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Search Results: 1 - 10 of 205 matches for " Carlota; "
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Por uma ética em profiss?o: rumo a uma nova paideia
Boto, Carlota;
Interface - Comunica??o, Saúde, Educa??o , 2002, DOI: 10.1590/S1414-32832002000100002
Abstract: this article discusses the current nature of the concept of paideia, in the light of the interweaving between the original greek frame of reference and the operative category of what we will call, in this article, "professional ethics". it is a study that intends to formulate guidelines for thinking about the themes of teaching and learning, methodologically, starting from the idea of interdisciplinary studies. this will allow us to recompose the art of pedagogical thinking, avoiding the fragmented specializations of this field, but including in it its chief ethical aspects. we believe that, in this way, it will be possible to establish a new and modern paideia, for contemporary teachers and students in the third millenium.
Na Revolu??o Francesa, os princípios democráticos da escola pública, laica e gratuita: o relatório de Condorcet
Boto, Carlota;
Educa??o & Sociedade , 2003, DOI: 10.1590/S0101-73302003000300002
Abstract: this paper analyzes the debate on the proposals condorcet presented, in 1792, on behalf of the education commission of the french legislative assembly. it deals with organizing the public education conceived by the revolutionaries to form the people and create a new man who could carry out the revolution they had begun. as they said, the issue was to regenerate the mother country and ensure that the principles of a truly democratic society became effective. therefore, education was supposed to be one of the priorities for nationality building. the legislative assembly thus drew up an education plan establishing the levels and teaching methods, the education organization, the selection criteria for the education professionals, and the public policy procedures to assess the school network. it was a prospective model for the setting up of the national education, which would be implemented from the xixth century on. above all, this pedagogical reference constitutes our heritage, especially when we collectively defend a form of school that is still public, universal, standard for everybody, tolerant and free. in a sense, understanding this school model in its social and historical roots also offers an analytical matrix to think the possibility of also defending public university as the major crowning achievement of the promised equality of opportunities.
A educa??o escolar como direito humano de três gera??es: identidades e universalismos
Boto, Carlota;
Educa??o & Sociedade , 2005, DOI: 10.1590/S0101-73302005000300004
Abstract: the right to modern education has developed along three generations of levels: 1. teaching gradually became a public right, and everyone was allowed in public schools; 2. education as a right meant a breakthrough when historically, and step by step, it started to meet the standards of demands aimed at providing quality teaching and recognizing the democratic ideas intrinsic to school life; 3. the right to education will become inalienable once schools acquire curricular standards and political guidelines ensuring some degree of priority inversion, providing services that, by way of distributive justice, include those social groups that have recognizedly the greatest difficulties to participate in this universal subjective right - the right to attend free and compulsory state schools. and policies reserving quotas of places in universities to ethic minorities, for example, play an essential role to reach that aim.
ética e educa??o clássica: virtude e felicidade no justo meio
Boto, Carlota;
Educa??o & Sociedade , 2001, DOI: 10.1590/S0101-73302001000300008
Abstract: the present study is an in-depth discussion of the interface between educational and ethical problems, understanding pedagogy as the art/science aiming at good education/instruction/training. for this purpose, the text will summon concepts from aristotle's ethics. immersed in classical greek thought, it will attempt to rescue a term which is originally interdisciplinary - paideia. next, this essay tries to highlight some aspects of the illuminist concept of the theme, taking advantage of the kantian notion of categoric imperative, which had been preceeded by rousseau's opinion asserting that will - and not reason - would be the distinctive feature of the human race in a natural environment. piaget's idea of reciprocity ethics is also evoked here. through a diachronic approach of the theme, concepts of classical authors who have debated the relationship between ethics and education will be analyzed, focusing on the sense hanna arendt conferred to authority as a distinctive criteria of the asymmetric relationship between educators (adult generations) and students (new generations). as an operating concept and assumption, arendt advocates that the educational act necessarily entails a conservative dimension: the mission of educators is to protect the new generations from the world and the world from the new generations - so that they do not to destroy the accumulated supports and cultural heritage.
Aprender a ler entre cartilhas: civilidade, civiliza??o e civismo pelas lentes do livro didático
Boto, Carlota;
Educa??o e Pesquisa , 2004, DOI: 10.1590/S1517-97022004000300009
Abstract: the present essay seeks to identify the social locus occupied by the literacy primer in the customs and practices of the history of modern primary schooling. the purpose of the study is to examine the intermingling between the schoolbook and primary school practices through the analytical cleavage of the field of history of education. direction, constriction, control and confrontation, the school manual for teaching literacy proposes to highlight the context of literacy as an alternative to the orality of the world of the child. under such premise, this work investigates the didactic production of a mid-19th century portuguese intellectual named francisco júlio caldas aulete, more specifically his cartilha nacional. that literacy primer proposed a teaching that was, at one and the same time, simultaneous (since all pupils should be taught together and indistinctly, as if they were one), founded on the parallel learning of reading and writing, and explicitly against the practice of spelling - a feature that brought his proposal close to the path later characterized as the analytical method of teaching literacy. finally, one can understand that the study by the cartilha nacional - despite its topical character - points to socio-historical aspects of great relevance, given that one can find in that schoolbook a clear blueprint for a country: civility, civism and civilization were the motto that directed the proposal for teaching in the initial rite of primary school.
