Suchergebnisse

O presente artigo apresenta uma pesquisa que tomou como hipótese uma interpretação crítica da história da educação não formal no Brasil, que aborda seu surgimento ligado a um projeto conservador para mitigar a força da educação popular no período da Ditadura Civil Militar. A investigação partiu de tais indícios e de uma proposta metodológica da sociologia política que se refere ao estudo das formas sociais hegemônicas para buscar elos de tal processo na história da educação não formal. A exposição que segue apresenta os resultados de uma investigação com base em pesquisa bibliográfica e documental. De um lado, tal processo é especificado pela substituição dos programas de educação de adultos desenvolvidos no início dos anos 1960, no bojo dos movimentos de cultura popular, que tinham Paulo Freire como referência, pela instituição do Mobral (Movimento Brasileiro de Alfabetização). De outro lado, o exame dos documentos da UNESCO, sobretudo a partir dos textos de Philip Coombs, considerado o pioneiro no uso do termo educação não formal, como recomendação para superação da crise na educação. Em ambos os movimentos, o nacional e internacional, é possível identificar a gênese dessa forma social que se configura pela associação entre Estado, entidades privadas e sociedade civil. Essa forma altera os agentes e as finalidades de uma educação voltada às classes populares. A prevalência dessa forma social apresenta-se em outros momentos-chave da história da educação não formal, sobretudo na década de 1990, com o crescimento do terceiro setor, das ONGs e das fundações e institutos empresariais. ; This article presents a research that considered as a hypothesis a critical interpretation of the history of non-formal education in Brazil. Here we address its emergence linked to a conservative project to mitigate the strength of popular education during the period of the military dictatorship. The investigation started from such indications and from a methodological proposal of political sociology that refers to the study of hegemonic social forms to search for links of such process in the history of non-formal education. The following presentation discusses the results of an investigation based on bibliographic and documental research. On the one hand, this process is specified by the replacement of adult education programs developed in the early 1960s, amid popular culture movements, which had Paulo Freire as a reference, by the institution of Mobral (Brazilian Movement of Literation). On the other hand, the examination of UNESCO's documents, especially from the texts of Philip Coombs, considered the pioneer in the use of the term non-formal education, as a recommendation to overcoming a crisis in education. In both movements, national and international, it is possible to identify the genesis of this social form configured by the association between the State, private entities, and civil society. This form changes the agents and purposes of an education aimed at the popular classes. The prevalence of this social form appears at other key moments in the history of non-formal education, especially in the 1990s, with the growth of the third sector, NGOs and business foundations and institutes.

Das Anliegen dieser Masterarbeit war es, einen Einblick in die Erfahrung und Probleme des fächerübergreifenden Unterrichtsfachs Gesellschaftslehre an Integrierten Gesamtschulen aus Sicht der Lehrpersonen zu gewinnen. Dazu wurde eine elektronische Umfrage an alle betreffenden Schulen (n = 89) in Niedersachsen versendet. Ins-gesamt wurden (n = 114) Fälle in die Auswertung einbezogen. Entgegen bisheriger Untersuchungen werden unge-nügende Ausbildung, die Beschaffenheit des Fachs und Unterrichtsmaterialien als die zentralen Hindernisse genannt. Frauen zeigen mehrheitlich weniger Interesse an den Teildisziplinen Politik, Geografie und Wirtschaft und haben signifikant mehr Probleme in Bezug auf die Ausbildung. Je älter und erfahrener Lehrkräfte sind, des-to weniger Probleme scheinen sie zu haben. Dagegen sind insbesondere junge Lehrer eher bereit, an Fortbildun-gen teilzunehmen. Im Einklang mit früherer Forschung werden fehlende Zeit bei der Planung und im Unterricht ebenso bestätigt, wie die geringe Ablehnung des Faches durch die Lernenden. Im Ganzen trauen sich Lehrkräfte durchaus zu, kompetent im Fächerverbund zu unterrichten. Organisatorische Probleme und mangelnde Koope-ration sind nicht bedeutend. Eine erstmalig erprobte Item-Batterie, die bekannte Probleme geschlossen abfragt, kann unter leichten Anpassungen weiterverwendet werden. Für die Entwicklung des Messinstruments zur Selbst-wirksamkeitserwartung (angehender) Lehrkräfte leistet die Arbeit Grundlagenforschung. Angesichts der vielfälti-gen Probleme verdichten sich die Hinweise, dass die Lehrerausbildung in allen drei Phasen einer Revision bedarf. ; It was the purpose of this master's thesis to gain insight into the problems of the interdisciplinary subject Social Studies at Integrated Comprehensive Schools from the teachers' point of view. For this purpose, an electronic questionnaire was sent to all respective schools (n = 89) in Lower Saxony. An overall of (n = 114) cases were included in the analysis. Contrary to prior research, insufficient education, the subject's properties and teaching materials are stated as the main obstacles. Women show less interest in the sub-disciplines Politics, Geography and Economics by a majority and have significantly more issues with regard to education. The older and more experienced teachers are, the fewer problems they seem to have. By contrast, particularly younger teachers are more willing to participate in further training. In accordance with earlier research, lack of time during preparation and while in class have been confirmed, as well as the minimal opposition from students towards the subject. In the aggregate, teachers do trust themselves to teach competently within the combined subjects. Organisational matters and lack of cooperation are not significant. An item-battery, which tests knowns problems in a closed-ended way, was employed for the first time and can be used further, pending minor modifications. This paper provides basic research for developing a measuring instrument for self-efficacy beliefs of (prospective) teachers. In the face of multifaceted problems, signs are growing for a need of revising teacher education throughout all three stages.

