Public-Oriented Alternatives to Dominating Control of Schooling Exemplified by Raden Adjeng Kartini and Ki Hadjar’s Taman Siswa Schools in Indonesia

School curriculum in most countries is dominated by the interests of the corporate states that govern the world. Educational alternatives have emerged in many countries that represent a public that is disenfranchised with them. In Indonesia, the work of Raden Adjeng Kartini and Ki Hadjar Dewantara provides poignant illustrations of educators who developed writings and practices that offer alternatives to the corporate states or imperialist and colonial precursors to them. These two prominent Indonesian curriculum theorists/educators, Raden Adjeng Kartini (1879–1904) and Ki Hadjar Dewantara (1889–1959), their lives, their works regarding the education of indigenous Indonesians, and their influences upon Indonesian education illustrate such alternatives. Raden Adjeng Kartini’s contribution in education revolves around four main concerns, namely the conditions and the rights of girls and women in Indonesian society, specifically in Java; the influences of tradition and customs; modernity and educating Indonesians; and the mechanism of colonialization. Her letters between 1898 and 1904 are unique sources to better understand her curriculum craft on the importance of education for all. Ki Hadjar’s contributions in education are similar to those of Raden Adjeng Kartini. Ki Hadjar’s contribution can be studied through the work of Taman Siswa school. The important characteristics of Taman Siswa include its conceptual and physical establishment as perguruan or paguron, sense of family as an institutional and educational principle and approach, and the Among System.

Escola Itinerante Herdeiros do Saber: uma análise sobre o processo de transformação da “Escola do Ensino” para “Escola do Trabalho”

The article presents a research that has as object of study the Itinerant School Herdeiros do Saber of the Landless Workers Movement, Rio Bonito do Iguaçu, Paraná. The objective of the research was to analyze the process of transforming the pedagogical practices of the “School of teaching” to the “School of work”, from the perspectives of the teachers working in that school. The case study methodology used semi-structured interviews, participant observation and field diary. The research seeks to contribute to the discussions about the school form in the movement of pedagogical transformations of rural schools. The research results show a process of construction of pedagogical practices guided by work as an educational principle, the link between school education and life and the school organization, with different times and spaces. In these areas, the main contradictions present express questions of the centrality of teaching scientific knowledge, of pedagogical and school management practices, of the training of teachers. Finally, it presents some challenges of the school experience analyzed regarding the consolidation of the school's pedagogical proposal, the lack of resources and investment and the political context of the school's social reality.

1. Period Influence on the Work of Johann Sebastian Bach

The work of Johann Sebastian Bach (1685 - 1750), significantly influences the work of the contemporary composers even almost 270 years after his death. It is undoubtedly caused also by the fact that by his work Bach impersonates contemporary musical tradition. There are the three most significant areas in his work – the influence of family tradition on his work, which we can observe throughout the Thuringia, where they have had a significant musical position for 200 years in all the areas of music – secular, urban, spiritual and ecclesiastical. The tradition of German music is not less important. It influenced Johann Sebastian Bach during his studies and was based directly on the essence of protestant educational principle. Filip Melanchton, the most significant collaborator and a friend of Martin Luther, was contributory in the reform of this principle. The most important is the influence of Luther’s Reformation on the spiritual world of J. S. Bach, which reached such dimensions that he unites theology and music. Under the influence of the aforementioned three areas, the work of Bach has acquired exceptional artistic and spiritual quality, a unique phenomenon in the history of music.

The narrative of Decalogue as an integrated expression of the basic principle of formation of Jewish law

The purpose of this article was to comprehensively explore the phenomenon of the narrative of the Decalogue in its fundamental principles in the context of the theological understanding of Jewish law. For this purpose abstract-logical methods, historical-legal, phenomenological, axiological, epistemological methods, method of critical and systematic analysis and method of comparative theology were used. The result is a theological understanding of the basic moral and legal principles and reducing to a single, systematic; a study of the correlation between the normative and the moral side of such a narrative was conducted. Of particular importance is the establishment and isolation of the basic initial principle in the defined context that underlies both Sinai law and all the biblical law. Because with the change of historical realities, which coincided with the destruction of the Temple and the termination of sacrifices, the law has also changed. However, the biblical law was of particular ideological importance, it set the tone and revealed and formed the basic principles for the further development of all Jewish law. Therefore, in our study we have drawn attention to the main ideological features of the biblical laws, because in our opinion, the basic formative essence is hidden in them and only by understanding it − will we be able to understand Jewish law itself. However, the phenomenon of law and even more so of Jewish law, is one of the best regulators and exponents of the educational principle that is designed to raise a person in love. Of course, morality is called for it and it should take precedence over everything else, but the legal part should not be ignored. Law should serve as a socially just, integrative, fundamental, binding, most effective, most respected regulator. Therefore, the problem of combining legal principles and moral precepts for biblical law did not stand basically. The significant part of the adopted legal norms initially was characterized by moral prescriptions, confirmed and expressed by law. Such a transition, the shift from morality to law, and the close relationship between them are one inseparable whole. And apart from Halacha, which was responsible for the legal aspect (the transition from morality to law), there were also the writings of the prophets whose task was to illuminate the transition from law to morality, because precisely morality is the essence of everything. Here is the true meaning of the existence of a legal expression of such an educational principle. Thus, the basic educational principle of the Decalogue, in particular, and of biblical law in general, was to educate a high-moral person who had restrictive precepts that would not allow him to fall into lawlessness (moral law), and the formative commandments that would allow a person to be educated in the search for God, and to stabilize himself in the godlike state commanded by God through Moses. That is the essence of the Decalogue and Jewish law. The educational principle, both basic and effective, though not so familiar to the modern understanding of the nature of law, is precisely the principle that laid down both the basis of the Decalogue and the foundation of all Jewish law at least in its biblical part.

