The Revista Brasileira de Música (Brazilian Journal of Music) begins its 85 years consolidating its editorial policy of internationalization and democratization of access to knowledge. The present volume expresses the institutional concern to promote the socialization of the results of research developed at the university in broader sectors of society, focusing on the integration of updated knowledge about Brazilian music in the curricular contents of elementary and high school. The texts published here result from the first edition of the extension course 'Pedagogy of the History of Brazilian Music for Basic Education', aimed at the continuing education of teachers, and which was held during the IX International Symposium of Musicology of UFRJ "Music, Society and Socialization of Knowledge, "which celebrated the 170th anniversary of the UFRJ School of Music in the week of August 13-17, 2018.
This article aims to reflect on the place of history in the history of science from the perspective of Brazilian historiography of science, mainly according to the thought of the Brazilian physicist and historian of science, Carlos Alvarez Maia. Since the 1990s, Maia (2013) began to question why the history of science became (and still largely remains) a "history of absent historians" in the face of the predominance of history of science in the Natural Science Departments and the absence in History Departments. The dynamic and changing historiography of science itself reaffirms the lack of historical analyses using history's methodological and conceptual apparatus. Thus, epistemological aspects appear interrelated to political-institutional issues. Consequently, one has a political-epistemological perspective for discussing the place – or non-place – of history in the history of science. The thought of Maia (2013) acts as an essential starting point for reflection. It constitutes a possible opening in constructing a consolidation of discussions about the impacts (of the absence and the presence of the conceptual apparatus of history) in developing new historiography of science conceptually historical.
It is almost a consensus among the Brazilians that, in order to solve the social issues, the education must be improved. Thus, the present study aimed to analyze the Brazilian key-thinkers on education. Rui Barbosa, Fernando de Azevedo, Anísio Teixeira, Cecília Meireles, and Paulo Freire were selected because they worked to develop some aspects of education: politics, educational system, philosophy of education, childhood education and pedagogical methods. These intellectuals fought against powerful societal forces, but they did not give up on transforming the Brazilian education, and, consequently, the Brazilian society. Therefore, they were selected to represent the Brazilian key-thinkers on education.
In Brazil, and more generally, in Latin America, the struggle of the indigenous movements for the demarcation of their ancestral land and the development of an intercultural education contributed to the constitutional changes of the 1980s, which led these states to regard themselves as a multicultural nation and to recognize specific collective rights to native people and tribes living on their territory. This dynamic deals with the scope of a democratic transition and a decentralization process which characterizes a new form of governance of almost all Latin America countries where the indigenous territories and the resources at their disposal can be preserved. By giving the possibility to formulate another vision of the school education based on a dialectic between indigenous knowledge and school knowledge in a sustainable developmental perspective of the indigenous territories, new experiments started to be expanded from the 1990s. This article advances the discussion between globalized and localized educational practices. It enlightens the debate between the homogenization of school systems and other alternatives such as the use of traditional knowledge. It focuses on socio-cultural knowledge and its intersection between formal and informal education. The first section of this paper presents the theoretical framework of my research and its methodology. The second section discusses, in a historical background, how the Brazilian indigenous public policies were implemented. In the third section, I use my fieldwork data to examine and analyze the advent and the development of intercultural bilingual education (IBE) in two regions of Amazonas state (Alto Solimões and Alto Rio Negro) among the Ticuna, Baniwa, and Tukano people during the 1990s and 2000s.
In this article we intend to elaborate, in narrative-descriptive form, a brief reconstruction of the trajectory covered by the History of Brazilian education and, especially of History teaching, in the period between the colonial period until the 1990s, through documentary research as well as, and mainly, through bibliographic research from the works produced in the last decades by relevant authors on this theme.
This article presents the results of an exploratory research, delineated in a documentary way. The research aimed to investigate how local educational systems were adapting to offer, via distance learning, the continuity of the school year by occasion of the schools' closure by the COVID-19 pandemic. A critical documentary research is presented, according the legislation implemented by the Ministry of Education and the State Governments of Brazil, with data from Brazilian Institute of Geography and Statistics (2018) and the School Census (2019). We conclude that remote education, as it was implemented, aims to fulfill only the annual workload by local schools, ignoring the pedagogical issues pertinent to the theme and benefiting students with greater financial resources.
This paper evaluates the various social protection programmes and their role in the improvement of Brazilian Basic Education from 1990 to 2016. Brazil is one of the richest countries of the world, yet the country is suffering from the highest rate of inequality and high rate of poverty in the society. The poverty of families has critical impact on health and education of their children. With the dual objective of poverty reduction and for the improvement in basic services, such as health and education in the country, the government has introduced many inclusive and redistributive social protection programmes after the implementation of new constitution in 1988. These social protections programmes of Brazil have been praised internationally for their scope and innovation such as the dramatic reduction in the poverty and inequality in the Brazilian society. Besides these benefits, these programmes have proved to improve the access of Basic Education in the country. This paper reviews these social protection programmes with the help of relevant documents and from the results, it can be concluded that these programmes have proved quite beneficial in educational expansion in Brazil. And so, the experiences of Brazilian Social Protection Programmes are quite instructive in many ways for the developing countries, such as India, which are struggling with the problem of education of children from the disadvantaged sections of the society.
