Abstract:RESUMOO presente artigo tem como objeto o discurso educacional enunciado ao longo das treze Conferências Nacionais de Educação (CNEs), organizadas pela Associação Brasileira de Educação (ABE) e realizadas entre 1927 e 1967. Em termos metodológicos, assumimos os pressupostos do contextualismo linguístico, em especial, a noção de linguagem complexa. Privilegiaremos a caracterização da ABE e dos seus eventos, as relações da ABE com o Estado, assim como formularemos uma hipótese sobre a estruturação do discurso ed… Show more
“…The 1927 ICNE has been the most studied conference, examples of which include : Ferreira (1988), Schmidt (1997), Galter (2002), Bona Júnior (2005, , Vieira and Bona Júnior (2007) and Vieira and Faria (2019). Standing out among texts that have examined other ABE conferences or its work are: Carvalho (1998), who addresses the first eight years of ABE's existence by problematizing notions of hygiene, morality and work used in ABE discourse; Linhales (2006), who reflects on sport and Physical Education at ABE events between 1925and 1935Strang (2008), who discusses the behavior of Catholic intellectuals during the period between the creation of the ABE until they broke away from the Association in the 1930s; Marques (2008), who analyzes the ABE's patriotic discourse during the Second World War; Valério (2013), who problematizes the issue of secondary education between 1928 and1942;Vieira (2017a), who analyzes the educational discourse used in the 13 ABE conferences between 1927 and1967;and Vieira (2019), who analyzes the IX Congress held in 1945, and its discussion regarding the concept of democratic education in the contexts of the end of World War 2 and the Estado Novo in Brazil. 2 Like the authors listed above, we consider ABE's national events to be privileged moments for capturing the educational discourse used, since these meetings had national coverage and brought together the main protagonists of this debate, whether they were renowned or low-profile figures in the educational field.…”
Section: The Brazilian Education Association and The I National Educa...mentioning
This article has as its object the educational discourse enunciated in the First National Conference on Education (I CNE), organized by the Brazilian Association of Education (BAE), whose central theme was primary education. We start from the premise that BAE and its conferences were privileged places to project an intelligentsia authorized to talk about the problems of national education. The sources used refer to documents related to BAE and the I CNE, with emphasis on the 113 theses presented and discussed at the event. Regarding methodology, we have opted for an interlocution with the history of intellectuals and intellectual history, especially the contributions of linguistic contextualism to understand the language practiced in the I CNE. In the conclusions, we characterize educational discourse as a complex language, which has at its horizon the combination of concepts derived from the medical-sanitarian, civic-nationalist and religious discourses.
“…The 1927 ICNE has been the most studied conference, examples of which include : Ferreira (1988), Schmidt (1997), Galter (2002), Bona Júnior (2005, , Vieira and Bona Júnior (2007) and Vieira and Faria (2019). Standing out among texts that have examined other ABE conferences or its work are: Carvalho (1998), who addresses the first eight years of ABE's existence by problematizing notions of hygiene, morality and work used in ABE discourse; Linhales (2006), who reflects on sport and Physical Education at ABE events between 1925and 1935Strang (2008), who discusses the behavior of Catholic intellectuals during the period between the creation of the ABE until they broke away from the Association in the 1930s; Marques (2008), who analyzes the ABE's patriotic discourse during the Second World War; Valério (2013), who problematizes the issue of secondary education between 1928 and1942;Vieira (2017a), who analyzes the educational discourse used in the 13 ABE conferences between 1927 and1967;and Vieira (2019), who analyzes the IX Congress held in 1945, and its discussion regarding the concept of democratic education in the contexts of the end of World War 2 and the Estado Novo in Brazil. 2 Like the authors listed above, we consider ABE's national events to be privileged moments for capturing the educational discourse used, since these meetings had national coverage and brought together the main protagonists of this debate, whether they were renowned or low-profile figures in the educational field.…”
Section: The Brazilian Education Association and The I National Educa...mentioning
This article has as its object the educational discourse enunciated in the First National Conference on Education (I CNE), organized by the Brazilian Association of Education (BAE), whose central theme was primary education. We start from the premise that BAE and its conferences were privileged places to project an intelligentsia authorized to talk about the problems of national education. The sources used refer to documents related to BAE and the I CNE, with emphasis on the 113 theses presented and discussed at the event. Regarding methodology, we have opted for an interlocution with the history of intellectuals and intellectual history, especially the contributions of linguistic contextualism to understand the language practiced in the I CNE. In the conclusions, we characterize educational discourse as a complex language, which has at its horizon the combination of concepts derived from the medical-sanitarian, civic-nationalist and religious discourses.
