychology as well as his wavering about church schools. It is promising to shed light upon entanglements of “(de)colonizing processes in educational history,” revealing the complicated mindset of Chinese educationalists behind the hasty indigenization and appropriation of Western ideas and practices around the 1920s. As per our understanding today, Thorndike represented the trend of behavioral psychology and its application in education. Using a positivistic approach, he believed teaching and educational evaluation could and should be generally standardized to improve their quality. Whereas, Dewey maintained that education should aim at the formation of democratic citizens to improve the society in a pragmatic manner. These two educational thoughts are believed to be in sharp contrast to each other (Tomlinson, 1997). In Shu’s autobiography, he hailed the first time he read Edward Thorndike's "Educational Psychology" as well as John Dewey's "Democracy and Education" as an intellectual epiphany. However, it seems that Shu either never noticed or has deliberately downplayed the significant contrasts between Herman Harrell Horne's theories and those of John Dewey (Britannica, 2023), just as he never emphasized the tension between Thorndike's empiricism in psychology and the progressive educational methods of educationalists, such as those of Helen Parkhurst. To some extent, Shu's somewhat indiscriminate introduction and “gulping” of these educational and psychological theories to China might have been driven by his urgent need to earn a living through publishing and, on the other hand, by the eagerness of the Chinese educational modernization movement to chase "new" (Western) theories. This context may have influenced his approach to presenting these theories without delving deeply into their underlying conflicts and distinctions, reflecting the broader Zeitgeist of rapidly adopting and adapting new ideas in the field of education. Both enthusiasm and disillusionment marked Shu Xincheng's journey in the field of education. In 1918, he became a lecturer in education and psychology at a church school. During the turbulent political changes of the time, Shu viewed church schools as rare havens of stable funding and relative freedom from heavy-handed governmental intervention. He even joined the Presbyterian Church of Christ that year. However, he was forced to resign from the church school in 1919 after publishing an article (Shu, 1919) that openly criticized it. In sum, this study's emphasis on Shu's interpretation and potential understatement of the discord between progressive educational ideologies and scientific psychology, coupled with his ambivalence towards church schools, is anticipated to illuminate the complexities of "(de)colonizing processes in educational history." It aims to unveil the intricate thought processes of Chinese educators during the rapid indigenization and assimilation of Western concepts and methodologies in the 1920s.

The paper examined the nature of the adult education policies during the British Colonial Government in Nigeria, with the aim of discovering the challenges faced in the formulation and implementation of such policies in the years before Nigeria Independence and the effect of these challenges on the immediate post-independence period. Historical research method was adopted for the paper, using both primary sources as structured and unstructured interviews and secondary sources of information as textbooks, journals, internet materials and essays, to collect and analyze data. The paper focuses on historical background of Adult Education policies in Nigeria; Adult Education Policies during the Colonial Era, 1922 – 1960; challenges of policies on Adult Education during the Colonial Era, 1922 – 1960 and effect of the challenges of Adult Education Policies on Post-Independence practices in Nigeria. It finally offered recommendations for the improvement of the field. The result of the findings revealed that: Adult education started in Nigeria through the traditional system, in a crude way, without an organized policy, but the modern adult education which was more organized started in the 19th century, specifically with the advent of Arab scholars in the northern Nigeria and Christian Missionaries like CMS, Baptist Convention, among others. The adult education policy in the Colonial Era started partially in 1925, this was improved in the 1930s, between 1947 and 1950s mass Adult Education policies were put in place by the British Government, in places like Lagos, Kano and the Eastern part of Nigeria. The policy encouraged Christian Associations, Community leaders and government departments to float adult education centres. This led to emergence of functional literacy, remedial education liberal education in the middle of the Second World War (1939-1945). Sir Winston Churchill, from 1953, put down certain policies to promote adult education in Nigeria as well as Britain. The policies of adult education within the period of study were generally interwoven with that of formal School systems. However, by 1945, the agitation of the nationalist leaders to have independence further diverted the attention of the colonial masters to other selfish interests. The activities of the nationalists and emergence of World War II, posed spectacular problems of instability to the political, economic and educational affairs. Challenges like lack of strong political will, paying lip service to adult education, because of selfish interest of the Colonial government, inadequate instructional materials, facilitators and training institutions, infrastructure, funding, among others were evident during the period of study. Some of these problems were still evident in the post-independence period in Nigeria. The recommendation of Phelps- Stokes Commission Report of 1960 favoured Nigerians by providing solutions to few of the challenges. It is therefore recommended that the present Government in Nigeria should put an end to challenges of lack of strong political will, funding, selfish motives in policy formulation, inadequate personnel, infrastructure and personnel among others. Individuals and Non-Governmental Organizations and International Development Partners should also come to assist, to make good policy decisions and encourage effective implementation of such policies in the field.

During the War of Resistance Against Japan (1937-1945), the Japanese government had implemented comprehensive colonial education in the occupied areas of China. On the basis of the colonial education, the Japanese government strove to weaken the Chinese people’s resistance will and cultivate “submissive people”, who were close to and identified with Japanese rule. The Chinese National Government, the Communist Party of China and Chinese people strongly opposed such enslavement education implemented by the Japanese government. Scholars from both China and Japan have conducted in-depth research on enslavement education and published a series of representative research results. However, most of the existing research are focused on the enslavement education in Northeast China, North China, and Taiwan, while the research on the enslavement education in the occupied areas of East China are relatively inadequate. Furthermore, existing research has covered various topics such as educational objectives, content, methods, teachers, textbooks, and public education, but there is a shortage of specific research on the role of educational professional organizations, especially local educational associations, in Japanese enslavement education and Chinese anti-enslavement education. The Wuxi County Educators’ Association was an established-earlier and long-lasting local educational organization in China. It was first established in Japan in 1903 by Wuxi students studying in Japan as the Wuxi branch of the Jiangsu Educators’ Association, and later was officially established in Wuxi in 1906. After the fall of Wuxi in November 1937, members of the Wuxi County Educators’ Association dispersed and association affairs were suspended. During the period of the Japanese occupation of Wuxi, the Japanese government had reorganized the Wuxi County Educators’ Association three times, and even had detained Shen Xianzhi, who was in charge of the Wuxi County Educators’ Association. This fully reflects the dual nature of the Japanese authorities' coercion and inducement towards local Chinese educators. Based on various existing newspaper, historical materials, and archival documents and taken the Wuxi County Education Association in Jiangsu Province in 1938-1945 as a case study, this article this article intends to analyze the three reshuffles of the association by Japan and the Wang Jingwei Government supported by Japan and reveal the Japanese authorities’ attempt to achieve their enslavement education by the purpose adjustment of Wuxi educational association, appointment and removal of personnel, and membership expansion. And the organized promotion of education and the different selection of individual teachers helps to understand the complexity of the will, choice, behavior, and fate of individual teachers in colonial education.

The concept of indigeneity is a subject of ongoing research and legal dispute globally, with one of its recognized characteristics being a collective connection to the land inhabited by those identified as indigenous, either currently or historically. The discourse on this concept typically unfolds within the broader context of cultural and political hierarchies between populations classified as local versus immigrant, settlers versus conquerors. Within the Zionist movement, considerable debate has centred on the nature of Jewish indigeneity in the Land of Israel. The Jewish national perspective perceives the Land of Israel as the ancestral homeland and its people as native to the land, irrespective of whether they were born there. However, the cultural dimensions of this birthright have been and continue to be subjects of discussion. European immigrants grappled with adopting cultural traits associated with the Levant, albeit from an Oriental standpoint, while simultaneously viewing Zionism as part of the broader European modernity project. This internal debate also touched upon the integration of the national Jewish society into the local space. The utilization of the concept of 'nativeness' revealed power struggles and conflicts within the Jewish population, involving different ideological currents, waves of immigration, and self-identification as 'people of the land,' referring to members of the pre-Zionist, primarily Arabic-speaking communities. This proposed lecture addresses the disjunction between the inherent perception of nativeness among those born in the Land of Israel and the envisioned sense of nativeness that Hebrew education aimed to instil, representing a national 'desired' nativeness. This disparity is evident in the educational initiatives introduced by the Zionist movement within the veteran, Arabic-speaking communities, who distinguished themselves religiously but shared commonalities in culture and daily life with their surroundings. As a catalyst for change, Hebrew education sought to leverage economic and organizational advantages that gradually solidified. Among the agents of change were individuals from local communities and those with roots in Ottoman-era societies, some perceiving Hebrew education as a means to fortify modernization processes and others aiming to integrate into the Zionist national movement. The outcomes of these educational endeavours were intricately entwined with political dynamics. Against a backdrop of deteriorating national relations between Jews and Arabs, the imperative to differentiate between the two populations intensified, leading to the dissolution of most Jewish communities in Arab cities by the mid-1930s.

The education of Persons with Disabilities has always been a phenomenon of key importance, as it’s have been feasibility and methodology analyzed multiple times over the years, in all educational contexts. In our presentation, the evolution of people with disabilities in the Greek education system is presented. Greece, based on the educational standards of other European states, adopts policies for the education of people with disabilities and their integration in the educational process, but also in society. From the 1930s to the present, many pieces of legislation have been enacted and implemented for the education of people with disabilities in primary and secondary education. An evaluation of these legislations is attempted, with a view to both the training of disabled people and the efforts to integrate them into work and society in general. The thematic field of different views on disability is approached, in direct correlation with the evolution of the rights of people with disabilities and the gradual transition from the medical to the social model for disability. Furthermore, the development of theories about disability is linked to the development of education issues for people with disabilities. Educational issues of people with disabilities in Greece are specialized and the transition from care institutions to organized education is presented in detail with reference to corresponding evolutionary phases of special education in Greece, up to the year 2000. In combination, educational issues of people with disabilities are analyzed, which expand with their professional education until 2019.

According to the Disability Studies perspective, the concept of disability can only be interpreted as a social construct, related to the historical and geographical context, adopted policies and disseminated narratives (Medeghini, Valtellina, 2006). People who do not correspond to the dominant norm are subjected to policies of disablement and social oppression (Oliver, 1990; Davis, 2006). Therefore, people with disabilities can be considered, to all intents and purposes, victims of a symbolic violence (Schianchi, 2019) that has contributed to the social exclusion and a liminal position (Murphy, 2017). Education plays an important historical role: it can promote inequalities or generate trend reversals by contributing to the internalisation of widespread thought patterns (Vadalà, 2018). In addition, the "difficult history of the handicapped" (Canevaro, Goussot, 2000) has always been linked to socio-historical removals: since it has always been written by indirect subjects, it is essentially a history of power relations. In the history of disability, the 1970s in Italy represent a key moment. The political-ideological mobilisation of student movements and the contribution of associations of disabled people and their families (Mura, 2017) lead to a favourable climate for processes of de-institutionalisation of disabled. Important regulatory measures (Law no. 118/71, Law no. 517/77) conduct to the inclusion of disabled in mainstream classes; although this process is a paradigmatic breakthrough, it is not free from criticality and resistance (Zago, 2020). This Italian epochal change is mostly represented in a univocal and linear manner in the present narratives, also conveyed to young people today. It is important, however, to rethink from an historical-educational perspective how these shifts were dealt with, restoring complexity to this significant passage: what were the common feelings on the subject? What were the experiences, even conflicting, of teachers? What were the educational communications at school and, above all, what did the pupils think about this process that would directly involve them? Answering these questions is a complex research task that requires the integration of multiple sources of different origins and types. Among the most relevant documents is a 1976 issue of the “Biblioteca di Lavoro” editorial series, coordinated by Mario Lodi (Gianola, 1976). The series aims to propose alternative readings to schoolchildren and to disseminate good active teaching practices by placing school and social issues in a close relationship. The booklet narrates a survey on the “handicapped” conducted directly from an Italian classroom through questionnaires and interviews with family members, citizens and professionals. Not only this represents a rare testimony of the presence of this topic in the everyday school life, but the pages allow to reconstruct some of the most widespread opinions about disabled people and discordant positions on their possible inclusion in mainstream schools. In the file are also transcribed the views of the students themselves discussing on the issue after visiting a special school. Examining this source, in the light of Disability Studies theories, evidence the social conflicts at such a significant moment in history and the role that education can play in disability inclusion.

