Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8653551
Acácio Nascimento Figuerêdo, C. Ferronato, Viviane Vieira Santos Matos
The work proposed here is about teacher education in Spain and Germany in the 1980s to the present The central objective is to analyze teacher training in Spain and Germany in a comparative way in the field of Education History. As a methodology, we used bibliographical research, taking into account the articles of Jose Maria Hernandez Diaz (2015) and Pedro Goergen (1998); as well as comparative history. The text is organized as follows. In the first section we will analyze the training of primary teachers in Spain. In the second section, the formation of primary teachers in Germany and in the final considerations will present convergences and divergences that exist between the two models of teacher training.
本文提出的工作是关于20世纪80年代至今西班牙和德国的教师教育，中心目标是在教育史领域以比较的方式分析西班牙和德国的教师培训。作为一种方法，我们使用书目研究，考虑到Jose Maria Hernandez Diaz(2015)和Pedro Goergen(1998)的文章;以及比较历史。全文组织如下。在第一部分，我们将分析西班牙小学教师的培训。在第二部分中，德国小学教师的形成和最后的考虑将呈现两种教师培训模式之间存在的趋同和分歧。
{"title":"A formação de professores na experiência alemã e espanhola","authors":"Acácio Nascimento Figuerêdo, C. Ferronato, Viviane Vieira Santos Matos","doi":"10.20396/rho.v20i0.8653551","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8653551","url":null,"abstract":"The work proposed here is about teacher education in Spain and Germany in the 1980s to the present The central objective is to analyze teacher training in Spain and Germany in a comparative way in the field of Education History. As a methodology, we used bibliographical research, taking into account the articles of Jose Maria Hernandez Diaz (2015) and Pedro Goergen (1998); as well as comparative history. The text is organized as follows. In the first section we will analyze the training of primary teachers in Spain. In the second section, the formation of primary teachers in Germany and in the final considerations will present convergences and divergences that exist between the two models of teacher training.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123743831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8655227
Elaniese do Socorro Lima da Silva, M. F. D. Souza, R. Costa
Este artigo produzido com enfoque na discussao historiografica objetiva refletir sobre o processo de constituicao historica da escola de tempo integral no Brasil, por isso partiu da problematica: as politicas publicas para a educacao tem possibilitado a instituicao da educacao de tempo integral no sistema de ensino brasileiro? Metodologicamente, a pesquisa e de cunho bibliografico, fomos buscar nos teoricos que discutem a tematica fundamentos para determinar a conceituacao desse modelo educacional que vem sendo discutido e implementado de forma gradativa desde o inicio do seculo XX. Os principais resultados apontam que a conceituacao de educacao integral e de tempo integral tem sofrido variacao, influenciado pelo contexto historico, economico e politico em que a politica e formulada. A oferta desse modelo educacional tambem sofre alteracao no decorrer do tempo por varios fatores, dentre eles, principalmente, em virtude das politicas publicas de Educacao de Tempo Integral nao terem sido prioridades no cenario educacional brasileiro, embora seja uma exigencia dos Planos Nacionais de Educacao e uma reivindicacao dos movimentos educacionais desde o comeco do seculo passado. Concluimos que a educacao em tempo integral ainda e um direito que precisa ser conquistado, embora se reconheca que varios passos, de forma isolada, ja foram dados nesse sentido, do seculo passado ate os dias atuais.