“…A ICNE, de 1927, foi a conferência mais estudada, tendo como exemplos os seguintes trabalhos : Ferreira (1988), Schmidt (1997), Galter (2002), Bona Júnior (2005, , Vieira e Bona Júnior (2007) e Vieira e Faria (2019). Entre os textos que estudaram outras conferências ou a atuação da ABE podemos destacar: Carvalho (1998), que aborda os primeiros oito anos de existência da ABE, com base na problematização das noções de higiene, moral e trabalho veiculadas no discurso abeano; Linhales (2006), que reflete sobre o esporte e a Educação Física nos encontros da ABE entre 1925ABE entre e 1935Strang (2008), que discute o comportamento dos intelectuais católicos, entre a criação da ABE e a ruptura deles com a associação nos anos de 1930; Marques (2008), que analisa o discurso patriótico da ABE durante a Segunda Guerra Mundial; Valério (2013), que problematiza a questão do ensino secundário, entre 1928e 1942Vieira (2017a), que investe na análise do discurso educacional veiculado nas 13 conferências da ABE, entre 1927ABE, entre e 1967e Vieira (2019), que analisa o IX congresso, realizado em 1945, quando foi discutido o conceito de educação democrática nos contextos do fim da II Guerra Mundial e do Estado Novo no Brasil. 2 Assim como os autores elencados acima, consideramos os eventos nacionais da ABE momentos privilegiados para flagrarmos o discurso educacional, uma vez que esses encontros tiveram abrangência nacional e reuniram os principais protagonistas desse debate, fossem eles personagens consagrados, fossem sem notoriedade no campo educacional.…”
Section: Associação Brasileira De Educação E a I Conferência Nacional...unclassified
RESUMO Este artigo teve como objeto o discurso educacional enunciado na Primeira Conferência Nacional de Educação (ICNE), organizada pela Associação Brasileira de Educação (ABE), cujo tema central foi o ensino primário. Partimos da premissa de que a ABE e as suas conferências foram lugares privilegiados para projetar uma intelligentsia autorizada a falar sobre os problemas da educação nacional. As fontes utilizadas referem-se a documentos relacionados à ABE e à ICNE, com destaque para as 113 teses apresentadas e discutidas no evento. Em termos metodológicos, privilegiamos a interlocução com a história dos intelectuais e a história intelectual, especialmente as contribuições do contextualismo linguístico para a compreensão da linguagem praticada na I CNE. Nas conclusões, pretendemos caracterizar o discurso educacional como uma linguagem complexa, que tem como horizonte a combinação de conceitos oriundos dos discursos médico-sanitarista, cívico-nacionalista e religioso.
“… 11. The National Education Conferences (CNE) were promoted by the Brazilian Educational Association (ABE) between 1927 and 1967 in different Brazilian cities. Organized in thematic sections, the meetings gathered the major names of the national educational thinking, drawing from issues selected as priorities at every annual event (Vieira, 2017). About ABE, see Carvalho, 1998. …”
Background/Context: In Brazil, the 1920s and 1930s were characterized by initiatives intended to reform public school systems at the state level. As in the case of both educators whose work we analyze in this article, Brazilian educators traveled abroad searching for experiences that could help them think about the modernization of education in their own country. Some, like Isaías Alves and Noemy Rudolfer, advocated for using psychological tests in schools as part of the change. They translated and adjusted the foreign tests, which were given to primary school students during the 1930s. Focus of Study: Our work deals with the experiences of two Brazilians who visited Teachers College (TC), Columbia University, in New York, in 1930: Isaías Alves and Noemy da Silveira Rudolfer. Both coordinated services of applied psychology when they returned to Brazil: Alves in Rio de Janeiro and Rudolfer in São Paulo. Research Design: Our work develops a historical analysis of the use of psychological tests in Brazil through the experiences of these two educators. Conclusions/Recommendations: Using Alves and Rudolfer as a reference this article intends to demonstrate the relationship that Brazilian educators developed with the American education theories. Along this process, TC was a significant space of mediation between the Brazilian educators and the American professors and authors. Although TC played a substantial role in Rudolfer’s and Alves’s work, both took different approaches to local conditions. In doing so, they produced another knowledge, showing some of the possibilities open to Brazilian educators when they looked at American authors discussed by TC professors.
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