cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7942409
title: THE IDEAS OF CIVILIZED MAN VEICULATED IN DIDACTIC BOOKS OF MORAL AND CIVIC EDUCATION IN THE CIVIL-MILITARY DICTATORSHIP

description: ABSTRACT Moral and Civic Education (EMC), as a specific discipline of school culture, received greater notoriety in Brazil during the years of the Civil-Military Dictatorship (1964-1985), and its textbooks were significant vehicles for the dissemination of controls and values to be internalized by the new Brazilian generation. In this article we present a research based on six textbooks of the discipline of EMC that circulated in Brazilian schools in the context of the authoritarian regime: Fontoura (1970); Michalany and Ramos (1970); Moschini, Costa and Mussumeci (1970); Andrade (1971); Santos (1974); and Siqueira and Bertolin (1981). The aim was to identify which civilized man's ideals were propagated in the EMC textbooks. For the organization and analysis of the data, we use as a theoretical reference the discussions about school discipline established by Viñao Frago (2008), Chervel (1990), Goodson (1995) and Cuesta Fernandez (1997); regarding the textbook as a source for a writing of history, we have used the studies promoted by Choppin (2004), Bittencourt (2004), Munakata (2016) and Moreira and Diaz (2017); and for the interpretation of the precepts of civility we consider the theoretical contributions of Elias (1980; 1994a; 1994b; 2006). As a result, civilized man should (self) control his impulses by considering the codes of moral, religious, patriotic and civic behavior and sentiment present in the EMC books, particularly in the content on the formation of the individual's personality (values, virtues, rights, duties, habits and customs) and on the constitution of social configurations (family, school, church, armed forces, national state).
DOI: 10.6084/m9.figshare.7942409.v1
title: THE IDEAS OF CIVILIZED MAN VEICULATED IN DIDACTIC BOOKS OF MORAL AND CIVIC EDUCATION IN THE CIVIL-MILITARY DICTATORSHIP

description: ABSTRACT Moral and Civic Education (EMC), as a specific discipline of school culture, received greater notoriety in Brazil during the years of the Civil-Military Dictatorship (1964-1985), and its textbooks were significant vehicles for the dissemination of controls and values to be internalized by the new Brazilian generation. In this article we present a research based on six textbooks of the discipline of EMC that circulated in Brazilian schools in the context of the authoritarian regime: Fontoura (1970); Michalany and Ramos (1970); Moschini, Costa and Mussumeci (1970); Andrade (1971); Santos (1974); and Siqueira and Bertolin (1981). The aim was to identify which civilized man's ideals were propagated in the EMC textbooks. For the organization and analysis of the data, we use as a theoretical reference the discussions about school discipline established by Viñao Frago (2008), Chervel (1990), Goodson (1995) and Cuesta Fernandez (1997); regarding the textbook as a source for a writing of history, we have used the studies promoted by Choppin (2004), Bittencourt (2004), Munakata (2016) and Moreira and Diaz (2017); and for the interpretation of the precepts of civility we consider the theoretical contributions of Elias (1980; 1994a; 1994b; 2006). As a result, civilized man should (self) control his impulses by considering the codes of moral, religious, patriotic and civic behavior and sentiment present in the EMC books, particularly in the content on the formation of the individual's personality (values, virtues, rights, duties, habits and customs) and on the constitution of social configurations (family, school, church, armed forces, national state).
DOI: 10.6084/m9.figshare.7942388
title: THE PEDAGOGICAL AND SCHOLASTIC PRESS IN ITALY BETWEEN EIGHT AND NINE HUNDRED

description: ABSTRACT The essay takes place on two levels. The first part illustrates the historiographical changes that have affected Italy in the last decades. As has happened in other parts of Europe, new fields of research have opened up, interested in exploring not only the "ideal school", but also and above all the "daily school". In the second part he reports the results of a research conducted between 1987 and 1997 aimed at bringing to light 1273 school newspapers published in Italy between 1820 (date of publication of the first publication found) and 1943, the year of the fall of fascism. The research shows how it is possible, through the examination of school newspapers, to proceed with the reconstruction of Italian history through different points of view: that of the strategies put in place by the ruling classes and the State (the "high school" culture) and the reflection of the magisterial class (the school culture of everyday life) carried out on several levels, scholastic and pedagogical, practical-didactic, professional, literary (in relation especially to childhood readings), editorial, economic.
DOI: 10.6084/m9.figshare.7942388.v1
title: THE PEDAGOGICAL AND SCHOLASTIC PRESS IN ITALY BETWEEN EIGHT AND NINE HUNDRED