{"title":"Abordagem históriográfica da educação de tempo integral no Brasil","authors":"Elaniese do Socorro Lima da Silva, M. F. D. Souza, R. Costa","doi":"10.20396/rho.v20i0.8655227","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8655227","url":null,"abstract":"Este artigo produzido com enfoque na discussao historiografica objetiva refletir sobre o processo de constituicao historica da escola de tempo integral no Brasil, por isso partiu da problematica: as politicas publicas para a educacao tem possibilitado a instituicao da educacao de tempo integral no sistema de ensino brasileiro? Metodologicamente, a pesquisa e de cunho bibliografico, fomos buscar nos teoricos que discutem a tematica fundamentos para determinar a conceituacao desse modelo educacional que vem sendo discutido e implementado de forma gradativa desde o inicio do seculo XX. Os principais resultados apontam que a conceituacao de educacao integral e de tempo integral tem sofrido variacao, influenciado pelo contexto historico, economico e politico em que a politica e formulada. A oferta desse modelo educacional tambem sofre alteracao no decorrer do tempo por varios fatores, dentre eles, principalmente, em virtude das politicas publicas de Educacao de Tempo Integral nao terem sido prioridades no cenario educacional brasileiro, embora seja uma exigencia dos Planos Nacionais de Educacao e uma reivindicacao dos movimentos educacionais desde o comeco do seculo passado. Concluimos que a educacao em tempo integral ainda e um direito que precisa ser conquistado, embora se reconheca que varios passos, de forma isolada, ja foram dados nesse sentido, do seculo passado ate os dias atuais.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114223986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8656928
Joyce de Fátima Morais, Elaine Rodrigues
The article proposes to analyze the print The World of the Child, a collection of children's literature of North American origin, which was translated, adapted and published in Brazil in the 1950s. It is identified the practice of reading with significant importance for the cultural, intellectual and moral development of societies in their different periods and contexts, because it is from it that subjects transmit and acquire concepts and behaviors. Therefore, the analysis is based on the studies of Norbert Elias, referring to the concepts of civility and moral behavior, and Roger Chartier when dealing with print as a cultural object. Thus, the objective is to verify the categories that the printed matter, object and source of research, approached for the formation of good habits to the infant of the 1950s and the relation with the development of a behavior considered civilized.
{"title":"O Mundo da Criança","authors":"Joyce de Fátima Morais, Elaine Rodrigues","doi":"10.20396/rho.v20i0.8656928","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8656928","url":null,"abstract":"The article proposes to analyze the print The World of the Child, a collection of children's literature of North American origin, which was translated, adapted and published in Brazil in the 1950s. It is identified the practice of reading with significant importance for the cultural, intellectual and moral development of societies in their different periods and contexts, because it is from it that subjects transmit and acquire concepts and behaviors. Therefore, the analysis is based on the studies of Norbert Elias, referring to the concepts of civility and moral behavior, and Roger Chartier when dealing with print as a cultural object. Thus, the objective is to verify the categories that the printed matter, object and source of research, approached for the formation of good habits to the infant of the 1950s and the relation with the development of a behavior considered civilized.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130849379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8655337
Géssica de Aguiar Lima, Sinara Almeida da Costa
The objective of this research is to investigate the scientific-academic production of social roles make - believe activities in the context of early infantile education, specifically in pre-school, in the works published between 2010 and 2016, in Scientific Eletronic Library Online (SCIELO) databases, Coordination of Improvement of Higher Level Education Personnel (CAPES) and in the Working Group "Education of Children from 0 to 6 years (GT07), of the Annual Meetings of the National Association of Postgraduate and Research in Education (ANPEd). Based on principles of Cultural Historical Theory, a priori, selected the researches that presented the play of pretend in thematic. Subsequently, through the careful reading of the abstracts, the researches that spoke about the object of the investigation were selected and, also, they incited the importance of the social environment for the process of humanization of the children. Twenty-five papers were categorized according to thematic discussions. The results show that people's living conditions interfere with the way children play and perceive the social environment; the teacher needs to participate and make - believe activities, planning, enriching the contexts, intervening and evaluating the children at the moment of play. In addition, there were few records at the national level of research investigating the make-believe activities children of the cities of the Amazon.
