Moral e docência feminina na formação do cidadão nas primeiras décadas da República (1889-1920)

• Ano de defesa: 2016
• Autor(a) principal: Talita Barcelos Silva Lacerda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Feminização do magistério; Docência; Moral; Professoras; Cidadão; República
• Link de acesso: http://hdl.handle.net/1843/30787

This research investigates morality demands made to the female teachers of primary school in Minas Gerais, on the spread of ideals of nation, and the republican citizen in Brazil. The historical approach comprises the teaching feminization consolidation context, and organization of the republican school from 1889 to 1920. The main objective is to discuss how moral demands on female teachers were formed as part of the preparation process of teaching profession, in the context of formation of new generations of Republican citizens. Hypothetically this research considers the existence of a bond between the feminization of teaching and moral standards demanded of primary school's teachers, serving the purpose of formation of the citizen. For better understanding of these issues different documentary sources such as legislation on the subject, laws and regulations, reports of state presidents, journals, Brazilian Congress Annals of Primary Education and Secondary, correspondence and administrative and disciplinary process suffered by teachers at this time were investigated. The documentary analysis is articulated to theoretical discussions, in dialogue with studies of the first republic of Brasil, primary school, gender relations and the teaching profession. This work is organized into three chapters, that deals with the spread of nationalistic ideas among the population, and having formal education and teaching practice as a tool; moral standards required of women and female teachers in the school organization process, in the context of the social transformations of the period; it reviews complaints and administrative proceedings to female teachers, on moral standards to promote a reflection on how the requirements of this context of demands influenced their work. Thus, the exercise of the teaching profession by women was permeated by an ambiguity, noting its functions was accompanied by great social expectations, while being constantly watched and questioned regarding their moral and intellectual capacities. The female teachers were at the center of social control exercised by public administrators, and those moral demands were pervaded by relations of conflicting powers, whether by local political disputes to which they, as public employees, were subject, is the condition of being women.