The reflection on inclusive processes is linked to the emergence of important dimensions of existential fulfilment for the disabled person. The cultural is represented by the instances of emancipation and scholastic and social participation, in the widespread belief that condition of disability pertains to a complex combination of multiple factors, rather than to an expression of minority life. These are convictions that are largely based on the political cultural efforts that have guided the intervention of the Italian State since the sixties of the twentieth century and urge pedagogy to requalify itself according to new perspectives: the awakening of marginality implies the opening of new frontiers, of new paths of education that are historically completely new. This phenomenon affects all the conditions of all people with disabilities and has affected, albeit with a thousand differences, Italian public schools, of all levels. It is a long and dense story, within which there are extraordinary experiences, skills ad passions. Without going into the merits of the many issues that over the years have accompanied the difficult transition from insertion to integration and, from integration to inclusion, we can report that the Italian history in favor of the inclusion of disabled people is closely connected to the educational field and to the change in the school system. In fact, the path towards the integration of disabled in Italy has its roots precisely in the phenomenon of schooling and in the progressive abolition of special institutes and differential classes and in the gradual integration into ordinary schools. This is propitious moment in which the transition from exclusively medical and rehabilitative interventions to a new conception of educability of the subject takes place, even if in part. In fact, thanks to the contributions of special pedagogy and child neuropsychiatry, the centuries old distinction between recoverable and irretrievable, placed at the foundation of the separation between normal and disadvantaged pupils, is finally being questioned: attention now shifts to the potential and margins of recovery of maladjusted subjects, trying to remove them from the condition of isolation and separation in which they had always been maintained. There is no longer any doubt about what the formative and educational environment of subject in develop mental age should be: the same school for all, which must not offer everyone either the same path or the same tools. An emphasis that implies the recognition, acceptance and management of diversity in the awareness that the construction of each person’s identity requires the acceptance and confirmation of his or her individuality.

La réflexion sur les processus inclusifs est liée à l’émergence de dimensions importantes de l’épanouissement existentiel de la personne handicapée. Le cadre culturel dans lequel s’inscrit une telle conscience est représenté par les instances d’émancipation et de participation scolaire et sociale, dans la croyance largement répandue que la condition de handicap relève d’une combinaison complexe de multiples facteurs, plutôt que d’une expression de la vie minoritaire. Ce sont des convictions qui, dans une large mesure, se fondent sur les efforts politico-culturels qui ont guidé l’intervention de l’État italien depuis les années soixante du XXe siècle et qui poussent la pédagogie à se requalifier selon de nouvelles perspectives: l’éveil de la marginalité implique l’ouverture de nouvelles frontières, de nouvelles voies d’éducation historiquement totalement nouvelles. Ce phénomène touche toutes les conditions de toutes les personnes handicapées et a affecté, bien qu’avec mille différences, les écoles publiques italiennes, de tous les niveaux. C’est une histoire longue et dense, au sein de laquelle il y a des expériences, des compétences et des passions extraordinaires. Sans entrer dans les mérites des nombreuses questions qui, au fil des ans, ont accompagné la difficile transition de l’insertion à l’intégration et, de l’intégration à l’inclusion, nous pouvons constater que l’histoire italienne en faveur de l’inclusion des personnes handicapées est étroitement liée au domaine éducatif et au changement du système scolaire. En effet, le chemin vers l’intégration des handicapés en Italie trouve ses racines précisément dans le phénomène de la scolarisation et dans l’abolition progressive des instituts spéciaux et des classes différenciées et dans l’intégration progressive dans les écoles ordinaires. C’est le moment propice où s’opère le passage d’interventions exclusivement médicales et de réadaptation à une nouvelle conception de l’éducabilité du sujet, même partiellement. En effet, grâce aux apports de la pédagogie spécialisée et de la neuropsychiatrie de l’enfant, la distinction séculaire entre récupérable et irrécupérable, à la base de la séparation entre élèves normaux et élèves défavorisés, est enfin remise en question : l’attention se porte désormais sur les potentiels et les marges de récupération des sujets inadaptés, en essayant de les sortir de la condition d’isolement et de séparation dans laquelle ils avaient toujours été maintenus. Il n’y a plus de doute sur ce que devrait être l’environnement formatif et éducatif du sujet en âge de développer : la même école pour tous, qui ne doit offrir à tous ni les mêmes chemins, ni les mêmes outils. Une emphase qui implique la reconnaissance, l’acceptation et la gestion de la diversité dans la conscience que la construction de l’identité de chaque personne passe par l’acceptation et la confirmation de son individualité.

The military operations of the Second World War came to an end in Hungary in the spring of 1945. After a brief transitional period of the victorious powers alliance policy, Hungary became part of the Soviet imperial zone after 1947 (Romsics, 2010). Our investigation into the development of Hungarian special education after 1945 is based on the initial thesis that following the political rearrangement after the Second World War, a new chapter began in the history of the Hungarian special education in 1945. The characteristics of the discipline from previous decades were reshaped and laid the groundwork for the changes that would occur in the 1950s. This study examines the transformation of the education of children with disabilities during the Rákosi dictatorship period by reviewing the main features of the era's educational science and school affairs. Our methodology relies on qualitative thematic analysis, drawing from uncovered press and literary sources. The application of qualitative research methods, such as source, document analysis and content analysis allowed for the examination of different layers of meaning in events and texts to provid a systematic analysis of the subject. Between 1945 and 1953, profound changes occurred in the Hungarian special education institutional system similar to other social subsystems. It is evident from the reviewed sources that certain scientific fields gained prominence in special education institutions due to the ideology of political power. The special education of the post-1945 era and its practitioners were also subjected to the external pressures of the era's politics, the ideological uniformity of the emerging one-party system, and the scientific convictions subjected to power considerations. Their possibilities were limited regarding the assumption of scientific freedom. The interpretation of disabilities in the natural sciences approach had been accepted in previous decades. Therefore, the results of Soviet physiological and biological research aimed at exploring the functioning of the nervous system seamlessly integrated into the knowledge base of special education (Mesterházi, 1988). The presentation provides insight into the establishment of the special education institutional network of the era, the process of selecting children for special education, the discipline characteristics of Hungarian special education at the beginning of the Rákosi dictatorship, and the theoretical and practical diversity of special education representatives.

Using the examples of two trends aimed at diversity-proofing the education system in time, this paper elaborates on the paradigm shift from individual to systematic goals in inclusive education. This mirrors historical developments of different approaches to cope with the dilemma of difference, described by Norwich (2008) as a central systematic to understand problems related to identification, placement and curriculum in inclusive education. Once identified, placed and assigned to a curriculum type in accordance with a specific systematic, the question of who is in and out is pre-determined and thereby no longer inclusive. Looking back in history this is also mirrored by the reference to supporting specific groups (e.g.Salamanca Statement) vs. addressing the need for communal efforts (e.g. SDGs) in the context of integration/inclusion. Historicizing the approaches, policies and specific curricula situating learners inside and outside the classroom and/or social group will help to understand ongoing injustices and the (emotional) call for decolonised and diversified spaces. The (non-existent?) history of trauma-informed approaches and German language support classes stand exemplary for two tendencies aimed at supporting diverse student populations to thrive. Trauma-informed approaches are characterised by the idea of moving from individualized intervention to involving whole organisations in efforts to understand, identify and prevent traumatization, trauma-related triggers and trauma-enabling environments. The idea to thereby support everyone, regardless of whether (ever)(to be) traumatized or not, is often re-interpreted according to culturally standardized notions of who is considered a potential survivor of trauma (Zembylas 2022). By diversifying narrations of the past and increasing attention to oppressive narratives still in place, trauma-informed work in educational settings touches ‘classic’ fields of identification and individualisation. Also the disciplinary developments over time to understand trauma as much more than a causal context are important to be considered. German language support classrooms are a phenomenon to be encountered in Austria and Germany. Their aim, to qualify individual students to live up to specific language standards (Erling et al. 2022), is sometimes framed as measure to support diverse students but goes hand in hand with exclusion from mainstream classroom settings. Considered an exclusive space, voices come up again romanticising those policies that neglected the need for support in schools, claiming that back in time students “tried harder'' and “adjusted quicker” language-wise because they were not moly-coated by pedagogues. Again, the power relations in those narratives are analysed and challenged to explore later developments in language education. Using these two examples, we will elaborate main lines of (historic) developments and touch upon inclusive education’s neocolonial potential (Walton 2018).

This panel will focus on educational attempts in the Israeli education system to address the challenges of immigration during the pre-state period and the first decades of the state's existence (1934-1976). The panel will cover approximately 40 years of experience at the micro and macro levels to address the challenge of diversity in education in an immigrant society, with the aim of promoting social cohesion. It will deal with different research perspectives, including pedagogical questions, questions of law and education, and questions of educational policy. The first paper delves into the Youth Aliyah project (Youth-Immigration), focusing on the assimilation of the first 60 teenagers who fled Nazi Germany for education in Palestine at Kibbutz Ein Charod in 1934. By analyzing archival evidence and personal accounts, it uncovers the complexities of integrating into the kibbutz's socialist ideology, revealing the evolving educational goals and ideological shifts within the initiative. The research highlights the tensions between communalism and individual identity, examining the successes and challenges of cultural integration within this historical context. Situated within broader discussions of diversity and education, it contributes to understanding how historical educational efforts navigated cultural plurality, shaping individual identities and societal integration. The second paper examine how legal principles were instilled in children's literature in the early years of the State of Israel. It will describe how regulating education became crucial for Israel's young state. Though pre-existing, legislative frameworks gained momentum via parliament laws and executive actions. The pioneer 1949 Compulsory Education Law ensured free primary education. The legislators intended to deal with social anxieties from idle children prone to crime. Mass immigration and diverse educational backgrounds amplified these concerns. The paper will explain how this trends of 1950s children's literature highlights the zeitgeist and targeting of Mizrahi immigrants, revealing the complex motivations behind early Israeli education policy. The third paper will focus on the comprehensive attempt to promote social cohesion through engineering the classroom composition, with the implementation of the Integration program. Launched in 1968, Israel's ambitious School-Structure Reform aimed to transform schools into spaces for social integration, bridging gaps between Mizrahi and Ashkenazi Jewish students. This cornerstone of the welfare state's equality policy envisioned schools as crucibles for a cohesive society. Focusing on the "integration formula", a 60:40 ratio of working-class Mizrahi to middle-class Ashkenazi students, this presentation argues that the Ministry of Education, lacking sound research, relied on intuition and value-laden principles during policy formulation and implementation. This case study exposes the tensions between aspiration and reality in educational integration efforts.

School archives are a highly varied reality and difficult to fit into a single framework. Some are kept in schools, others in municipal archives or other local government offices, much documentation has been dispersed and much has suffered the damage of time and poor preservation. School archives are given the status of cultural heritage by law and as such must be preserved and managed according to specific regulations, leaving, however, the burden of observance to each institution, although the financial reality of schools does not allow for full compliance. The awareness of the school administration of the irregularities in the management of the historical archives generates a certain distrust of outside researchers who are often denied access, effectively tying up important historical sources. In the schools of Rome, a census of archives was started in the early 2000s with a special focus on upper secondary schools. For economic and practical reasons, however, the condition of the school archives of elementary school was neglected, remaining to this day not fully known, lacking an organic census and, unfortunately, lacking the resources to maintain the archives properly. Often the management is left to the goodwill of school staff who "tidy up" without the necessary professional expertise.In addition, it is not uncommon to find that the obligation to preserve the documentation is not fulfilled. Recently to solve these problems, schools have organized networks, especially historical upper secondary schools. In this context, therefore, the importance of elementary schools, which constitute our main research interest remains neglected. During a period of study, we came across a school archive rich in sources for not only local but also national history. Thanks to these sources, two workshops with school children were also offered. The aim of this presentation is to provide an example of the kind of documentation and historical sources that can be found in elementary school archives.The exactitude required, for many years, in the compilation of certain documents such as, for example, class registers, allows for very accurate reconstructions not only of class composition and teaching approaches but also of daily activities complemented by the teachers' reflections.The school Umberto I in Rome was one of the seven schools to host special classes for Jewish children, excluded because of the anti-Semitic laws from 1938 to 1943 and only admitted to some public schools in separate settings, of which the archives offer valuable evidence. It was also attended for a year by Enzo Camerino, one of the very few survivors of deportation to the death camps, by the son of a victim of the Ardeatine Caves and the son of the Afghan king in exile in Rome. Alongside exceptional war-related events, the pattern of dropping out, the history of special education, the history of didactics, and everyday school practices such as teacher-pupil or teacher-family relations can be reconstructed.

