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Knowledge and practices in frontiers: toward a transnational History of Education (1810-...)

Grant number: 19/25903-0
Support type:Scholarships in Brazil - Post-Doctorate
Effective date (Start): March 01, 2020
Effective date (End): February 28, 2022
Field of knowledge:Humanities - Education - Fundamentals of Education
Principal Investigator:Diana Gonçalves Vidal
Grantee:Renata Guedes Mourão Macedo
Home Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Associated research grant:18/26699-4 - Knowledge and practices in frontiers: toward a transnational History of Education (1810-...), AP.TEM

Abstract

The project intends to discuss the contributions of History of Education regarding the initiatives focused on raising awareness of the diversity in the school daily life, within the scope of initial and continued teacher education. The theme of diversity concerns not only the differences related to teaching-learning processes, but also the incorporation of historically excluded segments that requires the debate of questions associated to ethnicity, immigration and gender, for example, involving various dimensions of the school daily life. Such issues involve from language, habits and values in different cultures, through clothing and other aspects associated to the image of the subjects that are part of the school (hair, accent, family configurations, for example), up to the content, some school materials (such as pencils and "skin colored" coloring pens) and the nature of pedagogical activities proposed that affect directly the incorporation of these segments, and play a fundamental role in modifying the relationships between the individuals that interact there (pupils, teachers, management and staff). These discussions may promote more fertile experiences connected to the professional development and formative processes conducted in the school environment. Thus, some questions that should guide the research are: How can we understand some actions that still today can be considered as excluding within school institutions? What can the History of Education contribute to map out the landmarks on the debate about diversity within the school context and teacher education? In which way the school partner in this project has been dealing with diversity in terms of the actions developed (documents produced, activities focused on teachers, students and staff etc.)? How some of the teachers deal with diversity considering their own formation trajectories?