| dc.description.abstract | This Thesis aims to comprehend how the discourses about learning introduce and articulate themselves in the period from 1944 to 1964, specific part related to the periods that Lourenço Filho/Murilo Braga (1944/1951) and Anísio Teixeira (1952/1964) were responsible for the Instituto Nacional de Estudos Pedagógicos (INEP). Comprehending the present as a period in which there is a process of naturalization and individualization of learning, as well as a weakness in teaching practice, the Thesis wants to comprehend this configuration in Brazilian contemporary educational history. Considering that, the Revista Brasileira de Estudos Pedagógicos was used as search sources because this publication centralizes the official thoughts of the progressive pedagogical discourse, marked by foreign influence from Escola Nova concepts. To describe how different areas, articulate to each other, constitute discourses about learning in this specific historical moment, the discourse was used as a conceptual tool. In this empirical analysis, 96 magazines were mapped in the established period. From this total, 14 articles were used for analysis from the section Ideias e Debates. Using these articles, it was possible to define three analytical categories, named as tendencies of discourses about learning: 1) learning as individual improvement; 2) learning as social adjustment; 3) learning as experience. Considering these analysis, it is possible to say that Escola Nova ideas introduce different comprehensions about learning to an educational renovation in Brazil. However, these considerations do not refuse an intentional pedagogical knowledge, different from the recent pedagogical tendencies, marked by the naturalization and individualization of learning. | en |