Looking at Europe's past, the scholar Gurminder Bhambra acknowledges its deep imperial and colonial features, not always explicitly and consciously stated, especially in rhetoric public discourses and in the hopeful stories on the origin of European identity and the European integration process (Bhambra, 2022). However, traces of this imperial and colonial past and of the European colonial project can be found: according to Bhambra, they are actually integral to and constitutive of the European Union itself (Ibidem). Resting on the above premises, this paper looks at the European Schools by asking the following question: which traces of the aforementioned colonial past and these "long-standing histories" might be detected in the European Schools System and how? The European Schools constitute a particular education system officially born in 1957 for very practical reasons, to meet the educational needs of children of European Coal and Steel Community’s officials. In these Schools, the value of cultural diversity and of an education aimed at cultivating awareness and respect towards "the Other" has been stressed quite often since their foundation, even though previous research has shown some weak points, such as their being more the expression of an elite in its making (Finaldi-Baratieri, 2000) or a lack in terms of critical reflection and pedagogy (Leaton Gray et al. 2018). Moreover, even though the impact of the European Schools might have been controversial, they contributed, no matter how marginally, to the definition of an intercultural model of education (Van Houtte, 1960) and to vehiculate the idea of a mixed European identity built on a common cultural heritage and exchange based on tolerance and openness. The question is whether and how it is possible to grasp a more complex image of this idea of identity and diversity in this transnational institution and in the education provided, an idea that also embraces and contains traces of the colonial past and that looks beyond the pure Eurocentric perspective. Approaching the scattered archives and sources with methodological pluralism (McCulloch & William Richardson, 2000) and through a transnational perspective (Fuchs & Roldán Vera, 2019) the analysis carried out focuses on a speech given by Albert Van Houtte - one of the figures who significantly contributed to the structural organization of the first European School - in 1963; on the image of a geographical map that appeared blurry in one of the ES commemorative brochures; on an article published in the ES Pedagogical Bulletins in 1980 and on the biographical events of one of the Deputy Head and teacher of the Ecole Européenne Bruxelles I. As a result, different threads emerge and are picked up, lightly undermining an apparently univocal and dominant narrative of the European Schools and the educational and diversity model they propose while taking a first step towards "decolonising the mind" (wa Thiong'o, 1986), a step necessary "to understand Europe postcolonially" (Van Weyenberg, 2019).

This paper traces the travelling of a picture book series for children designated for the object lesson method from Switzerland (1874/5) to Portugal where it was adapted in 1904/5 (Staub, 1904/5, 1923 [1874/5]). Along this case study, I delineate how the travelling of this series and its particular images was possible, considering not only reform approaches in education but also the imperial condition of these two European nation-states as relevant cultural and epistemological grids. Taking up the picture book series as a technology of schooling (Lawn & Grosvenor, 2005; see also Foucault, 1988), enables me to understand how the images and the object lesson method through which they were activated, produced a certain subject and in what ways this subject can be considered an imperial subject. By integrating a historiographic approach in the spirit of ‘entangled history’ (Sobe, 2013) with postcolonial and decolonial scholarship, I am invested in the question of how technologies of schooling such as the picture book series and its particular visual discursive formations (Rose, 2016) fabricated not only the colonial ‘Other’ but also constituted the imperial citizen “at home”(Hall, 2002). I pay particular attention to images and imaginaries of ‘nature’ that were not only reproduced in the pictures but also fuelled educational reform approaches and sensory educational methods such as the object lesson during the late 19^th and early 20^th centuries. Images were crucial elements in the production of the idea of modern-colonial ‘nature’ (Quijano, 2007), as visualizing procedures were key within natural history and in anthropology during the 19^th century in Europe (Daston & Galison, 2007; Mirzoeff, 2011; Pratt, 1992). The picture book series contains, amongst others, botanical and zoological illustrations, romantic landscape pictures as well as anthropological images of non-European peoples. The key concern of my work is to understand how these images as technologies of schooling did not only reproduce symbolic violences but also produced an imperial subject. Given that the picture book series travelled from Switzerland to Portugal with about 30 years of delay, I pay attention to how the imperial/colonial moment of the cultural and epistemological frameworks made the travel of the series and its images possible (Popkewitz, 2005). While the accompanying texts of the images were translated from German to Portuguese, the images remained almost entirely unaltered and therefore were imbricated in shaping a visual discursive field that crossed national boundaries. This in turn makes studying the visual culture within the transnational history of education (Dussel, 2013; Dussel & Priem, 2017; Lawn & Grosvenor, 2005; Rogers, 2019; Sobe, 2013), or as I suggest, “across Empires”, a worthwhile undertaking. Reform approaches have been of extensive interest in research on the transnational history of education, yet the imperial condition that underpinned those philosophies, methods and materials have been discussed insufficiently. I suggest that to move towards more socially just educational theories and practices, the historiography of education profits from visual culture studies across Empires as they allow a deepened understanding of the continuous colonialities inscribed into educational theory and its materials.

The concern for the democratization of knowledge and, consequently, for its decolonization, is an issue at the forefront of the educational agenda. How have educational processes generally operated throughout history? In this paper we will try to sketch a way of interpreting historical-educational processes, in such a way that we can have a system that allows us an approach that helps us to intuit how the discourses that have survived generationally have been constructed. We call historical-educational processes the discourses and practices that make possible the education of humanity in the course of history. When we refer to the education of humanity, we are pointing to the successive formation of human life, from concrete experiences and through generations, in a diachronic process -although always with synchronic implications- of cultural construction of human existence. This constant erosion produced by the waves of generations is the event that makes possible the formation of human life; that which allows humanity to shape its form. The historical-educational processes correspond chronologically to the passage of a generation -compressed between past, present and future- (Arendt, 2018), and the analysis of their discursive nature seeks to favor the reading of the way in which this erosion has taken place, establishing vertices within their radical singularities. The dialogic and monologic discursive natures differ in that the former "refers to actions that take place through dialogue and argumentation between several people or collectives" (Vila, 2011, p.12), while the latter refer to reasoning or isolated conceptions, which reject the presence of other interpretations. A historical-educational process is more dialogical to the extent that it opens up more spaces and/or draws more from the contributions of other discourses. A historical-educational process is more monological when it silences, persecutes or omits and condemns to disappearance other discourses that are not similar to its own. This classification has great implications for the topic that brings us together, since colonization is closely related to the monologization of discourses, while the dialogization of discourses promotes plurality, respect among discourses, cultures and ways of thinking about the world, thus opening the way to decoloniality. Therefore, from a perspective that rejects absolute meanings, knowledge and values, we defend that the dialogization of historical-educational processes, in the framework we provide, is fundamental in the path towards decoloniality. We understand that "dialogue is not a historical product, but historicization itself" (Freire et. al., 1975, p.21), and that openness will allow us not only greater justice with the voices subjected throughout history and the present, but also that diversity will enrich our interpretations of reality, since dialogue is nothing more than "going out of oneself, thinking with the other and returning to oneself as other" (Gadamer, H-G, 1998, p. 356).

La preocupación por la democratización del saber y, consecuentemente, por su decolonización, es un asunto de primera línea en la agenda educativa. ¿Cómo han operado generalmente los procesos educativos a lo largo de la historia? En la presente comunicación trataremos de dibujar una manera de interpretar los procesos histórico-educativos, de tal forma que podamos disponer de un sistema que nos permita una aproximación que nos ayude a intuir cómo han sido construidos los discursos que han sobrevivido generacionalmente. Nombramos procesos histórico-educativos a los discursos y prácticas que posibilitan la educación de la humanidad en el transcurso de la historia. Cuando nos referimos a educación de la humanidad, estamos señalando la sucesiva formación de la vida humana, a partir de vivencias concretas y a través de las generaciones, en un proceso diacrónico —aunque siempre con implicaciones sincrónicas— de construcción cultural de la existencia humana. Esta erosión constante producida por el oleaje de generaciones es el suceso que posibilita la formación de la vida humana; aquello que permite que la humanidad vaya moldeando su forma. Los procesos histórico-educativos se corresponden cronológicamente con el paso de una generación —comprimida entre pasado, presente y futuro— (Arendt, 2018), y el análisis de su naturaleza discursiva busca favorecer la lectura del modo en que esa erosión ha tenido lugar, estableciendo vértices dentro de sus radicales singularidades. Las naturalezas discursivas dialógica y monológica se diferencian en que la primera «hace referencia a acciones que tienen lugar por medio del diálogo y la argumentación entre varias personas o colectivos» (Vila, 2011, p.12), mientras que las segundas se refieren a razonamientos o concepciones aisladas, que rechazan la presencia de otras interpretaciones.Un proceso histórico-educativo es más dialógico en tanto que más espacios abre y/o más se nutre de las aportaciones de otros discursos. Un proceso histórico-educativo es más monológico cuando silencia, persigue u omite y condena a la desaparición a otros discursos que no sean afines a los suyos. Esta clasificación tiene grandes implicaciones en el tema que nos reúne, puesto que la colonización guarda estrecha relación con la monologización de los discursos, mientras que la dialogización de los mismos promueve la pluralidad, el respeto entre discursos, culturas y formas de pensar en mundo, abriendo así el camino a la decolonialidad. Por ello, desde una perspectiva que rechaza el sentido, el conocimiento y los valores absolutos, defendemos que la dialogización de los procesos histórico-educativos, en el marco que aportamos, es fundamental en el camino hacia la decolonialidad. Entendemos que «el diálogo no es un producto histórico, sino la propia historización» (Freire et. al., 1975, p.21), y que la apertura nos permitirá no sólo una mayor justicia con las voces sometidas a lo largo de la historia y el presente, sino que también la diversidad enriquecerá nuestras interpretaciones de la realidad, puesto que dialogar no es otra cosa que «salir de sí mismo, pensar con el otro y volver sobre sí mismo como otro» (Gadamer, H-G, 1998, p. 356).

This communication aims to share and engage on an ongoing reflection about the decolonization of our research practices in social history of education. First, it offers a synthesis of the abundant literature, since the 1980s, that commits us to revise our scientific posture and methodology. Second, we will anchor these reflections in the current context, marked by tensions and resistance, and within the framework of European scientific production. And, third, we will identify the tools and methods that are useful to revise the way we conduct research, in order to move towards decolonizing our scientific approaches. The pioneers of the literature on the decolonization of research (wa Thiong’o’, 1986; Spivack, 1988) demonstrate the Eurocentric character of scientific production. The decolonization of sciences and minds does not directly result from political decolonization: it is a process that have been shaped during the 20th century, nourished by the contributions of educational theorists adopting a “critical” stance. Decolonial approaches are distinguished from critical schools of thought – such as postcolonialism – by its political commitment and its emancipatory aim. Thus, scholars adopting such endeavor are sometimes qualified as radicals because they contribute to the definition of a counter-hegemonic approach to the political project which shapes school and society (such as Paolo Freire, John Dewey, Giroux, McLaren, Apple, Shor, Kincheloe). Although this decolonial process is quite well-known and seems obvious, the decolonization of scientific productions generates a certain number of debates and provokes strong reactions. It is a trend severely attacked by conservative politicians, and constitutes a target for the delegitimization of sciences, especially in this current context marked by the rise of authoritarian regimes. For example, in France, we can consider that the university and the human and social sciences research have been under attack for several years, as evidenced by various comments made by politicians against researchers working on matters related to power, minorities’rights and social inequalities. This fear of “decolonialism” comes along with criticism of the so-called “wokism movement”, which tend to normalize the far-right discourse through media to reach public opinion. However, the practices of decolonization of scientific productions, particularly in the field of social history of education, are not new, but - today - it is of utmost importance to anchor the scientific discourse and our posture in this debate. Moreover, considering that decolonial approaches are part of a certain academic tradition, it involves scholars in the creation of a counter-hegemonic research space for the co- and re-creation of knowledge in the history of education.

