Banca de DEFESA: LUZINEIDE DE OLIVEIRA CAMPOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUZINEIDE DE OLIVEIRA CAMPOS
DATE: 17/12/2025
TIME: 14:00
LOCAL: Sala de Vídeo-Conferência da Faculdade de Educação da UnB
TITLE:

SCHOOL PRACTICES AND TEACHING MATERIALS IN BRAZILIAN PRIMARY EDUCATION: AN ANALYSIS OF THE MANUAL “BASIC PRINCIPLES OF TEACHING PRACTICE” FROM THE BRAZILIANAMERICAN ASSISTANCE PROGRAM FOR ELEMENTARY EDUCATION – PABAEE (1965)

KEY WORDS:

History of Education. PABAEE. Teaching practices and materials. Teacher education.

PAGES: 151
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation focuses on the manual Princípios Básicos de Prática de Ensino, published in Brazil in 1965 within the context of the Brazilian-American Assistance Program for Elementary Education (PABAEE, 1956–1964). The general objective was to analyze the practices and materials proposed for primary education in this manual, considering its role in teacher training and in the school life of the period. To this end, the research was structured around three specific objectives: to investigate the suggested pedagogical practices; to examine the recommended teaching materials; and to develop a technical product in the form of a short course aimed at teachers in the public school system of the Federal District. The study was grounded in the History of Education approach, emphasizing the analysis of the pedagogical manual as a source that expresses conceptions, principles, and representations of school culture. The first axis of investigation showed that the manual prescribed systematized practices, based on a technical rationality that emphasized planning, time management, and assessment as tools for regulating learning, while also indicating some attention to students’ individual differences. The second axis revealed that teaching materials held a central place in the proposal, ranging from textbooks and worksheets to audiovisual and community resources, reflecting an effort to modernize the material culture of schooling during the period studied. However, when confronting these recommendations with the reality of Brazilian schools, a discrepancy was observed, since many operated under precarious conditions, with a lack of resources and inadequate infrastructure, which limited the implementation of the manual’s proposals. The third axis resulted in the development of a short course, conceived as a technical product, designed to promote teachers’ critical reflection on the influence of international programs and on the continuities and ruptures in Brazilian school practices. It is concluded that the analyzed manual should be understood not merely as a technical guide, but as part of an educational project aimed at disseminating pedagogical conceptions aligned with the political and cultural context of the Cold War and with Brazilian developmentalism in the early 1960s. The research contributes to the History of Education by highlighting the importance of pedagogical manuals as historical sources and by proposing their use as tools for the critical training of teachers, strengthening the dialogue between past and present.

COMMITTEE MEMBERS:
Externa ao Programa - 3431828 - ANA RAQUEL COSTA DIAS - nullExterna à Instituição - ANDRÉA BEZERRA CORDEIRO - UFPR
Presidente - 1203067 - JUAREZ JOSE TUCHINSKI DOS ANJOS
Interna - 1951689 - LIEGE GEMELLI KUCHENBECKER