O professor-pastor e o padre-professor nos tratados pedagógicos dos séculos XVI e XVII e na experiência docente de Thomas Platter

• Ano de defesa: 2006
• Autor(a) principal: Bioto, Patrícia Aparecida
• Orientador(a): Bontempi Júnior, Bruno
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Tratados pedagógicos; Escolarização moderna; Professor moderno; Professor-pastor; Padre-professor; Comenio > 1592-1670 > Didatica magna > Critica e interpretacao; Hoole, Charles > 1610-1667 > New discovery of the old art of teaching schoole in four small treatises > Critica e interpretacao; Platter, Thomas > 1499-1582 > Diario; Jesuitas > Ratio studiorum; Educacao > Historia > Seculo 16; Educacao > Historia > Seculo 17
• Palavras-chave em Inglês: Pedagogicals treatises; Modern scholarization; Modern teacher; Teacher-preacher; Priest-teacher
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10542

This work consist of a bibliographic research about the following texts: Didática Magna (1657), A New Discovery of the Old Art of Teaching Schoole, in four small Treatises (1660), Ratio Studiorum atque Institutio Societatis Jesu (1599), and the diary of Thomas Platter, a European teacher from XVI century. The process of configuration of the modern teacher in the pedagogical treatise from XVI and XVII centuries was the object of this research. The purpose is show that for the textual context of production of this treatises, as well the historical circumstances, in that these treatises comes from, this texts had configured the modern teacher as teacher-preacher and as a priest-teacher. The development of argumentation was based on ideas of contemporary educational theoreticals that affirm that the modern scholarization don´t have institutional ancienty, and that the study of pedagogicals discourses made in the XVI and XVII centuries allow the understand the elements that shaped to the modern scholarization, between the the teacher . The analyse of sources was operated starting from the procedures theorical-operationals of the research segment of the history of ideas. As much as the goals proposed to this research can be proof the pertinence of the hypothetical asked about the characteristics of the modern teacher assumed in the pedagogicals treatises from the XVI and XVII centuries