The discipline of history has grown up within colonial regimes. State and official archives are created by those who have access to greater power within that state. The maintenance of coloniality – that is, the ongoing power relations of colonialism – is often aided by historical narratives in which particular memories and amnesias are sustained and a story of progress is portrayed. The history of education is particularly prone to narratives of progress and imperial influence (see Kelly & Rigney, 2022). As Radhakrishnan (2008, p.35) has asked when exploring the debates about history and revisionism: ‘How does one, … in a world structured in dominance, invest in the humanly historical in the name of justice and ethico-political equity?’ In this paper I reflect on what this question and this context means for reading and writing histories of education in settler colonial state contexts, with particular reference to the history of school exclusion in Australia. Through bringing together conceptual resources from Critical Indigenous Studies and Edward Said’s (1993) theorising of difference, imperialism and justice I outline some possibilities for historical methods of reading and writing that attend to difference, absence, silence and relation in the colonial historical record. I argue that Said’s notion of contrapuntal reading (Lachman, 2010; Radhakrishnan, 2008) attunes the education historian to the multiple narratives present in the archive but also the ways in which those narratives relate to and work upon each other. While the notion of refusal (see Grande, 2018; Barakat, 2021) places the oppressed in an active encounter with the dominant forces in their lives, enabling the education historian to see and speculate in registers that aim to both hold colonial dominance accountable and actively engage with the always present Indigenous resistance to occupation in settler colonial societies. These methods of engagement with the historical record also work to question and unsettle the linear, developmental narrative of progress that has been part of the colonial regime of control (Kelly & Rigney, 2022). Instead history is understood to be both the past and the past in the present (Rudolph, 2018), requiring a constant reflection on the ways in which the past, present and future are in relation: working on each other contrapuntally and co-constituents in explaining how and why certain educational dilemmas come to be and/or endure. In this paper, I show how these critical tools offer opportunities for decolonial historical praxis for education historians, particularly those working in settler colonial contexts.

Bernard Crick (1929-2008) was a British political theorist and public intellectual who had actively engaged in British politics since the 1950s. Throughout his life, Crick constantly promoted his political theories and emphasised the importance of political relevance (Jeffery, 2009). In particular, in 1997, Crick was appointed by his former student, David Blunkett, the Secretary of State for Education, to chair the Advisory Group to provide advice on teaching citizenship and democracy in schools. A year later, the report titled ‘Education for Citizenship and the Teaching of Democracy in Schools’ was published, commonly referred to as the ‘Crick Report’ (Crick, 1998). This report outlined a vision and ambition for promoting citizenship education in secondary schools. The key area of this study focuses on Crick’s perspectives on citizenship education and his contribution to the Crick Report of 1998. As a pivotal moment, a qualitative historical study with a combination of documentary and oral history methods has been employed, including the individual archives of Bernard Crick, the institutional archives of the Advisory Group and semi-structured interviews with leading political figures and key individuals involved. These archives contain invaluable undiscovered information such as personal correspondence and meeting minutes of the Advisory Group, shedding light on the concealed intricacies of the Crick Report and the complicated process of negotiating, reconciling, and compromising between different interests within the Group. Meanwhile, oral history interviews have been applied to offer firsthand accounts to explore the nuanced policy-making process, thereby bridging the gap between archives and context, which is a crucial means to deepen the understanding of Crick’s contribution and diversify the understanding of the shifting periods from 1997 to 1998. As an example of the relationship between the chair of a committee and the report produced in the history of educational policy in Britain, combining archival sources and oral history interviews helps diversify narratives of Crick’s significance in making the Crick Report and deep understanding about the nature, purposes, content, and approaches of citizenship education. Moreover, Crick previously challenged views about citizenship with a colonial basis and emphasised decolonised ideas about citizenship in a post-colonial society. As such, delving into the underlying ideas of the Crick Report provides a valuable lens for evaluating the contested ways in which citizenship and democracy are conceived in schools. This evaluation is crucial for educators grappling with dilemmas within a broader educational and political context. Furthermore, as evidenced by recent election results in the Netherlands and Argentina, the rise of populist movements illustrates how democracy and citizenship are topical issues that influence interpretations of what is happening. Reflecting on this, Crick insisted on a change in political culture towards far greater active participation, contending that such engagement should be integrated within schools to mitigate adverse effects associated with populist and market forces. In this respect, by examining the evolution of Crick’s ideas about citizenship education and his significance in making the Crick Report, this research contributes to diversifying discussions surrounding civic and public good and the nature of a democratic society.

This study is part of a larger project on the historical study of academic freedom in the Global South. The overall project response to recent innovations in the use of "Big Data" that have created new opportunities for historical scholarship. Until recently, big data historical projects have tended to analyze digitized books to examine cultural change and reform over time using such methods as word counts, word proximity, and other language patterns. Over the past few years, researchers have also begun pioneering the use of technologies for examining much larger data sets focused on regional newspapers. Moving beyond digitized books has allowed for greater precision in the examination of key transition points in political history, medical history, and women's history, among other subfields. Inspired by recent developments in big data methods, this paper explores the intersection of historiography, technology, and the case of academic freedom in the Global South. It discusses potential uses of historiography, technology, and big data to overcome an existing depth-breadth divide. It also provides a preliminary overview of methodological approaches and interpretive challenges that exist when unpacking big data sets to construct global perspectives on academic freedom history and change. To provide context to this investigation, we have selected academic freedom in the Global South as our focus and the challenges presented as our sub-focus. This article offers a systematic review of the historiography on academic freedom in the Global South with a specific focus on the political, social, and economic challenges to the preservation of academic freedom rights in relation to settings studied, research methods employed, and stakeholders involved. While historical research on the topic tends to examine institutional or country-level developments, little is known about academic freedom's evolution across the Global North or Global South, particularly in terms of which agents and policies represent the largest challenges to the preservation of academic freedom rights. This study targets a gap in our understanding of how researchers have approached analyzing academic freedom as a tradition and dynamic concept in the Global South. Using longstanding frameworks to define the parameters of higher education freedoms, this project constructs a portrait of the main political, social, and economic power struggles surrounding academic freedom. Focusing on such challenges illuminates the conflicts, reforms, and power dynamics that exist in a post-colonial and decolonial era and that contribute to the evolution and devolution of academic freedom over time. In doing so, this paper offers a systematic overview of historical insights into academic freedom.

The Society for Promotion of Female Education in the East (SPFEE) was an early British Protestant Christian missionary society involved in sending female teachers first to China and other Asian countries. From the start of professionalizing female education, a select group of upper-class British women oversaw selecting particular women to serve as educators in Asia and eventually around the world. During its first decade, the SPFEE increasingly functioned as a professionalizing body for female education for both the selection and training of their Agents, chiefly following two European pedagogical systems: The British System and the Infant School System. The British System was explicitly identified as a coloniality of knowledge soft power of the British Empire, derived from the teaching system of Joseph Lancaster. With the publicity of the SPFEE, a third locally developed system of Romanised Chinese instruction was devised by Robert Morrison and developed by Mary Ann Aldersey set the stage for the widespread use of Pin Yin in modern China. It became the most significant body for establishing professional standards of female teachers sent abroad, and is perhaps the most widespread evidence of the coloniality of knowledge in China today. From its inception, the SPFEE did not have a permanent address, but mostly met in the Bloomsbury area of London. For the first eight years, most meetings were hosted by Thomas Meaux, esq., at 28 Bloomsbury Square, just along the road from Great Russell Street, in a building that would later become the first home of the Institute of Education. Initially, financial support for female education on a global basis was done as an extension for efforts in England itself, under the supervision of a Ladies’ Committee. Both Lancastrian and Pestalozzian approaches were used to education for their teacher selection and training programme. The SPFEE also established a policy of three committee members examining and reviewing candidates after their training. How the SPFEE developed its own regulations, encouraged the institutionalising of female education in various places and where they sent their Agents, how their policies formed, reforms made in the organization and resistances encountered will be detailed in this paper along with a financial analysis of their organization during its formative period.

The current research invokes to present the objective picture of the influence and integration of German philosophic-pedagogical ideas and models in the educational system of the Russian Empire in the 1870s-1900s through the analysis of translated German-language pedagogical articles. In particular, how strong the influence of the Western Enlightenment was on the schooling process in secondary educational institutions, and how the traditional organization was blended with elements of foreign origins. The development of the Russian educational system under the impact of German-based educational concepts demonstrated the evolution of pedagogy with the concrete effect of these indirect intercultural relations. At the same time, the qualitative content of education could be determined by national mentality, traditions and peculiarities of culture. The purpose of the research is to give a detailed analysis of the influence of the state educational systems of the Austro-Hungarian and German Empires on the reformation of the schooling process at the level of secondary educational institutions: secondary schools, real schools, gymnasiums and progymnasiums. The study of the modernization of the Russian educational system in the 1870s-1900s went in parallel with Western states and considered from the perspective of the professionalization theory (Schriewer, 2006). This period was determined by a complexity of socio-economic and socio-cultural factors: the increase of the demand by the society and state economy. In the vocational education of non-privileged layers, the state of national schools and their needs in teacher’s qualitative preparation, and the mercurial activity of social and pedagogical movement are all demonstrated on the pages of published periodicals. Another aspect is the continuity between Western and Eastern European cultures. The theory of cultural transfer (Kaelble, 1999; Middell, 2016; Wendland, 2012), which finds a bright approval in the centuries-old collaboration between most European states. The interaction in the Russian Empire with the experience of German and Austro-Hungarian heritage in the field of education and culture has a long history. Russian educators were actively adopting Western European ideas of the Enlightenment, in particular through acquaintance with German literature and philosophy, and were reforming the education system itself according to a progressive foreign model. As for the applied method, the research combines historical and interdisciplinary approaches such as the historical-comparative (Schieder, 1965), the historical-systemic analysis (von Bertalanffy 1968), the hermeneutics by Gadamer (Gadamer, 2004) and the Foucauldian discourse analysis (Eribon, 1991). The main idea of the study is based on the characteristics of specialized pedagogical periodicals (Mikhailov, 1890-1917), (Simashko, 1871-1888) and the assessment of the degree of frequency of occurrence in them such issues as professional educational themes, information about the literacy level in European states, the state of the pedagogical education abroad and experience of its organization, the organization of international congresses, seminars, discussions, collective exchange of opinions about the state and ways of developing the educational system. Preliminary analysis demonstrated concrete examples of the introduction of German-based (Austro-Hungarian) principles in the educational process in the Russian Empire such as the organization of pedagogical scientific communities, the implementation of teaching methodology, and the certification principles.

In the early decades of the 20th century in Brazil, the popular life practices became a matter of great concern for doctors, sanitarians, philanthropists, social reformers, and sectors of the industrial bourgeoisie. This period is characterized by a political project that aimed to transform the country into a civilized, cultured, and modern nation. The agenda of this program included the reduction of high infant mortality rates. Simultaneously, there was an institutionalization process of medicine as a producer of knowledge capable of ordering and guiding all areas of society. In family relations, women stood out as central figures due to their maternal function, ensuring the reproduction of healthy citizens. In the nationalist and republican discourses of social regeneration, the concept of motherhood surpassed the idea of simply bearing children for the husband. It was reformulated to ensure the formation of exemplary citizens for the nation. The practice of motherhood became the subject of a scientific approach and emerged as a prominent function of women, recognized as a patriotic mission and a public responsibility. Reforming maternal and child care and promoting a preventive medical-social culture became the primary goal of pediatricians, extending to the entire society, especially women and mothers. The aim was to replace traditional customs of caring for young children, overcoming practices considered outdated, such as those of midwives, advice, and beliefs based on common sense. In this sense, the ideological construction relied on the figure of women, demanding considerable commitment from them and institutionalizing their education and instruction. This is demonstrated through the analysis of articles from the "Educação e Pediatria" (Education and Pediatrics) magazine, published between 1913 and 1915 in Rio de Janeiro. The magazine was organized by two owners/directors: journalist Franco Vaz, director of the Premonitória School on November 15, and pediatrician Dr. Álvaro Reis, a hygiene professor at the same school. The periodical focused on analyzing various issues related to teaching, education, children's hygiene, diseases, and their treatments, targeting those interested in the theme, especially those responsible for the health and education of children. Despite having only two articles written by women, both related to the school education of children, the magazine contained a series of articles written by male doctors, jurists, lawyers, with recommendations to women. It also included two articles specifically addressing female education in schools and higher education. Through the analysis of these articles, the goal is to understand the normalizing function of scientific discourses dedicated to the topics of motherhood and female education during this period, considering the magazine as a space for dialogue between different areas, focusing on a larger nationalist objective. The aim is to present educational proposals for women in their interaction with the cultural, social, and political landscape, highlighting their new roles in the republican order, serving modernization projects. Thus, women were seen as agents of this transformation, the primary bearers of normative and hygienic precepts, and significant mediators between the public power and the general population.

