Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-15T15:19:29Z No. of bitstreams: 1 Arquivototal.pdf: 20235681 bytes, checksum: d60a88c3b80216c9e0b1d675cf78168f (MD5) / Made available in DSpace on 2018-05-15T15:19:29Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 20235681 bytes, checksum: d60a88c3b80216c9e0b1d675cf78168f (MD5) Previous issue date: 2016-10-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The thesis entitled School as a "laboratory" for the production of textbooks: Piedade Paiva acting in the Paraiba educational setting (1967-1990) has as an argument the educational practices developed at Externato João XXIII School and professional metier formed the basis for her exercise as a writer, including textbooks. For the analysis of the (auto) biographical narratives, embodied in the words of her (ex) students, (ex)teachers and family associated with various written documentary sources investigating that knowledge and Piedade Paiva‘s practices circulated in her actings/ production in the city where she taught. This educator excelled in the twentieth century, to use educational practices that contributed to textbooks, thus optimizing the regional culture in the city of Guarabira, Paraíba and Brazil, as well as benefiting the history of education. The historical period includes the beginning and the "end" of the Externato João XXIII School, an institution which she founded, directed and taught for decades. The triad that permeated the life of the educator was family, religion and education - strong elements that guided her life. Revisit the memory of the 16 informants was relevant, since Piedade Paiva is no longer among us; the interviews unveiled how this teacher collaborated in the construction of knowledge and learning through her practice printed in her textbooks. This study is registered with the theoretical and methodological approach of the New Cultural History, with the (auto)biographical methodology research using semi-structured interviews, combined with other documentary sources such as magazines, newspapers, licenses, ordinances, acts, decrees, letters, photographs, manuscripts, etc. alluding to the educational training and educational practices from Piedade Paiva and iconography and accounts of her students and teachers, some of these features taken from social networks like Orkut and Facebook. The sources allowed historically reframe the role and contribution of the educator Paiva Piedade in the educational debate in Paraiba. The educator screen longed for the public space, especially for believing it was dedicated to follow the teaching and so could exercise her educational practices, but had no feminist intent. This teacher did not hide and signed up in society, took part in public affairs, stood financially because of her professional activities and writing of textbooks and other literary genres, the latter activity, in her own words, she had as lab the Externato Joao XXIII School. Keywords: (Auto) Biographical Narratives. Piedade Paiva. Educational Practices. Textbooks. Externato João XXIII School. / A tese intitulada A Escola como “laboratório” para a produção de livros didáticos: a atuação de Piedade Paiva no cenário educativo paraibano (1967-1990) tem como argumento que as práticas educativas desenvolvidas no Externato João XXIII e métier profissional constituíram a base para seu exercício como escritora, inclusive de livros didáticos. Essa educadora se destacou em pleno século XX, por utilizar práticas educativas que contribuíram para tessitura de livros, otimizando assim a cultura regional no município de Guarabira, da Paraíba e do Brasil, bem como beneficiando a história da educação. O recorte histórico compreende os primórdios e o momento ―final‖ do antigo Externato João XXIII, instituição a qual fundou, dirigiu e lecionou durante décadas. A tríade que permeou a vida da educadora - família, religião e educação - são elementos fortes que balizaram a sua vida. Investiga-se que saberes e práticas Piedade Paiva fez circular em sua atuação/produção na cidade onde lecionou. Revisitar a memória dos 16 informantes foi relevante, uma vez que Piedade Paiva não se encontra mais entre nós; as entrevistas desvelaram como essa educadora pode colaborar na construção de saberes e aprendizagens através de suas práticas, impressas em seus livros didáticos. Este estudo encontra-se inscrito na abordagem teórico-metodológica da Nova História Cultural, com a metodologia da pesquisa (auto) biográfica utilizando as entrevistas semi-estruturadas, associadas a outras fontes documentais como revistas, jornais, livros didáticos, certificados, portarias, diplomas, decretos, cartas, fotografias, manuscritos, etc. que fazem alusão à formação educacional e às práticas educativas de Piedade Paiva, bem como iconografias e relatos de seus ex-discentes e docentes, alguns desses recursos retirados das redes sociais como Orkut e Facebook. O cruzamento das fontes permitiu ressignificar historicamente à atuação e contribuição da educadora Piedade Paiva no debate educacional na Paraíba. A educadora em tela ansiava pelo espaço público, sobretudo por acreditar que era vocacionada para seguir o magistério e assim poderia exercer suas práticas educativas, contudo não tinha intenção feminista. Essa educadora não se ocultou e se inscreveu na sociedade, participou de assuntos públicos, ascendeu financeiramente em decorrência de sua atuação profissional e escrita de livros didáticos e outros gêneros literários, esta última atividade, no dizer da própria educadora escritora teve como laboratório o Externato João XXIII.