{"title":"A brincadeira de faz de conta de papéis sociais na produção acadêmica brasileira (2010-2016)","authors":"Géssica de Aguiar Lima, Sinara Almeida da Costa","doi":"10.20396/rho.v20i0.8655337","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8655337","url":null,"abstract":"The objective of this research is to investigate the scientific-academic production of social roles make - believe activities in the context of early infantile education, specifically in pre-school, in the works published between 2010 and 2016, in Scientific Eletronic Library Online (SCIELO) databases, Coordination of Improvement of Higher Level Education Personnel (CAPES) and in the Working Group \"Education of Children from 0 to 6 years (GT07), of the Annual Meetings of the National Association of Postgraduate and Research in Education (ANPEd). Based on principles of Cultural Historical Theory, a priori, selected the researches that presented the play of pretend in thematic. Subsequently, through the careful reading of the abstracts, the researches that spoke about the object of the investigation were selected and, also, they incited the importance of the social environment for the process of humanization of the children. Twenty-five papers were categorized according to thematic discussions. The results show that people's living conditions interfere with the way children play and perceive the social environment; the teacher needs to participate and make - believe activities, planning, enriching the contexts, intervening and evaluating the children at the moment of play. In addition, there were few records at the national level of research investigating the make-believe activities children of the cities of the Amazon.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"85 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120854683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8653538
C. Ferronato, Hamilcar Silveira Dantas Júnior, Acácio Nascimento Figuerêdo
The article proposes to analyze the Dialectic conception and its incursion into the studies of popular education movements from 1958 to 1964. As a methodological procedure we use bibliographical research, through the literature review of the area, whether in books, periodicals, master's dissertation or doctoral thesis that deals with the object of study.In the first item Dialectical theoretical-methodological conception, we try to sketch the dialectical conception, based on a brief review of literature of Marxist tradition. In the second item the incursion of the dialectic in popular education movements in Brazil, we analyze the incursion of the dialectical conception in the researches of the education and popular culture movements in Brazil from 1958 to 1965.
{"title":"Concepção teórico-metodológica dialética","authors":"C. Ferronato, Hamilcar Silveira Dantas Júnior, Acácio Nascimento Figuerêdo","doi":"10.20396/rho.v20i0.8653538","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8653538","url":null,"abstract":"The article proposes to analyze the Dialectic conception and its incursion into the studies of popular education movements from 1958 to 1964. As a methodological procedure we use bibliographical research, through the literature review of the area, whether in books, periodicals, master's dissertation or doctoral thesis that deals with the object of study.In the first item Dialectical theoretical-methodological conception, we try to sketch the dialectical conception, based on a brief review of literature of Marxist tradition. In the second item the incursion of the dialectic in popular education movements in Brazil, we analyze the incursion of the dialectical conception in the researches of the education and popular culture movements in Brazil from 1958 to 1965.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130118807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8654787
Evelyn Fernandes Azevedo Faheina
This article is a synthetic exposition of research pertaining to the camp of Archaeological Discourse Analysis, rooted in Michael Foucault (2012), which seeks to investigate discourse pertaining to the pedagogical nexus of cinema and education in Brazil during the first three decades of the twentieth century. The temporal sample espoused here is merely indicative of the phase in which the defence of cinema as an auxiliary resource for teaching became current in Brazilian society, but should not be viewed as a strict chronological delimitation of a period. The description of the discourse investigated concentrates on the crossover with the modality of discourse politics. It is responsible for bringing to light a series of signatory statements of the discursive order under analysis, which consists in the defence of cinema as a resource to facilitate education, build identity and promote civil identity and national development.