description: ABSTRACT The essay takes place on two levels. The first part illustrates the historiographical changes that have affected Italy in the last decades. As has happened in other parts of Europe, new fields of research have opened up, interested in exploring not only the "ideal school", but also and above all the "daily school". In the second part he reports the results of a research conducted between 1987 and 1997 aimed at bringing to light 1273 school newspapers published in Italy between 1820 (date of publication of the first publication found) and 1943, the year of the fall of fascism. The research shows how it is possible, through the examination of school newspapers, to proceed with the reconstruction of Italian history through different points of view: that of the strategies put in place by the ruling classes and the State (the "high school" culture) and the reflection of the magisterial class (the school culture of everyday life) carried out on several levels, scholastic and pedagogical, practical-didactic, professional, literary (in relation especially to childhood readings), editorial, economic.
DOI: 10.6084/m9.figshare.9927884
title: USAID AND AGRICULTURAL EDUCATION: THE CONVENTION ESALQ/USP AND OHIO UNIVERSITY (1964-1985)

description: ABSTRACT Based on primary sources from the University of São Paulo (USP), this article analyzes the mutual articulations between the United States Agency for International Development (Usaid), the State University of Ohio and the Higher School of Agriculture "Luiz de Queiroz" of the USP during the period of the Brazilian military dictatorship of 1964-1985. It describes how this inter-institutional agreement promoted the conservative modernization of the rural sector, giving shape and structure to the contemporary agribusiness, through higher education, scientific research and rural extension. It is noted that this agreement transcended the mere scientific-technical assistance between the parties, conveying the intervention of the United States of America in Brazilian State, in the international context of Cold War, facilitating the lucrative development of its companies based in this South American country and influencing ideologically the rural sector.
DOI: 10.6084/m9.figshare.9927884.v1
title: USAID AND AGRICULTURAL EDUCATION: THE CONVENTION ESALQ/USP AND OHIO UNIVERSITY (1964-1985)

description: ABSTRACT Based on primary sources from the University of São Paulo (USP), this article analyzes the mutual articulations between the United States Agency for International Development (Usaid), the State University of Ohio and the Higher School of Agriculture "Luiz de Queiroz" of the USP during the period of the Brazilian military dictatorship of 1964-1985. It describes how this inter-institutional agreement promoted the conservative modernization of the rural sector, giving shape and structure to the contemporary agribusiness, through higher education, scientific research and rural extension. It is noted that this agreement transcended the mere scientific-technical assistance between the parties, conveying the intervention of the United States of America in Brazilian State, in the international context of Cold War, facilitating the lucrative development of its companies based in this South American country and influencing ideologically the rural sector.
DOI: 10.6084/m9.figshare.9927413
title: A GRAMÁTICA DAS CRIANCINHAS: AN INNOVATIVE PROJECT OF THE EDUCATOR VIRGÍNIA GERSÃO

description: ABSTRACT In this paper, we aim to present and analyze the work A gramática das criancinhas (1921), written by the then Portuguese teacher Virgínia Faria Gersão (1896-1974) for the teaching of grammar during the first years of school. The very original approach that the author confers to her text renders this work a document of high interest for the history of grammatical teaching in Portugal. In this investigation, it is our objective to carry out an analysis of the strategies used by the author in the explanation of the grammatical contents, created with the purpose of facilitating the students' learning. Our study allows us to conclude that the author's pedagogical thinking echoes the main trends of the time, still revealing to be pertinent nowadays.
DOI: 10.6084/m9.figshare.9927413.v1
title: A GRAMÁTICA DAS CRIANCINHAS: AN INNOVATIVE PROJECT OF THE EDUCATOR VIRGÍNIA GERSÃO