Education in World History shows how broad currents in transnational history have interacted with trends in educational organization and teaching practices over time.From antiquity and early classical societies to the present day, this book highlights the ways in which changes in religious and intellectual life and economic patterns in key world regions have generated developments in education. Since the postclassical period, cross-cultural connections have also influenced educational change. In more recent times, transnational dialogues and mobility have played a vital role in shaping educational patterns. Ranging through South and East Asia, Africa, Europe and the Americas, the book also considers how the impact of modern forces, such as industrialization and nationalism, have transformed education in fundamental ways. Throughout the volume, Mark S. Johnson and Peter N. Stearns emphasize the tensions between elite and state educational interests and more diverse popular demands for access and, often, for more innovative pedagogy.Suitable for introductory world history and history of education courses, this lively overview reconsiders the history of education from the perspective of world and comparative history.

Commemoration and remembrance are integral elements of postmodern western culture. Although academic historians are increasingly inclined to acknowledge that there is no hard and fast dividing line between collective memory and professional historiography, they do not always welcome
the increasing pressure from national governments and international organizations to guide and even regulate collective memory through history education or through so-called 'remembrance education'. The rationale of remembrance education is that modern nations have a certain responsibility
for crimes or suffering that has been caused in the past, and that recognition of this forms a component of education in democratic citizenship. Remembrance education thus becomes a general umbrella for education about 'dark chapters' from the past, with the Holocaust as most evident
example. This article focuses on a single (sub)national case. Within the Flemish Community, which is the body responsible for education in Flanders and the Dutch-speaking schools in the federal Belgian capital Brussels, remembrance education has, since 2010, been an official part of the cross-curricular
final objectives of secondary education. Starting from the concrete context in which this initiative originated and is currently being developed, we examine the complex relationship between remembrance education and history teaching. The differences and affinities between both, we argue, become
visible by comparing the position of the academic discipline of history in both fields, by comparing the position of the present, the role of empathy and of a pedagogy of activation and by analysing the way in which ethical questions are dealt with. The absolute moral standards and the present-centred
character of remembrance education are, for instance, far removed from the ambitions to stimulate historical and contextual thinking that are central to history education. Many of the real tensions between both, however, reproduce in magnified form the equally real inter¬nal tensions that
characterize contemporary history teaching, with its simultaneous scientific and civic ambitions. But unlike remembrance education, history education does not regard memory as the starting point for knowledge or attitudes, but as a subject of critical historical research in its own right.

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.

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The anthology addresses the question of why history should be taught in schools and the public sphere from different perspectives. Firstly, the publication contains a series of theoretical reflections and models, for example on the handling of time or the question of identity and history. Secondly, authors from all over the world provide information on how this question is dealt with in everyday teaching practice, be it in curricula, educational media, in everyday teaching, in museums, exhibitions or in social media. Thirdly, new findings from research are presented, for example on teachers' history-specific beliefs. The publication presents a whole series of reasons why history must be taught today and reads as a plea for a competent approach to history in today's society.

This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history and history curricula in Ghana. The article argues that history education in Ghana has survived the ravages of time, Western historiographical ideals and imperialist ambitions as well as politically motivated legislations and reforms. The article concludes that history education is regaining its grounds in Ghanaian schools and raises implications for teacher education and resource provision in schools. The article contributes to an understanding of the evolution of history education in Ghana and the impact of colonial and political forces on curricula, teaching and learning of African history.

