A atuação de professores primários no Vale do Paraíba paulista (1889-1920)

• Ano de defesa: 2015
• Autor(a) principal: Cunha, Tiago Donizette da
• Orientador(a): Gonçalves, Mauro Castilho
• Tipo de documento: Dissertação
• 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: República; Professores primários; Grupos escolares; Escolas isoladas; Vale do Paraíba paulista
• Palavras-chave em Inglês: Republic; Primary Teachers; School groups; Isolated schools
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10490

The research analyzed the role of primary teachers in the early decades of the Republic, specifically those who have taught in the Vale do Paraíba between the years 1889 to 1920, characterized by the expansion of isolated schools period, the emergence of the first school groups and the appointment and circulation teachers of these educational institutions. We chose a selection of subjects that, somehow, gained prominence in the scope of the school inspection reports and documents prepared by the directors of the school groups and those produced by teachers in disciplinary proceedings and periodical press. The main objective was to evaluate how these professionals have articulated given the particularities related to these schools in their educational, cultural, social and political aspects models, in order to track which teachers developed these understandings of the state and his own profession, their reactions bureaucratic and pedagogical norms and their views of students. As theoretical and methodological tool we highlight the contributions of Jean-François Sirinelli with its concepts of route generation and sociability as a way to analyze the intellectual (teacher) as a political actor, and experience of E.P. Thompson, in order to understand the actions and conditioned representations of these teachers that allowed them context. Thus, it was possible to assess how the hierarchical relationships with the state, and their social integration, ultimately influence the performance and careers of these teachers