[pt] A educação doméstica foi uma significativa prática de educação realizada nas Casas do Brasil de Oitocentos, que, em determinados momentos, consistiu na forma majoritária de ensinamentos dados a crianças e jovens, naquele tempo e contexto. Realizada pelos mestres, que se caracterizavam como professores particulares, preceptores, ou mesmo por familiares e padres, essa modalidade foi uma prática constante de educação durante todo o Brasil Imperial, tendo sua origem na educação de príncipes e nobres e sendo marcada pela influência européia. A tese propõe-se a estudar as características dessa prática e das circunstâncias em que ocorria na Casa, bem como, as relações que se estabeleciam entre ela, os colégios particulares e a escola estatal emergente, em um cotidiano em que conviviam essas diferentes modalidades de educação, concebidas como formas reconhecidas de educar meninos e meninas em Oitocentos. A pesquisa está baseada em diversos tipos de fontes documentais, principalmente em periódicos da época, que, explicitamente, apresentam como se configuravam as práticas de educação realizadas na Casa e como se inscrevem nesse período os mestres, agentes e responsáveis pela educação das crianças de elite no Brasil Oitocentista. / [en] Education at home was a significant educational practice held at the Brazilian Homes in the 18th Century, which, in some moments, represented the largest share of education imparted to the young and to the children, at that time and situation. Held over by masters, who assumed the position of teachers and tutors private, or even by members of the family or priests, it was a constant practice in education all over the Imperial period in Brazil, having as its model the education imparted to princes and the nobility, and as its main feature the European influence. The thesis proposes studying the characteristics of this practice and of the circumstances in which it happened at the House, as well as the relationships established among it, the private schools and the emerging state schools, in a daily life involving the different means of education conceived as methods to educate boys and girls in the 18th Century. The research is based on several kinds of documental sources, mainly from periodicals of the time, which show clearly how the educational practices held at Home were planned and how the masters, the agents and the ones in charge of the education of the children of the elite in Brazil of the Eighteen Hundreds were inscribed in the period.

Solicitud de embargo por publicación en revista indexada. / La revisión teórica y bibliográfica desarrollada a continuación surge a raíz de la presencia de la primera experiencia de educación remota de emergencia en el Perú (una variante de la educación a distancia): la estrategia multicanal “Aprendo en casa”, la cual fue producto de la pandemia del coronavirus. Asimismo, este análisis de fuentes está orientado a identificar las posibilidades de indagación a partir de las creencias y atribuciones causales que puedan surgir de la utilización de esta modalidad de aprendizaje en el Nivel Inicial. Para ello, se define a las creencias como aquellos juicios evaluativos que conducen la manera de pensar y proceder de las personas en determinadas situaciones (Borg, 2001; Pajares,1992). De la misma forma, las atribuciones causales son construcciones mentales desarrolladas a partir de la búsqueda de razones que explican un hecho y que, además, determinan cómo el sujeto enfrenta situaciones posteriores (Weiner, 1985). Finalmente, en este trabajo, se ha identificado que, en los estudios realizados sobre educación a distancia, las percepciones sobre esta modalidad varían de acuerdo al nivel de conocimiento y experiencia que los docentes y estudiantes poseen acerca de ella. Además, se resalta la ausencia de situaciones en las que se haya usado este tipo de educación en edades tempranas y se hace hincapié en la necesidad de indagar la pertinencia de su aplicación en el Nivel Inicial. / The theoretical and bibliographic review developed below arises from the presence of the first remote education experience (EAD) in Peru (a distance education form): the multichannel strategy “Aprendo en casa”, which was a product of COVID-19. Likewise, this resource analysis is aimed towards identifying the possibilities of research based on the beliefs and causal attributions that may arise from the use of this new modality of learning at the preschool level. In order to do this, beliefs are defined as those evaluative judgments that guide the way people think or act in different circumstances (Borg, 2001; Pajares,1992). In the same way, causal attributions are mental constructions that are developed based on the reasons that explain a fact, and that, in addition, determines how any subject faces subsequent situations (Weiner, 1985). To finish off, in this investigation, it has been identified that, in the studies that have been carried out about distance education, perceptions about this modality vary according to the level of knowledge and experience that a teacher and student have of it. In addition, the absence of situations where this modality of education might have been used in the early years is highlighted and it is emphasized that there is a need to investigate the relevance of its application at preschool level. / Trabajo de investigación