Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In this paper I provide an account about the Montevideo teacher Maria das Dores Castanheira Guimarães, one of the first women to study at the Music Conservatory of Rio de Janeiro. Based on Carlo Ginzburg’s microhistorical approach (1989) and the Jacques Revel’s jeux d’échelles (1998), I look for answers to the following questions: What do biographical traces left by a former student of the Conservatory can tell us about the visibility and the professional activity of women working in music during the second half of the 19th century? In what ways did the Conservatory, and its connection to the intellectual Francisco Manoel da Silva, impact the practice and teaching of music in the period, particularly in relation to women? The work of Maria das Dores suggests that women took part intensively and effectively in the music scene of the 19th century, and that the Conservatory and the work of Francisco Manoel da Silva played a role in their livelihoods and social mobility. This paper highlights the relevance of newspapers as a privileged source of data about the daily life of so-called “common people” and showcases a unique female life, uncovering details of 19th-century musical practices that so far have been overlooked by historical narratives about the period.

In Brazilian Protestant Churches, on Sundays, classes are held in their Sunday Schools. Therefore, we sought to develop research on the main educational practices carried out in the Presbyterian Sunday Schools of Teresina, Piauí, Brazil, from 1936 to 2019. For the purposes of this article, historical research was developed, whose research problem is: Are the educational practices of the Sunday Schools in Teresina capable of forming the individual for the exercise of citizenship? The general objective was chosen: to present the educational practices for citizenship developed in the Presbyterian Sunday Schools of Teresina. As specific objectives, we sought to: map the main teaching materials used in the mediation of these educational practices; to identify the main educational practices developed in these Schools and to analyze the importance of the education provided in these Schools for the exercise of citizenship. Among the justifications, the need to history the little-known educational practices of the Presbyterian Sunday Schools stands out. As methodological procedures, historical research of a documentary and bibliographic nature was adopted, having oral history as a method of investigation, having as theoretical reference authors from the New Cultural History, such as Burke (2011), Le Goff (2013), Alberti (2013) and Thompson (1992). Likewise, the theoretical-methodological assumptions of Ginzburg (1989) were used, regarding the evidentiary method.

This research aims to discuss the intercultural curriculum from the perspective of decoloniality in the scope of professional education. The idea is to propose a theoretical reflection based on a bibliographic research on intercultural curriculum and decolonial studies. Based on a qualitative methodology, the critique was developed considering theoretical works by the following authors regarding the formal school curriculum: Miguel Arroyo (2013), Marise Ramos (2008), Dermeval Saviani (2011), José Gimeno Sacristán (2000), Maria Ciavatta (2005), Tomaz Tadeu da Silva (2009). As for decolonial studies, some of the authors considered in this study are: Aníbal Quijano (2000), Walter Mignolo (2017), Vera Maria Ferrão Candau (2016), Catherine Walsh (2007, 2009), Boaventura de Sousa Santos (2010), authors whose principles are consisted with the contributions of Paulo Freire’s critical pedagogy. The results suggest the concept of interculturality as a decolonial strategy that can be seen as a possibility to overcome the formal school curriculum as a field of hegemonic power relations, as well as the basis for the proposition of the curriculum as an educational project addressed at human and social emancipation. Keywords: Curriculum. Decoloniality. Interculturality.

This paper analyzes the pedagogical ideas and practices related to Music Initiation conveyed in the Rio de Janeiro press during the 1930s and 1940s, which can now be accessed through the National Library Hemeroteca’s digital platform. The phrase ‘music initiation’ is most often used in connection with the courses taught by Liddy Chiaffarelli Mignone, Antônio de Sá Pereira and Nayde Jaguaribe de Sá Pereira. However, by relying on the evidentiary paradigm proposed by Italian historian Carlo Ginzburg, we were able to find details that were overlooked by the historiography and broaden our understanding about the significance of the Music Initiation movement in Rio de Janeiro. Our main conclusion is that, during the period under analysis, the local press was an important medium to promote, record and discuss ideas about musical pedagogy for children and for those beginning to learn music at schools, and it also contributed to the legitimization of the educational work done by musicians.