description: ABSTRACT In this paper, we aim to present and analyze the work A gramática das criancinhas (1921), written by the then Portuguese teacher Virgínia Faria Gersão (1896-1974) for the teaching of grammar during the first years of school. The very original approach that the author confers to her text renders this work a document of high interest for the history of grammatical teaching in Portugal. In this investigation, it is our objective to carry out an analysis of the strategies used by the author in the explanation of the grammatical contents, created with the purpose of facilitating the students' learning. Our study allows us to conclude that the author's pedagogical thinking echoes the main trends of the time, still revealing to be pertinent nowadays.
DOI: 10.6084/m9.figshare.9927401
title: RURAL EDUCATION IN PORTUGAL AS STUDY OBJECT: POSSIBILITIES OF CONCEPTUAL SPECIFICATIONS (1990-2018)

description: ABSTRACT The objectives of this article are to contextualize rural education as an object of study and to point out possible definitions about rural education in Portugal during the second half of the 20th century for the first two decades of the 21st century. In order to materialize the study, we undertake review and analysis of the Portuguese bibliographic production on the subject, since we understand that scientific articles, theses, dissertations, books and other documents are an inexhaustible source of information, which allows the investigator to examine them in depth to find inconsistencies and disagreements about the object studied. We note that rural education should have as principle the reinforcement of the bonds of belonging and resistance of local populations through specific educational activities for the effective construction of knowledge, with a view to promoting and guaranteeing the right to education and schooling, practice and dissemination of cultures and collective economic development of rural populations.
DOI: 10.6084/m9.figshare.9927401.v1
title: RURAL EDUCATION IN PORTUGAL AS STUDY OBJECT: POSSIBILITIES OF CONCEPTUAL SPECIFICATIONS (1990-2018)

description: ABSTRACT The objectives of this article are to contextualize rural education as an object of study and to point out possible definitions about rural education in Portugal during the second half of the 20th century for the first two decades of the 21st century. In order to materialize the study, we undertake review and analysis of the Portuguese bibliographic production on the subject, since we understand that scientific articles, theses, dissertations, books and other documents are an inexhaustible source of information, which allows the investigator to examine them in depth to find inconsistencies and disagreements about the object studied. We note that rural education should have as principle the reinforcement of the bonds of belonging and resistance of local populations through specific educational activities for the effective construction of knowledge, with a view to promoting and guaranteeing the right to education and schooling, practice and dissemination of cultures and collective economic development of rural populations.
DOI: 10.6084/m9.figshare.9927410
title: STRIKES AND ARMS IN CROSS: THE SCHOOL PUNISHMENT IN FRANCOIST PUBLIC SCHOOL (1938-1951)

description: Abstract School discipline is one of the most present phenomena in the history of education. The investigation that we present tries to know how this discipline was lived in the public Francoist schools. For this, we use the biographical-narrative method, based on four life stories of two men and two women, who lived their schooling in Spain between 1938 and 1951. Their testimonies reveal how the teacher was presented as the key figure for the indoctrination of minors and their actions were supported by families, the Church and the State. The physical and psychological punishments suffered by schoolchildren conditioned their adult life and remain intact in their memory, showing how authoritarian education negatively influences the biographies of all those who suffered in the childhood.
DOI: 10.6084/m9.figshare.9927410.v1
title: STRIKES AND ARMS IN CROSS: THE SCHOOL PUNISHMENT IN FRANCOIST PUBLIC SCHOOL (1938-1951)

description: Abstract School discipline is one of the most present phenomena in the history of education. The investigation that we present tries to know how this discipline was lived in the public Francoist schools. For this, we use the biographical-narrative method, based on four life stories of two men and two women, who lived their schooling in Spain between 1938 and 1951. Their testimonies reveal how the teacher was presented as the key figure for the indoctrination of minors and their actions were supported by families, the Church and the State. The physical and psychological punishments suffered by schoolchildren conditioned their adult life and remain intact in their memory, showing how authoritarian education negatively influences the biographies of all those who suffered in the childhood.
DOI: 10.6084/m9.figshare.11266283
title: THE CONTROL OF SCHOOL SPACE: HYGIENIC AND PEDAGOGICAL CONDITIONS OF SCHOOLS (SPAIN, 1857-1931)