This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history and history curricula in Ghana. The article argues that history education in Ghana has survived the ravages of time, Western historiographical ideals and imperialist ambitions as well as politically motivated legislations and reforms. The article concludes that history education is regaining its grounds in Ghanaian schools and raises implications for teacher education and resource provision in schools. The article contributes to an understanding of the evolution of history education in Ghana and the impact of colonial and political forces on curricula, teaching and learning of African history. ; https://upjournals.up.ac.za/index.php/yesterday_and_today/article/view/3614 ; pm2022

1. Shifting 'femininities': multifaceted realms of historical educational inquiry- Tim Allender and Stephanie Spencer -- 2. 'Unnatural' Women and Natural Science: changing femininity and expanding educational sites through women's pursuit of natural science- Ruth Watts -- 3. African American Women, Femininity and their History In Physical Education and Sports in American Higher Education: from World War I through the mid-century- Linda M. Perkins -- 4. Suzanne Karpelès' encounters in Indochina and Europe in 1931: multiple femininities, colonial relations and educative sites- Joyce Goodman -- 5. Troubling Gender Relations with the Appointment of 'That Lady Inspector' in Post-suffrage South Australia- Kay Whitehead -- 6. Shifting Spaces of Femininity: the everyday life of girl guides in Hong Kong 1921-1941- Stella Meng Wang -- 7. 'I turned into the boorish, stiff, unpleasant teenager that he expected, and that was what I immediately therefore became': negotiating the 'risk' of femininity in teenage girls' reading in 1960s Britain- Stephanie Spencer -- 8. 'A great builder': female enterprise, architectural ambition and the construction of convents- Deirdre Raftery and Deirdre Bennett -- 9. Reconfiguring Women and Empire: sex, race and femininity in British India, 1785-1922- Tim Allender -- 10. Histories of women's education and shifting frames of 'femininity'- Stephanie Spencer and Tim Allender. .

Indonesian government policies that emphasize economic growth and national stability, characterized by authoritarian and centralized government in the past, inflict a disparity in regional growth. The control of central government to the region, seems to disturb the sense of justice and the welfare of the people on the borderline territory which are considered retarded, isolated, and marginalized. Moreover, the increasing of smuggling, human trafficking, and terrorism has been disturbing the sense of historical awareness in relation to the issue of nationality. It started from reform era followed by regional autonomy policy gives space to the region government to balance the local development. This article discussed, first: The importance of History education in borderline territory, Second: ethnic historical concept and regional studies in borderline territory, third: ethnical integration based on sociocultural aspect of national character reinforcement in borderline, and fourth: history education development to increase the competitiveness, which also expected to strengthen the nationalism in borderline territory. ; Indonesian government policies that emphasize economic growth and national stability, characterized by authoritarian and centralized government in the past, inflict a disparity in regional growth. The control of central government to the region, seems to disturb the sense of justice and the welfare of the people on the borderline territory which are considered retarded, isolated, and marginalized. Moreover, the increasing of smuggling, human trafficking, and terrorism has been disturbing the sense of historical awareness in relation to the issue of nationality. It started from reform era followed by regional autonomy policy gives space to the region government to balance the local development. This article discussed, first: The importance of History education in borderline territory, Second: ethnic historical concept and regional studies in borderline territory, third: ethnical integration based on sociocultural aspect of national character reinforcement in borderline, and fourth: history education development to increase the competitiveness, which also expected to strengthen the nationalism in borderline territory

Nowadays, an intercultural education is needed that tries to democratize the spaces of knowledge construction through the recreation and creation of knowledge and practices from the community. That is, a quality education based on community conditions, aware and that develop critical thinking and allow the construction of creative, affective and inclusive societies. History is the pillar for the revitalization of the wisdom and knowledge of the people, because it helps to rebuild a culture of peace that favors an environment conducive to solving problems of everyday life. ; Hoy en día, se necesita de una educación intercultural que trate de democratizar los espacios de construcción del conocimiento mediante la recreación y creación de saberes y prácticas desde la colectividad. Es decir, una educación de calidad basada en condiciones comunitarias, concientizada y que desarrollo el pensamiento critico y permita la construcción de sociedades creativas, afectivas e incluyentes. La historia es el pilar para la revitalización de las sabidurías y conocimientos de los pueblos, porque ayuda a reconstruir una cultura de paz que favorece a un ambiente propicio para la resolución de problemas de la vida cotidiana.

In his Australia Day address in 2006, John Howard, the (then) Australian Prime Minister, called for a "root and branch renewal of the teaching of Australian History". This led, later in 2006, to a meeting in Canberra, sponsored by the Minister for Education, and held under the auspices of the Commonwealth Department of Education, of Australian Historians and a few History teachers. The purpose of this gathering was to make recommendations in response to a proposal to make Australian History compulsory in all Australian schools at some point. The summit concluded that Year Nine was a good point at which to implement such a course and a further group were deputed to draft a syllabus. That group reported late last year, just as the government changed. Now it appears that the approach favoured by the Howard Government will be abandoned. This paper analyses these events both in terms of the attempt to implement assert a socially conservative and economically neoliberal view of the world, while appearing to favour "objective narrative", and the deeper contradiction between politically driven syllabus construction and students' learning.