A inven??o do Emílio como conjectura: op??o metodológica da escrita de Rousseau
Boto, Carlota;
Educa??o e Pesquisa , 2010, DOI: 10.1590/S1517-97022010000100002
Abstract: the present work aims at a reflection on rousseau's pedagogical thinking. to such end, the analysis is centered on the reading of his émile: or treatise on education published in 1762. the article seeks to contrast the émile with the analyses of commentators, so as to proceed to a literature review on the subject. the hypothesis put forward here is that the émile is more than just a book about education. rousseau emphasizes in his text his concern with establishing a characterization of the child's "being". in this sense he was trying to find in childhood in general vestiges of the man in a state of nature. in so doing, he establishes a periodization of life and of learning. denouncing the neglect displayed by his epoch with regard to the child, and critical of the educational model propagated by the religious schools of that time, rousseau describes the condition of the child, whilst inventing an imaginary boy that was supposed to be educated according to nature's criteria. émile's education can be understood as a libel against the harshness of the treatment dispensed to real children - both inside their families and at school. according to the philosopher people were incapable of "seeing" the child. therefore, the writing of the émile does not intend to establish pedagogical prescriptions, since rousseau has the boy educated away from society. the objective here is a different one: the author wanted to identify in the child his essence. the figure of émile is, thus, a method to operate the thought.
A civiliza??o escolar como projeto político e pedagógico da modernidde: cultura em classes, por escrito
Boto, Carlota;
Cadernos CEDES , 2003, DOI: 10.1590/S0101-32622003006100008
Abstract: this paper aims at focusing on the modern schooling based on some founding references of the western world. it first explores this modern school project, whose object is to modernize and standardize the classrooms and the educative practices within school both physically and symbolically. finally, it studies the pedagogical debate about school. people are used to claiming for innovations leading to the social efficiency of the schooling institution. thus, the image of a universal school was gradually created, which characterizes the occidental modernity.
A dimens?o iluminista da reforma pombalina dos estudos: das primeiras letras à universidade
Boto, Carlota;
Revista Brasileira de Educa??o , 2010, DOI: 10.1590/S1413-24782010000200006
Abstract: the objective of this article is to discuss the theme of education in the light of the intersection between the political and pedagogic ideals of three portuguese enlightenment thinkers - dom luis da cunha, antonio nunes ribeiro sanches and luiz antonio verney - and the educational reform carried out by the marquis of pombal. the action of pombal as minister of the portuguese kingdom was to some degree based on theoretical reflections on portugal and the crisis of the portuguese empire. such reflections, among other aspects, emphasized that, for the country to develop, the portuguese government was historically bound to take control of teaching issues at all levels. by expelling the jesuits, idealizing the model of the regal-classes, but, above all, by reforming the studies of the university of coimbra, the practice of pombal's action indicated its theoretical affiliation with the portuguese enlightenment movement.
Crian?as à prova da escola: impasses da hereditariedade e a nova pedagogia em Portugal da fronteira entre os séculos XIX e XX
Boto, Carlota;
Revista Brasileira de História , 2001, DOI: 10.1590/S0102-01882001000100012
Abstract: this paper, as the just title indicates, intends to discuss about portuguese pedagogical contest at the end of the xixth century and at the beginning of the xxth century. the used documentary sources were magazines specialized in education, directed whether to the parents, or to the teachers. such periodicals, that were including articles from reputed intellectuals and "pedagogists" of the epoch, had the objective to discuss the great questions internationally set within the educational area. they were talking a lot, during the new pedagogy epoch, about the new education, a tendency that was intending to bring the science development contributions to the educative area, and about the recent investigation practices, already in force in the countries considered as more advanced, more civilized. one of the themes that deserved a great notability within the specialists in that time, was the one that would give to the education the mission to fight, wether the social obstacles, or the limitations coming from the hereditariness. against the biological and social determinisms, it was the role of the pedagogy to fight them. in such case, the educative act was seen as a social bet, that would be performed by a specific, specialized and necessarily renewed institution. the school, already considered as "tradicional", was not up to the obstacles with which the new educators had to face. then, it was necessary to modify the old method and content conceptions.
A escola primária como tema do debate político às vésperas da República
Boto, Carlota;
Revista Brasileira de História , 1999, DOI: 10.1590/S0102-01881999000200011
Abstract: this paper proposes to analyse some aspects of the educational discourse taking place in brazil at the end of 19th century. it seeks to identify the guidelines by means of which the new ideal of nationhood and the social place to be occupied by the school were shaped. rui barbosa proposes the indispensable alliance between the school and the vote. he believed it was really necessary to organize the liberal society.
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