description: Abtsract This article describes the legal measures regarding the hygienic conditions of school buildings from the Moyano Act (1857) until the end of the Monarchical Restoration (1931). They are interpreted in the light of primary sources - administration reports and writings of teachers describing their school buildings- that contrast with the hygienic and pedagogical theories of that time. The main conclusion is that local authorities, who were the responsible, failed to fulfill those regulations and used to rent unhealthy buildings, where children were deprived of essential elements such as light, air and space. The pedagogical and hygienic conditions were really uncontrolled.
DOI: 10.6084/m9.figshare.11266277
title: “AGAINST THE TERRIBLE EVIL OF ILLITERACY”: Objective and scope of the newspaper "A Escola" (1918-1920)

description: Abstract The New Cultural History inaugurates investigative aspects of various areas of knowledge from sources linked to the press. In the History of Education, newspapers, newsletters, magazines, booklets, and other materials considered of a pedagogical nature began to be analyzed. Based on the aforementioned theoretical framework and the main source of the first school newspaper in the city of Codó, in the state of Maranhão, this article analyzes the messages that focus on the fight against illiteracy and the valorization of published school education in the newspaper "A Escola" from 1918 to 1920. He also discusses the press as a strategic educational tool and presents the origin, materiality and educational instance of the periodical in question.
DOI: 10.6084/m9.figshare.11266277.v1
title: “AGAINST THE TERRIBLE EVIL OF ILLITERACY”: Objective and scope of the newspaper "A Escola" (1918-1920)

description: Abstract The New Cultural History inaugurates investigative aspects of various areas of knowledge from sources linked to the press. In the History of Education, newspapers, newsletters, magazines, booklets, and other materials considered of a pedagogical nature began to be analyzed. Based on the aforementioned theoretical framework and the main source of the first school newspaper in the city of Codó, in the state of Maranhão, this article analyzes the messages that focus on the fight against illiteracy and the valorization of published school education in the newspaper "A Escola" from 1918 to 1920. He also discusses the press as a strategic educational tool and presents the origin, materiality and educational instance of the periodical in question.
DOI: 10.6084/m9.figshare.11266283.v1
title: THE CONTROL OF SCHOOL SPACE: HYGIENIC AND PEDAGOGICAL CONDITIONS OF SCHOOLS (SPAIN, 1857-1931)

description: Abtsract This article describes the legal measures regarding the hygienic conditions of school buildings from the Moyano Act (1857) until the end of the Monarchical Restoration (1931). They are interpreted in the light of primary sources - administration reports and writings of teachers describing their school buildings- that contrast with the hygienic and pedagogical theories of that time. The main conclusion is that local authorities, who were the responsible, failed to fulfill those regulations and used to rent unhealthy buildings, where children were deprived of essential elements such as light, air and space. The pedagogical and hygienic conditions were really uncontrolled.
DOI: 10.6084/m9.figshare.11266148
title: THE SCHOOL BATTALIONS OF THE FATHERLAND. COMPARATIVE STUDY OF THE REPRESENTATIONS ABOUT THE BODY AND THE TRAINING OF THE FENCING MASTERS OF THE CENTENNIAL

description: ABSTRACT This paper analyze comparatively the representations of gymnastics and body in a group of fencing masters who during the years 1908-1910 were commissioned to organize the "school battalions" in different provincial jurisdictions, which converged the May 24, 1910 on the local of the Sociedad Sportiva Argentina (Palermo, Buenos Aires). In particular we will concentrate on the cases of the Buenos Aires and Rosario organized under the figure of Horacio Levene and Juan Arrospidegaray. To carry out this work, various official document sources will be analyzed: service regulations; programmatic booklets; study plans; bibliography translated and officially edited; the personal military files of the masters of Gymnastics and Fencing and the "Official Bulletin".
DOI: 10.6084/m9.figshare.11266148.v1
title: THE SCHOOL BATTALIONS OF THE FATHERLAND. COMPARATIVE STUDY OF THE REPRESENTATIONS ABOUT THE BODY AND THE TRAINING OF THE FENCING MASTERS OF THE CENTENNIAL

