Cultura escolar: legislação, materialidades e práticas nas escolas paulistas oitocentistas (1822-1889)

• Ano de defesa: 2023
• Autor(a) principal: Souza, Eduardo Bezerra de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo
• Palavras-chave em Português: Instrução; Legislação; Cultura escolar; Cultura material escolar; São Paulo
• Link de acesso: https://hdl.handle.net/11600/70852

In this doctoral thesis, carried out with the Postgraduate Program in Education at Federal University of São Paulo, within the scope of the research line “History of Education: subjects, objects and practices” and linked to the Interdisciplinary Center for Research on Language and Literature (NIPELL), the objective was to analyze aspects of nineteenth-century school culture in São Paulo, especially with regard to the organization and development of public education in São Paulo. The central problem that directed the study was to answer how it was organized and developed in culture school culture in the Province of São Paulo in the period between 1822 and 1889. Based on an approach historical and anchored in the constructs of Cultural History, were analyzed from a discursive and dialogic the different aspects that constitute the meaning of documents, such as laws, decrees, inventories of materials and reports from teachers, inspectors and presidents of the Province, which allowed us to observe that school culture in 19th century São Paulo are structured based on three main facets: legislation, materialities and practices, in a movement of interdependence and simultaneity. With that, it was clearly concluded that the culture that were formed in São Paulo school in the 19th century did not only consist of in the imposition of prescriptive rules and not only local practices, but in the various operations that were made, taking into account the specificities of each reality, the material provision, the power strategies and subversion tactics, the differentiated appropriations produced by practitioners of these schools in relation to impositions, and also the creative forces produced by teachers in the daily lives of schools.