Navegando por Palavras-chave "Nova Escola"

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    Escola e Nova Escola: faces de um velho sonho
    (Associação Sul-Rio-Grandense de Pesquisadores em História da Educação, 2013-04-01) Revah, Daniel [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This paper compares Inaugural editions for two Educational journals from April Group: ESCOLA and Nova Escola. The first was issued during the military dictatorship, between October 1971 and April 1974, with a total of 27 numbers in the circulation. Tthe second was released straight after the resumption of the democratic regime in March 1986, it has being published until today, with an average of ten issues a year. About 15 years separate the beginning of the two publications, both directed to primary school teachers and very similar in its material form. Another common characteristic and inseparable material is the use of the journalism resources and its sales at newsstands. Despite these similarities, their impact on the educational area differ greatly, because the ESCOLA magazine, in a commercial point of view was a failure and it does not seem to have achieved importance among of recipients, unlike Nova Escola, which had strong entry among teachers. By comparing the inaugural edition, this paper aims to examine how each journal seeks to situate itself in front of its readers, but also in the face of very different political circumstances (dictatorship x democracy). For this purpose, will be analyzed and focused the editorial presentation and the first edition covers along with the corresponding reportage and other elements of these issues considered important to develop the proposed question.
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    A plataforma Nova Escola: O ensino de História em políticas que pautam a BNCC
    (Universidade Federal de São Paulo, 2023-12-13) Amaral, Mariana Fernandes; Almeida Neto, Antonio Simplicio de [UNIFESP]; http://lattes.cnpq.br/4291908233389825
    O trabalho examinou o Ensino de História na plataforma Nova Escola à luz das políticas neoliberais dos reformadores empresariais. Ao investigar a influência de agentes como a família Lemann e seus interesses empresariais na Educação brasileira, revelaram-se lacunas na representatividade histórica, interdisciplinaridade superficial e padronização dos planos de aula. A análise apontou para uma dinâmica na qual os conteúdos educacionais refletem os propósitos políticos desses reformadores, muitas vezes gerando preocupações sobre a autonomia docente e a profundidade do ensino. Isso ressalta a necessidade crucial de repensar os modelos educacionais, enfatizando a reflexão crítica, a inclusão de narrativas marginalizadas e a contextualização histórica para uma transformação autêntica no panorama educacional nacional.