A história da escola estadual Jonas Belarmino da Silva no distrito Culturama: apontamentos históricos (1988-1998)

The article, based on the analysis of historical and pedagogical sources, found that the content of educational and methodological provision for students of institutions of higher education has much in common in the coverage of the history of Ukrainian pedagogy, the genesis of Ukrainian school, taking into account the achievements and trends; in determining the theoretical and methodological foundations of the history of Ukrainian pedagogy as a science; in substantiation of the substantive aspects of Ukrainian higher education within the chronological limits of a certain historical period through the prism of the general development of education. In the course of the comparative analysis of manuals and manuals on the history of pedagogy, published in Ukraine over the last twenty years, it is found that the content of the discipline in them is represented in three variants: the first covers the history of the formation of a foreign school and pedagogy XX; in the second, only the history of pedagogical thought and education in Ukraine; the third presents the history of the development of world pedagogical thought and the history of the development of the Ukrainian school and pedagogy. It is researched that the history of Ukrainian pedagogy is covered by the authors of manuals in general in the one-vector content range, in particular: the emergence and development of the Ukrainian family, family education, folk pedagogy and ethno-pedagogy, scientific-pedagogical theory and practice, educational and educational institutions of Ukraine from ancient times to the present. It is stated that the history of Ukrainian pedagogy as a powerful social-spiritual phenomenon has a rich and distinctive history, which deserves a thorough study in retrospect in order to activate its effective resources in the sphere of modern educational practice. Keywords: comparative analysis, histories of pedagogy as a discipline, textbooks and manuals, history of Ukrainian school and pedagogy.

Historiography of education is not only a question of construction but also of selection. In 19th century “history of education” was typically a genre of “great educators”, mostly male and only marginally female. This construct is influential up to now, at least in popular contexts of educational reasoning. The article discusses in the introductory section problems of selection of names and meanings within history of education, and then three types of historiographical writing that are not only concerned with “great educators” but have larger Philosophical impact. The first type is Herman Nohl’s history of German progressive education, the second one is Emile Durkheim’s history of Higher Education in France, and the third one is George Herbert Mead’s Movements of Thought in 19th Century. The article compares them and discusses their implications for further development of historical writing in education.

Reviewed by: A History of Education in Kentucky by William E. Ellis Taylor Sanders (bio) A History of Education in Kentucky. By William E. Ellis. (Lexington: University Press of Kentucky, 2011. Pp. 515. $40.00 cloth; $40.00 ebook) Kentuckians will thank the eminent scholars who urged Professor William E. Ellis to expand his proposed project on higher education into a wide-ranging study of all levels of private and public schooling in the commonwealth. His book, A History of Education in Kentucky, is a comprehensive, lively, realistic, and wise analysis of Kentucky education from pioneer days to the present. The author is both a product and a shaper of education in Kentucky. He commands a wide range of primary and secondary sources and enriches his survey with his own personal experiences. Dr. Ellis is a distinguished retired historian at Eastern Kentucky University and a progressive pragmatist who strove to reform the stubborn Kentucky system of education. He has been exasperated by its resistance to change, yet he recognizes the heroic accomplishments of Kentuckians who struggled with a system that was plagued by many roadblocks. [End Page 479] His catalogue of woes is daunting. These frustrations include populism, which championed small counties and local control, ruthless competition among competing regions, special interests, poverty, a meager tax base, and even theological disputes. Nepotism and violence took its toll, and many influential Kentuckians distrusted public schooling. Would-be reformers confronted the perennial problems of partisan politics, strong personalities, and petty interests that led Kentucky to lag behind its neighbors. Yet Ellis also highlights bright spots. The problems were rarely hopeless. In the early republic, Kentucky took the lead in building excellent private colleges, academies, and medical schools. It was an early pioneer in female education. In 1900, Louisville was a leader in comprehensive public schools, and, during the early twentieth century, mining companies provided some first-rate schools. Later, Kentucky was a leader in peaceful integration. But too often crises stymied hopeful progress—Civil War, floods, depressions, and small-minded wrangling among its leaders. Idealistic reforms, hopeful government policy papers, and task-force goals were mere mirages. This book is a valuable text for educational leaders and reformers as they confront an unfinished task. Its rich catalogue of heroes, reformers, visionaries, and scoundrels offers a lively tapestry that will entertain and inform any reader interested in the social history of Kentucky education. Taylor Sanders Taylor Sanders is a retired professor and former university historian at Washington and Lee University in Lexington, Virginia. Copyright © 2013 Kentucky Historical Society