Pesquisa como princípio científico e educativo na formação do enfermeiro / Research as a scientific and educational principle in nursing training

Objetivo: Identificar como a abordagem do tema investigação científica pode contribuir para o desenvolvimento da competência científica na percepção de estudantes do curso de Enfermagem. Método: Trata-se de uma pesquisa qualitativa, descritivo-exploratória do tipo estudo de caso desenvolvida em um curso de graduação em Enfermagem de uma universidade pública do Sul do Brasil. A coleta de dados deu-se por meio de três grupos focais com 23 estudantes e de análise documental. Os dados foram submetidos à análise de conteúdo e discutidos na perspectiva teórica de Pedro Demo. Resultados: Dos dizeres, evidenciaram-se duas categorias: “Construindo a competência investigativa: definição, importância e momentos de aprendizagem” e “A competência científica em formação: a pesquisa como subsídio para a prática profissional”. Considerações finais: A competência investigativa para a formação do enfermeiro atribuiu-se aos arranjos curriculares, ao método da problematização, à estratégia pedagógica tutorial, ao papel do professor como ativador no processo ensino-aprendizagem em pesquisa e às atividades extracurriculares, para aperfeiçoamento da prática.

POLÍTICA E HISTÓRIA DA EDUCAÇÃO PROFISSIONAL: luzes e sombras da realidade brasileira

Luzes e sombras, presente, passado e futuro confluem como as águas dos grandes rios de nosso país. Delineiam limites que não estão, política e socialmente, bem definidos sobre onde estamos, como chegamos, para onde vamos no conjunto dos fenômenos em que se insere a Educação Profissional. A análise do tema implica o tratamento dos acontecimentos na sua historicidade, segundo seu tempo-espaço e os sujeitos sociais envolvidos; os critérios do pensamento crítico, o que implica ir além da aparência e do discurso oficial; e o trabalho como princípio educativo na sua forma fundante, indispensável à criação dos meios de vida, e nas suas formas históricas de exploração do trabalho humano, pela produção e reprodução do capital. À luminosidade de nossas riquezas e dos avanços democráticos, opõem-se as sombras do autoritarismo e da mercantilização da vida, presentes nas ideologias de discriminação étnico-racial, de gênero, de classe; orienta as reformas econômica, trabalhista, educacional e, ainda em curso, o programa “Future-se” que propõe a privatização das universidades públicas federais e dos institutos federais de educação profissional e tecnológica.Palavras-chave: Trabalho-educação. Educação profissional. Reformas. Pensamento críticoPOLITICS AND HISTORY OF VOCATIONAL EDUCATION: lights and shadows of brazilian realityAbstractLights and shadows, present, past and future converge like the waters of the great rivers of our country. They delineate boundaries that are not politically and socially well defined about where we are, how we arrived, where we are going in the set of phenomena in which Vocational Education belongs. The analysis of the theme implies the treatment of events in their historicity, according to their time-space and the social subjects involved; the criteria of critical thinking, which implies going beyond appearance and official discourse; and work as an educational principle in its founding form, indispensable for the creation of livelihoods, and in its historical forms of exploitation of human labor, through the production and reproduction of capital. Against the brilliance of our riches and democratic advances are the shadows of authoritarianism and the commodification of life, present in the ideologies of ethnic-racial, gender, and class discrimination; guides the economic, labor, educational reforms and, still underway, the Future Up program, which proposes the privatization of federal public universities and federal institutes of vocational and technological education.Keyword: Work-education. Vocational education. Reforms. Critical thinking. POLÍTICA E HISTORIA DE LA EDUCACIÓN PROFESIONAL: luces y sombras de la realidad brasileñaResumenLuces y sombras, presente, pasado y futuro convergen como las aguas de los grandes ríos de nuestro país. Delinean límites que no están bien definidos política y socialmente sobre dónde estamos, cómo llegamos, a dónde vamos en el conjunto de fenómenos a los que pertenece la Educación Vocacional. El análisis del tema implica el tratamiento de los eventos en su historicidad, de acuerdo con su espacio de tiempo y los sujetos sociales involucrados; los criterios del pensamiento crítico, que implica ir más allá de la apariencia y el discurso oficial; y el trabajo como principio educativo en su forma fundacional, indispensable para la creación de medios de vida, y en sus formas históricas de explotación del trabajo humano, a través de la producción y reproducción del capital. Contra el brillo de nuestras riquezas y los avances democráticos, están las sombras del autoritarismo y de la mercantilización de la vida, presente en las ideologías de discriminación étnico-racial, de género y de clase; guía las reformas económicas, laborales, educativas y, aún en curso, el programa Future Up, que propone la privatización de las universidades públicas federales y los institutos federales de educación vocacional y tecnológica.

