Work, the Brazilian Women, and the Teaching Profession: Some Notes (original) (raw)
Related papers
The History of Education in Brazil: The Formation of the Field and Theoretical Influences
2016
This article is concerned with the History of Education in Brazil in two key areas: the disciplinary field and the research field. As a discipline, the History of Education has formed a part of the school curriculum since the beginning of the 20 th century. As a research field, it gained impetus in the 60s with the setting up of postgraduate courses and became one of the most consolidated areas of Brazilian education. In the light of this, there is a discussion about academic organisation and an attempt is being made to show how the field is characterised by theoretical renewal and is facing two key challenges: cultural exchanges involving the use of English and a recognition of the value of the History of Education as a discipline in the light of the fact that less space is being devoted to it in teacher-training curricula. *** Este artículo se refiere al ambito de la formación en la Historia del Educacion en Brasil en dos áreas clave: el campo disciplinar y el campo de la investigación. Como disciplina, la Historia de la Educación ha formado parte de los programas escolares desde el comienzo del siglo XX. Como campo de investigación, ganó impulso en la década de 1960 con la creación de cursos de postgrado y se convirtió en una de las áreas más consolidadas de la educación brasileña. A la luz de esto, hay una discusión sobre la organización académica y se está haciendo un intento de mostrar cómo el campo se caracteriza por la renovación teórica y se enfrenta a dos retos fundamentales: los intercambios culturales que implican el uso del Inglés y un reconocimiento del valor de la Historia de la Educación como disciplina, a la luz del hecho de que actualmente menos espacio está dedicado a ella en los programas de formación de maestros.
Cuidado e Gerencialismo: Para Onde Vai O Trabalho Das Professoras
This article presents part of the results of a study on the current gender configurations in the work of teachers in the initial years of fundamental education, which have been historically associated to femininity and practices of care. New forms of management implemented by Brazilian public administration since the end of the 1990s have put this model into question, by requiring from male and female educators alike attitudes based not only on a market logic, but also on values that are largely associated to a kind of masculinity, such as individualism, competitiveness, focus on career progress, and monetary reward. To investigate if those movements have led to the effacement of historical marks of femininity associated to the work of female teachers in the first years of education, we have conducted a qualitative study in the public school system of the state of São Paulo, which indicated the permanence of references to a femininity, albeit re-signified and contradictorily integrated to the new managerialism policies.
IN DEFENSE OF TEACHER AND EDUCATION IN BRAZIL
Currently, Brazilian education suffers an unprecedented crisis. Several causes are determinants of poor teaching quality one being related to the disability of the teacher. Often studies of different organs that emit information about the performance of the Brazilian professor are disclosed stating that most teachers do not perform efficiently their work. This unfortunate situation of the Brazilian teacher is demanding a radical change in the way is being planned and managed the education system in Brazil. We must inspire us in successful experiences in the world, such as Japan, Finland and South Korea. Continuity of the current debacle of education in Brazil is reflected in the treatment that is given to our teachers. We need to understand that without quality education Brazil's future and of their people will be compromised. Valuing and empowering even more Brazilian teachers are crucial to the advancement of education in Brazil.
O artigo, partindo da indagação sobre a inserção da literata e feminista Julia Lopes de Almeida na arena educacional, pretende compreender a produção de livros escolares no Brasil oitocentista. Para tanto debruça-se sobre a análise de Contos infantis, de autoria de Julia e sua irmã Adelina Lopes Vieira, entrelaçando o estudo da obra à trajetória de vida das autoras. Divide-se em duas partes. Na primeira, explora os aspectos materiais e de conteúdo do livro. Na segunda, recupera traços da vida familiar e das redes de sociabilidade estabelecidas na segunda metade do século XIX no Brasil e em Portugal pelas irmãs e seus parentes próximos. Ao entrecruzar as duas abordagens visa perceber matizes dos projetos de escola e de escolarização do saber presentes no oitocentos brasileiro.
Brazilian Teacher Education Revealed Through the Life Stories of Great Educators
Journal of Education for Teaching, 2002
Issues concerned with teaching and teacher education in Rio Grande do Sul, in southern Brazil raised by a study of the lives of 12 eminent teacher educators are discussed. The biographies shed light not only on the educators' personal stories but also their social milieu and the in uence of the Brazilian socioeconomic and cultural context. However, each life history was also perceived as in uencing wider events. These life stories provided insights into the speci c educational characteristics of, the seminal in uences upon and the theoretical frameworks adopted by these teacher educators. They also revealed changes in educational philosophy, prevailing pedagogy and teacher practices in Brazilian social and cultural contexts for education over ten decades. The life story and professional career of each educator is a rich source for all educators, and especially for researchers in the eld of Teacher Education. This paper considers the development of teaching and teacher education in the light of their work.
Revista Electrónica de Investigación Educativa, 2016
This paper presents a comparative study of male teachers who work in public, elementary-level education in Rio de Janeiro, Brazil, and in Aveiro, Portugal. We intended, fundamentally, to research the reasons and consequences of the professional choice of teachers who are engaged in an area typically associated with women – an association so strong that these teachers seem like a “foreign body” in the daily lives of public elementary schools. We show that the presence of male teachers in elementary education is a way of bringing gender issues to the forefront of education, and that there are other issues and other voices that echo in schools, namely, individuals who are capable of exercising this profession regardless of gender.
History of education in Brazil: the construction of a knowledge field
Paedagogica Historica, 2014
This article analyses the general characteristics of the construction of the field of history of education in Brazil. To do so, it highlights the existing historiography and aims to describe the process of institutionalisation of this knowledge field, which, in general terms, has been focused on the area of teacher training. Since the nineteenth century, however, it has also been possible to identify systematic historiographical efforts in Brazil that are not directly related to the school sys tem, but rather to the teaching of and research into the history of education within Brazilian universities. The article addresses the organisation of the field, the ways in which it has been structured and the strategies of academic legitimi sation employed to achieve this. These include the regular production of disserta tions and doctoral theses, the publication of books and journals, academic events and the creation of research groups and scientific associations, through which research findings have found national and international circulation. This set of indicators creates conditions for an understanding of the expansion and reconfig uration of the field of history of education that began in the 1980s, as well as of the challenges this phenomenon presents to current historiography and teacher training in Brazil.
This article analyses the general characteristics of the construction of the field of history of education in Brazil. To do so, it highlights the existing historiography and aims to describe the process of institutionalisation of this knowledge field, which, in general terms, has been focused on the area of teacher training. Since the nineteenth century, however, it has also been possible to identify systematic historiographical efforts in Brazil that are not directly related to the school system, but rather to the teaching of and research into the history of education within Brazilian universities. The article addresses the organisation of the field, the ways in which it has been structured and the strategies of academic legitimisation employed to achieve this. These include the regular production of dissertations and doctoral theses, the publication of books and journals, academic events and the creation of research groups and scientific associations, through which research findings have found national and international circulation. This set of indicators creates conditions for an understanding of the expansion and reconfiguration of the field of history of education that began in the 1980s, as well as of the challenges this phenomenon presents to current historiography and teacher training in Brazil.