Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Almeida, Aline Martins de
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| Orientador(a): |
Munakata, Kazumi |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20941
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Resumo: |
This study was aimed at analyzing the processes of implementation, appropriation and adaptation of the intuitive method on the schooling of blind and deaf students from the late 1850s to the mid-20th century by performing a social, historical and cultural contextualization of the implementation of the National Institute for the Education of the Deaf (INES), the Benjamin Constant Institute (IBC) and the intellectuals who led this movement on a national and international level, locating these institutions within two political moments and positions: the imperial regime and the liberal republican movement - begun at the end of the nineteenth century - which elected the school as a privileged place to create the ideal citizen. The school, intended to meet the current control, vigilance and hygiene standards at the time, was designed to shape normal or abnormal children under the sign of modernity, technology and medical-pedagogical-disciplinary knowledge from new methods and materials presented at Congresses and International Expositions as a mechanism of "concert of nations" and instrument of science, cooperation, specialization, order, rationality and efficiency, promoting the foundation of morality and the good customs of peoples. Thus, children – and above all the impaired - schooling began to conceive different pedagogical practices: for the education of the blind, the learning of reading and writing through the Braille system and for the deaf, the learning of communication through sign language or oralization. With different systems of reading, writing and communication acquisition, the intuitive method, the lessons of things and the education of the senses permeated the practices, speeches and teaching methodologies inside these institutes, which promoted the object and central question of this study: how to educate the senses in the absence of one of them? For the answer, this research was based on school material culture, seeking to understand the daily life of these institutes through their languages, methods and practices collected from a documentary corpus that involved legislation of the period, textbooks, compendia, inspection reports, congress minutes, tuition books, class journals, teaching artifacts, and photographs. By implementing new techniques, such as the use of laboratories, the recognition of sensoriality, work and citizenship training in favor of a "civilized and educated man", great learning community areas were generated, extensive to abnormal sensorial childhood, providing the primacy of the School through specific pedagogical investments – those are some examples of the circulation, appropriation, transnationalization and internationalization of ideas present in this period |