{"title":"O discurso político brasileiro sobre o nexo pedagógico entre cinema e educação (1910-1930)","authors":"Evelyn Fernandes Azevedo Faheina","doi":"10.20396/rho.v20i0.8654787","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8654787","url":null,"abstract":"This article is a synthetic exposition of research pertaining to the camp of Archaeological Discourse Analysis, rooted in Michael Foucault (2012), which seeks to investigate discourse pertaining to the pedagogical nexus of cinema and education in Brazil during the first three decades of the twentieth century. The temporal sample espoused here is merely indicative of the phase in which the defence of cinema as an auxiliary resource for teaching became current in Brazilian society, but should not be viewed as a strict chronological delimitation of a period. The description of the discourse investigated concentrates on the crossover with the modality of discourse politics. It is responsible for bringing to light a series of signatory statements of the discursive order under analysis, which consists in the defence of cinema as a resource to facilitate education, build identity and promote civil identity and national development.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122930547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8655150
Maria Carolina Pires de Andrade, V. C. Motta
This article presents partial results of a documentary-bibliographic research dedicated to the understanding of the details of the Base Nacional Comum Curricular (BNCC) and the Novo Ensino Medio (NEM) in dialogue with the historical-structuring aspects of Brazilian education. The mediation of the dependent capitalism category, here in Florestan Fernandes's terms, is of the utmost importance, especially in order to understand the unity of the present and past educational, economic, political, social and ideological aspects of Brazil's economic and social formation. With the contribution of understandings sought in the theoretical framework left by the Brazilian sociologist, such as those referring to the specificity of the bourgeois revolution in Brazil and the contradictions erected within dependent capitalism, it is argued that the BNCC and the NEM present features common to the various reforms and anti-reform measures leveraged by the Brazilian bourgeoisie throughout our history, especially in moments of crisis. It is concluded that, in spite of the obscurantist peculiarities of the current conjuncture, it reflects in all scopes the revitalization and the deepening of dependence, to which the educational sphere is no exception: in this also the measures present the exacerbated contradictory, antidemocratic and retrograde faces, characteristic of dependent capitalism.
{"title":"Base Nacional Comum Curricular e novo ensino médio","authors":"Maria Carolina Pires de Andrade, V. C. Motta","doi":"10.20396/rho.v20i0.8655150","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8655150","url":null,"abstract":"This article presents partial results of a documentary-bibliographic research dedicated to the understanding of the details of the Base Nacional Comum Curricular (BNCC) and the Novo Ensino Medio (NEM) in dialogue with the historical-structuring aspects of Brazilian education. The mediation of the dependent capitalism category, here in Florestan Fernandes's terms, is of the utmost importance, especially in order to understand the unity of the present and past educational, economic, political, social and ideological aspects of Brazil's economic and social formation. With the contribution of understandings sought in the theoretical framework left by the Brazilian sociologist, such as those referring to the specificity of the bourgeois revolution in Brazil and the contradictions erected within dependent capitalism, it is argued that the BNCC and the NEM present features common to the various reforms and anti-reform measures leveraged by the Brazilian bourgeoisie throughout our history, especially in moments of crisis. It is concluded that, in spite of the obscurantist peculiarities of the current conjuncture, it reflects in all scopes the revitalization and the deepening of dependence, to which the educational sphere is no exception: in this also the measures present the exacerbated contradictory, antidemocratic and retrograde faces, characteristic of dependent capitalism.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121995735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8654673
C. Rodrigues
The purpose of this paper is to analyze how the values of business logic embodied in the “New Full-Time School Model” are processed, one of the pillars of the “Education: Sao Paulo Commitment” program, adopted by the State Department of Education from Sao Paulo. The theoretical and documentary analyzes show that this program has its origin in private enterprise and is structured by the complex neoliberal value and the toyotist business management models. Such values are incorporated, not only in the school management mechanisms but also in the pedagogical proposals of entrepreneurial education. It is concluded that these conceptions, when incorporated by the public school, subtract from school education its purpose of transmitting the knowledge historically produced by the set of men and women, transforming it into a mere way of adaptation to the labor market.
{"title":"O programa “Educação: Compromisso de São Paulo” e o “Novo Modelo de Escola de Tempo Integral”","authors":"C. Rodrigues","doi":"10.20396/rho.v20i0.8654673","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8654673","url":null,"abstract":"The purpose of this paper is to analyze how the values of business logic embodied in the “New Full-Time School Model” are processed, one of the pillars of the “Education: Sao Paulo Commitment” program, adopted by the State Department of Education from Sao Paulo. The theoretical and documentary analyzes show that this program has its origin in private enterprise and is structured by the complex neoliberal value and the toyotist business management models. Such values are incorporated, not only in the school management mechanisms but also in the pedagogical proposals of entrepreneurial education. It is concluded that these conceptions, when incorporated by the public school, subtract from school education its purpose of transmitting the knowledge historically produced by the set of men and women, transforming it into a mere way of adaptation to the labor market.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130313330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8656984
Guilherme Torres Corrêa, M. Almeida
Este artigo tem como objetivo tracar um esboco de uma historia da aula universitaria. Justifica-se tal proposta na medida em que se assume a aula como o momento privilegiado de realizacao do processo educativo na universidade e porque se trata de um objeto relativamente naturalizado pelos sujeitos do campo da pedagogia universitaria, que tem se constituido como um campo de praticas, formacao e pesquisa sobre a docencia na educacao superior. Em um primeiro momento, busca-se travar um debate a respeito do conceito de aula, tomando como referencia a categoria organizacao do trabalho didatico. Com esse referencial em mente, parte-se para o segundo momento do artigo, no qual busca-se a compreensao dos determinantes historicos da aula universitaria.