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:10:48Z No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:10:56Z (GMT) No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:11:04Z (GMT) No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Made available in DSpace on 2017-01-17T17:11:12Z (GMT). No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) Previous issue date: 2015-02-25 / Não recebi financiamento / In the current research we analyze the personal and professional Constitution of literacy teachers, facing the relational hues during the course of life. In this sense, the research constitute of theoretical-methodological reflections, that seek to understand the professional constitution as subject-author in dialogue with two public school teachers from the city of Sorocaba, participating in the Research of Educational Practices in Mathematics Study Group, UFSCar- Sorocaba Campus, when considering a conflict and pleading educational space, centered on the problematization of teacher education. Stands, therefore, as a guiding question of this study, how does a teacher constitutes and develops professionally, the experiences of family relationship, initial schooling experiences, and relationships with teachers, people and spaces that were part of their lives in the formation process, especially the choice of teaching. This way, we tried to investigate the nature of the teaching profession, their knowledge, complexities that leverage discoveries about the subjectivities, experiences and professional trajectories, in a continuous and growing process of understanding the educational practice. Thus, the present research, committed to educational reality, particularly in the life stories of a Literacy Teacher, occurred by the information production of the (auto)Biographical narratives and Photo biographical, concerning the Constitution of personal and professional speakers from the research. In the process of data analysis, we organize the following theoretical contribution: Nóvoa (2010); Josso (2005); Souza (2013); Delory-Momberger (2006); Tardif (2003); among other authors that, on a qualitative approach, consider as granted the respect to the constituent elements of training and professional teaching, to seek alternatives for insertion of the teacher in the study center, in front of their singularities, subjectivities and the intensification of senses and meanings of experiences as results we present the fact that the Constitution of a tutor teaching establishes itself in the multi-referentiality, people, places and times, which cross the life and formation stories. / Na presente pesquisa buscamos analisar a constituição pessoal e profissional de professoras alfabetizadoras frente às matizes relacionais durante o decurso da vida. Nesse sentido, a pesquisa se constitui de reflexões teórico-metodológicas, que buscam compreender a constituição profissional como sujeito-autora em diálogo com duas professoras alfabetizadoras da rede pública de ensino de Sorocaba, que participam do grupo de estudos Grupo de Estudo e Pesquisas sobre Práticas Educativas em Matemática , UFSCar – Campus Sorocaba ao considerar um espaço de conflitos e debates educacionais, centrado na problematização da formação docente. Destaca-se, dessa forma, como questão norteadora deste estudo, como o professor alfabetizador se constitui e se desenvolve profissionalmente, frente às experiências da relação familiar, das experiências iniciais de escolarização, e das relações com os professores, pessoas e espaços que fizeram parte de suas vidas no processo de formação, sobretudo a escolha pela docência.Dessa forma, procurou-se investigar a natureza da profissão docente, seus saberes, complexidades que potencializam descobertas acerca das subjetividades, experiências e trajetórias profissionais, num contínuo e crescente processo de compreensão da prática educativa. Assim sendo, a presente investigação, comprometida com a realidade educacional, sobretudo nas Histórias de Vida do Professor Alfabetizador, se deu pela produção das informações das narrativas (auto)biográficas e fotobiográficas, concernentes a constituição pessoal e profissional das interlocutoras da pesquisa. No processo de análise dos dados, orientamo-nos pelo seguinte aporte teórico: Nóvoa (2010); Josso (2005); Souza (2013); Delory- Momberger (2006); Tardif (2003); entre outros autores que, numa abordagem qualitativa, consideram como pressuposto o respeito aos elementos constitutivos da formação e da profissionalidade docente, ao buscarem alternativas de inserção do professor no centro de estudo, diante de suas singularidades, subjetividades e da intensificação de sentidos e significados das experiências vividas.Como resultados apresentamos o fato de que a constituição da docência alfabetizadora se estabelece nas multirreferencialidades, de pessoas, lugares e tempos, os quais atravessam as histórias de vida e formação.

