Suchergebnisse

This article discusses Art teacher training in the context of early childhood education in the Brazilian scenario through a systematic review of articles published on the databases Google Scholar, Scientific Eletronic Library Online (SciELO) and Capes Portal of Periodicals between 2014 and 2019. It aims to understand how Brazilian bibliographical production has been studying this theme and proposes a critical theoretical reflection about that issue. Analyses showed research developed in educational contexts focused on professional training for the construction of knowledge and the promotion of critical and reflexive pedagogical practices. We conclude that the training process builds a democratic education enabling new practices and the real aesthetic sense that art can offer.

"The Education act, 1902" : p. 116-138. ; Mode of access: Internet.

What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education? The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. T.

1. Constructing the 'normal' adolescent : the 1950s and 1960s -- 2. SIECUS, 'value-neutral' sex education, and the battle in Anaheim -- 3. The 'problem' of teen pregnancy and the welfare mother : the 1960s and 1970s -- 4. From the problem of the homosexual to the problem of homophobia -- 5. The plague : AIDS/HIV education and activisim in the 1980s -- 6. The abstinence-only era and the Welfare Reform Act of 1996 -- 7. Foucault, disciplinary power, and care of the self -- 8. Cultural studies and the social construction of the adolescent body -- 9. Conclusion.

The aim of this study was to establish the relationship between the principles of Educational Sport and the objectives of Physical Education in two brasilian laws: National Curriculum Guidelines (PCNs) for the Elementary and Middle School Levels and the Guidelines and Basis Legislation (LDB). The method used was the survey analysis in order to determine the practices present in, or the opinions of, a specific population. The instrument used in this research was a questionnaire. After a broad review of the bibliography and according to the methodological procedures, the aim was to set the relationships between the Principles of Educational Sport and the objectives of Physical Education, according to the Brazilian Law (LDB) and National Curriculum Guidelines (PCNs) in a table made under the analysis of a group of specialists. As the relation between the principles of Educational Sport and the objectives of School Physical Education have shown, we can state that School Physical Education has gained pedagogical security for the potential use of Educational Sport as part of its contents.

This work provides a succinct historical overview of the history of the Spanish education system from 1812, date of the first Spanish Constitution, until 1970 at the end of the Francoist era in Spain, highlighting the legislative milestones and contextualising them within the larger political landscape in which they took place. The paper will go on to describe the basic legislation which has regulated the Spanish education system since 1970 describing some of their most significant aspects, from the General Education Law (LGE) of 1970 to the Organic Law Modifying the Organic Law for Education (LOMLOE) which came into force in 2020.

This article is based on a free writing exercise given to 31 first-year History Education students in which they were, asked to write 'The history of South Africa according to me'. Using narrative enquiry, the stories of the students, who all had History at school up to their final year, were analysed. What emerged was that South Africa as a political entity is focalised as a place where apartheid took place. Post-apartheid South Africa by contrast is narrated as a free and democratic place. It is focalised by the majority of students as a strong well-established country – a leading example to other nations. In line with this, the vast majority of students tended to limit their account of the history of South Africa to the period prior to the achievement of democracy in 1994. The personal narratives spoke about race being the dominant factor in their historical discourses. ; http://www.td-sa.net ; am2019 ; Humanities Education

With reference to India.