Author Biographies

Este texto analisa a importância dos arquivos regionais, nomeadamente os escolares, para a preservação da história da educação na região oeste do Paraná. Os acervos escolares constituem-se em espaços privilegiados que servem para albergar documentos que contribuem para a preservação da memória histórica, são, portanto, importantes repositórios de fontes manuscritas, escritas e iconográficas que contribuem decisivamente para o avanço da pesquisa sobre a trajetória histórica das instituições escolares regionais e auxiliam na reconstituição e preservação da História da Educação brasileira. Nas últimas décadas, ampliou-se a discussão sobre a conservação das fontes para o conhecimento do patrimônio cultural e histórico, todavia, os pesquisadores ainda encontram dificuldades, especialmente relacionadas ao acesso e à conservação dos documentos. No caso do oeste paranaense, embora se trate de uma região de colonização recente - década de 1940 -, quando comparada ao restante do estado do Paraná, são poucos os arquivos que acondicionam documentos e fontes históricas para preservação da memória coletiva. Nesse contexto, os acervos das instituições educativas exercem importante papel no processo de catalogação e acondicionamento de fontes documentais para pesquisa sobre a História da Educação regional. Neste texto, listamos os principais arquivos públicos e privados que podem auxiliar o trabalho dos investigadores que optarem pela realização de pesquisas que incidem sobre o campo temático da história das instituições educacionais e da História da Educação regional.

In 2014, South Africa celebrated 20 years of democracy. Within these 20 years of democracy, there were many changes in the education sector. The teaching of history, particularly South African history, has survived many challenges during and after apartheid. During the apartheid era, to a certain extent the teaching of South African history was subjected to political abuse and became a springboard of politicians to justify the existence of the racial divide that had previously engulfed the country. Equally, the study offers critical and epistemological criticisms levelled against the teaching of South African history in secondary schools in the post-apartheid era. The selected criticisms include, inter alia, the question of the relevance of history in post-apartheid South Africa; the limitations of further political abuse of the discipline by educators, as well as the politicians; the lack of analytical skills in the teaching and interpretation of historical facts; and the notion of further perpetuating the racial divide in the country which was once riddled by such divisions. Epistemologically, earlier selected criticisms which took place during the apartheid era will also be referred to, to demonstrate that the teaching of South African history has always been subjected to criticisms that advantaged the then ruling National Party’s (NP’s) government in South Africa. DOI: 10.5901/mjss.2014.v5n20p2303

On October 4—7, 2021, the world's first World Congress of School History Teachers was held in Moscow. The initiative to hold the Congress came from the Academy of the Ministry of Education of Russia, the Institute of World History of the Russian Academy of Sciences, the All-Russian Public Organization “Association of Teachers of History and Social Studies” and the State Academic University for the Humanities. The European Association of History Teachers “Euroclio” acted as a co-organizer of the Congress. During the Plenary session of the Congress and 7 sections, Russian and foreign history teachers discussed the most pressing issues of pedagogical practice: the experience of creating concepts for teaching history at school in different countries, issues of the correlation of national and world history in school curricula, the feasibility of dividing the educational process into basic and advanced levels, problems and prospects of the distance form of teaching history in schools, the format and structure of modern school textbooks. Special attention was paid to the discussion of teaching the history of the Second World War in different countries of the world and the history of revolutions. Also during the work of the Congress, the IV Congress of Russian History Teachers was held. Within the framework of the congress, the participants discussed topical issues and problems of teaching history in Russian secondary schools: expanding ties and exchange of experience between teachers from different regions of Russia, experience and further prospects for the introduction of the Historical and Cultural Standard as part of the concept of teaching history at school, issues of synchronization of national and of general history in the school curriculum, improvement of evaluation procedures in history, methodological support and development of programs for teaching regional history as part of the course of national history.

The historiography of female education in the United States grows out of two major fields, each with its own trajectory and contribution: women’s history, and the history of education. In women’s history, work has developed from a movement for inclusion of female experience in historical narratives, to a sociocultural approach that interrogates the meaning of gender itself. In education, work also has been transformed in the last few decades. As early as 1960, the historian Bernard Bailyn wrote that he hoped to see fewer institutional histories or histories of formal schooling, as they tended to be written as though schooling existed apart from the culture in which it was embedded. He challenged historians to write about education as a process of cultural transmission, in which a particular institution might play a specific role.2 Research on education, including the history of female education, has heeded this call. In this chapter, I provide a brief discussion of trends in women’s history, with examples of how women’s educational history has built on these trends. Most notably, recent historiography on female education includes discussions of class, race, and gender identity, and the roles of education in creating or altering those identities; transnational perspectives; and challenges both to periodization and to the presumed rationales for female education.