{"title":"Esboço de uma história da aula universitária","authors":"Guilherme Torres Corrêa, M. Almeida","doi":"10.20396/rho.v20i0.8656984","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8656984","url":null,"abstract":"Este artigo tem como objetivo tracar um esboco de uma historia da aula universitaria. Justifica-se tal proposta na medida em que se assume a aula como o momento privilegiado de realizacao do processo educativo na universidade e porque se trata de um objeto relativamente naturalizado pelos sujeitos do campo da pedagogia universitaria, que tem se constituido como um campo de praticas, formacao e pesquisa sobre a docencia na educacao superior. Em um primeiro momento, busca-se travar um debate a respeito do conceito de aula, tomando como referencia a categoria organizacao do trabalho didatico. Com esse referencial em mente, parte-se para o segundo momento do artigo, no qual busca-se a compreensao dos determinantes historicos da aula universitaria.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130823564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.20396/rho.v20i0.8655095
H. Silva
O crescimento das instituicoes religiosas, especialmente as de denominacao crista no Brasil e no mundo tem contribuido para a disseminacao das interpretacoes religiosas sobre a origem do mundo e os fenomenos naturais e sociais. Nesse contexto a ciencia como instrumento de compreensao do mundo perde espaco para as revelacoes miticas, presentes nas escrituras biblicas. O criacionismo, como a principal interpretacao crista para a explicacao sobre a origem do mundo tem se revigorado na disputa de terreno com a ciencia, ao questionar as descobertas cientificas, inspiradas na teoria da evolucao biologica, eixo norteador das ciencias naturais, apresentando alternativas pseudocientificas para a compreensao da complexa organizacao do mundo natural. Nesse artigo sao apresentados alguns apontamentos sobre a organizacao do criacionismo e do Intelligent Design nos EUA, berco de sua constituicao, e no Brasil, cuja disseminacao tem ocupado varias instituicoes da republica.
{"title":"Apontamentos sobre a organização do criacionismo e do intelligent design nos EUA e no Brasil","authors":"H. Silva","doi":"10.20396/rho.v20i0.8655095","DOIUrl":"https://doi.org/10.20396/rho.v20i0.8655095","url":null,"abstract":"O crescimento das instituicoes religiosas, especialmente as de denominacao crista no Brasil e no mundo tem contribuido para a disseminacao das interpretacoes religiosas sobre a origem do mundo e os fenomenos naturais e sociais. Nesse contexto a ciencia como instrumento de compreensao do mundo perde espaco para as revelacoes miticas, presentes nas escrituras biblicas. O criacionismo, como a principal interpretacao crista para a explicacao sobre a origem do mundo tem se revigorado na disputa de terreno com a ciencia, ao questionar as descobertas cientificas, inspiradas na teoria da evolucao biologica, eixo norteador das ciencias naturais, apresentando alternativas pseudocientificas para a compreensao da complexa organizacao do mundo natural. Nesse artigo sao apresentados alguns apontamentos sobre a organizacao do criacionismo e do Intelligent Design nos EUA, berco de sua constituicao, e no Brasil, cuja disseminacao tem ocupado varias instituicoes da republica.","PeriodicalId":230861,"journal":{"name":"Revista HISTEDBR on line","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128221618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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