Editorial

Abstract

This issue of Education and Research offers to the reader a group of articles in which dominatestudies about teaching, presented under the view of the pedagogical tradition, of the challenges, evaluation processes, and of education in non-school environments, among other themes present in the education daily life. These are Brazilian, Argentinian, Portuguese, and Spanish researches who investigate the school and the teaching situations, contributing to a deeper reflection about questions of great current interest within the field of education. The three essays at the end of the volume invite the reader to reflect upon language based on original approaches, to a strengthening of the modes of resistance to a limiting daily life. The translated text that completes the group of articles adds to this perspective of overcoming social control, highlighting thinking as alternative of inventiveness. Learning to be a teacher in the 19th century: influences from Pestalozzi, Froebel, and Herbart, a study conducted by Sarah Jane Alves Durães from the State University of Montes Claros (MG), raises aspects of teacher education at Normal Schools or Education Centers based on the dissemination of conceptions of childhood and education, and of the changes in primary teacher education, grounded both on the scientific rationality dominating teaching methods, and on feminine characteristics. It presents the "analysis initiated by Pestalozzi on the concept of woman as the mother-educator, and on the fact that Froebel was the first to incorporate her as a professional of education" in order to discuss teaching as a feminine attribution.