Nas primeiras décadas do século XX no Brasil, as práticas populares de vida se tornaram objeto de grande preocupação de médicos, sanitaristas, filantropos, reformadores sociais e de setores da burguesia industrial. Este período é caracterizado por um projeto político que pretendia transformar o país em uma nação civilizada, culta e moderna. Na agenda deste programa contemplava-se a redução das altas taxas de mortalidade infantil. Concomitantemente, assiste-se ao processo de institucionalização da medicina como produtora de um saber capaz de ordenar e orientar todas as áreas da sociedade, e, nas relações familiares, destacava-se a mulher como figura central por sua função materna capaz de garantir a reprodução de cidadãos saudáveis. Assim, nos discursos nacionalistas e republicanos de regeneração social, o conceito de maternidade ultrapassa a ideia de gerar filhos para o marido, sendo reformulado para assegurar a formação de cidadãos exemplares para a pátria. A prática da maternidade se torna objeto de uma abordagem científica, e emerge como função proeminente da mulher, sendo reconhecida como uma missão patriótica e uma responsabilidade pública. Reformar os cuidados materno-infantis e promover uma cultura médico-social preventiva tornou-se objetivo primordial dos pediatras, e deveria se estender para toda a sociedade, sobretudo, para as mulheres e para as mães, buscando-se substituir os costumes tradicionais de cuidados com as crianças pequenas. Tratava-se de superar as práticas consideradas atrasadas das comadres, os conselhos e crenças entendidos como arcaicos e fundamentados no senso comum. Nesse sentido, busca-se demonstrar de que maneira essa construção ideológica se assentou na figura da mulher, requerendo dela considerável comprometimento e institucionalizando sua educação e instrução, por meio da análise dos artigos da revista Educação e Pediatria, publicada entre 1913 e 1915 no Rio de Janeiro. A revista foi organizada por dois diretores-proprietários: o jornalista Franco Vaz, diretor da Escola Premonitória 15 de Novembro, e o médico pediatra Dr. Álvaro Reis, professor de higiene na mesma escola. O periódico dedicava-se à análise de diversas questões de ensino, educação, higiene das crianças, doenças e seus tratamentos, e era direcionado aos interessados no tema, em especial os responsáveis pelos cuidados com a saúde e a educação das crianças.A revista traz apenas dois artigos de autoria feminina, ambos relacionados à educação escolar de crianças, no entanto, contém uma série de artigos escritos por homens médicos, juristas, advogados, com recomendações às mulheres, e dois artigos especificamente voltados à educação feminina nas escolas e no ensino superior. A partir da análise desses artigos, espera-se compreender a função normalizadora dos discursos científicos que se dedicavam ao tema da maternidade e da educação feminina durante o período, considerando a revista como um espaço de diálogo entre diferentes áreas, focalizando em um objetivo nacionalista maior. Busca-se apresentar as propostas educativas destinadas às mulheres em sua interação com o cenário cultural, social e político, destacando as suas novas atribuições na ordem republicana, servindo aos projetos de modernização. Deste modo, as mulheres seriam as agentes dessa transformação, as maiores responsáveis pela difusão dos preceitos normativos, higiênicos, e as grandes mediadoras entre o poder público e a população em geral.

This research aims to analyze foreign influence on feminine education in Brazil regarding the decades od 1910 to 1920, the period when the Natal´s Domestic School was installed. The institution was a pioneer in thus type of Education in Latin America and was inspired by the École Ménagère, from Switzerland. The country's Ministry of Foreign Affairs invited normalist teachers Héléne Bondoc, Jeanne Negulesco, Leonora James, Isabel Baird, Julíe Serivé, Allexandra Von Schimnielpfeig, Edwirges Schuller, Mademoseille Bruela to be the institution's first directors and teachers. These teachers had experience and education in normalist schools and feminine education. In the Brazilian Republican period, women were majority in teaching staff in professional education throughout different institutions being in the genesis of its operation. In addition to being teachers, heads of educational institutions, these women were writers, journalists, and copywriters´. In the realm of such activities, relevant issues regarding academic culture, teaching professionalization, feminization in education, educational practices, and representations, as well as intellectual itineraries came forth; all of which underlined the history of educational institutions, class bodies and media at the time. These teachers collaborated directly in this emerging of a new educational reality, whether in public, subsidized, private or confessional institutions. From a perspective of gender analysis and transnational history, these subjects were from Brazil and foreign countries such as Germany, Denmark, France, United States, Ireland, Romania, and Switzerland. Thus, it is possible to point out relations of interdependency between Brazil and Europe as well as the United States. The research relied on theoretical landmarks in the works of Scott (1990), Chartier (1990), Elias (1994; 2001), Thébaud (1995), De Certeau (1996), Perrot (1998), Vidal (2002), Morais (2003; 2006; 2019), Viñao (2004), Machado (2005; 2009; 2013), Butler (2010; 2015), Rogers (2014, 2018), among others. Thus, for this historiographic study documental information fonts as well as textual and iconographic images retrieved from public archives, mainly from Brazil, Portugal and France were considered. Home schools were a reality in Europe in the late 19th and early 20th centuries. The implementation of home and professional education took place through Normalistic Schools in countries such as France, Switzerland, Belgium, England, and the Netherlands. They aimed to provide women a more active role. The research evidences the formative inspiration on behalf of the normalist teachers in their French headquarters, serving as a reference for the other institutions created in the same historical substratum in different countries, and which held a strong influence in knowledge dissemination and teaching practices. These actions also influenced the elaboration of pedagogical manuals and textbooks, mainly after France hosted the International Congress on Home Education. The Domestic School in Natal was a product of a network of international relations. It established itself as strategic asset for Brazil and Latin America, by means of advocating and promoting modern education for women.

A pesquisa visa analisar as influências estrangeiras sobre a educação feminina no Brasil, nas décadas de 1910 a 1920, período em que foi instalada a Escola Doméstica de Natal, inspirada na École Ménagère, da Suíça. A referida instituição foi pioneira para o Ensino Doméstico na América Latina. O Ministério de Relações Exteriores do país trouxe as professoras normalistas Héléne Bondoc, Jeanne Negulesco, Leonora James, Isabel Baird, Julíe Serivé, Allexandra Von Schimnielpfeig, Edwirges Schuller, Mademoseille Bruela para atuarem como primeiras diretoras e professoras da instituição. Elas tinham a formação nas Escolas Normais e atuaram em prol da educação de mulheres. No período republicano brasileiro as mulheres constituíam majoritariamente a formação dos quadros docentes das diferentes instituições de ensino e de classe profissional, estando na gênese de seus funcionamentos. Além de atuarem como professoras nas salas de aula e dirigentes de instituições educativas, eram literatas, jornalistas e redatoras. Emergem de suas atuações, relevantes temas concernentes à cultura escolar, profissionalização docente, feminização do magistério, práticas e representações, bem como itinerários intelectuais, subjacentes à história de instituições educativas, órgãos de classe e impressa educacional. Essas mulheres professoras colaboraram diretamente com o molde de realidades educacionais emergentes, seja em instituições públicas, subvencionadas, privadas ou confessionais. Em uma perspectiva de análise de gênero e história transnacional, ressalta-se que eram de nacionalidade brasileira e estrangeiras provenientes de países como Alemanha, Dinamarca, França, Estados Unidos, Irlanda, Romênia e Suíça. Desse fato, destacam-se as relações de interdependência gestadas e evidentes entre o Brasil, a Europa e os Estados Unidos. Os interlocutores fundantes nas análises da pesquisa são Scott (1990), Rogers (2014; 2018), Chartier (1990), Elias (1994; 2001), Thébaud (1995), De Certeau (1996), Perrot (1998), Vidal (2002), Morais (2003; 2006; 2019), Viñao (2004), Machado (2005; 2009; 2013), Butler (2010; 2015), dentre outros. Para esta operação historiográfica dispomos de fontes documentais, textuais e iconográficas advindas de arquivos públicos, principalmente do Brasil, de Portugal e da França. As escolas de ensino doméstico eram uma realidade na Europa em fins do século XIX e início do século XX. A implementação do ensino doméstico e profissional ocorreu por meio da Escola Normal em países como França, Suíça, Bélgica, Inglaterra e Holanda, tendo por objetivo conferir um papel ativo às mulheres. As pesquisas evidenciam a inspiração formativa das professoras normalistas na matriz francesa da Escola Normal, referência para as demais instituições criadas no mesmo substrato histórico em diferentes países, e que exerceu forte influência a partir da circulação de saberes para a docência em manuais e compêndios pedagógicos, principalmente, após a França sediar o Congresso Internacional de Ensino Doméstico. A Escola Doméstica de Natal constituiu uma rede de relações internacionais, estabelecendo-se como estratégica para o Brasil e a América Latina, ao preconizar a promoção de uma moderna educação para a mulher.

Throughout history, numerous renowned and outstanding female talents have been born in the Ba-Shu region. Among them, identifiable female talents can be classified into four types according to their professions: merchants, politicians, artists, doctors. Such as Qing, a widow from the Ba-Shu region, was skilled in business in the pre-Qin period (221 BC-206 BC). Wenjun, Zhuo, was a talented woman who skilled in playing the seven-stringed plucked instrument during the Han dynasty (202 BC-220 AD). Zetian, Wu, a female emperor in the Tang dynasty (618 AD-907 AD). Lady Huarui was a poetess in the Five Dynasties period (907 AD-960 AD). Liangyu, Qin, a female general in the late Ming dynasty (1368AD-1644AD). Yi, Zeng, a female doctor living in the Qing dynasty (1644AD-1912AD) (Dawei, Cao, 1996; Chaozheng, Li, 1997; Linyun, Wang, 2017). From the perspective of talent geography, the development of female talents was motivated by various factors. This study summarizes four aspects: social-cultural environment, family, individual female efforts and special life encounters. As a result, ancient female talent development had some educational characteristics: social culture-oriented, family-oriented, profession-oriented, and individualized. The ba-shu social-cultural environment. Taoist culture is popular which emphasizes on gender equality. Multi-ethnic cultural traditions offer diverse cultural environments, and local cultural and educational policies emphasize female education. The family environment (both natal and marital) played a significant role, with women benefiting from being daughters of renowned fathers, wives of talented scholars, or mothers of promising sons, which helped them excel in literature, arts, intellectual culture, and skills (Dawei, Cao 1996). The growth of female doctors, poets, and generals had close ties with familial education inheritance. Women in occupations such as nuns, courtesans, and entertainers received artistic training, allowing them to break away from the traditional "Four Virtues" education (Hong, Xiao 1999; Jingli, Ying, et al., 2007). Different practical circumstances, such as the death of a husband who served as emperor or living in a war environment, enabled talented women to engage in mainstream social activities, such as listening to politics behind the curtain, and leading military forces, thereby creating special opportunities for their political and military talent development. Additionally, in different eras and regions, incidental factors could promote female talents; for example, periods of social upheaval and transformation or war turmoil might favor female talent development. However, within limited learning conditions, female talents demanded greater individual efforts.