description: ABSTRACT This paper analyze comparatively the representations of gymnastics and body in a group of fencing masters who during the years 1908-1910 were commissioned to organize the "school battalions" in different provincial jurisdictions, which converged the May 24, 1910 on the local of the Sociedad Sportiva Argentina (Palermo, Buenos Aires). In particular we will concentrate on the cases of the Buenos Aires and Rosario organized under the figure of Horacio Levene and Juan Arrospidegaray. To carry out this work, various official document sources will be analyzed: service regulations; programmatic booklets; study plans; bibliography translated and officially edited; the personal military files of the masters of Gymnastics and Fencing and the "Official Bulletin".
DOI: 10.6084/m9.figshare.11266247
title: "THE CHILDREN IN FRONT OF US": EDUCATION, ART AND POLITICS AT THE BRITISH SCHOOLCHILDREN’S DRAWINGS EXHIBITION (1941)

description: Abstract This article analyzes the British Children’s Drawings Exhibition, held at the National Museum of Fine Arts (MNBA) in Rio de Janeiro in 1941, as an effort to publicize British culture in the Americas in the context of World War II, but also as part of a series of educational initiatives involving art aimed at children and developed during the first half of the twentieth century. In order to think about children's art in a modern perspective, the dialogue with Touraine and Berman's reflections becomes relevant in an approach that privileges a closer lens in relation to the historical event, according to the scale games referred to by Lepetit, Gribaudi and Revel. As sources, we used newspaper articles and exhibition catalogs.
DOI: 10.6084/m9.figshare.11266247.v1
title: "THE CHILDREN IN FRONT OF US": EDUCATION, ART AND POLITICS AT THE BRITISH SCHOOLCHILDREN’S DRAWINGS EXHIBITION (1941)

description: Abstract This article analyzes the British Children’s Drawings Exhibition, held at the National Museum of Fine Arts (MNBA) in Rio de Janeiro in 1941, as an effort to publicize British culture in the Americas in the context of World War II, but also as part of a series of educational initiatives involving art aimed at children and developed during the first half of the twentieth century. In order to think about children's art in a modern perspective, the dialogue with Touraine and Berman's reflections becomes relevant in an approach that privileges a closer lens in relation to the historical event, according to the scale games referred to by Lepetit, Gribaudi and Revel. As sources, we used newspaper articles and exhibition catalogs.
DOI: 10.6084/m9.figshare.12127359.v1
title: THE ETHNIC SCHOOL IN THE CITY OF SÃO PAULO AND THE FIRST TONES OF AN ITALIAN IDENTITY (1887-1912)

description: Abstract The purpose of this article is to understand the organization of Italian ethnic schools established in the city of São Paulo as spaces for the constitution of a national identity, an Italianity. For the construction of the text were used, documentary analysis of sources, such as statutes, norms and programs for the operation of Italian schools; documents of the Ministry of Foreign Affairs of Italy; Yearbooks of Italian schools abroad; legal orders; newspapers, books, among others. The temporal limits refer to the period marked, on the one hand, by the creation of schools, and another by the production of normative documentation. The ethnicity category was used as a pillar of support for the analysis undertaken.
DOI: 10.6084/m9.figshare.12127200
title: THE INSTITUTIONALIZATION OF THE TRAINING OF RURAL TEACHERS IN THE PROVINCE OF ENTRE RÍOS (ARGENTINA, 1894 -1914)

description: Abstract This article presents an investigation about the training policies for rural teachers developed in the province of Entre Ríos between 1894 and 1914. Forthis purpose, the institutions created with this are examined, especially after the constitutional reform of 1903, that is to say the Provincial Rural Normal "Juan Bautista Alberdi" School and the Temporary Courses for teachers in exercises and aspirants. The articulation of both proposals meant a way to improve the preparation of rural for teachers atrork professional hierarchy, collaborating in the process of nationalization of the immigrant population settledin in the province, through the dissemination of knowledge and agricultural practices.