Trajetórias de alunas-mestras a professoras intelectuais da educação no Rio Grande do Sul (1920 a 1960)

• Ano de defesa: 2017
• Autor(a) principal: Fraga, Andréa Silva de
• Orientador(a): Bastos, Maria Helena Câmara
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em História
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: História da Educação; Prosopografia; Trajetórias Intelectuais, Sociais e Profissionais; Profissão Docente; Escritas Docentes
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7670

The research proposes a historical reflection inscribed in the scientific field of the History of Education, and counted on the theoretical contribution of authors such as Pierre Bourdieu for the work with the category of trajectory, for the intellectual category Jean-François Sirinelli and Gérard Leclerc, for the practices of written as sociocultural practice Roger Chartier, Armando Petrucci and Antonio Viñao Frago, and for the prosopographic method was read by Cristophe Charle. Its object of analysis is within the scope of the intellectual, social and professional trajectories of female students who have become teachers or techniques in education, belonging to the civil service of the state of Rio Grande do Sul, and that during the decades of 1920 to , produced and disseminated their ideas through the practices of writing - textual production. It seeks to analyze the intellectual trajectory of these female students/teachers/techniques in education through three approaches: their effective participation in the educational renewal movement, in the intellectual production resulting from the educational debate and in the circulation of their ideas through publication of printed matter. The influence of the New School, the state organization, the educational administrative apparatus and the nationalization policy of education were present in the educational renewal movement. The female students/teachers/education techniques studied here were involved in four public institutions linked to Education: the “Secretaria de Educação e Saúde Pública” (SESP/RS), the “Centro de Pesquisas e Orientação Educacionais” (CPOE/RS), “Escola Complementar/Normal/Instituto de Educação de Porto Alegre” and the “Centro Regional de Pesquisas Educacionais/RS” (CRPE/RS). Institutions that authorized a type of writing: that of teachers for teachers and students for students. The analysis of the intellectual trajectory of the student-teachers through her writings is therefore, through the education and teaching press present in the “Revista O Estudo”, in the “Revista do Ensino/RS”, in the “Revista Cacique”, in the “Boletins do CPOE/RS” and “Boletins do CRPE/RS”. Intellectual production of female students/teachers/techniques in education, especially aimed at pedagogical activities and theoretical-methodological orientations. The construction of the biographical narrative of this work was organized from the prosopographic method of the initial formation of the female students/teachers/techniques in education constituted by the passage in the Escola Complementar/Normal/Instituto de Educação de Porto Alegre; By the professional performance - teacher and technical in education and other positions in state organs, in schools, universities, among others; Continuing education in undergraduate courses; And by the publication of his writings. From school education, one can see that even with the rigidity of an education and instruction aimed specifically at the female audience, women through the “Escola Normal” had the opportunity to obtain, in some aspects and moments, what they thought Be denied and opened up professional horizons and new contacts with other realities. The “Escola Normal”, contradictorily, was an institution that helped to construct an imaginary of primary teacher oriented to the profession and, at the same time, was propulsive by other behaviors on the part of the women: “the desire to know more, the professional aspiration, the leadership”, represented by the volume of intellectual production of the teachers/techniques in education that circulated in the specialized press. Like the other institutions that produced and consolidated a “certain educational expertise”, focused on the production of knowledge about childhood and the organization and control of the school system.