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No. of bitstreams: 1 MariaValdeniceResendeSoares_TESE.pdf: 5352874 bytes, checksum: b1136208f5f6e0506e476d3cda7932a6 (MD5) Previous issue date: 2016-02-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Curso Normal Regional de Mamanguape (1949-1957)- educa??o redentora para ascens?o e controle social ? um escrito hist?rico, que nascido no seio de um Programa de P?s - gradua??o em Educa??o, responde ao seu objetivo de pesquisa: compreender as pr?ticas escolares desenvolvidas ao longo da trajet?ria educacional desta institui??o. O nosso recorte temporal se justifica pelo tempo de funcionamento deste curso, de seu nascimento, que ocorre na cria??o do Curso Normal Regional de Mamanguape (1o ciclo do ensino normal), pelo Decreto n?. 151, de 24 de mar?o de 1949 at? o seu t?rmino em 1957, pois, neste ano houve a conclus?o da ?ltima turma do Curso Normal Regional no munic?pio. A prefer?ncia dos discentes pelo curso ginasial instalado no ano de 1952 no Instituto Moderno (abrigo de outras institui??es, entre elas o Curso Normal Regional de Mamanguape e o Gin?sio Mathias Freire) foi um dos fatores que levou o encerramento das atividades do curso de prepara??o de professoras para o ensino prim?rio. Dialogamos com referenciais que compreendem as realidades vividas como constru??es sociais complexas, um exerc?cio, que nos levou a busca de ind?cios para compor uma narrativa mais pr?xima poss?vel do real, do vivido neste espa?o educativo. A dimens?o do real aqui exposto est? ancorada na ideia difundida por Chartier (2009, 2013), o qual desloca a no??o de verdade por representa??o. Revelam-nos modos de ser e fazer a partir de intera??es m?ltiplas de indiv?duos que se interligam, segundo Elias (1970) numa configura??o social por grupos interdependentes. Cada movimento pressup?e alian?a, conflito, disputas dur?veis ou n?o na institui??o educativa e esta deve ser analisada, de acordo com Magalh?es (2004), por meio do estudo de uma polifonia em a??o, onde duas ou mais vozes se desenvolvem preservando a mesma textura sonora, neste caso, a mesma inten??o: a forma??o de professoras para o ensino prim?rio. Utilizamos fontes (n?o) oficiais (leis, of?cios, relat?rios, jornal, livros memorial?sticos e caderno de estudo) e oral e iconogr?fica cedidas por duas ex-alunas do curso. Identificamos nas leituras feitas a partir das fontes, duas categorias de an?lise: g?nero e cultura escolar. Desta feita, conclu?mos que a cria??o e instala??o do Curso Normal Regional de Mamanguape, em 1949, foi um processo inicial de um movimento de renascimento econ?mico e cultural do munic?pio, desenvolvido por um grupo da elite social mamanguapense, destacando o car?ter redentor da educa??o, visto como um meio de ascens?o e controle social. Bem como, a forma??o de professoras prim?rias, imbu?das da fun??o social da mulher como esposa, m?e e professora respons?vel pelo bem estar da crian?a e do adulto, alegria da casa e seguran?a de uma p?tria forte. / Regional normal course of Mamanguape (1949-1957) - redemptive education to rise and social control is a historical writing, that born within a Post - Graduate Education, responds to your research objective: to understand the school practices developed throughout the educational trajectory of this institution. Our time record is justified by the running time of this course, of his birth, which occurs in the creation of Regional Normal Course of Mamanguape (1 of normal education cycle), by Decree no. 151 of 24 March 1949 until its end in 1957, because this year was the completion of the last class of the Regional Normal Course in the municipality. The preference of students for junior high school installed in 1952 at the Modern Institute (under other institutions, including the Regional Normal Course of Mamanguape and Gymnasium Mathias Freire) was one of the factors that prompted the closure of preparation course activities teachers for primary education. Dialogued with references which understand the realities experienced as complex social constructions, an exercise which led us to search for clues to compose one narrative closest as possible to the real, the lived in this educational area. The dimension of actual exposed here is anchored in the idea spread by Chartier (2009, 2013), which shifts the notion of truth by representation. They show us ways of being and doing from multiple interactions of individuals who are interconnected, according to Elias (1970) in a social configuration for interdependent groups. Every movement presupposes alliance, conflict, durable disputes or not in the educational institution and it should be analyzed, according to Magalh?es (2004), through the study of polyphony in action, where two or more voices develop preserving the same sound texture in this case, the same intention: the training of teachers for primary education. Use documents (not) official (laws, crafts, reports, newspaper, books and memoirs study book) and oral and iconographic source courtesy of two former students of the course. We identified in the readings taken from the sources, two analytical categories: gender and school culture. On this occasion, we conclude that the creation and installation of the Regional Normal Course of Mamanguape, in 1949, was an early process of economic and cultural revival movement of the city, developed by a group of mamanguapense social elite, emphasizing the redemptive character of education, It is seen as a means of ascent and social control. As well as the training of primary teachers, imbued with the social role of woman as wife, mother and teacher responsible for the welfare of the child and adult, joy of the house and security of a strong country.