| Title: |
A propósito do material didático 'Integração Social' no Mobral ; REGARDING THE DIDACTIC MATERIAL INTEGRAÇÃO SOCIAL OF MOBRAL ; SOBRE EL MATERIAL DIDÁCTICO INTEGRACIÓN SOCIAL DEL MOBRAL |
| Authors: |
Borges Neto, Fernanda; Maria dos Santos, Sônia |
| Source: |
Teias; Vol. 26 Núm. 80 (2025): Demanda Contínua ; Revista Teias; v. 26 n. 80 (2025): Demanda Contínua ; 1982-0305 ; 1518-5370 |
| Publisher Information: |
Universidade do Estado do Rio de Janeiro |
| Publication Year: |
2025 |
| Collection: |
Universidade do Estado do Rio de Janeiro (UERJ): Portal de publicações eletrônicas |
| Subject Terms: |
MOBRAL; educational material; Social Integration; material educativo; Integración Social; material didático; integração social |
| Description: |
Historically, Brazil has not been able to promote access and retention for everyone in schools, especially those with lower purchasing power. This educational exclusion has generated the need for public educational policies that ensure access and retention for those who were unable to attend school at the regular age. In this context, the present work is part of a doctoral thesis defended in 2021. It is a documentary research, that analyzed the didactic material "Integração Social," volume 1, from the subject "Integração Social," part of the Integrated Education Program (PEI) for the first phase of elementary education (2nd to 4th grades) in the Brazilian Literacy Movement (MOBRAL) from 1967 to 1985. MOBRAL was a program aimed at the education of young people and adults during the military dictatorship post the 1964 coup. After analyzing the mentioned didactic material in light of Gramscian thought, it was observed that the texts and proposed activities were repetitive, mechanized, mnemonic, and decontextualized, hindering reflection and criticism of students' living conditions and the causes of high social inequality. The intention was to address the challenges of the new phase of Brazilian capitalism, as well as to control, coerce, and dominate the subaltern classes, imposing the values and interests of the dominant classes and preventing any form of political participation and opposition from the oppressed. Furthermore, it promoted a break with popular education movements that contested the existing order. ; Históricamente, Brasil ha enfrentado dificultades para fomentar el acceso y la permanencia de todos en la escuela, especialmente aquellos con menor poder adquisitivo. Esta exclusión educativa ha generado/continúa generando la necesidad de políticas públicas educativas que aseguren el acceso y la permanencia de aquellos que no pudieron asistir a la escuela en la edad regular. En este contexto se sitúa el trabajo presente, que es un fragmento de la tesis doctoral defendida en 2021. Se trata de una ... |
| Document Type: |
article in journal/newspaper |
| File Description: |
application/pdf |
| Language: |
Portuguese |
| Relation: |
https://www.e-publicacoes.uerj.br/revistateias/article/view/82359/53304 |
| Availability: |
https://www.e-publicacoes.uerj.br/revistateias/article/view/82359 |
| Rights: |
Copyright (c) 2025 Revista Teias |
| Accession Number: |
edsbas.B2C0B464 |
| Database: |
BASE |