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Representation on school education in Brazil and Argentina (1970-2000): subjects, practices and pedagogical knowledge

Grant number: 14/16954-6
Support type:Scholarships abroad - Research
Effective date (Start): February 01, 2015
Effective date (End): January 31, 2016
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal Investigator:Daniel Revah
Grantee:Daniel Revah
Host: Silvia Graciela Finocchio
Home Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil
Local de pesquisa : Facultad Latinoamericana de Ciencias Sociales, Argentina (FLACSO), Argentina  

Abstract

This research project is intended to study, from a historical and comparative perspective, the representations on school education propagated through educational discourses in Brazil and in Argentina, during the period covered by the decade of the 70's and the beginning of the XXI century. In particular, looking at those related to the discursive (re)ordering that came about in the educational field with the emergence of the constructivist pedagogical discourse, with intense repercussions in both countries. The principal object of analysis are the representations of students, teachers, teaching practices and knowledge, present in educational periodicals directed at the teacher, with the intention of investigating the way in which these were produced, how they were circulated and their transformations, studied in terms of their relationship with more ample processes of a political, social and cultural nature. In this way it is hoped to indicate the dimensions of the transformations that took place in school over the last decades, above all those linked to the evaluation of the problems that emerged from the educational debates, such as those referred to in Brazil as school failure and illiteracy. This is considered as the initial reference to the decade of the 1970's because it precedes the appearance of constructivism, with the presence of educational discourses whose transformations it is intended to follow and analyze. During this period, furthermore, it is possible to see in Brazil the first attempts at altering the hitherto predominant standard in the educational periodicals directed at the teacher. This standard corresponds to the material and journalistic form that is imposed in the subsequent decades, concomitantly with the consolidation of the cultural industry in those years. Based on the Cultural History projects, which is the historiographical perspective that underlies this project, pondering this change in the material and textual mechanisms of these periodicals is fundamental to indicating the dimensions of the transformations in the presentations it is intended to investigate.