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Comemora??es, rituais e quotidianos na forma??o de professores (1959-1989)
Mogarro,Maria Jo?o;
Revista Lusófona de Educa??o , 2008,
Abstract: this article analyzes the commemorations, rituals and routines that marked the existence of an institution of teachers training, the escola do magistério primário de portalegre (1959 -1989). the analysis of the discourses that the institution and the educative actors produced about the school life also becomes possible the knowledge of the values, norms and rules that fitted the processes of formation and the professional activity. the considered chronological period encloses two phases, one previous to 1974 and other that followed the revolution of the 25 of april, having the school functioned under two opposite politician-ideological regimes.this institution established a strongly disciplinary regimen, established in the basic values of the conservative catholicism and the nationalism, and developed control mechanisms on the behaviours and attitudes; after 1974, this dimension of the school life passed to be marked by the principles of freedom and autonomy. some sources of information were used, such as archive documents, articles of the pedagogical press, photographs, didactic materials, works of pupils and interviews with the director, professors and pupils.
Archives and Education. The construction of educational memory
Maria Jo?o Mogarro
Sísifo : Educational Sciences Journal , 2006,
Abstract: School archives cause a profound concern regarding the safe-keeping and preservation of documents which are fundamental tools for the history of a school and for the construction of educational memory. Their importance has come to be recognized and has led to considering their preservation, conditions of installations, the correct organization of the documents and access to the information therein. The school archives are a repository of sources of information directly related to the functioning of educational institutions, which confers upon them a growing importance in the new paths of research in education. This places these institutions in a centralised position as regards understanding educational phenomena and the socialisation processes of the younger generations. In this paper we intend to reflect about: the role of school archives in educational institutions; the documents, their nature and the potentials for research in education; school archives from an interdisciplinary perspective; the archives, school culture and the construction of educational memory.
A historiografia portuguesa da educa o: balan o e reflex es a partir do exemplo da história da forma o de professores = The portuguese historiography of education: balance and reflexions from the example of teacher education history
Pintassilgo, Joaquim,Mogarro, Maria Jo?o
Educa??o , 2012,
Abstract: O presente artigo tem por finalidade realizar um balan o da produ o historiográfica portuguesa no campo da História da Educa o. Seleccionámos, para tal, uma das áreas de trabalho em que temos estado implicados e que permite apreciar algumas das tendências gerais: a História da Forma o de Professores. O corpus aqui analisado acaba por representar uma espécie de amostra da produ o portuguesa, relativamente à qual procurámos tra ar o “estado da arte” (abordagens, temáticas, fontes, etc. ). A História da Forma o de Professores, em articula o com a História da Profiss o Docente, tem sido uma das áreas a manifestar algum dinamismo na investiga o portuguesa recente. Esse facto decorre tanto do reconhecimento do papel desempenhado historicamente pela forma o de professores e pelas suas institui es, no ambito do processo de profissionaliza o da actividade docente, como da consciência da importancia de uma memória histórica na constru o da identidade profissional. This article aims to do a review of Portuguese historical production in the field of History of Education. We have selected one of the areas in which we have been involved, allows doing some general trends: the History of Teacher Education. The corpus analyzed turns out to represent a kind of sample of Portuguese production, for which we seek to outline the “state of the art” (approaches, themes, sources). The History of Teacher Education, articulated with the History of Teaching Profession, has been one of the more dynamic areas in recent Portuguese research. This fact is the recognition of the role historically played by teacher education and their institutions in the framework of the process of professionalization of teaching profession and the awareness of the importance of historical memory in the construction of professional identity.
Itinerários profissionais de professores no Brasil e em Portugal: redes de intercambio no contexto de expans o do movimento da Escola Nova
Libania Nacif Xavier,Maria Jo?o Mogarro
História da Educa??o , 2011,
Abstract: O artigo resulta de pesquisas desenvolvidas no ambito do Programa Capes-Grices e aborda os processos de circula o e apropria o de modelos pedagógicos a partir do cruzamento de itinerários profissionais de professores dedicados à forma o e qualifica o docente no espa o Brasil-Portugal. A investiga o foi construída em torno da análise dos contactos culturais e profissionais que se detectam entre professores/autores brasileiros e portugueses e que tornaram possível (re)leituras das obras que eles produziram, constituindo uma rede de intercambios entre um e outro lado do Atlantico. O cruzamento dos itinerários profissionais desses educadores demonstrou as áreas de aproxima o e os pontos de distanciamento entre eles, favorecendo, dessa forma, matizar os modos de apropria o das culturas pedagógicas, dos conhecimentos, das propostas e projetos ligados ao ensino e à forma o de professores vigentes no contexto em tela.
ITINERáRIOS PROFISSIONAIS DE PROFESSORES NO BRASIL E EM PORTUGAL: REDES DE INTERC MBIO NO CONTEXTO DE EXPANS O DO MOVIMENTO DA ESCOLA NOVA
Libania Nacif Xavier,Maria Jo?o Mogarro
História da Educa??o , 2011,
Abstract: This article relates to researches developed at Capes-Grices Program and focuses on the process of pedagogical models circulating around the world and their appropriation through professional trajectories teachers in the Brazil-Portugal space. The research has been built through the identification of the cultural and professional exchanges between Brazilian and Portuguese teachers/authors. The analysis of this interactions makes new readings of their work possible, building a cultural and professional network, connecting both sides of the Atlantic Ocean. Their professional trajectories revealed similarities and differences between their work, which contributes distinguish the appropriations of pedagogical cultures, knowledge and projects that the teacher’s educators in that historical context.
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