Literacy education for the peasants is considered the fundamental approach to promoting modernization. Once the New China took authority in 1949, the aim of the literacy education for peasants was also the ideology education, including the political understanding of the new authority, modern agricultural knowledge, and the brand new law system（Man,2013;Zhang, 2009;Ma,2006）. Researchers chose a set of literacy textbooks published in 1951 as the research materials， with over one million copies published and sold from October 1951 to October 1952. Furthermore, Critical discourse analysis was employed as the research method. All texts in this set of textbooks are sorted into different categories; then traced back to the original materials, e.g., news, reports, and other literacy textbooks. Various recourses were carefully chosen to produce the textbook that guided the peasants to formulate the new national culture, political understandings, and new history. The peasant literacy textbook gave the impression of modernity, with basic medical, agricultural, and national science knowledge, including explaining the eclipse and pest control with aircraft. The results of this research show: that firstly, the technological knowledge was chosen from the wholistic understanding of the so-called modern agricultural knowledge and modern agricultural life. For this part of the content, the instruction technology was visualizing, e.g. the modern harvest machine picture was printed beside the text. Secondly, technological knowledge was considered a brand-new method for constructing peasants’ communist identity. The technological knowledge was for everyday life and everyday agricultural work. Thirdly, technological knowledge in the literacy textbook was working for the national strategy of promoting agricultural production and cultivating a communist agricultural culture. The literacy education for the peasants combined the agricultural culture, literacy education, and the agricultural producing process (Su, 2018, Zhu&Zhang, 2010). After all, the instruction method, the content of the technological knowledge, and the invisible connection with agricultural production transformed the traditional agricultural methods and promoted agricultural cooperation.

In the 19th century, the modern model of school, supported by the state, spread throughout the Western world (Nóvoa & Schriewer, 2000; Schriewer, 2004; 2006). Along with it, new forms, objects and materials for teaching natural sciences circulate around the world, associating progress with a certain pedagogy and a certain materiality. Considering the materiality for teaching natural sciences, the research presented in this Panel operates from three movements. The first consists of problematizing the circulation of scientific-educational objects and the commercial relationship between countries, in the 19th century, asking about education and (de)coloniality. The second consists of demonstrating the polycentric directions of circulation of scientific-educational objects, going beyond the traditional idea of center and periphery (Vidal, 2024; Fuchs, 2014). The third highlights the inventive and creative ways in which scientific objects are used by teachers and students (Certeau, 1982). From a theoretical-methodological point of view, we proceeded with a varied comparison of sources that allowed us to cast different perspectives on the commercial relationship between countries around objects for teaching natural sciences. In addition to the objects themselves, the research considers sources such as catalogs from manufacturing companies, purchase notes, reports on the uses of objects, trade and navigation maps, reports from natural science teachers. As a result, the Panel contributes to rethinking the historical role of education in the naturalization of models of coloniality. However, it also highlights the potential of the school, through the inventiveness of its subjects, for the construction of (de)coloniality movements.

Nature-based preschools, including forest schools—where most learning takes place outside—exist in many countries and are a useful lens through which to consider concepts of childhood, nature, and education more broadly. However, we still lack an understanding of how both to prepare teachers for nature-based education (NBE) and to transform more traditional, teacher-centred approaches to change learning outcomes. This paper investigates these processes by exploring how principles of nature education shaped teachers’ preparation and practices in both the distant past (as ideas developed in the early 20th century) and more recently (from the 1990s) as approaches have re-emerged in international contexts. NBE is a 21st-century education reform aimed at changing learning outcomes, which also stands as a critique of extant schooling and effort to decolonize education. But the idea is not entirely new. Theories and methods of learning in nature have been proposed for more than two centuries (Joyce, 2012), with many focusing on young children. This presentation considers nature-based teaching and learning in the 20th and 21st centuries, drawing on examples of institutions or organizations where educators experimented with nature-based pedagogies. This overarching question directed our endeavour: In what ways did NBE develop new possibilities for learning and new ways to respond to concerns over children’s alienation from the natural world, including alienation from the self—brought on by industrialization, urbanization, and the institution of schooling itself? The study had three broad objectives (1) To explicate the aims, purposes, forms, and contents of NBE using historical methods—by examining the past and present social, political, and historical pre-conditions for the emergence of NBE theories and practices. (2) To track the temporal and geographic diffusion and variations of two institutional iterations of NBE—nature study and the forest school—in Germany, England, and the United States, by following the transcontinental networks of ideas and experts of yesterday and today that supported these developments. (3) To investigate how educators were and are prepared to teach—by exploring the intersection of theory with practice in teachers’ preparation for NBE, focusing on programs for preschool and kindergarten-aged children in the same countries. The presentation will focus on the first objective to review the history of ideas related to nature-based learning for preschool children in the context of the Nature Study movement, as popularized in England, the US, and other English-speaking countries from the 1890s to the 1920s (Jenkins, 1981; Kass, 2017; Kohlstedt, 2010), with comparable initiatives in Germany (Koerrenz & Engelmann, 2019; Nyhart, 2009).

According to some of the latest methodological advancements in the contribution of the History of Education to a deeper understanding of early childhood education and its main development at an institutional and pedagogical level (Luc, 1997; Lascarides, Hinitz, 2011; Sani, 2016), an interesting case study could be identified in the commitment of three Italian educators, Pietro Pasquali and the sisters Rosa and Carolina Agazzi, in fighting against children’s poverty and cultural deprivation in the transition of the 20th century. They contributed, through their direct educational interventions in the infant school of Mompiano (in the city of Brescia, Northern Italy) and the publications of handbooks, journal articles, and training courses, to prepare new educators and to guide working class to take care of children with educational intent. To explore this issue, it could be interesting to analyse three sources, such as two handbooks by Pietro Pasquali (Il nuovo asilo: guida per le maestre e le madri nell’educazione della prima infanzia sulle tracce dell’Asilo di Mompiano, 1903; Il nuovo spirito dell’asilo: a complemento del volume Il nuovo asilo, 1910), and a volume by Rosa Agazzi (Guida per le educatrici dell’infanzia, 1932), in which she had collected some of her own professional writings already published in the educators’ journal «Pro Infantia». The educational strategies, methods, and tools promoted in all three books were the result of a transnational ‘educational-cultural’ transfer (Sahlfeld, 2016), contributing to place the Mompiano infant school experience within the broader international framework of institutional development of infant schools. The affirmation of pedagogical-organizational dimensions aimed at the realisation of a tripartition between physical education, intellectual education, and moral education explicitly inspired by Pestalozzi (Veiga, 2018) went, hand in hand, with the promotion of a civilising process (Elias, 1988), in terms of self-ordering, self-regulation, and internalization of norms for the autonomous and responsible development of each child. In Mompiano school, the little boys and girls, after hygiene and medical treatment, washing, and wearing school smocks and shoes (as a symbol of external equality), had the opportunity to experience 'the intuition of a civilised life' (Pasquali, 1903) in a context of social normativity, dominated by educational relationships animated by joy, intelligence, and affection. Their civilisation entailed a change in their emotional heritage, with the assumption of personal habits marked by the principles of fairness and respect for others, as results of the spontaneous learning of rules and methods of social discipline (Agazzi, 1932). In this direction, it can be said that Pasquali and Agazzi's experience contributed to the translation of the modern instance of disciplining of body and soul (Dekker, Wichgers, 2018) into a more contemporary form of self-disciplining, thanks also to the systematic attention exercised on a practical level to the natural needs of the youngest. Moreover, it promoted a deep process of civilisation of the children in terms of personal emancipation, thanks to the development of teaching-learning activities characterized by active methods and the use of didactic aids collected or made by the pupils (Lombardo Radice, 1928).

Bills and coins have, throughout history, served as symbolic tools of colonial power. The selection of which figures or historical events are featured on currency can contribute to that colonial narrative and the legitimization of dominance. Indeed, a form of resistance and decolonization can be enacted through the introduction of currency representing local culture, historical figures, and/or symbols, thereby reaffirming the unique and singular identity of that territory. During the decolonization process, the creation of an independent national currency symbolizes a significant step in reclaiming both material and immaterial property usurped. Currency can also exert an impact on the historical memory of a society. The decision to commemorate certain events or figures on currency can influence the perception of history and the construction of national narratives. Furthermore, the design of currency can reflect social relationships and hierarchies present during colonization/decolonization. The representation of diverse communities on currency can mirror social inclusion or exclusion, and changes in currency design can serve as a means to promote equality and diversity. All these aspects prompt us to consider numismatics, the study of coins and currency, as a fascinating window for exploring the history of education and the image of childhood in different societies and historical periods. Based on the massive scope, accessibility, and reach to large audiences of numismatics, we believe it constitutes a suitable, original, and novel research element or source. Currently, we have not identified previous studies addressing this issue in the field of education and childhood to explore and study the disseminated public images and the potential impact they might have on perception and collective imagination. In this work, the aim is to advance initial considerations on the utility of this type of numismatic support as a resource in research, teaching, and outreach to broad audiences, such as through education museums. Consequently, the use of bills and coins as a research tool and/or educational support can be valuable in advancing one of the thematic axes proposed in ISCHE 2024. Specifically, we refer to the critique of a singular and universalized notion of education or a single and standardized vision of childhood. These themes invite new inquiries into hierarchies, inclusions, and exclusions in inter and transnational relationships and issues of diversity in terms of ethnic, racial, gender, social, religious, etc., connections.

Los billetes y las monedas han representado, a lo largo de la historia, herramientas simbólicas de poder colonial. La elección de qué figuras o eventos históricos se destacan en los billetes puede contribuir a esa narrativa colonial y a la legitimación del dominio. De hecho, una forma de resistencia y descolonización puede venir dada por la introducción de billetes que representen la cultura local, figuras históricas y/o símbolos como reafirmación de la entidad propia y singular de ese territorio. Durante el proceso de descolonización, la creación de una moneda nacional independiente simboliza un paso significativo en la recuperación de esa propiedad material e inmaterial usurpada. Los billetes también pueden tener un impacto en la memoria histórica de una sociedad. La elección de conmemorar ciertos eventos o figuras en los billetes puede influir en la percepción de la historia y en la construcción de narrativas nacionales. Asimismo, el diseño de billetes también puede reflejar relaciones sociales y jerarquías presentes durante la colonización/descolonización. La representación de diversas comunidades en los billetes puede ser un reflejo de la inclusión o exclusión social, y su cambio puede ser un medio para promover la igualdad y la diversidad. Todos estos aspectos nos animan a considerar la numismática, el estudio de monedas y billetes, como una ventana fascinante para explorar la historia de la educación y la imagen de la infancia en diferentes sociedades y en diferentes momentos históricos. Basándonos en el alcance masivo, accesibilidad y llegada a grandes audiencias de la numismática, consideramos que ésta constituye un elemento o fuente de investigación adecuada, original y novedosa. Actualmente, no localizamos estudios previos que aborden esta cuestión en el ámbito de la educación y la infancia para explorar y estudiar las imágenes públicas difundidas y el posible impacto que pudieran tener éstas en la percepción y el imaginario colectivo. En este trabajo, el objetivo es avanzar en las primeras consideraciones sobre la utilidad de este tipo de soporte numismático como recurso en la investigación, en la docencia y en la divulgación a grandes audiencias, como podría ser a través de los museos de la educación. En consecuencia, el uso de los billetes y las monedas como herramienta de investigación y/o como soporte didáctico puede resultar de utilidad para avanzar en uno de los ejes temáticos que se plantea esta ISCHE 2024. Nos referimos, concretamente, a la crítica de una noción única y universalizada de la educación o a una visión única y estandarizada de la infancia, temáticas que invitan a abordar nuevas indagaciones sobre las jerarquías, inclusiones y exclusiones en las relaciones inter y transnacionales y sobre cuestiones de diversidad en términos, por ejemplo, de vínculos étnicos, raciales, de género, sociales, religiosos, etc.

