Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T22:23:55Z No. of bitstreams: 1 BerenicePintoMarques_DISSERT.pdf: 29772906 bytes, checksum: 7cfbbfc69ffe4f852c7700d4a6aa35cc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-25T20:20:04Z (GMT) No. of bitstreams: 1 BerenicePintoMarques_DISSERT.pdf: 29772906 bytes, checksum: 7cfbbfc69ffe4f852c7700d4a6aa35cc (MD5) / Made available in DSpace on 2016-02-25T20:20:04Z (GMT). No. of bitstreams: 1 BerenicePintoMarques_DISSERT.pdf: 29772906 bytes, checksum: 7cfbbfc69ffe4f852c7700d4a6aa35cc (MD5) Previous issue date: 2015-04-10 / Este trabalho tem como objeto de estudo as politicas de educa??o popular do munic?pio de Natal, Rio Grande do Norte, nos anos de 1957 a 1964. Tem como objetivo identificar e analisar as pol?ticas de educa??o popular, elaboradas e executadas pela Prefeitura Municipal de Natal nos referidos anos. Para adquirir os dados hist?ricos, estabelecemos como questionamento norteador da pesquisa: Quais as pol?ticas de educa??o elaboradas e implementadas pela Prefeitura Municipal de Natal nos anos de 1957 a 1964? E assumimos como m?todo o Paradigma Indici?rio conforme proposi??o em Pinheiro (2009). Est? ancorado em fontes documentais da Legisla??o Educacional nos ?mbitos Nacional, Estadual e Municipal; nos jornais Folha da Tarde e Jornal de Natal; nos documentos existentes em arquivos do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte (IHGRN); no Arquivo P?blico Municipal de Natal; fontes iconogr?ficas; entrevistas e publica??es acad?micas. Al?m dessas fontes, nos inspiramos nas obras de Arist?teles (2011), Hobbes (2009), Freire (2011), G?es (1980), Germano (1989), Cortez (2005) e Galv?o (2004). A pesquisa possibilitou compreender que as pol?ticas de educa??o popular de Natal (RN) tiveram como base uma pr?tica educativa democr?tica, sustentada em tr?s pilares, a saber: participa??o e implica??o da popula??o natalense; constru??o e reconstru??o das pr?ticas pedag?gicas priorizando, em seus programas de a??o, a alfabetiza??o para todos e a forma??o dos docentes leigos; e, a democratiza??o da cultura. Esse processo hist?rico fez de Natal uma cidade educadora. / This work has as a research subject of popular education policies of the city of Natal, Rio Grande do Norte, in the years 1957 to 1964. It aims to identify and analyze popular education policies developed and implemented by the Municipality of Natal in these years. To get the historical data, we establish as a guiding reserch question the following: Which elaborated educational policies were implemented by the Municipality of Natal in the years 1957-1964? and took over as the method Evidential Paradigm as proposition in Pinheiro (2009). This is anchored in documentary sources of Educational Legislation at National, State and Municipal levels as well as in the newspapers Folha de Tarde and Jornal de Natal; in existing documents from the archives of the Historical and Geographical Institute of Rio Grande do Norte (IHGRN), the Municipal Public Archives of Natal; iconographic sources; interviews and academic publications. In addition to these sources, we were inspired by the works of Aristotles (2011), Hobbes (2009), Freire (2011), G?es (1980), Germano (1989), Cortez (2005) and Galv?o (2004). This research allowed us to understand that policies of popular education of Natal (RN) were based on a democratic educational practice, supported on three pillars, namely: participation and involvement of Natal population; construction and reconstruction of teaching practices in prioritizing their action programs to mass literacy and the training of lay teachers; and the democratization of culture. This historical process made Natal on educating city.