Educational campaigning has received little attention in the literature. This study investigates long-term and organised urban campaigns that are collectively lobbying the Victorian State Government in Australia, for a new public high school to be constructed in their suburb. A public high school is also known as a state school, government school, or an ordinary comprehensive school. It receives the majority of its funding from the State and Federal Australian Government, and is generally regarded as ‘free’ education, in comparison to a private school. Whilst the campaigners frame their requests as for a ‘public school’, their primary appeal is for a local school in their community. This study questions how collective campaigning for a locale-specific public school is influenced by geography, class and identity. In order to explore these campaigns, I draw on formative studies of middle-class school choice from an Australian and United Kingdom perspective (Campbell, Proctor, & Sherington, 2009; Reay, Crozier, & James, 2011). To think about the role of geography and space in these processes of choice, I look to apply Harvey’s (1973) theory of absolute, relational and relative space. I use Bourdieu (1999b) as a sociological lens that is attentive to “site effects” and it is through this lens that I think about class as a “collection of properties” (Bourdieu, 1984, p. 106), actualised via mechanisms of identity and representation (Hall, 1996; Rose, 1996a, 1996b). This study redresses three distinct gaps in the literature: first, I focus attention on a contemporary middle-class choice strategy—that is, collective campaigning for a public school. Research within this field is significantly under-developed, despite this choice strategy being on the rise. Second, previous research argues that certain middle-class choosers regard the local public school as “inferior” in some way (Reay, et al., 2011, p. 111), merely acting as a “safety net” (Campbell, et al., 2009, p. 5) and connected to the working-class chooser (Reay & Ball, 1997). The campaigners are characteristic of the middle-class school chooser, but they are purposefully and strategically seeking out the local public school. Therefore, this study looks to build on work by Reay, et al. (2011) in thinking about “against-the-grain school choice”, specifically within the Australian context. Third, this study uses visual and graphic methods in order to examine the influence of geography in the education market (Taylor, 2001). I see the visualisation of space and schooling that I offer in this dissertation as a key theoretical contribution of this study. I draw on a number of data sets, both qualitative and quantitative, to explore the research questions. I interviewed campaigners and attended campaign meetings as participant observer; I collected statistical data from fifteen different suburbs and schools, and conducted comparative analyses of each. These analyses are displayed by using visual graphs. This study uses maps created by a professional graphic designer and photographs by a professional photographer; I draw on publications by the campaigners themselves, such as surveys, reports and social media; but also, interviews with campaigners that are published in local or state newspapers. The multiple data sets enable an immersive and rich graphic ethnography. This study contributes by building on understandings of how particular sociological cohorts of choosers are engaging with, and choosing, the urban public school in Australia. It is relevant for policy making, in that it comes at a time of increasing privatisation and a move toward independent public schools. This study identifies cohorts of choosers that are employing individual and collective political strategies to obtain a specific school, and it identifies this cohort via explicit class-based characteristics and their school choice behaviours. I look to use fresh theoretical and methodological approaches that emphasise space and geography, theorising geo-identity and the pseudo-private school.

This chapter deals with teaching history in schools and especially teaching the history of the violent conflict itself. History education is important because it can and has contributed to violent conflict by reinforcing negative images of the ‘other’ and emphasising the superiority of particular groups. Second, religious education is discussed as religion and the way it is transmitted from one generation to the next has often played a part in the causes of violent conflict through its portrayal of the superiority of one religion over another. The chapter reviews evidence on history education from a range of countries in sub-Saharan Africa and Asia before providing a section specifically on Lebanon and Guatemala. Evidence on religious education is reviewed in relation to Lebanon and the Middle East, more generally South Sudan and Sri Lanka. The evidence reviewed in this chapter does not support the idea that either history or religious education has been transformed and is currently being used as an effective tool of peacebuilding in post-conflict, developing societies.