This paper evaluates the various social protection programmes and their role in the improvement of Brazilian Basic Education from 1990 to 2016. Brazil is one of the richest countries of the world, yet the country is suffering from the highest rate of inequality and high rate of poverty in the society. The poverty of families has critical impact on health and education of their children. With the dual objective of poverty reduction and for the improvement in basic services, such as health and education in the country, the government has introduced many inclusive and redistributive social protection programmes after the implementation of new constitution in 1988. These social protections programmes of Brazil have been praised internationally for their scope and innovation such as the dramatic reduction in the poverty and inequality in the Brazilian society. Besides these benefits, these programmes have proved to improve the access of Basic Education in the country. This paper reviews these social protection programmes with the help of relevant documents and from the results, it can be concluded that these programmes have proved quite beneficial in educational expansion in Brazil. And so, the experiences of Brazilian Social Protection Programmes are quite instructive in many ways for the developing countries, such as India, which are struggling with the problem of education of children from the disadvantaged sections of the society.
Democratic regimes establish themselves to the extent to which they are accepted by the majority of the population living under them. This acceptance is translated into a knowledge of and trust in their respective political and legal institutions. Quality education is relevant to democratic governance and citizenship building, as it provides access to the cognitive tools needed for significant political participation. This paper analyzes the interactions between democracy and quality education in the light of judicial proceedings being applied to the right to education, focusing on Brazilian Supreme Court (STF) activities in the period between 2000 and 2010.
Distance education, mediated by Information and Communication Technologies, is increasingly present in the Brazilian educational scenario due to legislation incentives. In this modality, assessment to ensure effective learning, considering the particularities of distance education, represents a challenge to education managers. This research investigates the competences developed in two entirely distance-lectured courses in the Information Management degree of the Federal University of Paraná. For this purpose, the bibliographic and documental methodology was used to construct two assessment rubrics in the CoRubric platform, a data collection instrument for the research. Data are analyzed using statistical techniques. The results show the competences developed by students and those that need improvement, as well as the correlation between the characteristics of the courses and the learning and how much they affect the result. It concludes that the assessment rubrics constructed from CoRubric are capable of generating information for decision making in education. ; Distance education, mediated by Information and Communication Technologies, is increasingly present in the Brazilian educational scenario due to legislation incentives. In this modality, assessment to ensure effective learning, taking into account the particularities of distance education, represents a challenge to education managers. The present research investigates the competences developed in two courses entirely lectured at distance in the Information Management degree of the Federal University of Paraná (UFPR). For this purpose, bibliographic and documental methodology was used in order to construct two assessment rubrics in the platform Corubric, which may also be used as an instrument for research data collection. The results were analyzed using descriptive statistics techniques, non-parametric Kruskal-Wallis H test, and Pearson's correlation and multiple regression tests. The competences that were developed by the students and those that need improvement were discussed, as well as the topics that were more related to learning and how much they affected the results. It was concluded that the rubrics built from Corubric are instruments capable of generating information that may assist decision-making in the education field.
Purpose – The purpose of this paper is to provide an insight about how marketing discipline has been taught in Brazilian executive education programs. We therefore consider the different kinds of knowledge that tend to be an integral part of these programs, locally referred to as MBAs, and look at the consequences they have in the field of marketing in Brazil. Design/methodology/approach – Our initial investigations (and our own experience as teachers of various MBA programs in Marketing) have shown that executive marketing programs, seemed strikingly similar in terms of syllabus and suggested bibliography. We discuss the reasons for thatbased on some historical regards about the marketing discipline in Brazil. We present a description of the historical background of postgraduate courses in Brazil, and outline the fundamental transformation that has taken place in the Brazilian MBA courses' main goal: namely, the shift fromteacher training to executive education. This change in focus has resulted in the emergence of a large and profitable executive education market. In order to illustrate that we present the case of the Superior School of Advertising and Marketing. Research limitation/implications – To better understand the marketing knowledge disseminated through MBA programs in Brazil two points needed to be highlighted: i) the policies and the regulations governing executive education programs; and ii) the origins of marketing education in Brazil. The change in focus and the process of deregulation of PGLS in Brazil has proved to be an important source of revenue. As a result of the growth of this market, managers at educational institutions have begun to focus their courses on the needs of customers and the generation ofknowledge has taken a backseat to the need to teach the 'practical' and to develop the relationship between students. Thus, the appeal of the 'practical experience of big business' or 'successful practices' has supplanted any knowledge that might arise locally. To extend the distance between research and practice, the academia has ceased to look at what is relevant to society and to organizations and started to use rigor as the defining criterion of quality in research (Faria, 2007). As a result, the focus on thepractical has devalued the theoretical advancement of the discipline and the academia has come to look down on the practical. The historical development of the marketing discipline in Brazil clearly showsto be strongly influence by knowledge produced in the US since its inception. A historical analysis of the field of management education in Brazil reveals the political interests that are related to the introduction and consolidation of a certain type of knowledge in the country, including marketing. More data shall be collected on the history of marketing teaching in Brazil. Originality/value: This examination expands the literature by introducing historical perspectives on the marketing teaching in Brazil. The study of the influences of North American business schools over the Brazilian business schools and the long lasting political relations between Brazil and the United States are also addressed in a critical way.
