De La Salle a Lancaster : os métodos de ensino na escola de primeiras letras sergipana (1825-1875).

• Ano de defesa: 2006
• Autor(a) principal: Siqueira, Luís
• Orientador(a): Berger, Miguel André
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Escola de primeiras letras; Instrução primária; Método mútuo; Método simultâneo; Província de Sergipe
• Palavras-chave em Inglês: School of first letters; Mutual method; Simultaneous teaching method; Intuitive method
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4688

The School of First Letters was submitted to a confirmation process in Sergipe during the XIX Century. When province administrators understood that they would be able to transform behavior rules and guarantee social stability through the use of these schools, they began promoting the instruction of the school-age population. Using the most modern European pedagogic technology, the administrators adopted the teaching methods of the School of First Letters in Sergipe. The first method adopted was the mutual method starting in 1820. There was only one mutual method school operating in Sergipe which was situated in São Cristóvão, the capital of the Province. This method was chosen to discipline the population of the capital on that time. The mutual method was used until the 1950´s when other administrators started criticizing their efficiency to Sergipe and adopted the simultaneous teaching method. This new method had as an objective transmiting the values of Brazilian Empire through schools and establishing social order. Unlike the previous method, the intention was not a disciplinal one but to transmit values that would prepare people to respect Imperial Laws and the religion as vassals. The simultaneous teaching method was in practice until the 1970´s, when administrators following ideas of Pestalozzi and Basedaw uncharacterized it and recommended the adoption of the lessons with things and the intuitive method.