Introduction Radio burst on American scene in 1920s and 1930s, and virtually every cultural and commercial interest sought to promote themselves through airwaves. Not least of them was art community, which produced several series of radio programs on art. The radio series Art in America aired on Station WJZ, New York, in 1934, and it was heard also on West Coast in 1935. These programs constituted a complete audio correspondence course that was used in homes, schools, and colleges. Seventeen broadcasts featured American art history, including modern art, along with programs in arts of theatre set design, filmmaking, architecture, and city planning. The Art in America broadcasts were programmed in two parts. Part one focused on various artrelated topics during years from 1650 to Civil War. Part two, series discussed here, covered years from Civil War to 1930s. The history of rapid expansion of radio industry bears an uncanny resemblance to all-consuming expansion of computing, telecommunications, and art education in late 20th century. To understand parallels between these two eras in history is to understand better relation of art education to mass media. This article examines first nationally broadcast art program and its cultural and social impacts. Since this article is also about rapid development of radio as set within context of all mass media and art education, discussion includes collaboration of museums, broadcasting, and philanthropic organizations that made Art in America programs possible. All influences of these educational agents are brought to focus by what Harris (1990) termed public taste, defined as the aesthetic knowledgability, experiences and preferences of entire population (p. 57). Unfortunately, little has been written about Art in America project, which is surprising considering advancements programs signify for education, art, and broadcasting. The history of project drew upon histories of diverse educational institutions, with history of radio as only one component (Covert, 1984). Cremin's (1988) history of education also included histories of informal education from press, radio and television, libraries, and museums, along with formal education in schools. These histories of mass media and of education depict a broad scope of sources for formal and informal learning, and Art in America programs show this overlap of effort in broadcasting and philanthropy as popular education. Likewise, this article reaches beyond histories of art education with their emphasis on formal schooling. The examination of learning outside schools from informal educational institutions reveals not only a wealth of education extending beyond schools, but also shows conditions that influenced what people learned in many institutions, including schools. It would seem a mistake, then, to pronounce educational effects of, perhaps only radio, or only schools, without including their partnerships with other cultural institutions (Cremin, 1988). Several histories provide valuable context for Art in America programs. Bolin's (1989) history of art education on radio discusses several programs on art education broadcast between 1929 and 1951 in Ohio and Buffalo, New York to such national broadcasts as Art for Your Sake, which aired on Columbia Broadcasting System. Bolin concludes that broadcasts show a continuance of art education's picture study movement well into 20th century, which includes Art in America programs and illustrated supplements. He states that Art in America programs were first national broadcasts on art, and probably most elaborate art educational effort on radio. Other histories of art education bear no mention of Art in America programs (Logan, 1955; Wygant, 1983; Efland, 1990). Neither are Art in America programs mentioned in histories of mass media by Barnouw (1966-70), Covert and Stevens (1984), MacDonald (1979), or Smith (1983). …

A survey of the historiography of professional education in the state of Sao Paulo, Brazil, has been undertaken by analyzing several books on the theme published between 1986 and 2003. The contents of books between mid-1880 and mid-1940 have been examined to check how production on the history of professional education is related to the History of Education. In spite of the deep relationship between their characteristics, the historiography of professional education failed to experience the renewal that occurred in the area of the History of Education derived from the New Cultural History. This aspect may be partially due to the predominance of analysis based on the qualification requirements for industrial development.

A difficult heritage has been attached to the history of education since its beginnings as a field of study. History of education is as a rule nationally oriented and/or constructed as a linear history of progress. The philosophy of language distinction between ‘paroles’ and ‘langues’ is seen as a methodological route out of these limitations.Taking the example of a currently widely discussed thesis on the connection between notions of societal progress and expectations of education, this paper shows how history can be understood as a struggle between the individual (transnational) ‘langues’ for public dominance. The paper concludes by pointing out how historical knowledge is important for the theoretical discussion and for efficient school policy.

Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large-scale online survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013. In particular, it examines teachers’ responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. This paper examines these comments, with reference to a range of curriculum models. The study reveals a deep antagonism towards the proposals for various reasons, including concerns about the extent and nature of the substantive content proposed and the way in which it should be sequenced. Analysis of these reactions provides an illuminating insight into history teachers’ perspectives. Whilst the rationales that underpin their thinking seem to have connections to a variety of different theoretical models, the analysis suggests that more attention could usefully be devoted to the idea of developing frameworks of reference.

This article reviews the most significant advances in research into the history of education in Colombia. It is structured around the theoretical and methodological ideas that have influenced approaches to the subject. Three broad groups are identified. Episodic and apologetic history is the name given to the earliest writings, which tended to be highly descriptive. This group is most appreciated for the abundance of data produced, which are useful as documentary sources. The second group, denominated social history, is very much influenced by Marxist theory and by the Mew History. Its most important contribution has been an integrated view of education and a shift towards the intellectual terrain of general historians. The third group, denominated history of pedagogical practices, emerged from the struggle of the teaching profession to defend its professional status. Inspired by the ideas of Foucault, it concerns itself with the identification of pedagogy as afield of knowledge and with the links between pedagogy and power.