A História da Cartografia Portuguesa conheceu um período de francodesenvolvimento durante o Estado Novo, no quadro de uma historiografianacionalista e defensora dos princípios coloniais. Os mapas antigos foramanalisados como provas do papel de vanguarda da ciência portuguesa nos séculosXV e XVI, como testemunhos da prioridade dos descobrimentos portugueses edos direitos de ocupação e exploração colonial de territórios africanos, americanose asiáticos. Na sequência da implantação do regime democrático, no início dadécada de 1990, a situação da História da Cartografia em Portugal, não era a maisauspiciosa. Apenas dois pequenos grupos de investigadores se interessavam pelotema, na Faculdade de Letras da Universidade de Lisboa e no Instituto deInvestigação Científica Tropical.Os estudos e a divulgação da História da Cartografia Luso-Brasileira ganharam umnovo impulso, com a presença de Joaquim Romero Magalhães na Comissão Nacionalpara as Comemorações dos Descobrimentos Portugueses (1996-2002). A principalmissão era "comemorar" a chegada oficial dos navegadores portugueses à Américado Sul. O "achamento do Brasil" e a relação entre Portugal e o Brasil, não só noperíodo colonial mas também desde a independência do território, foram os grandestemas para a organização de exposições, edições de fontes e estudos históricos,concessão de bolsas de estudo, estabelecimento de projetos de investigação,organização de reuniões científicas, apoio a centros de investigação e a instituiçõesacadémicas e culturais. Sob a coordenação de Romero Magalhães, em muitas destasrealizações estiveram presentes os mapas antigos, com um destacado papel. ; The History of Portuguese Cartography underwent strong development during theEstado Novo, within a framework of nationalist historiography, supporting colonialpostulates. The old charts were presented as evidence of the leading role ofPortuguese science during the Renaissance, and as proof of the primacy of thePortuguese geographic discoveries and the rights of colonial occupation andexploration of different territories. With the democratic regime, in the early 1990s,the future of this field of knowledge in Portugal was not quite auspicious. Only twosmall study groups interested in the History of Cartography coexisted at theUniversity of Lisbon and at the Institute for Tropical Scientific Research.The studies and the diffusion of the History of Luso-Brazilian cartography gatheredmomentum in Portugal from the mid-1990s, with the presence of Joaquim RomeroMagalhães (1942-2018) at the Comissão Nacional para as Comemorações dosDescobrimentos Portugueses, as Commissioner (1999-2002). His mission was tocarry out the challenging task of "commemorating" the official arrival of thePortuguese navigators to South America. The "discovery of Brazil" and the relationbetween Portugal and Brazil, not only in the colonial period but also since theindependence of that territory in 1822 to the present, were the major subjects forthe organisation of great exhibitions, for publishing historical research works andprimary sources, for granting scholarships, for the development of researchprojects, for organizing scientific meetings, for providing assistance to researchcentres. Under his supervision old maps and charts were always present in theseevents and works.
The English Inns of Court in London had ceased to perform their educational functions in the middle of the seventeenth century. For the next hundred years or so, there was no formal or organized instruction of the English common law. Lawyers, both barristers and solicitors in England and in America, learned their profession as best they could in unstructured situations. They learned by serving as apprentices or clerks to practicing lawyers, by the independent reading of law books, and by observation in the courtroom itself.
Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.
The present article aims to perform a historical and political analysis of the emergence of the concept of quality education in the Brazilian educational system. To reach this goal, it examines the notion of the "right to education" or "educational public service" as a public good. This article also discusses the organization of the Brazilian educational system and the issues related to the restrictive and formal interpretations of educational assessment, especially in the context of the neo-liberal proposal that characterized the 1990s. It examines the concept of quality and the possibility of its implementation through the determinations established in the Brazilian Constitution according to a substantial interpretation of assessment policies.