Following the fall of fascism and the end of Second World War, Italy became a republic in 1948. Nevertheless, throughout the fifties and sixties, a prevalence of social inequalities persisted, and the tangible realization of democracy seemed distant. One of the most significant reforms came in 1962 with the introduction of the unified middle school. The unified middle school represented a fundamental shift in educational policy, aiming to provide equal opportunities for all students regardless of their socioeconomic background. During the Sixties, a new wave of students and workers, who had completed unified middle school education, emerged, beginning to demand civil rights, political participation, and individual freedom. Their protests culminated in 1968, igniting both universities and factories. The aim of this paper is to illustrate the role of Italian children’s literature in addressing social inequalities during the Sixties and in contributing to the resistance that led to the protests of 1968. Through the catalogue of the Einaudi publishing house, one of the most prestigious and left-oriented firms in the Italian peninsula, we will analyze several books published during the sixties as case studies. In particular, we will explore the emancipating and revolutionary themes within the pages of Il tramviere impazzito (The Crazy Tram Driver) by Marina Jarre (1962), Storia del Gallo Sebastiano (Story of Sebastian the Rooster) by Ada Gobetti (1963), Le avventure di Barzamino (The Adventures of Barzamino) by Daniele Ponchiroli (1965), L’assalto al treno (The assault on the train) by Giovanni Arpino (1966). In these texts the authors portrayed realistic characters dealing with the injustices of the world, sometimes with hope for change, sometimes with anger and silent resignation. The publisher clearly had in mind a model of childhood that was not a safe phase of life, but rather a moment when children could gain awareness of the struggles awaiting them in life, and, eventually, join the fight. In these books we can find instances that were destined to become the two souls of 1968: Arpino and Ponchiroli focused more on the political and social issues, such as democracy and worker’s exploitation, while Gobetti and Jarre presented a more general hymn to diversity and creative freedom. In conclusion, through these case studies, children's literature once again demonstrates its power as both an educational tool and a source for cultural and educational process.

In Qing Dynasty, all kinds of primary schools were widely established throughout the country. There are often relevant rules in primary schools, which contain various contents such as the cultivation of cultural knowledge, the training of etiquette habits, and the cultivation of moral qualities. Many scholars often study the daily teaching and management of primary schools by means of school rules, but the value of school rules itself is seldom studied, so it needs urgent attention.

Based on the primary school education since the Qing Dynasty and the contents of the primary school regulations, this paper studies the primary school regulations by comparing and analyzing the primary school regulations texts. First of all, the paper summarizes the characteristics of three different styles of school rules in primary schools, namely "rule style", "advice style" and "fusion style", and the different characteristics of school rules arranged by local officials, elders in the family and people of vision. Secondly, in view of the content of school rules, the author makes a horizontal comparison and summarizes three types of emphasis on the content of school rules: "school purpose", "teacher teaching method" and "self-cultivation and encouragement". At the same time, from the vertical development of primary school rules, we can see the commonness and characteristics of primary school rules in Qing Dynasty and those before. Thirdly, it clarifies the function and purpose of school rules, and finally summarizes the educational characteristics of school rules in primary schools.

After combing and analyzing the school rules of primary schools in Qing Dynasty, the conclusion is finally drawn. First, the primary school rules of Qing Dynasty have rich educational value; Second, the popularization of primary school rules in this period is very wide, showing a wide influence, school rules have a tendency of socialization; Third, the education of the state, society and family is integrated in the school rules, and the school rules have the function of promoting the socialization of students.

Considering that the curricular choices are presented in line with the unique and Caucasian history, not considering the diversity of bodies present in school spaces as well as the culture formed under the shoulders of the black people enslaved in Brazil. This article seeks to highlight how structural racism prevents the implementation of Education for Ethnic-Racial Relations in the teaching-learning process of children in the early years of basic education. Therefore, we established a relationship between structural racism and the teaching-learning process in the initial years, substantiated by interviews carried out with six teachers from state schools in the São Paulo state public network who teach with students in the initial years, from these we constructed meanings to improve the understanding of how structural racism acts as an impediment to the carrying out of intentionally organized pedagogical activities. The present study supports the theoretical and methodological assumptions of qualitative research which, through content analysis, analyzed the responses of the participating subjects. In this sense, the interviews and their respective analyzes allowed us to conclude that there are different places of origin for the manifestation of racial hierarchy and inequality. We also found that resistance to the implementation of the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture is found not only in the behavior of students and families, but also in the attitude of teachers, who transfer responsibility to educational institutions or the curriculum.

Considerando que as escolhas curriculares se apresentam em consonância com a história singular e caucasiana, não contemplando a diversidade dos corpos presentes nos espaços escolares bem como da cultura formada sob os ombros do povo negro escravizado no Brasil. Este artigo busca evidenciar como o racismo estrutural impede a implementação da Educação para as Relações Étnico-Raciais no processo de ensino aprendizagem de crianças em fase dos anos iniciais da educação básica. Assim sendo, estabelecemos uma relação entre o racismo estrutural e o processo de ensino aprendizagem dos anos iniciais, consubstanciada por entrevistas feitas com seis docentes de escolas estaduais da rede pública estadual paulista que lecionam com discentes dos anos iniciais, a partir destas construímos significados para aprimorar a compreensão de como o racismo estrutural atua em seu caráter impeditivo para a realização de atividades pedagógicas intencionalmente organizadas. O presente estudo dialoga pelos pressupostos teórico metodológicos da pesquisa qualitativa que, por meio de análise de conteúdo, analisou as respostas dos sujeitos participantes. Nesse sentido, as entrevistas e suas respectivas análises nos permitiram concluir que há diversos lugares de origem da manifestação da hierarquização e da desigualdade racial. Averiguamos, ainda, que a resistência à efetivação das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana se encontra não somente no comportamento dos discentes e das famílias, mas também na postura de docentes, que transferem a responsabilidade para as instituições de ensino ou para o currículo.

This work focus on the post-colonial period in the first half of the 20th century, in which dense relations were kept between Portugal and Brazil, coming from the past and always renewed. The objective is to show how the migration process from Portugal to Brazil and back continued, as well as the ties with the homeland and its impact on education and assistance in Portugal and Brazil. As sources we used the municipal archive of Murça, in particular the minutes of the City Council, photographs and oral testimonies from fellow countrymen and family members, visits to the building, online search for honorary orders, legislation and literature review. The independence process did not prevent the continuation of commercial and cultural relations with Portugal. Mainly, Portuguese emigration to Brazil seems to have increased significantly at the end of the 19th century, representing a serious demographic decline in Portugal. Emigration required the emigrant's preparation: having primary education, commercial or other trade experience, which were considered useful qualifications in the new job market. They left very young, and those lucky enough were able to become rich in the businesses they dedicated themselves to: from wholesale or retail trade to textile production. Family connections were maintained: they organized the families to go to Brazil, from where they later returned to Portugal, permanently or intermittently. This new bourgeoisie demonstrated social awareness and sought recognition, compatible with the wealth it exhibited. At the same time, the Portuguese State appealed to philanthropy through donations to education and childcare, granting titles of nobility during the time of the monarchy, and granting medals of merit from national honorary Orders in the republic. Donations to education resulted in the construction of school buildings, school canteens, various special education institutions, as well as broader social and cultural works. French influence in terms of hygienic and eugenic concerns included the role of food in the learning of school-age children. In 1909, the first school canteens were created, promoted by public campaigns such as those by Jornal O Século and the Lisbon City Council. The Dictatorship, in the 1930s, required large donations to create canteens and the bureaucratic process was so lengthy that it could take close to 10 years to complete. We present as an example the case of Américo Constantino Breia. Born in Murça, in the Portuguese Northeast, on 11/15/1893 and emigrated to Brazil, at the age of 11, where he became a textile industrialist in Rio de Janeiro. He died in Brazil on 11/28/1957 and his body was transferred to the Murça cemetery. He was a patron in Murça in several areas, namely in the creation of the school Cantina. In Brazil, he donated works of art to museums in Rio de Janeiro and São Paulo. Américo Breia's legacy stood out as a significant example of the impact on improving teaching conditions in the rural populations from which they came and establishing strong links with Brazil, as their adopted homeland.

O foco deste trabalho situa-se no período pós-colonial na primeira metade do século XX, em que se continuaram relações densas entre Portugal e o Brasil, vindas do passado e sempre renovadas. O objetivo é mostrar como se manteve o processo migratório de Portugal para o Brasil e de retorno, da permanência dos laços com a terra natal e o seu impacto na educação e assistência em Portugal, e no Brasil. Como fontes utilizámos o arquivo municipal de Murça, em particular as atas da Câmara Municipal, fotografias e depoimentos orais de conterrâneos e familiares, visitas ao edifício, pesquisa online de ordens honoríficas, legislação e revisão da literatura. O processo de independência não impediu a continuação das relações comerciais e culturais com Portugal. Sobretudo a emigração portuguesa para o Brasil parece ter aumentado significativamente no final do século XIX, representando um grave esvaziar demográfico de Portugal. A emigração exigia a preparação do emigrante: ter a instrução primária, experiência comercial ou de outro ofício, que constituíssem qualificações úteis no novo mercado de trabalho. Partiam muito jovens, e aqueles a quem a sorte sorriu puderam enriquecer nos negócios a que se dedicaram: do comércio de grosso ou de retalho até à produção têxtil. As ligações familiares foram mantidas: organizaram a ida das famílias para o Brasil, de onde retornaram mais tarde a Portugal, de forma definitiva ou intermitente. Esta nova burguesia manifestava sensibilidade social e ambicionava um reconhecimento, compatível com a riqueza que ostentava. Simultaneamente, o Estado português apelava à filantropia através de donativos à educação e assistência infantil, atribuindo títulos de nobreza, no tempo da monarquia, pela concessão de medalhas de mérito das Ordens honoríficas nacionais, na república. Os donativos à educação traduziram-se na construção de edifícios escolares, de cantinas escolares, instituições de educação especiais diversas, além de obras sociais e culturais mais amplas. A influência francesa ao nível das preocupações higiénicas e eugénicas incluiu o papel da alimentação na aprendizagem das crianças em idade escolar. Em 1909 são criadas as primeiras cantinas escolares, promovidas por campanhas públicas como as do Jornal O Século e pela Câmara de Lisboa. A Ditadura, nos anos 30 exigia para a criação de cantinas donativos avultados e, o processo burocrático era tão moroso, que poderia demorar perto de 10 anos a concluir-se. Apresentamos como exemplo o caso de Américo Constantino Breia. Nascido em Murça, no Nordeste português, em 15 /11/1893 e emigrou para o Brasil, aos 11 anos, onde se tornou industrial do ramo têxtil no Rio de Janeiro. Faleceu no Brasil, em 28/11/1957 e o corpo foi transladado para o cemitério de Murça. Exerceu o mecenato em Murça em diversas áreas, nomeadamente na criação da Cantina Escolar. No Brasil doou obras de arte a museus do Rio de Janeiro e São Paulo. O legado de Américo Breia destacou-se como um exemplo significativo do impacto na melhoria das condições do ensino nas populações rurais de onde eram oriundos e no estabelecimento de fortes ligações com o Brasil, como terra adotiva.

In attempt to eliminate the counter-Japanese will of young people in Chinese occupied areas, the Japanese puppet government vigorously promoted enslavement education during the War of Resistance against Japanese Aggression. Most of the existing research on Chinese anti-colonial or anti-enslavement education focused on the struggle and the practice against enslavement education in the North and Central China in wartime as well as Taiwan after the war, but less on the practice of a particular institution. Jiangsu Provincial College of Education, founded in 1928, moved from Wuxi of Jiangsu province to Guilin of Guangxi province during the War of Resistance, setting up two departments—Mass Education and Agriculture Education. Despite the grueling environment, Jiangsu Provincial College of Education still persisted in running schools to resist enslavement education, train talents for national salvation, and retain its own backbone in educational and cultural endeavors. The study analyses the anti-enslavement education practices of Jiangsu Provincial College of Education by combing newspaper, books and alumni memoirs, in order to answer two questions: Why did Jiangsu Provincial College of Education emphasize mass education to resist colonial aggression? How did the College tailor its educational content, major setup and class organization to meet the needs of the War of Resistance? This article aims to discuss the importance of strengthening education for ordinary people and carrying out school-based curriculum practice to resist colonial enslavement in light of the various practices of Jiangsu Provincial College of Education. It shows that from 1937 to 1941, Jiangsu Provincial College of Education educated the masses with the spirit of hard struggle and the belief of sticking to the resistance to the end. The college also conducted counter-Japanese propaganda and education activities for local people to arouse their fighting spirit and national consciousness. Moreover, it stressed exercitation and labor service with different majors, which efficiently assisted the resistance work at that time. The educational practices of Jiangsu Provincial College of Education embodied the determination to resist colonial aggression of the whole school and locals. The results demonstrate that the anti-enslavement education of Jiangsu Provincial College of Education is an effective practice of resisting colonial enslavement education. Its practice epitomizes the efforts of educators in China who were committed to awakening the people through education, and that its unyielding and optimistic spirit of resistance as well as locally adapted reforms of the mass education are still historically meaningful.