Les graphiques ont été réalisés avec le logiciel Alceste. / La scolarisation, l’éducation et la formation sont à la fois une nécessité et une contrainte pour l’évolution des pays en développement, car le développement durable exige l’accès au savoir et à la culture moderne et technologique. Le propos de notre recherche est de comprendre le vécu de la scolarisation des filles en Afrique subsaharienne à travers l'analyse de leurs récits biographiques. Cette recherche porte sur trois questions à propos des filles dans l'enseignement supérieur en Afrique subsaharienne: (1) Quelles trajectoires suivent les filles en Afrique subsaharienne pour devenir des étudiantes universitaires? (2) Quel rôle jouent les représentations sociales et la résilience dans le vécu des filles pour atteindre le niveau universitaire? (3) En se fondant sur des récits biographiques fournis par des étudiantes universitaires subsahariennes, quels facteurs, de risque ou de protection, semblent déterminants pour réussir à atteindre le niveau universitaire? Pour répondre à ces questions, nous avons constitué un corpus de 23 récits biographiques. L'analyse du contenu de ces récits a été effectuée à l'aide d'Alceste, un logiciel d'analyse de données textuelles. Alceste a traité chaque mot dans les 23 récits, puis a exécuté une analyse factorielle de ces mots. L'avantage de cette méthode d’analyse est de permettre au chercheur de découvrir des dimensions cachées au sein de la masse de données analysées. Trois classes de mots ont émergé de cette analyse factorielle. Les trois classes ont été croisées avec les 23 répondantes. L'analyse des tableaux croisés a révélé trois types d'étudiantes universitaires résilientes, selon leur trajectoire scolaire: la battante, l'assistée et l'héritière. En nous fondant sur: (a) les récits des étudiantes, (b) les trois classes produites par le logiciel Alceste, et (c) les tableaux croisés, nous avons tracé trois portraits-types d’étudiante. La trajectoire de chaque type d'étudiante met en présence et en interaction diverses variables sociologiques et individuelles: milieu socio-économique, milieu familial, contexte rural-urbain, âge, obstacles, échecs, redoublements, succès. La scolarisation des filles augmente plus rapidement en milieu urbain qu'en milieu rural. Chez les battantes, la scolarisation est vécue dans le sacrifice, la souffrance et l'impuissance. Chez les assistées, elle avance grâce à des contacts et un réseau d’opportunités. Chez les héritières, elle débute dans la tendre enfance et progresse rapidement. Dans leurs récits, les informatrices emploient des mots qui traduisent les disparités, les variations, les dynamiques et les détours dans leurs trajectoires scolaires. Les contextes, les lieux, les événements, l’âge et la fratrie affectent les trajectoires de différentes manières. Néanmoins, toutes les filles sont motivées à atteindre l’enseignement supérieur. L'entrée précoce à l'école, que l'on retrouve à la ville plutôt qu'à la campagne, est au nombre des facteurs de protection qui contribuent le plus à la scolarisation des filles au niveau universitaire. Un autre facteur de première importance est la scolarité des parents: les parents instruits ont de meilleures chances de voir leurs filles, des héritières, persévérer dans leurs études. Chez les battantes et les assistées, les facteurs de protection individuels sont décisifs: avec relativement peu de moyens financiers et d'appui familial, ces filles doivent se débrouiller et concevoir des solutions inédites afin de triompher de l'adversité. On note, en particulier, le courage et l'esprit combatif des battantes, de même que l'aide et le soutien d'un réseau procuré aux assistées. Cependant, l'effet de tous ces facteurs n'est pas le même dans les divers contextes familiaux, sociaux et institutionnels. Au delà de ce que nous avons mis en lumière au sujet des battantes, des assistées et des héritières, il reste encore beaucoup à découvrir au sujet de la fréquentation et de la persévérance scolaires des filles en Afrique subsaharienne. Depuis la Conférence de Jomtien en 1990, diverses mobilisations ont porté fruit et facilité l'accès des filles à l'école. Notre recherche auprès d'étudiantes universitaires en Afrique Subsaharienne montre que toutes ces filles font preuve de résilience, et que les moyens et solutions pour atteindre l'enseignement supérieur sont spécifiques à chaque fille. / Schooling, education and training are a necessity as well as a constraint for the evolution of developing countries, because sustainable development requires access to modern and technological knowledge and culture. The aim of our research is to discover the factual experience of the schooling of girls in Sub-Saharan Africa, through an analysis of their biographical narratives. This doctoral dissertation addresses three questions concerning the higher education of girls in Sub-Saharan Africa: (1) What trajectories do Sub-Saharan girls follow to become university students? (2) What role do Sub-Saharan girls' social representations and resilience play in attaining higher education? (3) On the basis of biographical narratives provided by Sub-Saharan girl university students, what factors, risk or protective, seem determinant to succeed in reaching higher education? To answer these questions, we gathered a corpus of 23 biographical narratives. The content analysis of these narratives was carried out with the aid of Alceste, a software program for the analysis of textual data. Alceste processed each word in the 23 narratives, and then executed a factor analysis of these words. The advantage of