O PROFESSOR DA EDUCAÇÃO PROFISSIONAL ENQUANTO SUJEITO DA PRÁXIS REVOLUCIONÁRIA

O presente artigo tem como objetivo discutir aspectos do trabalho docente na educação profissional (EP) tendo como base a práxis revolucionária. Para isso, recorremos aos estudos de Konder (1992), Marx e Engels (1998) e Vázquez (2011). Logo, o referencial teórico e metodológico está imbricado no materialismo-histórico dialético. Partimos do pressuposto de que a EP é uma modalidade de ensino que está inserida no contexto de disputas antagônicas. Por essa razão, defendemos uma EP que busque evidenciar o trabalho como princípio educativo, a partir de um currículo integrado com vistas à formação humana integral dos sujeitos. Nesse sentido, o professor que atua na EP carece de construir uma consciência de classe, tendo em vista que a práxis revolucionária busca a transformação da sociedade atual. Para além disso, urge a necessidade de aproximações mutualísticas entre os componentes curriculares da formação profissional para com aqueles da formação geral. Compreendemos que a revolução acontece nos mais variados espaços, com as mais variadas pessoas e estilos de pensamento e ação. Todos esses pequenos movimentos podem corroborar no sentido de buscar uma transformação de realidades coletivas, sobretudo daqueles mais carentes. O professor, nesse caso, é um sujeito fundamental – mas não único – nesse processo.Palavras-chave: Educação profissional. Práxis revolucionária. Formação de professores.THE PROFESSIONAL EDUCATION TEACHER AND THE REVOLUTIONARY PRAXISAbstract The article aims to analyze the work of teachers in Vocational Education (PE) following the revolutionary praxis. We consulted the research of Konder (1992), Marx and Engels (1998) and Vázquez (2011). Our method is historical dialectical materialism. We defend a Vocational Education with work as an educational principle, integrated curriculum and integral human formation. The teacher needs to have a class consciousness because revolutionary praxis wants to transform today's society. We believe in the relationship between general education subjects and technical subjects. We know that the revolution happens in many places, with many different people and different styles of thinking the world. The teacher is fundamental in this process, but not the only one.Keywords: Professional education. Revolutionary praxis. Training teachers.EL PROFESOR DE EDUCACIÓN PROFESIONAL Y LA PRAXIS REVOLUCIONARIA ResumenEste artículo tiene como objetivo discutir aspectos del trabajo docente en Educacion Profesional (EP) basado en la praxis revolucionaria. Para ello, recurrimos a los estudios de Konder (1992), Marx y Engels (1998) y Vázquez (2011). Así, el marco teórico y metodológico está incrustado en el materialismo histórico dialéctico. Asumimos que la EP es una modalidad de enseñanza que se inserta en el contexto de disputas antagónicas. Por esta razón, defendemos una EP que busca destacar el trabajo como un principio educativo, basado en el currículo escolar integrado con miras a la formación humana integral de las personas. Los profesores que trabaja en EP necesita construir una conciencia de clase, ya que la praxis revolucionaria busca la transformación de la sociedad actual. Además, existe la necesidad de aproximaciones mutualistas entre los componentes curriculares de la formación profesional y los de la educación general. Sabemos que la revolución ocurre en los espacios más variados, con las más variadas personas y estilos de pensamiento y acción. Todos estos pequeños movimientos pueden corroborar la búsqueda de una transformación de las realidades colectivas, especialmente las más necesitadas. El profesor es un tema fundamental en este proceso, pero no el único.Palabras clave: Educacion profesional. Praxis revolucionaria. Formación de Profesores.