REPRESENTAÇÕES E APROPRIAÇÕES DA PEDAGOGIA MODERNA NO GRUPO ESCOLAR PROFESSOR BALDUINO CARDOSO DE PORTO UNIÃO-SC (1918-1957)

• Ano de defesa: 2015
• Autor(a) principal: Schena, Valéria Aparecida
• Orientador(a): Campos, Névio de
• Banca de defesa: Cordova, Maria Julieta Weber
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: pedagogia moderna; reforma educacional; ensino primário catarinense; método intuitivo; Grupo Escolar Professor Balduíno Cardoso
• Palavras-chave em Inglês: modern pedagogy; educational reform. elementary school of Santa Catarina; intuitive method; School Teacher Group Balduíno Cardoso
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/1181

The general objective of this thesis is to analyze the representations and appropriations of Modern Education in the State of Santa Catarina, in the period between 1918 and 1957 circumscribed, favoring an analysis of the School Group Balduíno Cardoso in Porto União-SC. Specifically, we intend to discuss the process of Educational Reform Vidal Ramos (1911), Luiz Bezerra da Trindade (1935) e Elpídio Barbosa (1946), analyze the movement of creation and expansion of school organization in Santa Catarina and to problematize the representations of Modern Pedagogy established for such reforms and the ways of appropriation in the teaching-learning practices of the School Balduíno Cardoso Group. Therefore, we seek to respond as modern pedagogical principles formulated by the State of Santa Catarina recorded in Group School Teacher Balduíno Cardoso. This problem related to the concepts of representation and appropriation of Roger Chartier, which guide the dialogue with all sources and allow for an interpretation and explanation of the implementation process and expansion of school organization, as well as reception of the principles of Modern Pedagogy. The dialogue with Roger Chartier and the reading reports of the Government of Santa Catarina, laws, decrees, regulations and bylaws, as well as inspectors reports, principals and teachers let us state that: the Educational Reforms implemented in the Santa Catarina state, in the period that circumscribes this research, have established a representation of Modern Pedagogy that sought to characterize a new ethos of public instruction; in the context of the Education Reform Orestes Guimarães was created School Group Balduíno Cardoso, originally called Collected Schools; the public politics have materialized in different ways in the interior schools compared to existing in the main cities of Santa Catarina, it did not exist an institution teacher training, except in the capital, and in the municipalities in the state prevailing mode of isolated school, missing some teaching materials consistent with the guidelines of Modern Pedagogy; state spheres of Santa Catarina established numerous documents of normative and pedagogical intended for the heads and teachers, emphasizing the need to appropriate the principles of modern pedagogy and teaching nationalization policy; the faculty of the School Group Balduíno Cardoso was expressed, either by reports or education plans, which understood and applied the intuitive method of pedagogical practice, while registering also some difficulties of the reception process; school inspectors in their reports, they left signs and indications that the appropriations of Modern Pedagogy among teachers of Balduíno Cardoso were not always in accordance with the representations and practices recommended by the official normalization Santa Catarina, well as recorded the absence of objective conditions necessary when solicited to send educational materials to school and indicating the poor condition of the physical structure.