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The teaching and the problem of the universal didactic method: a study on the pedagogy and utopia of Rafael Grisi (1952)

Grant number: 18/14846-2
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): October 01, 2018
Effective date (End): September 30, 2019
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal researcher:Vivian Batista da Silva
Grantee:Caroline Silva Narciso
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The project presented here intends to collaborate with the studies related to the production and circulation of pedagogical knowledge (see, for example, CATANI, 1994 and SILVA, 2001, 2018). He gives continuity to the research of Scientific Initiation on Teaching in the classroom: a study on Minimal Didactics, by Rafael Grisi (1954-1988), which had an Institutional Grant CNPq / FEUSP (Edital 2017/2018). Completed in July 2018, this research analyzed the contents of the book entitled Didática Mínima, written by Rafael Grisi and published between 1952 and 1988, first by Editora Brasil and later by Companhia Editora Nacional. At the time of this first investigation, the intention was to investigate what kind of orientation teachers received for classroom work, since the Didactic Minimum (GRISI, 1988) was written to be "handled with the benefit of students of Didactics of Normal Schools and Faculties of Philosophy ", counting on a" practical orientation "for his future teaching activities" (GRISI, 1988, p.XIV). Now, the aim is to analyze Pedagogy and Utopia, a work also written by Rafael Grisi in the same period in which the Didactic Minimum was published, in the early 1950s and corresponded to the thesis presented to the competition for the Chair of History and Philosophy of Education, Science and Letters of the University of São Paulo. In both texts, Grisi (1952, 1988) attempted a "universal didactic method", an expression he himself used in his Pedagogy and Utopia (GRISI, 1952).

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