The present work sought to investigate the musical teaching techniques used in the Coral dos Vaqueiros de União-PI from its creation in 1987, and which was under the regency of conductors Aurélio Melo and Emmanuel Coelho Maciel. The research was mobilized through the perspective of Oral and Documentary History, the sources and evidence were the interviews with two participants of the Coral. In view of this, the question that guided the work was: What musical teaching techniques were used in the cowboys choir and what structures were available for this choir? Thus, through the analysis, the conclusion of the cultural and musical contribution of the context in which the Coral dos Vaqueiros was inserted was obtained. Keywords: Musical education. Choral singing. Cowboys Choir. Teaching Techniques. Culture.

A Revista Caminhos da Educação: diálogos, culturas e diversidades publica seu segundo número do ano 2022. O periódico segue com sua política editorial de promover diálogos entre os diferentes campos da área de educação, privilegia epistemologias, perspectivas e abordagens teóricas que contemplem a diversidade nas formas de ser, existir e pensar. Neste número são publicados artigos que compõem o dossiê CONTEMOS OUTRAS HISTÓRIAS: olhando com lupa o ensino musical no Brasil e Argentina em periódicos (1853-1940) que reafirma a vocação de internacionalização deste veículo de comunicação acadêmica. Como também, mais sete estudos que abordam diferentes temáticas que estabelecem conexão com o foco e escopo deste periódico acadêmico. Nessa perspectiva, estimula o debate acadêmico e incentiva reflexões, promove discussões de saberes, politicas, experiências, culturas e diversidades.   Ednardo Monteiro Gonzaga do Monti Editor

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The Agricultural Technician is a professional who has knowledge related to agricultural production, and his performance is important for Brazil, given that the country stands out as the main exporters of agricultural products in the world. With this, it becomes important to keep updated the curricular organization of the Agricultural Technician to better supply the local demand of this professional. The objective of this study was to elaborate and apply a questionnaire to diagnose the skills demanded by the world of work for the professional Agricultural Technician. It is expected that the results obtained with this work can subsidize the elaboration and/or updating of the pedagogical projects of these courses. The research technique used can be divided into six phases: I - Identification, in the pedagogical project, of the curricular components of the course; II - Definition of the five main skills developed in each curricular component; III - Elaboration of a questionnaire for application in interviews; IV - Application of the questionnaire through interviews with producers and local agricultural entrepreneurs; V - Tabulation of the data and VI -Analysis of the data. The results obtained were sufficient to be used as a subsidy in the reformulation of the pedagogical project of the course.

Monitoring the graduates of technical professional education courses at secondary level is essential for the school institution to assume the commitment to improve the training of subjects who are in transition to the world of work. Furthermore, it reinforces the educational role for the formation of critical and professionally emancipated citizens. Based on these premises, this research aimed to analyze, through a semi-structured questionnaire, the relationships of graduates regarding their professional insertion process, satisfaction in the training area, working conditions and institutional evaluation. Then, the professional profile of the technicians in Buildings, Mechatronics and IT at CEFET-MG Varginha was drawn up. Students graduated between 2014 and 2019 were used as a study model - integrated and subsequent. Based on the answers to the questionnaires, an e-book on professional guidance and career management was developed for professionals and future professionals. The hypothesis raised in this study considered whether an educational material aimed at students and recent graduates would contribute to the process of professional insertion. The intention when preparing the educational resource was to collaborate to strengthen the relationship between the graduate and the educational institution, extending this relationship beyond graduation. In the end, the application of the e-book educational product presented, in a preliminary way, a positive result for its use in the transition process between school and the world of work.

Looking continuously at contemporary issues inserted in the educational context is of paramount importance, so the study aims to analyze the new socio-emotional issues involved in the transition from elementary school II and new high school. Methodologies such as an integrative literature review were used in the following databases: virtual library of the Centro Universitário UNIFTC and SciELO, in addition to two adapted questionnaires about the general emotional conditions of the students included in the study. The literature review in line with the results presented in the two questionnaires used, strengthens the thesis presented about the secondary emotional problems resulting from the transitional educational process, whether or not the transition is the main reason for the appearance and maintenance of the identified symptoms. The implementation of the current law that requires the presence of a psychologist in educational institutions can reduce the identified problems, with the objective of maintaining the mental health of thousands of students inserted in the Brazilian educational context.