this method is to allow the researcher to uncover hidden dimensions within the mass of data analyzed. Three classes of words emerged from this factor analysis. The three classes were cross-tabulated with the 23 respondents. The result of the cross-tabulation revealed three types of resilient girl university students, according to their schooling trajectory: the fighter, the assisted and the heiress. On the basis of: (a) the girl students' narratives, (b) the three classes produced by software program Alceste, and (c) the cross-tabulations, we draw three typical portraits of the girl students. The trajectory of each type of student involves an interaction of various sociological and individual variables: socio-economic background, family environment, rural-urban context, age, obstacles, failures, grade repeatings, success. The schooling of girls increases more rapidly in urban areas than in rural areas. For the fighters, schooling is experienced through sacrifice, suffering and helplessness. For the assisted, it moves forward thanks to contacts and timely networking. For the heiresses, it starts in early childhood and progresses rapidly. In their narratives, the informants use words that express disparities, variations, dynamics and detours in their schooling trajectories. Contexts, locations, events, age and family affect the trajectories in various ways. Common to all girls, though, is the motivation to attain higher education. Early access to schooling, which is found in the cities rather than in rural areas, is among the protective factors that contribute most to the schooling of girls at the university level. Another factor of utmost importance is parents’ schooling: highly educated parents have better chances to see their daughters, heiresses, persevere in their studies. Among fighters and assisted, individual protective factors are decisive: with little or no financial means or familial support, these girls need to manage on their own and conceive novel solutions in order to overcome adversity. We note, in particular, the courage and battling spirit of the fighters, and the help and support provided by a network to the assisted. However, the effect of all these factors is not the same in the various familial, social and institutional contexts. Beyond what we have shed light on concerning the fighters, the assisted and the heiresses, much remains to be discovered concerning the schooling and educational perseverance of girls in Sub-Saharan Africa. Since the Jomtien Conference in 1990, various mobilizations have borne fruit, as they facilitated girls’ access to school. Our research on girl university students in Sub-Saharan Africa shows that all of these girls display resilience and that the means and solutions to attain higher education are specific to each girl.

La scolarisation, l’éducation et la formation sont à la fois une nécessité et une contrainte pour l’évolution des pays en développement, car le développement durable exige l’accès au savoir et à la culture moderne et technologique. Le propos de notre recherche est de comprendre le vécu de la scolarisation des filles en Afrique subsaharienne à travers l'analyse de leurs récits biographiques. Cette recherche porte sur trois questions à propos des filles dans l'enseignement supérieur en Afrique subsaharienne: (1) Quelles trajectoires suivent les filles en Afrique subsaharienne pour devenir des étudiantes universitaires? (2) Quel rôle jouent les représentations sociales et la résilience dans le vécu des filles pour atteindre le niveau universitaire? (3) En se fondant sur des récits biographiques fournis par des étudiantes universitaires subsahariennes, quels facteurs, de risque ou de protection, semblent déterminants pour réussir à atteindre le niveau universitaire? Pour répondre à ces questions, nous avons constitué un corpus de 23 récits biographiques. L'analyse du contenu de ces récits a été effectuée à l'aide d'Alceste, un logiciel d'analyse de données textuelles. Alceste a traité chaque mot dans les 23 récits, puis a exécuté une analyse factorielle de ces mots. L'avantage de cette méthode d’analyse est de permettre au chercheur de découvrir des dimensions cachées au sein de la masse de données analysées. Trois classes de mots ont émergé de cette analyse factorielle. Les trois classes ont été croisées avec les 23 répondantes. L'analyse des tableaux croisés a révélé trois types d'étudiantes universitaires résilientes, selon leur trajectoire scolaire: la battante, l'assistée et l'héritière. En nous fondant sur: (a) les récits des étudiantes, (b) les trois classes produites par le logiciel Alceste, et (c) les tableaux croisés, nous avons tracé trois portraits-types d’étudiante. La trajectoire de chaque type d'étudiante met en présence et en interaction diverses variables sociologiques et individuelles: milieu socio-économique, milieu familial, contexte rural-urbain, âge, obstacles, échecs, redoublements, succès. La scolarisation des filles augmente plus rapidement en milieu urbain qu'en milieu rural. Chez les battantes, la scolarisation est vécue dans le sacrifice, la souffrance et l'impuissance. Chez les assistées, elle avance grâce à des contacts et un réseau d’opportunités. Chez les héritières, elle débute dans la tendre enfance et progresse rapidement. Dans leurs récits, les informatrices emploient des mots qui traduisent les disparités, les variations, les dynamiques et les détours dans leurs trajectoires scolaires. Les contextes, les lieux, les événements, l’âge et la fratrie affectent les trajectoires de différentes manières. Néanmoins, toutes les filles sont