FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL

Autores/as

  • Karl M. Lorenz Sacret Heart University- Fairfeld - Connecticut
  • Aricle Vechia Universidade Tuiuti do Paraná

DOI:

https://doi.org/10.7213/rde.v5i14.7373

Resumen

One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.

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Citas

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CALKINS, N. A. Primary object lessons, for training the senses and developing the faculties of children. New York: Harper and Brothers, 1872.

CALKINS, N. A. Primeiras Lições de Coisas. Obras Completas de Rui Barbosa. Rio de Janeiro, RJ: MEC, 1950. v. 13. t. 1.

FARIA FILHO, Luciano Mendes de. Instrução elementar no século XIX. In: LOPES, Eliane Marta Teixeira, et. al. 500 anos de educação no Brasil. Belo Horizonte: Autêntica, 2000.

JOHNSON, Phil Brian. Rui Barbosa e a reforma educacional: as lições de coisas. Rio de Janeiro, RJ: MEC, 1977.

LOURENÇO FILHO, M. B. A pedagogia de Rui Barbosa. São Paulo, SP: Melhoramentos, 1966.

VALDEMARIN, Vera Teresa. Estudando as lições de coisas: análise dos fundamentos filosóficos do método de ensino intuitivo. Campinas: Autores Associados, 2004.

Publicado

2005-07-17

Cómo citar

M. Lorenz, K., & Vechia, A. (2005). FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL. Revista Diálogo Educacional, 5(14), 125–134. https://doi.org/10.7213/rde.v5i14.7373