The subject of this investigation is the organization of the documentary sources of the Movimento de Educação de Base (Basic Education Movement - MEB), from 1963 to 2003, which are preserved in the building of Rádio Educação Rural (Rural Education Radio). These materials are under the care of the Prelature of the municipality of Tefé. The preservation and maintenance of this space is important, as it allows teachers, undergraduate, and postgraduate students the access to valuable documentation for carrying out research into the History of Education. In this sense, we hold the objectives of preserving the official documents produced by the MEB in Tefé; organizing the MEB documents by theme, in chronological order; and digitizing the documents that are on the premises of Rádio Educação Rural. To provide the theoretical and methodological basis, we applied the ideas and concepts of Bosi (1994); Casimiro, Lombardi, Guimarães (2009), Cunha (1992); De Decca (1992); Fávero (2006); Halbwachs (2003), Le Goff (1996) and Magalhães (2009). After the theoretical discussions, involving fellows from the Pedagogy and History courses, we began the practical part of the project, which was supported by the Fundação de Amparo à Pesquisa do Estado do Amazonas (Amazonas State Research Support Foundation - FAPEAM). We sanitized, cataloged by theme and chronological order, and digitized the documents produced by the MEB over forty years. The archive consists of statutes; monthly, triennial and annual reports; lesson plans; time books; meeting minutes; staff payrolls; student attendance sheets; enrollment books; agreements; literacy and vocational course booklets; reading books; pamphlets; photo albums; pedagogical proposals, among others. These are original materials, which have been randomly stored over the years, revealing a lack of appreciation for preserving the memory and history of regional education. In other words, there seems to have been a situation of neglect, since little has been done to preserve and conserve these sources. The sanitization, organization, cataloging and digitization of the collection has been finished, but the documentation is incomplete, as there are documents missing pages and others that are illegible due to the action of time and lack of care in storage. As a result, around 2,000 documents and 800 photographs have been organized, cataloged and digitized. The vast majority of these documents were worn out due to the passage of time and a lack of cautious storage.

A presente pesquisa está relacionada à organização das fontes documentais do Movimento de Educação de Base (MEB), no período de 1963 a 2003, arquivadas no prédio da Rádio Educação Rural, sob a guarda da Prelazia do município de Tefé. A preservação e manutenção deste espaço é importante, uma vez que permite o acesso aos professores, estudantes de graduação e de pós-graduação a uma documentação preciosa para a realização de pesquisas na área da História da Educação. Neste sentido, temos os objetivos de preservar os documentos oficiais produzidos pelo MEB em Tefé; de organizar os documentos do MEB por temática, ordem cronológica; e de digitalizar os documentos que estão nas dependências da Rádio Educação Rural. Para fundamentar teórico-metodologicamente, apropriamo-nos das ideias e conceitos de Bosi (1994); Casimiro, Lombardi, Guimarães (2009), Cunha (1992); De Decca (1992); Fávero (2006); Halbwachs (2003), Le Goff (1996) e Magalhães (2009). Após as discussões teóricas, envolvendo bolsistas dos cursos de Pedagogia e História, iniciamos a parte prática do projeto, que contou com o apoio da agência de fomento Fundação de Amparo à Pesquisa do Estado do Amazonas (FAPEAM). Na prática, realizamos a higienização, a catalogação por temática e ordem cronológica e a digitalização dos documentos produzidos pelo MEB por quarenta anos. O arquivo é composto por estatuto; relatórios mensais, trienais e anuais; planos de aula; livros de ponto; atas de reuniões; folhas de pagamento dos servidores; folhas de frequência dos alunos; livros de matrículas; convênios; cartilhas de alfabetização e de cursos profissionalizantes; livros de leitura; folhetos; álbuns de fotografias; propostas pedagógicas, entre outros. Tais materiais são exemplares originais, que foram guardados de forma aleatória ao longo dos anos, revelando pouco apreço à preservação da memória e da história da educação regional, ou seja, parece ter havido uma situação de descaso, já que pouco foi feito para preservar e conservar tais fontes. A higienização, organização, catalogação e digitalização do acervo foi concluída, no entanto, a documentação está incompleta, pois existem documentos faltando páginas e outros ilegíveis, devido à ação do tempo e da falta de cuidado no armazenamento. Temos como resultados cerca de dois mil documentos e 800 fotografias organizados, catalogados e digitalizados. Na sua grande maioria, encontravam-se gastos em decorrência da ação do tempo e do acondicionamento inadequado.

The Mauá College Museum (Santa Cruz do Sul, Rio Grande do Sul, Brazil), belonging to a Lutheran confessional school, has within its set of technical instruments of the museological process a collection of registration notebooks. Among the different peculiarities found in these artifacts, there is a very present trait related to the records documenting the work linked to archaeological excavations carried out by museum collaborators, especially in the period after its reopening in the 1960s when the museum ceased to serve only the school's public and began to serve the local population, fulfilling the function of a municipal museum. During this period, museum agents acted as collectors of traces and narratives related to the indigenous peoples in the region, alongside their inhabitants, as well as receiving collections from other places, such as those from the Brazilian state of Mato Grosso, resulting from participation in Project Rondon III (an interministerial initiative during the Brazilian dictatorship that took students and teachers to regions with deficiencies and isolated areas of the country), thus marking the Mauá College Museum as a locus of archaeological research. Collections and donations of collections resulted from the so-called "archaeological missions," in which excavations and collection of objects and traces were carried out in the homes of residents during visits to the localities in the interior of Santa Cruz do Sul and neighboring municipalities. These practices were described in the institution's registration notebooks, to which the function of a field diary was attributed, as they accompanied the team on work outings. According to Barth (2013), the team from the Mauá College Museum mapped and conducted archaeological activities, mainly in the area of the Rio Pardo Valley, recording a total of 1127 archaeological sites in the 1960s and 1970s. The analysis, from the perspective of decolonization of thought about the studied records, allows for interrogations to be proposed about how archaeological traces were located, the information contained in the notes, and the manner in which they were exposed. However, it is necessary to bear in mind that these are documents produced more than sixty years ago, at a time when colonial thinking about indigenous peoples was accepted and reproduced. The urgent appreciation starts from the assumption that it is necessary to understand the registration notebooks from a new perspective because "decolonizing thought about museums and museology implies reimagining the subjects of museums, as well as the bodies subject to musealization" (BRULON, 2020, p.26). Therefore, it is necessary to analyze historically and museologically, from a decolonial perspective, the documentation found, in order to understand the processes triggered and perceive the Eurocentric axes present. Thus, it is possible to go beyond circumscribed reflection to seek a universality of relations between peoples at any time.

O Museu do Colégio Mauá (Santa Cruz do Sul, Rio Grande do Sul, Brasil), pertencente a uma escola confessional luterana, possui dentro de seu conjunto de instrumentos técnicos do processo museológico uma coleção de cadernos de registros. Dentre as diferentes peculiaridades encontradas nestes artefatos há um traço muito presente relacionado aos assentamentos que documentam o trabalho ligado às escavações arqueológicas realizadas pelos colaboradores do museu, em especial no período posterior a sua reinauguração nos anos 1960, quando o museu deixa de atender apenas o público da escola e passa a contemplar a população local, cumprindo a função de um museu municipal. No referido período, os agentes do museu atuaram como coletores de vestígios e narrativas relacionados aos povos originários na região, junto aos seus habitantes, bem como receberam acervos de outros lugares, como os do estado brasileiro de Mato Grosso, resultantes da participação no Projeto Rondon III (iniciativa interministerial no período da ditadura brasileira que levava estudantes e professores para regiões com carências e isoladas do país), demarcando assim o Museu do Colégio Mauá como um lócus de pesquisa arqueológica. As coletas e as doações de acervos eram decorrentes das chamadas “missões arqueológicas”, nas quais eram realizadas escavações e recolha de objetos e vestígios nas casas dos moradores durante as visitas que ocorriam nas localidades do interior de Santa Cruz do Sul e de municípios vizinhos. Essas práticas foram descritas nos cadernos de registro da instituição, aos quais foi atribuída a função de diário de campo, pois acompanhavam a equipe nas saídas de trabalho. Segundo Barth (2013) a equipe do Museu do Colégio Mauá mapeou e operou atividades arqueológicas, principalmente na área do Vale do Rio Pardo, registrando o total de 1127 sítios arqueológicos nas décadas de 1960 e 1970. A análise, a partir do prisma da descolonização do pensamento sobre os registros estudados, permite que sejam propostas interrogações sobre a forma como os vestígios arqueológicos foram localizados, as informações constantes nos apontamentos e a maneira como estes foram expostos. Porém, é preciso ter em mente que se trata de documentos produzidos há mais de sesenta anos, momento em que o pensamento colonial sobre os povos originários era aceito e reproduzido. A premente apreciação parte do pressuposto de que é necessário compreender os cadernos de registros sob uma nova ótica, pois “descolonizar o pensamento sobre os museus e a museologia implica reimaginar os sujeitos dos museus, bem como os corpos passíveis a musealização” (BRULON,2020, 26). Destarte, é necessário analisar de maneira histórica e museológica, a partir de um viés decolonial, a documentação encontrada, de forma a compreender os processos desencadeados e perceber os eixos eurocêntricos presentes. Assim, é possível ultrapassar a reflexão circunscrita para a busca de uma universalidade das relações entre os povos a qualquer tempo.

During the 1950s and 60s viewing moving images became a common experience for Italian children, who were the potential audience of daily screen offers. To understand cinema and TV proposals, being able to avoid passively accepting and confusing them with faithful representations of reality became a necessity. Nonetheless, screen education and specific teacher training have never officially entered Italian schools. The first experiments of audiovisual education and school film-making date back to the 1960s and had surprising effects in encouraging even the most vulnerable pupils’ learning, as well as fostering inclusion and valuing diversity in class. Starting from three Italian case studies, this contribution focuses on how school film-making can be a privileged educational tool, as well as an effective means for social inclusion and individual emancipation. The first traceable Italian cinema made by children was realized during the 1961-62 school year by members of the Milan Cinema Study Center (CSC), which distinguished itself in pioneering screen education and film-making in elementary schools. The second case study concerns cinema made by special children, as conceived by Gabriella Zamboni with her “subnormal” pupils at “La Nostra Famiglia” Institute in Bosisio Parini. In 1966 Marcello Piccardo and Bruno Munari, who animated the so-called Cinema Hill of Mount Olimpino, near Como, brought film-making into that school, directed by their friend Giovanni Belgrano. Experimentation in special education schools and differential classes (1966-1970) showed how making a film with children, even disabled ones, created a profitable conceptual reversal and a demystification of both cinema and traditional teaching methods. The first films have simple plots: e.g. in The Guitar (1967) film-making mostly coincides with translating into images children’s sensations and actions attributed to their relationship with the instrument. Later, some pupils turned Umberto's story (The Differential, 1969) into film: he had experienced exclusion and discrimination before being welcomed into their class. During the 1970s in Parma, Mount Olimpino became a source of inspiration for teacher Ulisse Adorni, who with his pupils and actor/director Giovanni Martinelli produced The Little Prince. This third case study concerns a new model of school film-making, which combines reading, dramatization (theatre), creative writing and cinema. In presenting the three case studies mentioned above, inclusive methods and effects will be highlighted. In particular, it will be argued that school film-making can develop or improve – in all children, without exception – educational involvement, motivation, active participation, empowerment, critical thinking, interdisciplinary attitude, perceptual decentralization, expressive and social skills.