motivées à atteindre l’enseignement supérieur. L'entrée précoce à l'école, que l'on retrouve à la ville plutôt qu'à la campagne, est au nombre des facteurs de protection qui contribuent le plus à la scolarisation des filles au niveau universitaire. Un autre facteur de première importance est la scolarité des parents: les parents instruits ont de meilleures chances de voir leurs filles, des héritières, persévérer dans leurs études. Chez les battantes et les assistées, les facteurs de protection individuels sont décisifs: avec relativement peu de moyens financiers et d'appui familial, ces filles doivent se débrouiller et concevoir des solutions inédites afin de triompher de l'adversité. On note, en particulier, le courage et l'esprit combatif des battantes, de même que l'aide et le soutien d'un réseau procuré aux assistées. Cependant, l'effet de tous ces facteurs n'est pas le même dans les divers contextes familiaux, sociaux et institutionnels. Au delà de ce que nous avons mis en lumière au sujet des battantes, des assistées et des héritières, il reste encore beaucoup à découvrir au sujet de la fréquentation et de la persévérance scolaires des filles en Afrique subsaharienne. Depuis la Conférence de Jomtien en 1990, diverses mobilisations ont porté fruit et facilité l'accès des filles à l'école. Notre recherche auprès d'étudiantes universitaires en Afrique Subsaharienne montre que toutes ces filles font preuve de résilience, et que les moyens et solutions pour atteindre l'enseignement supérieur sont spécifiques à chaque fille. / Schooling, education and training are a necessity as well as a constraint for the evolution of developing countries, because sustainable development requires access to modern and technological knowledge and culture. The aim of our research is to discover the factual experience of the schooling of girls in Sub-Saharan Africa, through an analysis of their biographical narratives. This doctoral dissertation addresses three questions concerning the higher education of girls in Sub-Saharan Africa: (1) What trajectories do Sub-Saharan girls follow to become university students? (2) What role do Sub-Saharan girls' social representations and resilience play in attaining higher education? (3) On the basis of biographical narratives provided by Sub-Saharan girl university students, what factors, risk or protective, seem determinant to succeed in reaching higher education? To answer these questions, we gathered a corpus of 23 biographical narratives. The content analysis of these narratives was carried out with the aid of Alceste, a software program for the analysis of textual data. Alceste processed each word in the 23 narratives, and then executed a factor analysis of these words. The advantage of this method is to allow the researcher to uncover hidden dimensions within the mass of data analyzed. Three classes of words emerged from this factor analysis. The three classes were cross-tabulated with the 23 respondents. The result of the cross-tabulation revealed three types of resilient girl university students, according to their schooling trajectory: the fighter, the assisted and the heiress. On the basis of: (a) the girl students' narratives, (b) the three classes produced by software program Alceste, and (c) the cross-tabulations, we draw three typical portraits of the girl students. The trajectory of each type of student involves an interaction of various sociological and individual variables: socio-economic background, family environment, rural-urban context, age, obstacles, failures, grade repeatings, success. The schooling of girls increases more rapidly in urban areas than in rural areas. For the fighters, schooling is experienced through sacrifice, suffering and helplessness. For the assisted, it moves forward thanks to contacts and timely networking. For the heiresses, it starts in early childhood and progresses rapidly. In their narratives, the informants use words that express disparities, variations, dynamics and detours in their schooling trajectories. Contexts, locations, events, age and family affect the trajectories in various ways. Common to all girls, though, is the motivation to attain higher education. Early access to schooling, which is found in the cities rather than in rural areas, is among the protective factors that contribute most to the schooling of girls at the university level. Another factor of utmost importance is parents’ schooling: highly educated parents have better chances to see their daughters, heiresses, persevere in their studies. Among fighters and assisted, individual protective factors are decisive: with little or no financial means or familial support, these girls need to manage on their own and conceive novel solutions in order to overcome adversity. We note, in particular, the courage and battling spirit of the fighters, and the help and support provided by a network to the assisted. However, the effect of all these factors is not the same in the various familial, social and institutional contexts. Beyond what we have shed light on concerning the fighters, the assisted and the heiresses, much remains to be discovered concerning the schooling and educational perseverance of girls in Sub-Saharan Africa. Since the Jomtien Conference in 1990, various mobilizations have borne fruit, as they facilitated girls’ access to school. Our research on girl university students in Sub-Saharan Africa shows that all of these girls display resilience and that the means and solutions to attain higher education are specific to each girl. / Les graphiques ont été réalisés avec le logiciel Alceste.